Mastering Differential Diagnosis with the DSM-5-TR™: A Symptom-Based Approach

Credit

Program Information

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.

Speaker

Margaret Bloom, PhD Related seminars and products

---

Margaret (Peggy) L. Bloom, PhD, Professor Emerita, Counselor Education and Counseling Psychology, Marquette University, Milwaukee, Wisconsin is a licensed psychologist and NCC certified counselor. Dr. Bloom is nationally recognized for her knowledge and expertise in assessment, DSM diagnosis, and counselor education. She is past chair and member of the board of directors of the Center for Credentialing & Education (NBCC), an elected fellow of the American Psychological Association (APA) and past president of the Association for Counselor Education and Supervision (ACES). Beginning her career as a psychiatric nurse and earning graduate degrees in nursing, counseling and a PhD in counseling psychology, Peggy brings a unique interdisciplinary perspective to each seminar. She has published numerous journal articles and presented professional education seminars across the world on assessment, diagnosis and counselor education.

Speaker Disclosures:
Financial: Dr. Margaret Bloom is a partner in Psycho-Pharm-Legal Consultants and has an employment relationship with Marquette University. She receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Margaret Bloom serves as a guest reviewer for The Clinical Supervisor and as a chair in the peer evaluations corps, Higher Learning Commission. She is a member of the American Counseling Association, the American Psychological Association, and the Association for Counselor Education and Supervision.

Additional Info

Program Information

For live CE credit, you must watch the live webcast in its entirety at its scheduled time and complete the CE quiz and evaluation within one week. You will have access for 90 days after the program for review.

Please note: There will be a 70-minute lunch and two 15-minute breaks; one in the morning and one in the afternoon. Lunch and break times will be announced by the speaker and at their discretion. A more detailed schedule is available upon request.

Visit our FAQ page at https://www.pesicanada.ca/faq or contact us at https://www.pesicanada.ca/contact-us.

Objectives

1. Describe the new additions and revisions in the DSM-5-TR impacting diagnosis of mental disorders.  
2. Conduct a four-step diagnostic process to accurately identify and code a client’s diagnosis.
3. Investigate common differential DSM-5-TR diagnoses for clients with anxiety, depressive, or abnormal cognitive symptoms.
4. Differentiate between overlapping symptoms and comorbid conditions in order to provide the correct diagnosis.
5. Analyze differential diagnoses for clients who present with disruptive behavior.
6. Collect the specific information required for an accurate differential DSM-5-TR diagnosis of clients with a history of trauma. 
7. Utilize the DSM-5-TR severity tables, assessment tools, and coding notes to improve the accuracy of diagnosis and ICD-10 coding.

Outline

• Why a revision to the DSM-5? 
  • Significant advances in understanding specific disorders
  • Knowledge of the impact of racism on diagnosis and presenting symptoms
  • Alignment with the ICD-11 disorder names and codes
• Key diagnostic changes 
  • Prolonged Grief Disorder, Suicidal Behavior, Nonsuicidal Self-Injury
  • Changed diagnostic criteria-sets for over 70 mental disorders
  • New names for disorders and symptoms
  • New mental disorder subtypes and specifiers
  • Revised text for all most all disorders and increased emphasis on the impact of racism and discrimination in diagnosis
  • Revised ICD-10-CM codes 

• Using the DSM-5-TR Manual for diagnosis and ICD-10 coding and recording 
• Web-based DSM-5 resources

• Effective intake interview strategies
• Identify Cognitive, Affective, and Behavioral DSM-5-TR symptom clusters
• Compile an accurate and comprehensive differential diagnosis list
• Determining the initial DSM-5-TR diagnosis list
• Identifying Comorbid Disorders

• Mental Disorders with symptoms of Depression, Anxiety, and Psychosis 
  • Differentiating Depressive Disorders
  • Normal Grief versus DSM-5-TR Prolonged Grief Disorder  
  • Differentiating Anxiety Disorders 
  • Psychosis, patterns of cognitive symptoms, and cognitive deficits
  • Mental Disorders on the Schizophrenia Spectrum versus Bipolar Disorders
  • Substances and Medical Conditions associated with psychological symptoms
  • Effectively differentiate overlapping disorders and identify comorbid conditions

• Clients with symptoms associated with experiences of Trauma control
  • DSM-5-TR Trauma and Stressor-Related Mental Disorders 
  • Differential Diagnosis of Mental Disorders Developing after Stressors
• Clients with Impulsive Behaviors or Poor Impulse Control
  • Normal development of self-regulation and its implications in children and adults with impulse control problems
  • Substance-Related and Medical Conditions that Impact Impulse Regulation 
  • DSM-5-TR Disorders with Dominant Disruptive and Impulse Control symptoms  

• Case 1: Client with multiple problems 
• Case 2: A sad, overwhelmed client
• Case 3: Fearful and worried client
• Case 4: Out-of-control and angry adolescent 

Target Audience

• Counselors
• Social Workers
• Psychologists
• Physicians
• Case Managers
• Addiction Counselors
• Therapists
• Marriage & Family Therapists 
• Nurses
• Nurse Practitioners
• Other Mental Health Professionals