Diagnostic Case Studies

Demonstrate your competency with our interactive educational diagnostic case studies, which serve to maintain, develop, or increase the knowledge, skills, and professional performance and relationships that clinical practitioner uses to provide services for patients, the public, or the profession. The content at Genius Academy has been thoroughly reviewed and vetted by top professionals in the field. Easily gain up to 8.5 hours AMA PRA Category 1 hour of your license requirements through our unique narrative pedagogy approach.

  • With the release of the DSM-5-TR, there are numerous changes and revisions to consider. This video provides an overview of these changes and explores the reason for the updates made. The role of the DSM in mental health practice is also showcased.  
  • As time goes on, the commonly accepted names of certain disorders are altered to fit what's most current in the field. This is the case for Social Anxiety Disorder, which had been called "Social Phobia" and "Social Phobia (Social Anxiety Disorder)" in previous editions.  
  • When the DSM-5 came out, it replaced the previous DSM IV grouping for Mood Disorders with two separate categories, ?bipolar and related disorders? and ?depressive disorders." In addition to the two disorders being separated, the text for certain criteria was changed as well, which resulted in misleading language that could have been misinterpreted. This has been remedied in the revised manual.  
  • A number of disorders in this category saw major and minor revisions in the DSM-5-TR. These disorders, including Depressive Disorder Due to Another Medical Condition, Major Depressive Disorder, Other Specified Depressive Disorder, Persistent Depressive Disorder, and Unspecified Mood Disorder, all saw changes that could greatly impact the approach to diagnosis. Additionally, a newly explored disorder, Prolonged Grief Disorder, was added.  
  • In the years since the publishing of the DSM-5, it was found that some cases of "Other Specified Feeding Disorder" were being misclassified as a result of the example given for "Atypical Anorexia Nervosa." It was unclear as written and led many clinicians to misinterpret the intent of the example. To remedy the problem, the DSM-5-TR example text was adjusted to provide clarity and flexibility in how the disorder would be diagnosed and classified.  
  • Social and scientific standards change over time, which directly impacts the ways clinicians and professionals approach certain disorders they encounter in their practice. As these changes become widely accepted and approved, the DSM seeks to modify the ways the disorders are represented within its pages. In the time between the publishing of the DSM-5 and the DSM-5-TR, a major shift in how we view and identify "Gender Dysphoria" has occurred. In response, a number of significant revisions were made.  
  • There were a number of changes made to disorders falling under the Neurocognitive Disorders category when the DSM-5-TR was published. Disorders such as Functional Neurological Symptom Disorder (Conversion Disorder), Delirium, Olfactory Reference Disorder (Olfactory Reference Syndrome), and Other Specified Delirium Disorder were altered in various ways to comply with the evolving state, perception, and use of these disorders and their definitions within the Mental Health Community.  
  • Two disorders categorized within the Neurodevelopmental Disorders chapter of the manual saw alterations with the publishing of the DSM-5-TR. These disorders, Autism Spectrum Disorder and Intellectual Developmental Disorder (Intellectual Disability), saw minor changes that could have a big impact on how practitioners utilize the manual to diagnose patients.  
  • Sometimes it only takes one word to change the meaning of an entire idea being expressed. This was the case with the DSM-5 entry for "Other Specified Schizophrenia", where the use of the word "partner" was interpreted in a number of ways by clinicians, causing inconsistent diagnosis. For the publishing of the DSM-5-TR, the word was replaced to create better clarity and understanding.  
  • Within the category of Sleep-Wake Disorders, changes were made to the text for "Narcolepsy" in the DSM-5-TR in order to align more closely with other commonly used resources, such as the International Classification of Sleep Disorders, 3d edition (ICSD 3) and International Classification of Diseases, 11th edition (ICD-11).  
  • For the publishing of the DSM-5-TR, it was decided that there should be additional Diagnostic Codes included representing Suicidal Behavior and Nonsuicidal Self-Injury.  
  • After the committee discovered a redundant clarifying note in the criteria for "Post-traumatic Stress Disorder", it was decided that the removal of the note would reduce confusion and eliminate unnecessary text from the manual.  
  • Zack is an 8-year-old boy displaying multiple routines and behaviors that are associated with Autism Spectrum Disorder. In this video, you'll gain insight into the criteria that are needed to meet this diagnosis, not only through the observations shared by his father but also by watching reenactments of Zack's home and school life. These moments provide additional context and insight into Zack's feelings, emotions, and behaviors in his own environment rather than when he's sitting in an unknown office environment.  
  • After Rosalyn was involved in a horrific traffic accident, she became deeply shaken by the gruesome, fatal injuries suffered by the other driver. She was unhurt physically, but two weeks later, she is experiencing troubling imagery, nightmares, trouble concentrating, dread, and anger. In this video, the learner is inserted into the room with the therapist and the patient, allowing them to experience and observe the session in a raw, real way. In the behaviors and words spoken, clues reveal themselves, leading the viewer to a diagnosis.  
  • April has given herself over to her fear and anxiety. She is not sure why or how this happened to her, but she now is terrified to leave the house or venture into the unknown. She was previously cautious but things recently turned extreme. This video puts the learner into the room with her, as she explores the factors and symptoms of her condition and explains how she wound up like this.  
  • Randall always dreamed of having an incredibly muscular, lean physique, like the athletes, wrestlers, and superheroes he idolized as a child. He is completely dedicated to his diet and exercise routine and everybody around him is impressed by how great of shape he is in, but for some reason, Randall does not see himself the same way. He is particularly interested in growing a specific muscle group, but he has not been able to see any real progress, which has led him to feel terrible about the whole endeavor. As the viewer observes Randall's session, they see the realities of his situation as he talks about his perception and his expectations for himself. Through his mannerisms and behaviors, clues to the disorder he is struggling with are revealed.  
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