Treatment Plan Based on the information collected, 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: Eliza D Date: 07/12/2017 Age: 18 DOB: 1999 DSM Diagnosis ICD Diagnosis DSM-5 Level 2 ICD - 9 Goals / Objectives: ✓ Mood Stabilization Interventions: ✓ Psychotropic Medication Referral & Consultation □ Journaling □ Cognitive Behavior Therapy □ Skill Training □ Emotion Recognition – Regulation Techniques Frequency: □ Weekly ✓ Bi Weekly □ Monthly □ other: ____________________ □ Group ✓ Individual □ Family ✓ Anxiety Reduction □ Psychotropic Medication Referral & Consultation ✓ Journaling □ Cognitive Behavior Therapy □ Skill Training □ Relaxation Techniques ✓ Weekly □ Bi Weekly □ Monthly □ other: ____________________ □ Group ✓ Individual □ Family □ Reduce Obsessive Compulsive □ Psychotropic Medication Referral & □ Weekly © 2017. Grand Canyon University. All Rights Reserved. Behaviors Consultation □ Journaling □ Cognitive Behavior Therapy □ Skill Training □ Bi Weekly □ Monthly □ other: ____________________ □ Group □ Individual □ Family ✓ Decrease Sensitivity to Trauma Experiences □ Verbalize Memories Triggers & Emotion □ Desensitize Trauma Triggers and Memories ✓ Utilize Healing Model/Support (Mending the Soul) ✓ Weekly □ Bi Weekly □ Monthly □ other: ____________________ □ Group ✓ Individual □ Family □ Establish and Maintain Eating Disorder Recovery □ Overcome Denial □ Weekly □ Identify Negative Consequences □ Bi Weekly □ Menu Planning □ Monthly □ Nutrition Counseling □ other: ____________________ □ Body Image Work □ Healthy Exercise □ Trigger Mgmt. Recovery Plan □ CBT ✓ Maintain Abstinence from substances (Alcohol/Drugs) ✓ Substance Use Assessment □ Step work □ Group □ Individual □ Family □ Weekly □ Bi Weekly © 2017. Grand Canyon University. All Rights Reserved. □ Overcome Denial □ Identify Negative Consequences □ Commitment to Recovery Program □ Attend Meetings □ Obtain Sponsor ✓ Monthly □ other: ____________________ □ Group ✓ Individual □ Family ✓ Increase Coping Skills □ DBT Skills Training □ Problem Solving Techniques ✓ Emotion Recognition & Regulation □ Communication Skills ✓ Weekly □ Bi Weekly □ Monthly □ other: ____________________ □ Group ✓ Individual □ Family ✓ Stabilize, Adjustment to New Life Circumstances □ Alleviate Distress □ Cognitive Behavior Therapy ✓ Stress Management □ Skills Training □ Improve Daily Functioning □ Develop Healthy Support ✓ Weekly □ Bi Weekly □ Monthly □ other: ____________________ □ Group ✓ Individual □ Family □ Decrease/Eliminate SelfHarmful Behaviors □ Cognitive Behavior Therapy □ Weekly □ Skills Training □ Bi Weekly □ Develop and Utilize Support System □ Monthly □ other: © 2017. Grand Canyon University. All Rights Reserved. ____________________ □ 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 ✓ Confidence Building Tasks □ Weekly ✓ Bi Weekly □ Monthly □ other: ____________________ ✓ Group ✓ Individual □ Family ✓ Grief Reduction and Healing from Loss □ Psychoeducation on Grief Process/ Stages ✓ Process Feeling □ Emotion Regulation Techniques □ Reading/Writing Assignments ✓ Develop/Utilize Support □ Weekly □ Bi Weekly ✓ Monthly □ other: ____________________ □ Group ✓ Individual ✓ Family □ Develop Anger Management □ Decrease Anger Outbursts □ Weekly © 2017. Grand Canyon University. All Rights Reserved. Skills □ Emotion Regulation Techniques □ Bi Weekly □ Cognitive Behavior Therapy □ Monthly □ Increase Awareness/Self-Control □ other: ____________________ □ Group □ Individual □ Family © 2017. Grand Canyon University. All Rights Reserved. Running head: ELIZA TREATMENT 1 Eliza Treatment Plan Grand Canyon University PCN- 610 Travis Foley December 12, 2017 ELIZA TREATMENT 2 Eliza's answers on the consumption documents require a close and keen exploration. Probably, are her feelings and the reason for her stress? Has she ever experienced such feeling and stress before joining college? These are the questions that I would ask to gain insight of her therapy. A discussion on what she is feeling is significant, as it will help her overcome her low self-esteem. It is important to know if the low esteem existed before joining college or it is a feeling that she developed while joining college. As a therapist, an explanation of what she feels and the nature of the relationship will improve the process. I would like to know if she is upholding here relationships with friends from previous classes and how often she visits her parents (PsychGuides, 2016). It is also important to know if she has an interest in joining an association, society, or club on campus. Engaging in co-curriculum activities is a good means of meeting new people with same benefits. In addition, the reasons as to why she chooses a different college form her friends and if she had considerations of joining, a different college that is maybe closer at home is another consideration. The answers that she will give will determine what type of therapy that will be successful with her (Schwitzer & Rubin, 2015). Eliza’s Level 1 Cross-Cutting Measure contains useful information that can be key in inquiring on things that she lost interest in and what preceded that loss of pleasure or interest. I will ask what was the situation that leads to her anxiety and if the condition has ever occurred before. Knowing the steps, she is taking to deal with anxiety that is different from situations that make her anxious. Eliza's aloof nature is unusual for people of her age; I would like to know her life experiences as well. This investigation is worth to know how long she has felt this way. Her feeling is a stem to others and her relationship with her parents hence, need for further discussion. I would like to know of her experiences with her friend in high school hence their presence is important for the therapy process. Her social relationship may have coupled her self- ELIZA TREATMENT 3 esteem problems, this could be the reason as to why she has no close friends, and she is trying to move with peers. Eliza has re-counted that she is burdened with college work and accepts that she has challenges keeping up. Shifting and adjusting to college wholly has been a challenge to her and the social part of the college life may play a bigger role in affecting her negatively more than she is admitting. She does not have much of a support system thus putting her at a risk of having this stage of her life difficult. The alcohol and other substance use and abuse are not the main problems to her since the alcohol use in here are to try to fit in the society and create friendships. She is desperate to make friends since the way she talks to her peers using her and being all comfortable with it. The teasing that she got while in high school could be the linking factor to her self-esteem being low and the desire of having friends. My diagnosis for Eliza would be adjustment disorder and depressive disorder. This is wholly grounded in the information I have been given and the symptoms that she has portrayed. My client is in a great position of benefiting from Cognitive Behavioral Therapy for both disorders with a target goal of reducing her symptoms and aiding her in having a positive view of her and college. She will be keeping a record of the number of times she feels anxious or feels her allies taking advantage of her. During each therapy session, the journal will be reviewed to have a clear picture of how things have been and understand her patterns where she feels she would have done something differently. Additionally, shading light on how she will handle the same situation if it ever happens in future. The other goal of her treatment would be joining a club or a group within the college that would interest her to have a chance of meeting people. For six to eight weeks, Eliza will be seen weekly for an hour, and after completion of this, she can be seen any moment when needed. Her parents would also benefit from the family counseling to ELIZA TREATMENT 4 treat the strained relationship that that exists between them all. This opportunity will give my client a chance to tell her parents truthfully, what she is facing in college. Depending on the information provided by Eliza, and the diagnosis was given; I would make use of the Level 2 Depression Cross-Cutting Measure to proceed to monitor her symptoms of depression and to determine her treatment progress friends (American Psychiatric Association and American Psychiatric Association, 2013). This will also aid in determining how well the Cognitive Behavioral Therapy is working for her or if the method used should be changed. The Patient Health Questionnaire will also be the other means to assess and monitor her treatment. The questionnaire will be all about the frequency and degree of her symptoms. In addition, the feedback will show if the severity is decreasing or increasing as well as giving the client a chance to see their progress if it is given as an individual reporting assessment. The assessment could be used on intake and all other sessions afterward. The assessment position is in line with the goal of treatment in reducing Eliza's symptoms of depression. ELIZA TREATMENT 5 References American Psychiatric Association & American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American Psychiatric Association. PsychGuides. (2016). Treating Problem Gambling and Gambling Addictions. Retrieved from http://www.psychguides.com/guides/gambling-addiction-treatment-program-options/ Schwitzer, A. M., & Rubin, L. C. (2015). Diagnosis & treatment planning skills: A popular culture casebook approach (2nd ed.). Thousand Oaks, CA: Sage Publishing.
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