Description
Please include four subheadings in your paper that clearly identify each part. include the following:
Part 1: Intake
Read and review the Eliza intake document.
Assess how you would use the Level 01 Cross-Cutting Measure (CCM-1), in addition to what specific questions would need to be answered by the end of the biopsychosocial assessment.
Part 2: Biopsychosocial Assessment
Review the completed biopsychosocial assessment for Eliza.
Provide an assessment related to client symptomology along with a DSM and ICD diagnosis based on client assessment.
Provide the initial treatment goals and plan.
Part 3: Treatment Planning
Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided.
Identify one additional assessment outside of those provided by the APA that would measure what the future counselor is attempting to assess based on treatment goals/plan.
Describe how you would convey the assessment findings to the client and family.
Include how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.
Part 4: Referral
Identify any possible referrals you might make and how you might address them with your client.
How would you know who to make referrals to and how would you follow up with the referral after you make it?
POST
Treatment Plan Completion and Essay (Obj. 5.2 and 5.4)
Complete your treatment plan template for Eliza based on the previous assignments findings and write a 700-1,050-word essay that includes the following:The treatment theory you would use and why.A description of how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through the lens of your counseling theory of choice.Include at least three scholarly sources in your paper.
PCN-610 Eliza D Psychosocial Example
Name: Eliza Doolittle
********
Date: *********
Age: 18
2:00p
Start Time: 1:15p
DOB:
End Time:
Identifying Information:
The client is a Caucasian female with average height and slender build. The client stated that she
is currently a freshman in college, majoring in engineering. The client also stated that her family
resides in a small town approximately two hours away.
Presenting Problem:
At the onset of the session, the client stated that she had come to counseling as a result of being
caught in a campus dorm with alcohol (it is an alcohol-free campus). Concerning the incident,
the client stated “the RAs were called because my friends were being too loud in my dorm.
When they arrived, they saw us with alcohol, and we got in trouble.” The client stated that her
friends in the dorm were intoxicated but she was not, adding, “I was just buzzed” and adding that
she was drinking “because they were” and “it’s just something to do.”
Life Stressors:
The client identified school as a life stressor, adding “things came easy to me in high school, I
just figured it would be the same in college”. The client went on to state that, in addition to the
difficulty in increased study requirements, she had struggles in making friends, stating, “a lot of
my friends from high school have either gone to college somewhere else or are doing other
things,” although the client denied feeling lonely.
Substance Use:
Yes
No
The client denied having a drug or alcohol problem, adding that she tried marijuana once in high
school but “I didn’t like how it made me feel” and had not taken it since. The client stated that
she was introduced to alcohol in HS when “friends asked me to drink it with them.” The client
stated that “I sometimes drink on the weekends with friends,” denying drinking in excess or ever
suffering symptoms of being hungover.
Addictions (i.e., Gambling, pornography, video gaming)
The client stated that she occasionally plays a Massive Multiplayer Online game. When asked
how often the client played, the client stated “one or two times a week” for approximately “three
to five hours” at a time. The client denied gambling or pornography issues.
© 2015. Grand Canyon University. All Rights Reserved.
Medical/Mental Health Hx/Hospitalizations:
Any past mental health history or hospitalizations denied.
Abuse/Trauma:
The client denied any current or past abuse, although stating in passing that she did experience
some level of teasing in HS, although the client denied discussing specifics.
Social Relationships:
The client stated that she had quality relationships, but added that she felt as though she was, at
times, being taken advantage of. When asked for details, the client stated that her friends
oftentimes pressure her to complete their homework, as well as often push her to “party in my
dorm.” When asked if the client had ever talked with her friends about said issues, the client
stated that she had not, adding, “it’s not that big of a deal.”
Family Information:
The client stated that she was the only child in her family, describing her mother as “kind of
controlling” and her father as “a good guy.” The client went on to state that her mother required
her to call approximately once a week “or else she gets worried,” adding that during HS her
mother “was always asking where I was going or what I was doing.” The client stated that her
parents seemed to have a strained relationship at times, stating, “when I call, I talk to my mom
first, and then she hands the phone off to my dad, and he goes into another room to talk with
me.” The client also stated that the two frequently complain to the client about the current status
of their marriage. In the conversation, the client also acknowledged sometimes feeling as though
she were “the middle man” when living at home.
Spiritual:
The client identified as being an agnostic. The client also stated that her parents are Irish
Catholic, even though “they mostly only go to church on Christmas and Easter.”
Suicidal:
Denied.
Homicidal:
Denied.
© 2015. Grand Canyon University. All Rights Reserved.
Course Code
PCN-610
Class Code
PCN-610-O500
Criteria
Content
Percentage
70.0%
Part 1: Intake: Level 01 Cross-Cutting Measure
(CCM-1)
10.0%
Part 2: Biopsychosocial Assessment: Client
Symptomology Based on a DSM and ICD
Diagnosis C1.6: Identify an appropriate testing
instrument, explain how to administer the test,
and interpret test results.
10.0%
Part 2: Biopsychosocial Assessment: Initial
Treatment Goals and Plan
10.0%
Part 3: Treatment Planning: Level 02 CrossCutting Measure (CCM-2)
10.0%
Part 3: Treatment Planning: Additional
Assessment
5.0%
Part 3: Treatment Planning: Conveying
Assessment Findings to Client and Family
5.0%
Part 3: Treatment Planning: Prioritize Needs,
Formulate Agreed Upon Outcomes, Measures,
and Strategies
10.0%
Part 4: Referral: Identify Possible Referrals
5.0%
Part 4: Referral: Making Referrals and Follow Up 5.0%
Organization and Effectiveness
20.0%
Thesis Development and Purpose
7.0%
Argument Logic and Construction
8.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format
10.0%
Paper Format (use of appropriate style for the
major and assignment)
5.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Benchmark – Initial Treatment Plan: Eliza (Obj. 4.1, 4.2, and 4.4)
Unsatisfactory (0.00%)
Does not demonstrate an understanding of the assignment;
does not discuss or incorrectly discusses how the Level 01
cross-cutting measure (CCM-1) would be used and what
specific questions would need to be answered by the end of
the biopsychosocial assessment.
Does not demonstrate an understanding of the assignment;
does not include a discussion that provides an assessment
related to client symptomology based on a DSM and ICD
diagnosis.
Does not demonstrate an understanding of the assignment;
does not discuss or incorrectly discusses the initial treatment
goals and plan for the biopsychosocial assessment.
Does not demonstrate an understanding of the assignment;
does not discuss or incorrectly discusses how the Level 02
cross-cutting measure (CCM-2) would be used.
Does not demonstrate an understanding of the assignment;
does not identify an additional assessment outside of those
provided by the APA that could be used in the future.
Does not demonstrate an understanding of the assignment;
does not discuss or incorrectly discusses how to convey the
assessment findings to the client and family.
Does not demonstrate an understanding of the assignment;
does not include how to prioritize the needs and formulate
agreed upon outcomes, measures, and strategies as
appropriate for the client.
Does not demonstrate an understanding of the assignment;
does not identify or incorrectly identifies any possible
referrals you might make; does not discuss or incorrectly
discusses how you might address the referrals with your
client.
Does not demonstrate an understanding of the assignment;
does not discuss or incorrectly discusses how to make
referrals to and how you would follow up with the referral
after you make it.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Template is not used appropriately or documentation format
is rarely followed correctly.
Sources are not documented.
Total Points
110.0
Less than Satisfactory (74.00%)
Includes little understanding of the assignment directions.
Vaguely or incompletely discusses how the Level 01 crosscutting measure (CCM-1) would be used and what specific
questions would need to be answered by the end of the
biopsychosocial assessment.
Includes little understanding of the assignment directions.
Vaguely or incompletely includes a discussion that provides
an assessment related to client symptomology based on a
DSM and ICD diagnosis.
Includes little understanding of the assignment directions.
Vaguely or incompletely discusses the initial treatment goals
and plan for the biopsychosocial assessment.
Includes little understanding of the assignment directions.
Vaguely or incompletely discusses how the Level 02 crosscutting measure (CCM-2) would be used.
Includes little understanding of the assignment directions.
Vaguely or incompletely identifies an additional assessment
outside of those provided by the APA that could be used in
the future.
Includes little understanding of the assignment directions.
Vaguely or incompletely discusses how to convey the
assessment findings to the client and family.
Includes little understanding of the assignment directions.
Vaguely or incompletely includes how to prioritize the needs
and formulate agreed upon outcomes, measures, and
strategies as appropriate for the client
Includes little understanding of the assignment directions.
Vaguely or incompletely identifies any possible referrals you
might make; vaguely or incompletely discusses how you
might address the referrals with your client.
Includes little understanding of the assignment directions.
Vaguely or incompletely discusses how to make referrals to
and how you would follow up with the referral after you
make it.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (79.00%)
Provides a basic discussion about how the Level 01 crosscutting measure (CCM-1) would be used and what specific
questions would need to be answered by the end of the
biopsychosocial assessment.
Includes a basic discussion that provides an assessment
related to client symptomology based on a DSM and ICD
diagnosis.
Provides a basic discussion about the initial treatment goals
and plan for the biopsychosocial assessment.
Provides a basic discussion about how the Level 02 crosscutting measure (CCM-2) would be used.
Provides basic explanation and identification of an additional
assessment outside of those provided by the APA that could
be used in the future.
Provides a basic discussion about how to convey the
assessment findings to the client and family.
Provides a basic inclusion of how to prioritize the needs and
formulate agreed upon outcomes, measures, and strategies
as appropriate for the client
Provides a basic identification of any possible referrals you
might make; provides a basic discussion about how you might
address the referrals with your client.
Provides a basic discussion about how to make referrals to
and how you would follow up with the referral after you
make it.
Thesis and/or main claim are apparent and appropriate to
purpose.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct sentence structure
and audience-appropriate language are used.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (87.00%)
Provides a thorough discussion and includes relevant
examples about how the Level 01 cross-cutting measure
(CCM-1) would be used and what specific questions would
need to be answered by the end of the biopsychosocial
assessment.
Provides a thorough discussion and includes relevant
information that provides an assessment related to client
symptomology based on a DSM and ICD diagnosis.
Provides a thorough discussion and includes relevant
examples about the initial treatment goals and plan for the
biopsychosocial assessment.
Provides a thorough discussion and includes relevant
examples about how the Level 02 cross-cutting measure
(CCM-2) would be used.
Provides a thorough explanation and identification of an
additional assessment outside of those provided by the APA
that could be used in the future, and provides examples to
support the information provided.
Provides a thorough discussion and includes relevant
examples about how to convey the assessment findings to
the client and family.
Provides a thorough explanation of how to prioritize the
needs and formulate agreed upon outcomes, measures, and
strategies as appropriate for the client and provides a clear
rationale for the plan and goals.
Provides a thorough identification of any possible referrals
you might make; provides a thorough discussion and includes
relevant examples of how you might address the referrals
with your client.
Provides a thorough discussion and includes relevant
examples about how to make referrals to and how you would
follow up with the referral after you make it.
Thesis and/or main claim are clear and forecast the
development of the paper. It is descriptive and reflective of
the arguments and appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
Provides a comprehensive discussion and includes relevant
examples and scholarly references to help discuss how the
Level 01 cross-cutting measure (CCM-1) would be used and
what specific questions would need to be answered by the
end of the biopsychosocial assessment.
Provides a comprehensive discussion that provides an
assessment related to client symptomology based on a DSM
and ICD diagnosis, and provides scholarly references to
support the information provided.
Provides a comprehensive discussion and includes relevant
examples and scholarly references to help discuss the initial
treatment goals and plan for the biopsychosocial assessment.
Provides a comprehensive discussion and includes relevant
examples and scholarly references to help discuss how the
Level 02 cross-cutting measure (CCM-2) would be used.
Provides a comprehensive explanation and identification of
an additional assessment outside of those provided by the
APA that could be used in the future, and scholarly references
to support the information provided.
Provides a comprehensive discussion and includes relevant
examples and scholarly references to help discuss how to
convey the assessment findings to the client and family.
Comments
Provides a comprehensive explanation of how to prioritize
the needs and formulate agreed upon outcomes, measures,
and strategies as appropriate for the client and provides
scholarly references to support the information provided.
Provides a comprehensive identification of any possible
referrals you might make; provides a comprehensive
discussion and includes relevant examples and scholarly
references to help discuss how you might address the
referrals with your client.
Provides a comprehensive discussion and includes relevant
examples and scholarly references to help discuss how to
make referrals to and how you would follow up with the
referral after you make it.
Thesis and/or main claim are comprehensive. The essence of
the paper is contained within the thesis. Thesis statement
makes the purpose of the paper clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Treatment Plan
Based on the information collected in Week 4, complete the following treatment plan for your client
Eliza. Be sure to include a description of the problem, goals, objectives, and interventions. Remember
to incorporate the client’s strengths and support system in the treatment plan.
Client: ____________________________________________ Date: ______________ Age:______
DOB: __________________
DSM Diagnosis
ICD Diagnosis
Goals / Objectives:
□ Mood Stabilization
□ Anxiety Reduction
Interventions:
Frequency:
□ Psychotropic Medication Referral &
Consultation □ Journaling
□ Weekly □ Bi Weekly □
Monthly
□ Cognitive Behavior Therapy
□ Skill Training
□ other:
____________________
□ Emotion Recognition – Regulation
Techniques
□ Group □ Individual □
Family
□ Psychotropic Medication Referral &
Consultation □ Journaling
□ Weekly □ Bi Weekly □
Monthly
□ Cognitive Behavior Therapy
□ Skill Training
□ other:
____________________
□ Relaxation Techniques
□ Group □ Individual □
Family
□ Reduce Obsessive Compulsive □ Psychotropic Medication Referral &
Behaviors
Consultation □ Journaling
□ Cognitive Behavior Therapy
□ Skill Training
□ Weekly □ Bi Weekly □
Monthly
□ other:
____________________
□ Group □ Individual □
Family
□ Decrease Sensitivity to
□ Verbalize Memories Triggers &
□ Weekly □ Bi Weekly □
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Trauma Experiences
□ Establish and Maintain Eating
Disorder Recovery
□ Maintain Abstinence from
substances (Alcohol/Drugs)
Emotion
Monthly
□ Desensitize Trauma Triggers and
Memories
□ other:
____________________
□ Utilize Healing Model/Support
(Mending the Soul)
□ Group □ Individual □
Family
□ Overcome Denial □ Identify
Negative Consequences
□ Weekly □ Bi Weekly □
Monthly
□ Menu Planning □ Nutrition
Counseling □ Body Image Work
□ other:
____________________
□ Healthy Exercise □ Trigger Mngmt
Recovery Plan □ CBT
□ Group □ Individual □
Family
□ Substance Use Assessment □
Stepwork □ Overcome Denial □
Identify Negative Consequences □
Commitment to Recovery Program □
Attend Meetings □ Obtain Sponsor
□ Weekly □ Bi Weekly □
Monthly
□ other:
____________________
□ Group □ Individual □
Family
□ Increase Coping Skills
□ DBT Skills Training □ Problem
Solving Techniques
□ Weekly □ Bi Weekly □
Monthly
□ Emotion Recognition & Regulation
□ Communication Skills
□ other:
____________________
□ Group □ Individual □
Family
□ Stabilize, Adjustment to New
Life Circumstances
□ Decrease/Eliminate Self
Harmful Behaviors
□ Alleviate Distress
Behavior Therapy
□ Cognitive
□ Weekly □ Bi Weekly □
Monthly
□ Stress Management □ Skills
Training
□ other:
____________________
□ Improve Daily Functioning □
Develop Healthy Support
□ Group □ Individual □
Family
□ Cognitive Behavior Therapy □
Skills Training
□ Weekly □ Bi Weekly □
Monthly
© 2017. Grand Canyon University. All Rights Reserved.
□ Develop and Utilize Support System □ other:
____________________
□ Group □ Individual □
Family
□ Improve Relationships
□ Communication Skills □ Active
Listening □ Family Therapy
□ Assertiveness □ Setting Healthy
Boundaries
□ Weekly □ Bi Weekly □
Monthly
□ other:
____________________
□ Group □ Individual □
Family
□ Improve Self Worth
□ Affirmation Work □ Positive Self
Talk □ Skills Training
□ Weekly □ Bi Weekly □
Monthly
□ Confidence Building Tasks
□ other:
____________________
□ Group □ Individual □
Family
□ Grief Reduction and Healing
from Loss
□ Develop Anger Management
Skills
□ Psychoeducation on Grief Process/
Stages
□ Weekly □ Bi Weekly □
Monthly
□ Process Feeling □ Emotion
Regulation Techniques
□ other:
____________________
□ Reading/Writing Assignments □
Develop/Utilize Support
□ Group □ Individual □
Family
□ Decrease Anger Outbursts □
Emotion Regulation Techniques □
Cognitive Behavior Therapy
□ Weekly □ Bi Weekly □
Monthly
□ Increase Awareness/Self Control
□ other:
____________________
□ Group □ Individual □
Family
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