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{"id":80087,"date":"2023-05-16T15:14:34","date_gmt":"2023-05-16T15:14:34","guid":{"rendered":"https:\/\/nursingwritersbureau.com\/?p=80087"},"modified":"2023-05-16T15:14:34","modified_gmt":"2023-05-16T15:14:34","slug":"psychology-counseling-case-studies-project","status":"publish","type":"post","link":"https:\/\/nursingwritersbureau.com\/psychology-counseling-case-studies-project\/","title":{"rendered":"Psychology Counseling Case Studies Project"},"content":{"rendered":"General InstructionsMost of you will have never worked in a therapy session with a client or clients. There is no way to prepare you for that experience unless you begin to think as if you were in that situation. Theories are important to know, but how you will implement the constructs of the theories is so much more crucial. Using the two scenarios below, complete a treatment plan for each one. When you are finished, you should have two completed treatment plans. There are no exact answers because each treatment plan could be approached from dozens of directions. Your outline should be consistent from top to bottom as you think about each scenario. For example, if you state in the beginning of the treatment plan that the client(s)\u2019 presenting issue is depression, then, at the bottom of the outline you should not state that you will be seeing that person once a month. For 99% of the population being treated for depression, once a month would be of very little help. \u00a0Make sure that you use the template below and fill in all the required information.Keep in mind that, even though there might be three or four blanks for you to provide information, you might need less or more blanks to fill in the information that you think is necessary.Note: If specific information is not provided in the scenarios below, you can devise the information if it stays consistent with the other facts. For example, in Scenario #1, you can presume that the client has a Catholic background or a Protestant background; you can presume ethnicity if you deem it relevant.Scenario for Treatment Plan #1A family comes to your practice for help. Here is the following information that is collected during their intake.Mom and Dad have been married for twenty years. They have a middle-class income. Mom works twenty hours per week as a para-legal. Dad is a college professor at the local four-year institution. They have three children. The oldest is a 16-year-old girl. She is a straight A student, and she is well liked at her school and the family\u2019s church. She does not play any sports. Her hobbies are reading, art, and theatre club at the school. She just received her driver\u2019s license about three months ago. It is rare that she is ever in trouble and in need of discipline for breaking family or school rules.The second child is 12-year-old male. This young man seems to find trouble any where he goes during the day. He struggles in school, but the teachers state he is fully capable of completing the work; he just refuses to do the work. He is defiant at school and at home. He spends most of his time defying authority figures who are left in charge of him each day. He can go for days without getting in trouble and then he could go a week getting in trouble every day. Even when he is presented with a \u201cvideo\u201d of his infraction, he will sit and deny it. He never claims that anything is his fault. He has been known to get into fights at school and even with his older sister. The older sister never fights back. She tries to get away from him rather than engage. He will intentionally break a rule at home and blame it on his older sister or younger brother. Spanking him only makes him madder and more out of control. Time-out ruins everyone\u2019s night because he sits in time-out and verbally says things to bother the rest of the household. The only person he has never shown the behavior is his grandmother on his mother\u2019s side.The third child is a 10- year-old boy. The boy is identical to the older sibling. He makes good grades and he is well liked by others. He does show some of the \u201cbaby of the family\u201d traits. For example, when his older brother picks on him, he immediately cries and screams for his mother.I. Presenting Symptoms\/Issues (i.e., Anxiety, Depression, etc.) (Spaces are provided for three symptoms or issues, but you may have less or add more, if needed.)A.B.C.II. Information that Supports Item I. (How did you arrive at the above conclusions? Again, you may have less or more information here.)A.B.C.D.III. \u00a0Treatment Theoretical Approach(es): Identify anddiscussthe major theory(ies) thatyou, as the counselor, would use to work with the individual\/family andgive a rationalefor choosing it\/them (Adlerian, Gestalt, Existential, Family, etc.). The approach can beeclectic, a combination of theoretical approaches.IV. Treatment Modalities (i.e., Specify Group, Family, Couple, Individual\u2014make sure thatyour choice of treatment modalities correlates with what you going to do with theindividuals in the scenario.)A.B.C.V. Reasons for the Chosen Modalities in Item IVA.B.C.VI. Frequency of Sessions for Each Modality in Item IVA.B.C.VII. Measurable Treatment Goals (Be sure to state these using action verbs. For example,\u201cThe client(s) will be able to identify, discuss, describe, etc.\u201d)A.B.C.D.VIII. Techniques from Theoretical Approaches: Identifyand discussthe techniques from the theoretical approach(es) (e.g., reframing, empty chair, etc.) to be used with the situation in the scenario. These should be directly related to Item III.IX. Frequency for Evaluating Each GoalA.B.C.D.X. How will Progress be Defined? [What will you be looking for regarding progress withyour client(s)?]A.B.C.D.Scenario for Case Study #2A couple enter for their intake regarding pre-marital counseling. They have been dating for approximately fifteen months. They are wanting to get married; however, they are concerned with several issues. The woman has been married twice before. She has one child with each of her past ex-husbands. She has an eight-year-old girl and a four-year-old boy. The man has been married once before. He has one child, a boy, age 13.Both woman\u2019s ex-husbands play a large role in the children\u2019s lives. However, the man\u2019s ex-wife has nothing to do with her son. The woman receives a large alimony check that she would lose if she re-marries. This is a concern since she does not work outside the home. The man has a good job, but they would be living on a tight budget without her alimony check each month. They have discussed living together, but, if it is proven that they are cohabitating, she would still lose the alimony. The children have not met each other at this point. The woman\u2019s ex-husbands are not aware that she has been in a serious relationship.The 13-year-old boy has been in trouble with the juvenile court system for inappropriately touching girls at school. The last episode was six months ago. He has been in counseling for over one year. The man has not told the woman of his son\u2019s issues.Again, they have come in for pre-marital counseling and how they should tell the children the news if they decide to marry.I. Presenting Symptoms\/Issues (i.e., Anxiety, Depression, etc.) (Spaces are provided for three symptoms or issues, but you may have less or add more, if needed.)A.B.C.II. Information that Supports Item I. (How did you arrive at the above conclusions? Again, you may have less or more information here.)A.B.C.D.III. \u00a0Treatment Theoretical Approach(es): Identify and discuss the major theory(ies) thatyou, as the counselor, would use to work with the individual\/family and give a rationalefor choosing it\/them (Adlerian, Gestalt, Existential, Family, etc.). The approach can beeclectic, a combination of theoretical approaches.IV. Treatment Modalities (i.e., Specify Group, Family, Couple, Individual\u2014make sure thatyour choice of treatment modalities correlates with what you going to do with theindividuals in the scenario.)A.B.C.V. Reasons for the Chosen Modalities in Item IVA.B.C.VI. Frequency of Sessions for Each Modality in Item IVA.B.C.VII. Measurable Treatment Goals (Be sure to state these using action verbs. For example,\u201cThe client(s) will be able to identify, discuss, describe, etc.\u201d)A.B.C.D.VIII. Techniques from Theoretical Approaches: Identify and discuss the techniques from the theoretical approach(es) to be used with the situation in the scenario. These should be directly related to Item III.IX. Frequency for Evaluating Each Goal (Will you evaluate after each session? \u2026aftertwo sessions? etc.)A.B.C.D.X. How will Progress be Defined? [What will you be looking for regarding progress withyour client(s)?]A.B.C.D.Scoring GuidelinesPoints available: 100.ComponentUnacceptableAcceptableTargetTreatment Plan #1 CategoriesResponses to 1 or more categories aremissing; information is inaccurate, and \u00a0\u00a0keyideas are not well (0points)Responses to all 10 categories is provided, information isaccurate, butexplanations of keyideas are vague andnot \u00a0\u00a0well supported (10points)Responses to all 10 categories arecomprehensive,accurate and complete; key ideas are \u00a0\u00a0clearlystated, explained, and well supported \u00a0\u00a0(20 points)Treatment Plan #1 Knowledge of theories, models, and strategies for understanding andpracticing \u00a0\u00a0consultation is evident.(CACREP 2F.5.b)Knowledge \u00a0\u00a0of theories, models, and strategies for understanding andpracticing \u00a0\u00a0consultation is limited orinaccurate; \u00a0\u00a0choices areinappropriate and\/or not \u00a0\u00a0supported (0 points)Knowledge \u00a0\u00a0of theories, models, and strategies for understanding andpracticing consultation \u00a0\u00a0is demonstrated; choices areappropriate, but notwell \u00a0\u00a0supported (5 points)Knowledge \u00a0\u00a0of theories, models, and strategies for understanding andpracticing \u00a0\u00a0consultation is evident; choices are appropriate and well supported (10 \u00a0\u00a0points)Treatment Plan #1Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention andintervention \u00a0\u00a0is evident.(CACREP 2F.5.i)Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention and intervention is limited or \u00a0\u00a0inaccurate; choices are inappropriate and\/or not supported (0points)Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention and intervention is demonstrated; \u00a0\u00a0choices are appropriate, but not well supported (5 points)Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention and intervention is evident; choices \u00a0\u00a0are appropriate and well supported (10 points)ComponentUnacceptableAcceptableTargetTreatment \u00a0\u00a0Plan #2 CategoriesResponses to 1 or more \u00a0\u00a0categories aremissing; \u00a0\u00a0information is inaccurate, and keyideas are not well (0points)Responses to all 10 \u00a0\u00a0categories is provided, information isaccurate, butexplanations of keyideas are vague andnot well supported (10points)Responses \u00a0\u00a0to all 10 categories arecomprehensive,accurate \u00a0\u00a0and complete; key ideas are clearlystated, \u00a0\u00a0explained, and well supported (20 points)Treatment Plan # \u00a0\u00a02 Knowledge of theories, models, and \u00a0\u00a0strategies for understanding andpracticing consultation is evident.(CACREP 2F.5.b)Knowledge of theories, models, and \u00a0\u00a0strategies for understanding andpracticing consultation is limited orinaccurate; choices areinappropriate and\/or not supported (0 points)Knowledge of theories, models, and \u00a0\u00a0strategies for understanding andpracticing consultation is \u00a0\u00a0demonstrated; choices areappropriate, but notwell supported (5 points)Knowledge of theories, models, and \u00a0\u00a0strategies for understanding andpracticing consultation is evident; \u00a0\u00a0choices are appropriate and well supported (10 points)Treatment \u00a0\u00a0Plan #2Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention andintervention is \u00a0\u00a0evident.(CACREP \u00a0\u00a02F.5.i)Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention and intervention is limited or \u00a0\u00a0inaccurate; choices are inappropriateand\/or not supported (0 points)Knowledge of evidence-based counseling \u00a0\u00a0strategies and techniques for prevention and intervention is demonstrated; \u00a0\u00a0choicesare appropriate, but not well supported \u00a0\u00a0(5 points)Knowledge of evidence-basedcounseling strategiesand techniques for prevention andintervention is evident; choices areappropriate \u00a0\u00a0and wellsupported \u00a0\u00a0(10 points)Overall \u00a0\u00a0Organization and ClarityNo \u00a0\u00a0organizational structure; absence ofsupport \u00a0\u00a0for main points(0 points)Organization \u00a0\u00a0is confusing or disjointed; support is provided, but is not specific; support \u00a0\u00a0is only loosely relevant to the main points (5 points)Clear \u00a0\u00a0organizational structure; ideassufficiently supported;support \u00a0\u00a0is sound, valid, and logical (10 points)Professional presentation (grammar, \u00a0\u00a0mechanics, spelling)Writing involves many errors (more than \u00a0\u00a03) (0points)There \u00a0\u00a0is some deviation from college level writing; writinginvolves few errors (no more than 3) (5 \u00a0\u00a0points)Graduate-level writing is used; writing \u00a0\u00a0is free of all writing errors(10 \u00a0\u00a0points)<\/p>\n \n
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