SW660 Campbellsville Clinical Case Conceptualization: depression

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Question Description

The instructions as well as the rubric is attached. Should be in APA format and contain no bullets.

Clinical Case Conceptualization 5 points 4.5 4 points 3.5 3 points 2.5 2 points 1.5 1 point Exceeds 3, but does not meet all criteria for a 4 Minimal errors in relation to APA, grammar, and spelling. No major APA violations. Some organizational techniques/styles noted in writing to guide the reader. Exceeds 2, but does not meet all criteria for a 3 One-two major APA violations and/or several minor violations. General direction in writing noted; however, style appears choppy or disconnected. Headings are misused and do no facilitate the organization of the assignment. Outside resources were used; however, they were not scholarly resources. Exceeds 1, but does not meet all criteria for a2 Numerous APA, spelling and/or grammatical errors. Difficult to follow logic of ideas in the assignment. Failed to abide by the majority of mechanical guidelines provided by the instructor. Outside resources were not used in the review. Direct quotes were used. APA/Grammar The assignment is Exceeds exceptionally written. 4, but The assignment is written does clearly and concisely not and guides the reader meet all smoothly through the criteria theory with for a 5 appropriate transitions and linkages with the content. There are no APA, grammatical or spelling errors. Information from the resources was used/cited appropriately. No direct quotes were used. The assignment is well written and organized in a readable format with specific headings and subheadings to guide the reader. All APA guidelines were followed. There are no typos or grammatical errors. Writer followed all mechanical guidelines provided by instructor. Theoretical Orientation Student demonstrated an exceptional understanding and thoroughly explained the relationship between theory and intervention. Student was clear with overview and provided two empirically supported articles. Student was able to provide both discussion and documentation supporting the choice of intervention. Student demonstrated a Exceeds sufficient understanding 3, but does not and explanation of the meet all relationship between theory and intervention. criteria Student was clear with overview and provided one empirically supported for a 4 article. Student was able to provide both discussion and documentation supporting the choice of intervention. Exceeds 4, but does not meet all criteria for a 5 Exceeds Student demonstrated an adequate understanding and 2, but modest explanation of the does not relationship between theory meet all criteria and intervention. Student was mostly clear with overview. Student was for a 3 able to provide both discussion and documentation supporting the choice of intervention however; the support for intervention was not evidence-based. Exceeds Student demonstrated a minimal understanding and 1, but does not explanation of the relationship between theory meet all and intervention. Student criteria was not clear with overview and did not for a 2 provide discussion or documentation supporting the choice of intervention. Student did not provide discussion and documentation supporting intervention or theoretical review. Student did not demonstrate an understanding of theory. 1 Cultural Formulation Student demonstrated an exceptional understanding and thoroughly discussed the client’s diagnosis within a cultural context. Student provided two empirically supported articles and was able to provide both discussion and documentation supporting the diagnosis. Exceeds 4, but does not meet all criteria for a 5 Student demonstrated a sufficient understanding and explanation of culture and diagnoses. Student was clear with overview and provided one empirically supported article. Student was able to provide both discussion and documentation supporting the choice of diagnosis within a cultural context. Assessment of Client Student demonstrated Exceeds Student demonstrated exceptional assessment 4, but thorough assessment skills documenting does not skills documenting client’s social and meet all client’s social and historical information. criteria historical information. All MSE domains, risk for a 5 Most MSE domains, risk assessment and assessment, and supportive supportive documentation were documentation were addressed and discussed. addressed and discussed. Exceeds 3, but does not meet all criteria for a 4 Student demonstrated an Exceeds adequate understanding and 2, but modest explanation of does not culture and diagnoses. meet all Student was able to provide criteria both discussion and for a 3 documentation supporting the choice of diagnosis however; the support for diagnosis was neither culturally relevant nor evidence-based. Student demonstrated a Exceeds minimal understanding and 1, but explanation of culture and does not diagnoses. Student was not meet all clear with overview and did criteria not provide discussion nor for a 2 documentation supporting the choice of diagnosis within a cultural context. Student did not discuss nor provide support for the diagnosis and cultural underpinnings. Exceeds 3, but does not meet all criteria for a 4 Student included an adequate demonstration of assessment skills documenting client’s social and historical information. A few MSE domains, risk assessment, and supportive documentation were addressed and discussed. Student included a minimal demonstration of assessment skills documenting client’s social and historical information. Neither the MSE domains nor risk assessment were addressed and discussed. Student did not include demonstration of assessment skills. Exceeds 2, but does not meet all criteria for a 3 Exceeds 1, but does not meet all criteria for a 2 2 The student has masterfully gained selfawareness to eliminate the influence of personal biases working with diverse groups. Recognizes and communicates an understanding of the importance of difference in shaping life experiences. Demonstrates the ability to view themselves as learners and engage those with whom they work as informants. Student illustrates A2.1 a sophisticated Demonstrate understanding of client’s culturally unique demographics, centered background practice that and recognizes the diversity. Demonstrates diversity that exists between, among, and the intersectionality of multiple factors within different including age, class, groups color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. A2.2 Apply selfawareness to manage the influence of personal biases and values in working with diverse individuals, families, groups, organizations, communities and constituencies. Exceeds 4, but does not meet all criteria for a 5 Student proficiently manages and recognizes the extent to which their cultural structure and values may oppress, marginalize, alienate, create or enhance the therapeutic relationship. The student demonstrates sufficient self- awareness and keen insight to manage personal biases. Exceeds 3, but does not meet all criteria for a 4 Student has an adequate understanding into their personal biases as they affect the therapeutic relationship. Adequate recognition and insight is demonstrated throughout the paper. Exceeds 2, but does not meet all criteria for a 3 Student fails to recognize the extent to which their personal biases may oppress, marginalize, alienate, or create/ enhance privilege and power in the therapeutic relationship. The student demonstrates limited self-awareness to minimize the influence of personal biases and values working with clients. Exceeds 1, but does not meet all criteria for a 2 Student is devoid of self- awareness, recognition of personal biases and values working with diverse individuals, families, groups, organizations, communities and constituencies. Exceeds 4, but does not meet all criteria for a 5 Student illustrates numerous key diversity issues, unique demographics and background information of client as a consequence of difference, including oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Clear description of diversity’s effect on identities, assessment and intervention strategies. Exceeds 3, but does not meet all criteria for a 4 Student identifies at least one salient diversity issue that exists with client. The paper demonstrates diverse demographics and background information of client that might affect assessment and intervention strategies. Exceeds 2, but does not meet all criteria for a 3 The student misidentifies salient diversity issues. Vague and often unclear description of diversity, demographics and client background information effect of on identities, assessment and intervention strategies. Exceeds 1, but does not meet all criteria for a 2 The student fails to identify key diversity issues, demographics and background information of client. 3 A7.1 Articulates and demonstrates the influence theory has on assessment process. A7.2 Apply an assessment strategy to assess individuals, families, groups, organizations, and communities within a complimentary theoretical model. Exceeds Student 4, but skillfully does not discusses theoretical meet all influences criteria upon clinical assessment and diagnosis.for a 5 Articulates the theoretical underpinnings which assist in diagnosis and the facilitation of appropriate intervention selection and implementation. Proficiently able to demonstrate how theory, assessment and diagnosis inform intervention selection and strategies. Student skillfully Exceeds discusses a detailed 4, but summary of recent and does past events. Begins to not build a clear client meet all conceptualization. Very criteria detailed assessment in for a 5 areas of trauma, risk identification and management. Notable insight into the client’s perspective and its significance of protective and promotive factors. Student successfully discusses theoretical influences upon the clinical assessment and diagnosis. Effectively articulates the effect of theory on diagnosis and demonstrates how theory facilitates appropriate selection of intervention strategies and treatment planning. Exceeds 3, but does not meet all criteria for a 4 The student clearly Exceeds identifies salient issues 3, but related to trauma and risk. does Provides a thorough not historical overview of meet all trauma and other high-risk criteria behaviors. Identifies for a 4 meaningful areas of riskidentification and management. Clear evidence of considering client perspective regarding protective and promotive factors. Student discusses a basic Exceeds understanding of theoretical 2, but influences upon the clinical does not assessment and diagnosis. meet all Minor problems articulating criteria the effect of theory on for a 3 assessment and demonstrating how theory facilitates appropriate selection of intervention strategies and treatment planning. The student adequately discusses and assesses risk related issues, but is often vague, minimal or missing salient trauma background information. Minor problems identifying areas of risk- identification and management; Adequate evidence of considering client perspective on protective and promotive factors. Exceeds 2, but does not meet all criteria for a 3 Student does not clearly articulate the influence nor demonstrates ability to link theory to the assessment process. Student demonstrates difficulty articulating the links between theory, assessment, diagnosis and intervention strategies. Exceeds 1, but does not meet all criteria for a2 Student does not articulate nor demonstrate use of theory’s influence on assessment. Student has significant risk and trauma information missing. Unable to identify significant risks. Lacks evidence of considering client’s perspective and identifying protective and promotive factors. Exceeds 1, but does not meet all criteria for a2 Student does not identify significant information related to trauma, background and/or risk. No evidence of client’s perspective nor identification of protective and promotive factors were addressed. 4 The student’s choice of Exceeds A8.2 4, but Implement effective intervention/clinical intervention strategies technique is evidence- does not based, specific and meet all to work with criteria individuals, families, clearly related to the groups, organizations, diagnosis and treatment for a 5 goals. The clinical and communities technique is detailed and within a particular tailored toward the theoretical model. client’s need. Clearly addresses crisis intervention strategies. Student demonstrated an Exceeds A7.3 4, but excellent ability to Design appropriate involve client throughout does not assessment and treatment planning. Three meet all planning strategies that empower service goals and objectives were criteria for a 5 formulated recipients. collaboratively with the client. Student successfully attended to both interpersonal dynamics and contextual factors by focusing on the client’s strengths as a means of fostering resilience. The student’s choice of intervention/clinical technique is appropriate, evidencebased and theory specific. The clinical technique supports goal achievement relevant to the diagnosis. Discusses crisis intervention strategies. Exceeds 3, but does not meet all criteria for a 4 The student’s choice of intervention/clinical technique is not evidencebased nor clearly theory specific; however, the intervention is tailored toward stated goals and diagnosis. Crisis intervention strategies are vaguely mentioned and discussed. Exceeds 2, but does not meet all criteria for a 3 The student’s choice of intervention/clinical technique is neither appropriate for the client nor appropriate for the treatment goal and diagnosis. The technique is a poor fit for the client’s needs. Crisis intervention strategies are not mentioned. Exceeds 1, but does not meet all criteria for a 2 Student does not articulate or demonstrate use of clinical techniques including crisis intervention strategies. Student skillfully demonstrated client engagement and involvement throughout treatment planning. Student appropriately utilized the client’s strengths, enhancing the importance of resilience. Two goals and objectives were formulated collaboratively with the client. Exceeds 3, but does not meet all criteria for a 4 Student adequately demonstrated client engagement and involvement throughout paper. Student marginally engaged and mobilized the strengths of the client. One goal and objective was formulated collaboratively with the client. Exceeds 2, but does not meet all criteria for a 3 Student minimally utilized the client’s strengths in treatment planning. Student failed to engage client throughout paper. Student did not apply client’s strengths to foster individual, family and community resilience. Goals and objectives were not formulated. Exceeds 1, but does not meet all criteria for a 2 Student did not engage or mobilize client’s strengths. Student did not attend to factors to build and enhance individual, family and community resilience. 5 6
Clinical Case Conceptualization 5 points 4.5 4 points 3.5 3 points 2.5 2 points 1.5 1 point Exceeds 3, but does not meet all criteria for a 4 Minimal errors in relation to APA, grammar, and spelling. No major APA violations. Some organizational techniques/styles noted in writing to guide the reader. Exceeds 2, but does not meet all criteria for a 3 One-two major APA violations and/or several minor violations. General direction in writing noted; however, style appears choppy or disconnected. Headings are misused and do no facilitate the organization of the assignment. Outside resources were used; however, they were not scholarly resources. Exceeds 1, but does not meet all criteria for a2 Numerous APA, spelling and/or grammatical errors. Difficult to follow logic of ideas in the assignment. Failed to abide by the majority of mechanical guidelines provided by the instructor. Outside resources were not used in the review. Direct quotes were used. APA/Grammar The assignment is Exceeds exceptionally written. 4, but The assignment is written does clearly and concisely not and guides the reader meet all smoothly through the criteria theory with for a 5 appropriate transitions and linkages with the content. There are no APA, grammatical or spelling errors. Information from the resources was used/cited appropriately. No direct quotes were used. The assignment is well written and organized in a readable format with specific headings and subheadings to guide the reader. All APA guidelines were followed. There are no typos or grammatical errors. Writer followed all mechanical guidelines provided by instructor. Theoretical Orientation Student demonstrated an exceptional understanding and thoroughly explained the relationship between theory and intervention. Student was clear with overview and provided two empirically supported articles. Student was able to provide both discussion and documentation supporting the choice of intervention. Student demonstrated a Exceeds sufficient understanding 3, but does not and explanation of the meet all relationship between theory and intervention. criteria Student was clear with overview and provided one empirically supported for a 4 article. Student was able to provide both discussion and documentation supporting the choice of intervention. Exceeds 4, but does not meet all criteria for a 5 Exceeds Student demonstrated an adequate understanding and 2, but modest explanation of the does not relationship between theory meet all criteria and intervention. Student was mostly clear with overview. Student was for a 3 able to provide both discussion and documentation supporting the choice of intervention however; the support for intervention was not evidence-based. Exceeds Student demonstrated a minimal understanding and 1, but does not explanation of the relationship between theory meet all and intervention. Student criteria was not clear with overview and did not for a 2 provide discussion or documentation supporting the choice of intervention. Student did not provide discussion and documentation supporting intervention or theoretical review. Student did not demonstrate an understanding of theory. 1 Cultural Formulation Student demonstrated an exceptional understanding and thoroughly discussed the client’s diagnosis within a cultural context. Student provided two empirically supported articles and was able to provide both discussion and documentation supporting the diagnosis. Exceeds 4, but does not meet all criteria for a 5 Student demonstrated a sufficient understanding and explanation of culture and diagnoses. Student was clear with overview and provided one empirically supported article. Student was able to provide both discussion and documentation supporting the choice of diagnosis within a cultural context. Assessment of Client Student demonstrated Exceeds Student demonstrated exceptional assessment 4, but thorough assessment skills documenting does not skills documenting client’s social and meet all client’s social and historical information. criteria historical information. All MSE domains, risk for a 5 Most MSE domains, risk assessment and assessment, and supportive supportive documentation were documentation were addressed and discussed. addressed and discussed. Exceeds 3, but does not meet all criteria for a 4 Student demonstrated an Exceeds adequate understanding and 2, but modest explanation of does not culture and diagnoses. meet all Student was able to provide criteria both discussion and for a 3 documentation supporting the choice of diagnosis however; the support for diagnosis was neither culturally relevant nor evidence-based. Student demonstrated a Exceeds minimal understanding and 1, but explanation of culture and does not diagnoses. Student was not meet all clear with overview and did criteria not provide discussion nor for a 2 documentation supporting the choice of diagnosis within a cultural context. Student did not discuss nor provide support for the diagnosis and cultural underpinnings. Exceeds 3, but does not meet all criteria for a 4 Student included an adequate demonstration of assessment skills documenting client’s social and historical information. A few MSE domains, risk assessment, and supportive documentation were addressed and discussed. Student included a minimal demonstration of assessment skills documenting client’s social and historical information. Neither the MSE domains nor risk assessment were addressed and discussed. Student did not include demonstration of assessment skills. Exceeds 2, but does not meet all criteria for a 3 Exceeds 1, but does not meet all criteria for a 2 2 The student has masterfully gained selfawareness to eliminate the influence of personal biases working with diverse groups. Recognizes and communicates an understanding of the importance of difference in shaping life experiences. Demonstrates the ability to view themselves as learners and engage those with whom they work as informants. Student illustrates A2.1 a sophisticated Demonstrate understanding of client’s culturally unique demographics, centered background practice that and recognizes the diversity. Demonstrates diversity that exists between, among, and the intersectionality of multiple factors within different including age, class, groups color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. A2.2 Apply selfawareness to manage the influence of personal biases and values in working with diverse individuals, families, groups, organizations, communities and constituencies. Exceeds 4, but does not meet all criteria for a 5 Student proficiently manages and recognizes the extent to which their cultural structure and values may oppress, marginalize, alienate, create or enhance the therapeutic relationship. The student demonstrates sufficient self- awareness and keen insight to manage personal biases. Exceeds 3, but does not meet all criteria for a 4 Student has an adequate understanding into their personal biases as they affect the therapeutic relationship. Adequate recognition and insight is demonstrated throughout the paper. Exceeds 2, but does not meet all criteria for a 3 Student fails to recognize the extent to which their personal biases may oppress, marginalize, alienate, or create/ enhance privilege and power in the therapeutic relationship. The student demonstrates limited self-awareness to minimize the influence of personal biases and values working with clients. Exceeds 1, but does not meet all criteria for a 2 Student is devoid of self- awareness, recognition of personal biases and values working with diverse individuals, families, groups, organizations, communities and constituencies. Exceeds 4, but does not meet all criteria for a 5 Student illustrates numerous key diversity issues, unique demographics and background information of client as a consequence of difference, including oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Clear description of diversity’s effect on identities, assessment and intervention strategies. Exceeds 3, but does not meet all criteria for a 4 Student identifies at least one salient diversity issue that exists with client. The paper demonstrates diverse demographics and background information of client that might affect assessment and intervention strategies. Exceeds 2, but does not meet all criteria for a 3 The student misidentifies salient diversity issues. Vague and often unclear description of diversity, demographics and client background information effect of on identities, assessment and intervention strategies. Exceeds 1, but does not meet all criteria for a 2 The student fails to identify key diversity issues, demographics and background information of client. 3 A7.1 Articulates and demonstrates the influence theory has on assessment process. A7.2 Apply an assessment strategy to assess individuals, families, groups, organizations, and communities within a complimentary theoretical model. Exceeds Student 4, but skillfully does not discusses theoretical meet all influences criteria upon clinical assessment and diagnosis.for a 5 Articulates the theoretical underpinnings which assist in diagnosis and the facilitation of appropriate intervention selection and implementation. Proficiently able to demonstrate how theory, assessment and diagnosis inform intervention selection and strategies. Student skillfully Exceeds discusses a detailed 4, but summary of recent and does past events. Begins to not build a clear client meet all conceptualization. Very criteria detailed assessment in for a 5 areas of trauma, risk identification and management. Notable insight into the client’s perspective and its significance of protective and promotive factors. Student successfully discusses theoretical influences upon the clinical assessment and diagnosis. Effectively articulates the effect of theory on diagnosis and demonstrates how theory facilitates appropriate selection of intervention strategies and treatment planning. Exceeds 3, but does not meet all criteria for a 4 The student clearly Exceeds identifies salient issues 3, but related to trauma and risk. does Provides a thorough not historical overview of meet all trauma and other high-risk criteria behaviors. Identifies for a 4 meaningful areas of riskidentification and management. Clear evidence of considering client perspective regarding protective and promotive factors. Student discusses a basic Exceeds understanding of theoretical 2, but influences upon the clinical does not assessment and diagnosis. meet all Minor problems articulating criteria the effect of theory on for a 3 assessment and demonstrating how theory facilitates appropriate selection of intervention strategies and treatment planning. The student adequately discusses and assesses risk related issues, but is often vague, minimal or missing salient trauma background information. Minor problems identifying areas of risk- identification and management; Adequate evidence of considering client perspective on protective and promotive factors. Exceeds 2, but does not meet all criteria for a 3 Student does not clearly articulate the influence nor demonstrates ability to link theory to the assessment process. Student demonstrates difficulty articulating the links between theory, assessment, diagnosis and intervention strategies. Exceeds 1, but does not meet all criteria for a2 Student does not articulate nor demonstrate use of theory’s influence on assessment. Student has significant risk and trauma information missing. Unable to identify significant risks. Lacks evidence of considering client’s perspective and identifying protective and promotive factors. Exceeds 1, but does not meet all criteria for a2 Student does not identify significant information related to trauma, background and/or risk. No evidence of client’s perspective nor identification of protective and promotive factors were addressed. 4 The student’s choice of Exceeds A8.2 4, but Implement effective intervention/clinical intervention strategies technique is evidence- does not based, specific and meet all to work with criteria individuals, families, clearly related to the groups, organizations, diagnosis and treatment for a 5 goals. The clinical and communities technique is detailed and within a particular tailored toward the theoretical model. client’s need. Clearly addresses crisis intervention strategies. Student demonstrated an Exceeds A7.3 4, but excellent ability to Design appropriate involve client throughout does not assessment and treatment planning. Three meet all planning strategies that empower service goals and objectives were criteria for a 5 formulated recipients. collaboratively with the client. Student successfully attended to both interpersonal dynamics and contextual factors by focusing on the client’s strengths as a means of fostering resilience. The student’s choice of intervention/clinical technique is appropriate, evidencebased and theory specific. The clinical technique supports goal achievement relevant to the diagnosis. Discusses crisis intervention strategies. Exceeds 3, but does not meet all criteria for a 4 The student’s choice of intervention/clinical technique is not evidencebased nor clearly theory specific; however, the intervention is tailored toward stated goals and diagnosis. Crisis intervention strategies are vaguely mentioned and discussed. Exceeds 2, but does not meet all criteria for a 3 The student’s choice of intervention/clinical technique is neither appropriate for the client nor appropriate for the treatment goal and diagnosis. The technique is a poor fit for the client’s needs. Crisis intervention strategies are not mentioned. Exceeds 1, but does not meet all criteria for a 2 Student does not articulate or demonstrate use of clinical techniques including crisis intervention strategies. Student skillfully demonstrated client engagement and involvement throughout treatment planning. Student appropriately utilized the client’s strengths, enhancing the importance of resilience. Two goals and objectives were formulated collaboratively with the client. Exceeds 3, but does not meet all criteria for a 4 Student adequately demonstrated client engagement and involvement throughout paper. Student marginally engaged and mobilized the strengths of the client. One goal and objective was formulated collaboratively with the client. Exceeds 2, but does not meet all criteria for a 3 Student minimally utilized the client’s strengths in treatment planning. Student failed to engage client throughout paper. Student did not apply client’s strengths to foster individual, family and community resilience. Goals and objectives were not formulated. Exceeds 1, but does not meet all criteria for a 2 Student did not engage or mobilize client’s strengths. Student did not attend to factors to build and enhance individual, family and community resilience. 5 6

Tutor Answer

Doctor_Ralph
School: Duke University

Attached.

Running head: CLINICAL CASE CONCEPTUALIZATION

Clinical Case Conceptualization
Names
Institution

1

CLINICAL CASE CONCEPTUALIZATION

2

Clinical case conceptualization
It is important for clinicians and other professionals that serve the needs of the people
to understand the needs of their clients. While this is important in the professional field, one
can also develop a better understanding of a scenario by conceptualizing the problem and
analyzing it through a theoretical orientation. According to Easden and Kazantzis (2018), case
conceptualization or formulation helps clinicians to better understand clients from a social,
biological, and psychological context while at the same time integrating evidence from the
literature to help in analysis. This way, it is then possible to develop a more appropriate
intervention that best suits the client’s needs and that is evidence-based. The following
clinical case conceptualization will provide the background of a client and the presenting
problem, assess the client by utilizing research papers and DSM-V diagnosis, suggest an
intervention, and recommend a treatment plan.
Background of the client
The client selected for this case is a 22-year-old African American woman. This client
will be referred by the pseudo “Joan” throughout the following sections of this paper. Joan
lives in the US. She has been working as an accountant with one of the leading auditing firms
in the US. Joan began working for her current employer shortly after completing her
undergraduate degree. She has never been married. Joan recently lost her infant child in a
house fire. She currently lives with her visiting younger sister.
Joan has presented with severe depression. She had been mentally and psychologically
healthy throughout her life. Shortly after completing her college education, she moved away
from her parents’ home after securing employment in a different city. By that time, Joan was
pregnant with her first child. Joan lost her one and a half year infant and her belongings in a
house fire that consumed an entire building that hosted her apartment. Since this period,

CLINICAL CASE CONCEPTUALIZATION

3

Joan’s life has been different as she has been unable to settle at her workplace while her
relationship with her friends and workmates is deteriorating.
There are a number of behavioral characteristics that have been observed in Joan. Joan
has neither been eating nor sleeping well in the recent past. Within the past three months, she
has already lost six pounds off her weight. Her sister reports that she has been having
nightmares and screaming at night on an occasional basis. To avoid the haunting thoughts,
Joan has been spending a considerable amount of her nights awake and watching movies
alone in her new apartment. At one time, her sister had to call her mom to talk to Joan as she
was afraid that Joan appeared suicidal. During that period, she talked about how she had given
up in life and how worthless her future was without her child. During the same day, she drank
to a point where she had to call in sick in her workplace the following day. Joan has been
restless for the past few months. It is difficult for her to concentrate on anything. For instance,
she often forgets her food whenever she chooses to cook. Her sister often does most of the
housework. Whenever she comes home from work, she often chooses to do nothing as she
reports tiredness and fatigue regardless of whether or not she had a complex task during the
day. Her manager is afraid that her performance has considerably deteriorated and does not
seem to improve. She has been committing multiple errors, having difficulty in interacting
with clients, and reported to work late on multiple occasions. Joan has on multiple locations
locked herself in her room sobbing for the better part of the day. Unlike the past when Joan
used to enjoy the company of her friends and work colleagues while watching movies
outdoors, she has since been avoiding their company, hanging out with them on social
networks, and she had not been picking their calls since the death of her child.
Joan possesses a number of strengths and coping skills that could help her in
overcoming her current situation. She is both outgoing and social. Prior to the death of her
child, Joan had multiple friends who she spent her free time and off-days. She has good anger

CLINICAL CASE CONCEPTUALIZATION

4

management skills. At the same time, she is able to adapt to different environ...

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Anonymous
Excellent job

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