Description
This assignment contains four parts, as identified and described below. Please include four subheadings in your paper that clearly identifies each part. In a 1,500-1,750-word paper, include the following.
This assignment contains four parts, as identified and described below. Please include four subheadings in your paper that clearly identifies each part. In a 1,500-1,750-word paper, 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?
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This assignment assesses the following programmatic competency: 1.6: Identify an appropriate testing instrument, explain how to administer the test, and interpret test results.
This assignment meets the following CACREP Standards:
2.F.5.j. Evidence-based counseling strategies and techniques for prevention and intervention.
5.C.2.b. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders.
5.C.2.d. Diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD).
This assignment meets the following NASAC Standards:
45) Match treatment activities and community resources with prioritized client needs, in a manner consistent with the client's diagnosis and existing placement criteria.
52) Arrange referrals to other professionals, agencies, community programs, or other appropriate resources to meet client needs.
55) Evaluate the outcome of the referral.
56) Initiate collaboration with referral sources.
57) Obtain and interpret all relevant screening, assessment, and initial treatment planning information.
61) Coordinate all treatment activities with services provided to the client by other resources.
62) Summarize the client's background, treatment plan, recovery progress, and problems inhibiting progress for the purpose of assuring quality of care, gaining feedback, and planning changes in the course of treatment.
78) Work with the client to establish realistic, achievable goals consistent with achieving and maintaining recovery.
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Explanation & Answer
Attached.
Running Head: ELIZA TREATMENT PLAN
Eliza Treatment Plan
Student’s Name
Institutional Affiliation
1
ELIZA TREATMENT PLAN
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Introduction
Eliza is the client, and she is an 18-year-old female Caucasian currently a freshman
college. The client in the first session was provided with a document for intake which was to
be completed. However, the client opened up and given out limited information. Concerning
the given information, she said that she is enduring low self-esteem, stress, and anxiety. She
also said that she had a perfect relationship with the father who works as a truck driver and
the mother who works as a teacher at an elementary school.
Part one: Intake
Review and Assessment
The response of Eliza on the intake document needs some more exploration. I would
weigh in by asking her what she thought is the reason behind the stress she's experiencing
and if she endured the similar kind of stress before her enrollment to college. It is crucial
discussing Eliza's feelings with herself since it enables her to lift her low self-esteem. To
know how Eliza has been struggling with issues of self-esteem if she came with them or they
emerged before college is vital.
Moreover, I would also like to get an explanation of their thoughts behind the
relationship, was meant and the feeling about the relationship improvement if at any point the
relationship was different either worse or better. I would also like to know how often does
Eliza visit her parents at home and if she still maintains her relationship with the high school
friends. It is also essential to understand the thoughts of Eliza on being interested in joining
the campus academic groups and the clubs.
Furthermore, through enrollment in these campus clubs, it would be an excellent
opportunity for Eliza meeting new and different people who have got similar interests. It
would also be essential to identify, address and note the reason as to why Eliza made
consideration of enrolling in another college which is different and away from her friends.
ELIZA TREATMENT PLAN
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Whethe...