Please read detailed instructions below along with the word template: Diagnostic Approaches For this assignment, consider the following case vignette: Annie is a 13-year-old Asian American girl; the youngest child in a family of four older siblings. Her parents are both high school teachers and came to United States from India to attend college and stayed to raise a family together. They travel as a family to India several weeks of every year to be with extended family. Annie understands some phrases in the dialect spoken by her extended family, but she and her sisters consistently speak to their parents in English. When Annie was 5 years old, she was hospitalized for three weeks for a serious illness. Since that time, she has been in good health, but has struggled with her fears and anxiety. Annie is extremely shy and avoids situations in which she needs to interact with new people or large groups. She worries about making mistakes in her schoolwork and becomes extremely anxious when taking tests. Sometimes, she becomes so nervous that her heart races; she begins to tremble and has difficulty breathing. Annie is also afraid of the dark and does not want to be alone in her room at night. She often requires the presence of one of her parents or older sisters until she falls asleep. As her oldest three sisters have left home to pursue their education and careers, the family is finding Annie's need for reassurance more burdensome. Instructions Download Unit 3 Assignment Template. Use it to complete your assignment. Part I: Examining Three Models of Psychopathology Review each of the three models of abnormality—biological, psychological, and sociocultural—and apply key principles from each model to frame what is happening to Annie and her family. Analyze how each model explains the factors leading to Annie's presenting behaviors. Part II: Assessment Instruments to Aid in Diagnosis Formulate a culturally sensitive assessment strategy using a combination of at least two measures listed below (and linked in Resources) to assist with the assessment of Annie and her family. Describe how the assessments will be administered and interpreted using scholarly sources to support the strategy. DSM-5: Assessment Measures: Parent/Guardian-Rated DSM-5 Level 1 Cross Cutting Symptom Measure. DSM-5: Cultural Formulation: Cultural Formulation Interview. Hamilton and Carr's "Systematic Review of Self‐Report Family Assessment Measures." Part III: Systemic Perspective for Diagnosis With an assessment strategy established: Analyze how the DSM and ICD may augment guidance for working with families from a systemic perspective. Describe the Z code or codes that apply, noting the limitations and risks of using these codes for Annie and her family. Submission Requirements Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate level scholarship. APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting. Number of resources: Minimum of four scholarly resources. Distinguished submissions typically exceed this minimum. Length of paper: 4–6 typed double-spaced pages. Abstract and Table of Content pages are not necessary. Font: Times New Roman, 12 point. SafeAssign You are required to submit your final version of this paper to SafeAssign to generate a final report prior to submitting the assignment for grading. From the SafeAssign tool, first submit to the draft link to check your work for any necessary edits. Once the paper is finalized and all edits have been made, submit your final paper to the Final report option for the assignment. Please be advised it can take up to a day to obtain the percentage from SafeAssign. When your paper is downloaded and viewable in SafeAssign, save the originality report. You can learn more about how to use SafeAssign reports on the SafeAssign Campus page. Submit your assignment using the following file naming format: Your Name_AssignmentNumber_Assignment Title (example: Ima_Learner_u03a1_Diagnostic Approaches). In the comment section, provide the percentage from the final SafeAssign report (example: Final Safeassign percentage = 4%). Please be prepared to provide your faculty member with a copy of the SafeAssign report should this be requested of you. Reading Use your Abnormal Psychology text to read the following: Chapter 7, "Mood Disorders and Suicide," pages 168–205. This section of the chapter focuses on symptoms of depression, bipolar disorders, and theories of etiology. DSM-5 Review Use the DSM-5 to read the following: In Section II, "Bipolar and Related Disorders." This section will inform your understanding of Bipolar I, Bipolar II, and Cyclothymic Disorders. In Section II, "Depressive Disorders." In this section, you will find an introduction to Mood Disorders and details for diagnosing Major Depressive and Pervasive Depressive Disorders. Multimedia Click Unit 3 Drag and Drop to complete the interactive media piece. Use this exercise to review symptoms related to mood disorders. You will need to match the symptom with the correct diagnosis. You can use the exercise as many times as you need until you feel confident with your knowledge. Optional – Readings Aggarwal, N. K., Desilva, R., Nicasio, A. V., Boiler, M., & Lewis-Fernández, R. (2015). Does the cultural formulation interview for the fifth revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) affect medical communication? A qualitative exploratory study from the New York site. Ethnicity & Health, 20(1), 1–28. A copy of the Cultural Formulation Interview is provided on pages 4–5. Erford, B. T., Johnson, E., & Bardoshi, G. (2016). Meta-analysis of the English version of the Beck Depression Inventory–Second edition. Measurement and Evaluation in Counseling and Development, 49(1), 3–33. McCullough, J. P., Clark, S. W., Klein, D. N., & First, M. B. (2016). Introducing a clinical course-graphing scale for DSM-5 mood disorders. American Journal of Psychotherapy, 70(4), 383–392. McTate, E. A., & Leffler, J. M. (2017). Diagnosing disruptive mood dysregulation disorder: Integrating semi-structured and unstructured interviews. Clinical Child Psychology and Psychiatry, 22(2), 187–203. Walsh, J. (2016). The utility of the DSM-5 Z-codes for clinical social work diagnosis. Journal of Human Behavior in the Social Environment, 26(2), 149. Learning Components This activity will help you achieve the following learning components: Consider biological perspectives for presenting symptoms. Explore resources to aid in differential diagnosis. Consider the role of assessment tools to clarify presenting symptoms.