an explanation of the most likely DSM-5 diagnosis for the client in the case study. Be sure to link those behaviors to the criteria in the DSM-5. Then, explain group therapeutic approaches you might use with this client.  Explain expected outcomes for the client based on these therapeutic approaches. Finally consider legal and ethical implications of counseling children and adolescent clients with psychiatric disorders. Support your approach with evidence-based literature. I download the case study Rubric:


This assignment aims to provide an analysis of a case study and suggest the most likely DSM-5 diagnosis for the client based on observed behaviors. It will also discuss potential group therapeutic approaches that can be employed with the client, as well as the expected outcomes of these therapies. Furthermore, the legal and ethical implications of counseling children and adolescent clients with psychiatric disorders will be examined. This analysis will be supported with evidence-based literature.


The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) is a widely used diagnostic tool in the field of psychology and psychiatry. It provides criteria for the diagnosis of various mental disorders, enabling clinicians to effectively identify and treat individuals who are experiencing psychological distress. In this case study, the aim is to determine the most likely DSM-5 diagnosis for the client based on their observed behaviors.

DSM-5 Diagnosis

Based on the information provided in the case study, the client exhibits several key behaviors that may be indicative of a specific DSM-5 diagnosis. These behaviors include:

1. Frequent mood swings: The client’s mood is described as rapidly shifting from extreme happiness to deep sadness, often within a short period of time.

2. Impulsivity and risk-taking behavior: The client frequently engages in impulsive actions without considering the consequences. This includes drug experimentation and risky sexual behavior.

3. Self-harm: The client engages in deliberate acts of self-harm, such as cutting, as a means of coping with emotional pain.

4. Intense fear of abandonment: The client constantly worries about being abandoned and goes to great lengths to avoid rejection or abandonment by their loved ones.

5. Unstable self-image: The client has a distorted sense of self and experiences frequent fluctuations in their self-image, resulting in feelings of emptiness and confusion.

Based on these behaviors, the most likely DSM-5 diagnosis for the client in this case study is Borderline Personality Disorder (BPD). According to the DSM-5 criteria, individuals with BPD exhibit a pervasive pattern of instability in interpersonal relationships, self-image, and affect, as well as marked impulsivity. The client’s mood swings, risk-taking behavior, self-harm, fear of abandonment, and unstable self-image align closely with the diagnostic criteria for BPD.

Group Therapeutic Approaches

To effectively address the needs of the client, group therapeutic approaches can be employed. Two potential approaches that may be beneficial for individuals with BPD are dialectical behavior therapy (DBT) and psychoeducation groups.

DBT is a well-established treatment approach for individuals with BPD. It focuses on enhancing the client’s ability to regulate emotions, manage distress, and improve interpersonal skills. In the context of a group setting, DBT can provide social support and validation, allowing clients to learn from one another’s experiences and practice new coping strategies. Group DBT sessions typically involve mindfulness exercises, emotion regulation techniques, interpersonal effectiveness skills, and distress tolerance strategies (Linehan, 2015).

Psychoeducation groups can also be beneficial for individuals with BPD. These groups aim to educate clients about their diagnosis, help them understand the nature of their symptoms, and provide evidence-based information about treatment options. In a group setting, clients can learn from each other’s experiences and gain a sense of validation and support. Psychoeducation groups may include topics such as emotion regulation, stress management, and building healthy relationships (Griswold & Goldman, 2019).

Expected Outcomes

By utilizing these group therapeutic approaches, several expected outcomes can be anticipated for the client.