Treatment plan

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Readings

Use your Clinical Social Work Practice text to read the following:

  • Chapter 13, “Trauma Theory,” pages 190–203.

Use the Capella University Library to complete the following:

Assignment Overview

Developing treatment plans and effective therapeutic interventions will be central to your social work practice. The treatment plan you develop in this assignment will be incorporated (potentially with some revisions) into the Comprehensive Case Study that you will complete and submit in Unit 10. 

By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and specialized practices:

  • Competency 1: Demonstrate Ethical and Professional Behavior. 
    • C1.SP.B: Articulate and provide leadership in the application of the core values and ethical standards of the social work profession through an ethical problem solving model to aid in critical thinking, affective reactions and ethical decision making related to individuals, families, groups, organizations, and communities to guide and inform ethical practice in the specialization of advanced generalist social work
      • Related Assignment Criteria: 
        • 5. Articulate leadership through the identification of potential ethical dilemmas.
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession through the use of technology.
  • Competency 2: Engage Diversity and Difference in Practice. 
    • C2.SP.A: Analyze dimensions and differentiation in diversity and apply the influence of relationships and affective reactions to intervention techniques and technologies with diverse clients, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 8. Analyze, through the use of technology, the diversity needs for client and family and how to address those needs.
    • C2.SP.B: Apply leadership skills, theoretical frameworks, decision making and best-practice interventions with diverse populations
      • Related Assignment Criteria: 
        • 5. Articulate leadership through the identification of potential ethical dilemmas.
  • Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities. 
    • C6.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when engaging with colleagues, individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession through the use of technology.
    • C6.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when engaging with individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 3. Apply a mental health theory to a specific case.
        • 6. Apply the systems theory perspective to include a client’s family.
    • C6.SP.D: (Engage) Apply leadership, technology, critical thinking, decision making and interpersonal skills to actively engage in the specialization of advanced generalist practice with individuals, families, groups, organizations, and communities to achieve goals
      • Related Assignment Criteria: 
        • 3. Apply a mental health theory to a specific case.
        • 8. Analyze, through the use of technology, the diversity needs for client and family and how to address those needs.
  • Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. 
    • C7.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when assessing  colleagues, individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession through the use of technology.
    • C7.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when assessing individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 3. Apply a mental health theory to a specific case.
        • 6. Apply the systems theory perspective to include a client’s family.
    • C7.SP.D: (Assess) Apply assessment instruments, leadership, technology, critical thinking, and interpersonal skills to identify problems, and assess and analyze capacities, strengths, and needs of individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 1. Describe a client’s demographic information, presenting problem, and diagnoses.
        • 2. Apply the assessments used to approach a client’s diagnosis.
  • Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities. 
    • C8.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when intervening with colleagues, individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession through the use of technology.
    • C8.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice interventions with individuals, families, groups, organizations, and communities.
      • Related Assignment Criteria: 
        • 3. Apply a mental health theory to a specific case.
        • 6. Apply the systems theory perspective to include a client’s family.
    • C8.SP.D: (Intervene) Apply leadership, technology, critical thinking, decision making, and interpersonal skills in the specialization of advanced generalist practice interventions with individuals, families, groups, organizations, and communities to achieve goals
      • Related Assignment Criteria: 
        • 3. Apply a mental health theory to a specific case.
        • 4. Create a treatment intervention.
  • Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities. 
    • C9.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology evaluations with colleagues, individuals, families, groups, organizations, and communities.
      • Related Assignment Criteria: 
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession through the use of technology.
    • C9.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice evaluation with individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 3. Apply a mental health theory to a specific case.
        • 6. Apply the systems theory perspective to include a client’s family.
    • C9.SP.E: (Evaluate) Apply leadership, technology, critical thinking, decision making and interpersonal skills in the specialization of advanced generalist practice evaluation of interventions with individuals, families, groups, organizations, and communities
      • Related Assignment Criteria: 
        • 9. Explain how to evaluate a client’s progress through application of leadership, technology, critical thinking, and interpersonal skills.
    • ​​C9.GP.D: Apply evaluation findings to improve practice effectiveness at the micro level.
      • Related Assignment Criteria: 
        • 9. Explain how to evaluate a client’s progress through application of leadership, technology, critical thinking, and interpersonal skills.

Assignment Description

Develop a treatment plan based on your chosen case history from Unit 2. This component of your plan will incorporate concepts and approaches along the continuum of the selected case study diagnosis, the selected mental health theory and your selected treatment intervention, such as cognitive behavioral therapy, person-centered therapy, or rational emotive behavioral therapy. It must also consider ethics and diversity through a systems perspective.

Assignment Instructions

Complete this assignment using the identified headings. Upon completion, it should be 12–15 pages in length and use APA style and formatting.

  1. Include the revised case history from Unit 2.
  2. Describe the client’s demographical information.
  3. Analyze the client’s presenting problem.
  4. Describe the client’s diagnoses using the DSM-5-TR as a foundation.
  5. Apply the assessments used to approach the diagnosis (depression scale, alcoholism screening, ADHD, etcetera).
  6. Apply a mental health theory applied from your readings to the case (such as but not limited to cognitive, solution-focused, object relations, narrative, behavioral, or self-psychology).
  7. Apply a treatment intervention and describe the specific and best treatment intervention applied, including descriptions of the: 
    • Client’s strengths, weaknesses, and social support systems in the treatment intervention plan applied.
    • Client’s long-term goal for the treatment intervention plan applied.
    • Client’s short-term goals and treatment objectives for the treatment intervention plan applied.
  8. Create a treatment timeline.
  9. Apply the systems theory perspective to include the client’s family (treatment at the micro, mezzo, and macro level).
  10. Explain at least one of the potential ethical dilemmas and how to address it through NASW ethical guidelines.
  11. Explain the diversity needs for client or family and how to address those needs.
  12. Explain how you will evaluate the client’s progress.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to the current APA style and formatting standards.
  • Cited resources: Minimum of 10 scholarly sources. All literature cited should be current, with publication dates within the past five years.

Pepper Family

Olivia Pepper is a 30 year old Masters Student who was referred to the University Counseling Center from her professor for erratic behaviors. The referral report from the professor states that Olivia is a bright student with a 3.8 overall GPA in her last semester of school but that she is currently failing two of her courses that her attendance has been sporadic, and she is often late. One of Olivia’s peers reported that they “smelled alcohol on her more than once after lunch and that they don’t want to work with her because she wants to meet at the local bar and she is never engaged in learning and more worried about what is next to drink.”

Olivia’s intake paper work shows that she is African American, married with three children (ages 2, 6, and 8). Her religious affiliation is listed as Baptist. Her records indicate that she is receiving several financial need scholarships and that she is currently not working. Olivia reports that she is currently not on any medication but has previously taken Zoloft and Wellbutrin. Her intake paperwork also lists two residential treatments once as an adolescent for alcohol use and the second when she was 24 for depression and alcohol use. She has had two DUI’s her first when she was 16, and the second when she was 22 years of age. Olivia indicates that she went to family counseling as a teenager.

Upon her first visit Olivia is 15 minutes late for her appointment, she is in baggy clothes that look dirty and her is unkempt, she appears agitated and nervous. When asked why she was there she stated “because my teacher is worried I have fallen off the wagon.” When asked to explain what that meant Olivia shared that she is a great student and she is just having a hard semester so she is not doing as well but that it has nothing to do with her drinking. Olivia continues that her husband was fired from his job so it has created great stress in her house and that he wants her to stop school and work until he can find work again. Olivia starts to cry and states, “I am almost done, how am I supposed to quit, but my family needs me.” “Most days I just don’t want to get out of bed and face my day, I am overwhelmed, everyone needs something, and I just want to sleep.” When asked how many days of the week this happens, Olivia shard that this occurs every day. She reported sleeping 10-12 hours a day, isolating herself from her family, and not going to school because she just doesn’t care. When asked how long this had been occurring she stated it has become worse over the past six months but that she has been in a “funk on and off my whole life.” She continued with, “You know what is crazy that it doesn’t matter how much sleep I get, I am just exhausted all the time, and I just feel worthless”

Olivia reports that she has no reason to be so sad all of the time. She grew up with loving parents who worked hard. Her mother left them when she was 14 and that is when she started to drink. She reported she had a boyfriend and drinking with him would make her feel better. When she received a DUI at the age of 16 her Dad didn’t know what to do so he put her into treatment, which was a waste of time as drinking was not her problem. Olivia shared her second trip to treatment was after the birth of her first child, she just felt guilt all the time for working and not being with her baby so she started to drink again. She stated that he was a cranky baby and it was the only way she could cope. Olivia shared that when she received her second DUI at the age of 22 it was too much to handle as she lost her job because she was not allowed to drive after that. She stated it was a long couple of years and after the birth of her second child it was too much to take and she tried to make it all stop. Olivia stated she was admitted into a hospital for attempted suicide for a drug overdose on her Wellbutrin with alcohol. Olivia stated that scared her and she started to go to AA and started to feel better.

A couple of years ago she decided that she wanted to finish school so that she could help kids like her and maybe help them avoid “this mess I am in.” Olivia stated everything was going ok and that she has not been on medication. She reports that church and AA have been very important to her and they help her get up in the morning. Olivia reports she has no family, that she has not seen her mother since she left her as a child and that her dad passed away two years ago from ‘drinking himself to death.’ Olivia has a sister that moved out of state years ago and they talk on the phone occasionally but that they are not close.

Olivia admitted that she has started to drink and typically when she goes to school during lunch she will have a drink to help her get through the rest of the day. She also reports sneaking drinks into her lemonade at home so that her husband and children do not know she is drinking.

Olivia stated her husband is very angry with her and wants her to quit school and just “yells at me to get out of bed.” She states that her eight year old daughter helps with the two year old, that she watches her so I can do my homework, and gets her ready in the morning. She stated her two year used to go to day care but now stays at home seeing her husband is always home. Olivia states this is part of the problem “so I go to school and don’t want to go home so I go to the bar instead. This is the real problem, if I am not home I don’t do my school work, this is why I am so far behind.” Olivia states her six year old is very quiet and keeps to herself and that she is worried about her the most. That her teachers say that she is not doing well in first grade and has no interest in making friends or doing well in class. Olivia stated “she is just like her mom.”

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Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

1

Case History

Patrice Scope

SWK/5013

Capella University

Instructor: Natasha Houston

10/22/2

Mental Status Examination

Diagnosis with substance-induced depressive disorder necessitates that the depressive episodes be associated with ingestion of a substance and to begin within a month after use of the substance. The disorder is said to be with onset during intoxication when the symptoms are developed during intoxication and the criteria are met (Farré et al., 2020).
Substance-induced depressive disorder is distinguished from primary depressive disorder or substance use disorder by considering the onset, course, and other factors associated with the substance use.

Mental Health History

Olly is a 30-year-old African American married woman with three children. The client has been referred to the clinic for by her professor who is concerned because of her social impairment, and alcohol consumption leading to a decline in her performance. Olly has been struggling with getting out of bed and does not enjoy studying or being at home with her family. The client sleeps more than ten hours a day and isolates herself from her family. Olly drinks all the time and claims that she feels worthless and fatigued despite resting. The patient has been previously diagnosed with alcohol use disorder when she was 16 and 24 years and depressive disorder when she was 24.

Olly’s father took her to family counseling as a teenager after her first DUI when she was 16 years old. Olly claims that the treatment was time wasting since she was not an alcoholic and drinking was not her problem. Olly began drinking shortly after her mother left them when she was 14 years old. She claimed that drinking with her boyfriend made her feel better. The second instance was after the birth of her first child. She began drinking because of her guilt for not being with her baby because of work. Olly lost her job because of drinking and she could felt overwhelmed when she had her second child. The client attempted to take her life by consuming Wellbutrin with alcohol. She was admitted to hospital and began attending AA meetings which improved her condition.

Family History

Olly claims that she grew up with loving and hard working parents. The patient states that her mother left them when she was 14 years old and that was when she began drinking. Olly lived with his father who took her for treatment after her first DUI. The patient claims that her father died two years ago because of drinking himself to death. The client also has a sister who moved out of state years ago. They only communicate over the phone occasionally because they are not close. Olly receive support from her AA members and the church as she claims they help her to get up in the morning.

Mental Status Examination

Olly is presenting the symptoms of agitation and nervousness. The patient is late for her appointment and she appears disheveled. Olly is wearing baggy clothes and has unkempt hair. The client is oriented to time, place, and person. The patient appears to be competent. The client is cooperative and answers the interview questions accurately. The patient’s tone and pitch is appropriate as she cries because she feels frustrated that she has to sacrifice her studies to support her family. The patient’s thoughts flow logically, demonstrated in her responses to open-ended questions.

The client does not have auditory or visual delusions and she does not exhibit distorted thinking. Olly claims that she feels worthless and fatigued almost every time throughout the entire day. The client reports that she can only get through the rest of her day when she is drinking. The patient has insight into her difficulties because she understands her problems at home are contributing to her drinking and depression. The client appears sad because of her marital problems which have affected her performance in school. The patient does not currently exhibit suicidality and is not on any medication. The patient is consuming alcohol.

Diagnosis

The patient is suffering from Alcohol-induced depressive disorder. The depressive disorder is associated with intoxication causing impairment in occupational, academic, and social areas of functioning consistent with Criterion E of the DSM-5 (Jiang et al., 2020). The client drinks and is depressed to the extent that she is unable to care for her children or perform well in school. The client’s peers in school do not want to work with her because she is only concerned with drinking. Criterion D requires that the symptoms incur inclusively during the course of delirium (Wang et al., 2020). Olly drinks throughout the entire day as she claims it enables her to cope.

Conclusion

Substance-induced depressive disorder can either occur during intoxication or during withdrawal depending on when the depressive episodes present. The patient is suffering from alcohol-induced depressive disorder since the symptoms exhibited are consistent with the diagnostic criteria for the condition. Moreover, the patient had been previously diagnosed with depression and substance use because of excessive alcohol consumption. The client cannot cope through the day unless she ingests alcohol.

Reference

Farré, A., Tirado, J., Spataro, N., Alías-Ferri, M., Torrens, M., & Fonseca, F. (2020). Alcohol induced depression: Clinical, biological and genetic features.
Journal of Clinical Medicine, 9(8), 2668.
http://hdl.handle.net/10230/48650

Jiang, Y., Liu, Y., Gao, M., Xue, M., Wang, Z., & Liang, H. (2020). Nicotinamide riboside alleviates alcohol-induced depression-like behaviours in C57BL/6J mice by altering the intestinal microbiota associated with microglial activation and BDNF expression.
Food & function, 11(1), 378-391.
https://pubs.rsc.org/en/content/articlehtml/2019/fo/c9fo01780a

Wang, P., Guo, P., Wang, Y., Teng, X., Zhang, H., Sun, L., … & Liang, H. (2022). Propolis Ameliorates Alcohol-Induced Depressive Symptoms in C57BL/6J Mice by Regulating Intestinal Mucosal Barrier Function and Inflammatory Reaction.
Nutrients, 14(6), 1213.
https://doi.org/10.3390/nu14061213

Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

1


Social Work for Mental Health

Your Name

Department of ABC, University of ABC

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

Social Work for Mental Health

Adjustment disorder with depressed mood is also referred to as situational depression and can only be diagnosed if the recurring depressive symptoms are resulting from onset of stressors. Some of the symptoms include aggressive behavior, agitation or irritable mood and feelings of hopelessness (Jones, 2021). The theories used to aid the client in the recovery process are cognitive behavior theory and attachment theory. The intervention method selected is cognitive behavior therapy (CBT). Clients with depression respond positively to CBT treatment (Williams, 2019). Cognitive behavioral therapy aids patients in understanding their thought processes leading to the behaviors exhibited, making them realize they have control over the outcomes.

Differential Diagnosis

The primary diagnosis for the patient is Adjustment disorder with depressed mood. The patient’s symptoms are consistent with Criteria A which requires presence of emotional or behavioral symptoms in response to an identifiable stressor occurring within three months on onset. The patient appears agitated and nervous during the interview and she began drinking when her mother left them at 14, when she got her first child at 22, when she got her second child, and when her husband was fired and demanded that she quit school for him to look for a new job. The symptoms are also consistent with Criteria B2 because they affect her social and occupational functioning areas. The patient is unable to perform well in school and her peers do not want to work with her.

The second most probable diagnosis for the patient is major depressive disorder. The diagnosis for the condition requires that the individual have one of the two symptoms to meet Criteria A of the DSM-5; depressed mood, or loss of interest or pleasure. The client should feel hopeless or empty most of the day nearly every day based on requirements for Criteria A1. The patient claims during the interview that she feels worthless and overwhelmed because everyone needs something. The patient also has no pleasure in her activities which is consistent with Criteria A2 as she states that most of the days she does not want to get out of bed. The symptoms have been occurring for the past six months meeting the two-week duration stated under Criteria A. The symptoms also cause impairment in her social and occupational areas of functioning consistent with Criteria B. She does not want to go home after school and goes to the bar instead. The client’s peers do not want to work with her because she wants to meet in the local bar. However, the disorder is ruled out because the symptoms are only recurrent during the onset of psychosocial stressors in the patient’s life consistent with Criteria A of the adjustment disorders.

Another probable diagnosis for the patient is alcohol-induced depressive disorder. Criteria A requires that the persistent mood disturbance is marked by diminished pleasure in almost all activities. The client’s peers claim that she is never engaged in learning and is more worried about what to drink next. The patient claims that only when drinking does it get her through the day indicating the disorder with onset during withdrawal. The patient’s impairment in social and occupational functioning areas is also consistent with Criteria E. Her peers do not want to work with her. The diagnosis is ruled out because the symptoms preceded the onset of the substance use, persisting a month after cessation based on requirements of Criteria C of substance-induced depressive disorder.

Social Work Theories

The therapeutic intervention that should be used is cognitive behavioral therapy (CBT) (Cissé, 2022). The theory of cognitive behavior is used by social workers to aid the client to reframe their negative or limiting behaviors (Morrise, 2020). The patient will be guided stepwise to understand her behavior and the thought processes leading up to it. The attachment theory will also be used to understand the behavior of the patient’s six-year old daughter. The theory claims that development of healthy attachments gives a child confidence to meet the world and when broken the child develops maladaptive behaviors (Joseph-Micliz, 2020). The patient’s six-year old had no interest in making friends or doing well in class. She is also very quiet and keeps to herself. The child should also be treated with CBT before development of the mild depression to severe.

Conclusion

CBT helps individuals to alter their negative thinking and adopt positive ones by reflecting on their cognitive processes, to change their behaviors. The patient is diagnosed with adjustment disorder with depressive mood because her depressive episodes occur on the onset of psychosocial stressors. Other possible diagnoses that were ruled out are major depressive disorder and substance-induced depressive disorder. Attachment and cognitive behavior theories are used to develop the intervention plan. The intervention recommended to the patient and her family is CBT.

References

Cissé, G. S. (2022).
Understanding Mothers’ Perceived Competence to Impact Their Infant’s Mental Health: An Action Research Study (Doctoral dissertation, Capella University).
https://www.proquest.com/openview/f6d49bdc911755ff137b0c3e47f037fe/1?pq-origsite=gscholar&cbl=18750&diss=y

Jones, L. (2021).
Mental Health Professionals Interactions with Adolescent Suicide Clients (Doctoral dissertation, Capella University).
https://www.proquest.com/openview/e014c12b653433f8f0f77a6592593b7a/1?pq-origsite=gscholar&cbl=18750&diss=y

Joseph-Micliz, N. (2020).
Licensed Clinical Social Workers: Examining Change in Knowledge and Value of Mental Health Stigma (Doctoral dissertation, Capella University).
https://www.proquest.com/openview/19daced8dd9a5751a0528ea3712c3df5/1?pq-origsite=gscholar&cbl=18750&diss=y

Morrise, T. J. (2020).
School Social Work-Teacher Collaboration to Ensure Inclusive Education for EBD Students (Doctoral dissertation, Capella University).
https://www.proquest.com/openview/8a5389df9e2fab7aa94a631756529214/1?pq-origsite=gscholar&cbl=18750&diss=y

Williams, K. A. (2019).
Vicarious Trauma of Licensed Social Workers in Mental Health: Action Research (Doctoral dissertation, Capella University).
https://www.proquest.com/openview/ccccaf323c04a09683d3531687fa42c5/1?pq-origsite=gscholar&cbl=18750&diss=y

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