Eliza Treatment Plan

timer Asked: Jan 3rd, 2018
account_balance_wallet $20

Question description

Since the initial treatment plan, several changes have taken place within Eliza’s case. Since the mandatory assessment two weeks ago, you have discovered that Eliza is again on your client listing for the day due to a mandatory evaluation, with the incident report indicating that campus public safety, due to a tip from a concerned resident, found the client passed out and alone in her dorm, smelling of alcohol.

Part 1: Review the initial Treatment Plan.

  1. Reassess your treatment plan diagnoses, goals, and objectives based on the new information provided.
  2. Fill out a new treatment plan evidencing the changes made in treatment utilizing the treatment plan template provided.

Part 2: In a 1,000-1,250-word essay, answer the questions presented in a separate Word document, addressing the following:

  1. Examine the case and propose why the changes occurred.
  2. Reassess the effectiveness and validity of the treatment plan.
  3. Discuss how the treatment plan needs to be adjusted to address the changes in the situation.
  4. Justify the changes both ethically and legally.
  5. Determine what the changes (obstacles) mean to the treatment plan.
  6. Discuss how you would evaluate the resources available for you to make a referral.
  7. Discuss how you would communicate to the client the need for referrals to other providers.
  8. Determine which referrals you would make and which you might suggest to the client.
  9. Include any instruments you would use to assess the client.

Submit the revised treatment plan and essay.


Schwitzer, A., & Rubin, L. (2015). Diagnosis & Treatment Planning Skills. Thousand Oaks: Sage Publications Inc.

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 friends 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, 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. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. 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.
On the Treatment Plan template, you neglected to provide the actual DSM-5 and ICD diagnoses. You needed to correctly cite the DSM-5 and ICD-10 when providing insight on the diagnosis. You needed to be more thorough in describing 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
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: ____________________________________________ Date: ______________ Age:______ DOB: __________________ DSM Diagnosis Goals / Objectives: □ Mood Stabilization □ Anxiety Reduction ICD Diagnosis 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 Trauma Experiences □ Verbalize Memories Triggers & Emotion □ Weekly □ Bi Weekly □ Monthly □ Desensitize Trauma Triggers and □ other: □ Establish and Maintain Eating Disorder Recovery □ Maintain Abstinence from substances (Alcohol/Drugs) Memories ____________________ □ 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 □ 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

Tutor Answer

School: Duke University

Answer posted please confirm.Kindly go through it and in case of anything let me know



Eliza Treatment Plan
Institutional Affiliation


Eliza Treatment Plan

From the documents presented after filling by Eliza, it is not immediately clear what
condition the client is undergoing. The document required a bit of exploration and examination
to help determine the diagnosis and the interventions appropriate for Eliza. Examination,
therefore, would include further questioning of whether she had experienced similar feelings
prior to joining college and if she can identify when she began feeling that way and being
stressed. Answers provided to these questions would not only help in proper diagnosis but would
also give insight on the best treatment plan. Eliza can also be engaged in a discussion that
explores some of the highlights she has experienced in the recent past and the moments when she
did not feel stressed or have an identity crisis and how long those moments lasted. The purpose
of having that discussion would be to indicate the triggers and the root of the problem.
Additionally, talking concerning her relationships such as parents, siblings, caregivers,
friends and the even classmates would help in showing the status of her relation...

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Outstanding Job!!!!

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