Write 12 page paper on Treatment Plan for the Casey Family

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Treatment Plan

Assignment Overview

Developing treatment plans and effective therapeutic interventions will be central to your social work practice. The treatment plan you develop in this assignment will be incorporated (potentially with some revisions) into the Comprehensive Case Study that you will complete and submit in Unit 10.

By successfully completing this assignment, you will demonstrate your proficiency in the following EPAs and advanced practice behaviors:

  • EPA 2.1.2: Apply social work ethical principles to guide professional practice.
    • APB 2.1.2.A: Articulate and provide leadership in the application of the core values and ethical standards of the social work profession through an ethical problem solving model to aid in critical thinking and ethical decision making related to individuals, families, organizations, and communities to guide and inform ethical advanced generalist social work practice.
      • Related Assignment Criteria:
        • 5. Articulate leadership through identification of potential ethical dilemmas.
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
  • EPA 2.1.3: Apply critical thinking to inform and communicate professional judgments.
    • APB 2.1.3.A: Apply critical thinking in verbal and written communication through the use of leadership and technology with colleagues, individuals, families, groups, organizations, and communities.
      • Related Assignment Criteria:
        • 10. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
  • EPA 2.1.4: Engage diversity and difference in practice.
    • APB 2.1.4.A: Analyze dimensions and differentiation in diversity and apply the influence of relationships, intervention techniques, and technologies with diverse clients, families, groups, organizations, and communities.
      • Related Assignment Criteria:
        • 8. Analyze, through the use of technology, the diversity needs for client and family and how to address those needs.
  • EPA 2.1.4: Engage diversity and difference in practice.
    • APB 2.1.4.B: Apply leadership skills, theoretical frameworks, and best-practice interventions with diverse populations.
      • Related Assignment Criteria:
        • 5. Articulate leadership through the identification of potential ethical dilemmas.
  • EPA 2.1.7: Apply knowledge of human behavior and the social environment.
    • APB 2.1.7.A: Apply and integrate theories of human behavior and the social environment in advanced generalist practice with individuals, families, groups, organizations, and communities.
      • Related Assignment Criteria:
        • 3. Apply a mental health theory to the case.
        • 6. Apply the systems theory perspective to include a client’s family.
  • EPA 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
    • APB 2.1.10.A: Apply leadership, technology, critical thinking, and interpersonal skills to actively engage in advanced generalist practice with individuals, families, groups, organizations, and communities to achieve goals.
      • Related Assignment Criteria:
        • 3. Apply a mental health theory to the case.
        • 8. Apply the systems theory perspective to include a client’s family.
  • EPA 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
    • APB 2.1.10.B: Apply assessment instruments, leadership, technology, critical thinking, and interpersonal skills to identify problems, and assess and analyze capacities, strengths, and needs of individuals, families, groups, organizations, and communities.
      • Related Assignment Criteria:
        • 1. Describe a client’s demographic information, presenting problem, and diagnoses.
        • 2. Apply the assessments used to approach a client’s diagnosis.
  • EPA 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
    • APB 2.1.10.C: Apply leadership, technology, critical thinking, and interpersonal skills in advanced generalist practice interventions with individuals, families, groups, organizations, and communities to achieve goals.
      • Related Assignment Criteria:
        • 3. Apply a mental health theory to the case.
        • 4. Create a treatment intervention.
  • EPA 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
    • APB 2.1.10.D: Apply leadership, technology, critical thinking, and interpersonal skills in advanced generalist practice evaluation of interventions with individuals, families, groups, organizations, and communities.
      • Related Assignment Criteria:
        • 9. Explain how to evaluate a client’s progress through application of leadership, technology, critical thinking, and interpersonal skills.

Assignment Description

Develop a treatment plan based on your chosen case history from Unit 2. This component of your plan will incorporate concepts and approaches along the continuum of the selected case study diagnosis, the selected mental health theory, and your selected treatment intervention, such as cognitive behavioral therapy, person-centered therapy, or rational emotive behavioral therapy. It must also consider ethics and diversity through a systems perspective.

Assignment Instructions

Complete this assignment using the identified headings. Upon completion, it should be 12–15 pages in length and use APA style and formatting.

  1. Include the revised case history from Unit 2.
  2. Describe the client's demographical information.
  3. Analyze the client's presenting problem.
  4. Describe the client's diagnoses using the DSM-5 as a foundation. https://www.psychiatry.org/psychiatrists/practice/...
  5. Apply the assessments used to approach the diagnosis (depression scale, alcoholism screening, ADHD, et cetera).
  6. Apply a mental health theory applied from your readings to the case (such as but not limited to cognitive, solution-focused, object relations, narrative, behavioral, or self-psychology).
  7. Apply a treatment intervention and describe the specific and best treatment intervention applied, including descriptions of the:
    • Client's strengths, weaknesses, and social support systems in the treatment intervention plan applied.
    • Client's long-term goal for the treatment intervention plan applied.
    • Client's short-term goals and treatment objectives for the treatment intervention plan applied.
  8. Create a treatment timeline.
  9. Apply the systems theory perspective to include the client's family (treatment at the micro, mezzo, and macro level).
  10. Explain at least one of the potential ethical dilemmas and how to address it through NASW ethical guidelines.
  11. Explain the diversity needs for client or family and how to address those needs.
  12. Explain how you will evaluate the client's progress.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA current edition style and formatting standards.
  • Cited resources: Minimum of 10 scholarly sources integrated from your annotated bibliography. All literature cited should be current, with publication dates within the past five years.
  • Length of paper: 12–15 double-spaced pages (not including the case history).
  • Font and font size: Times New Roman, 12 point.

Treatment Plan Scoring Guide

Due Date: Unit 8
Percentage of Course Grade: 25%.

Criteria Non-performance Basic Proficient Distinguished
Describe a client’s demographic information, presenting problem, and diagnoses. (APB 2.1.10.B)
10%
Does not describe a client’s demographic information, presenting problem, and diagnoses. Lists a client’s demographic information, presenting problem, and diagnoses. Describes a client’s demographic information, presenting problem, and diagnoses. Analyzes a client’s demographic information, presenting problem, and diagnoses.
Apply the assessments used to approach a client’s diagnosis. (APB 2.1.10.B)
10%
Does not apply the assessments used to approach a client’s diagnosis. Lists the assessments used to approach a client’s diagnosis. Applies the assessments used to approach a client’s diagnosis. Applies the assessments used to approach a client’s diagnosis and discusses the results.
Apply a mental health theory to a specific case. (APB 2.1.7.A, APB 2.1.10.A, APB 2.1.10.C)
10%
Does not apply a mental health theory to a case. References a mental health theory to a case. Applies a mental health theory to a specific case. Applies a mental health theory to a specific case and discusses the results.
Create a treatment intervention. (APB 2.1.10.C)
10%
Does not create a treatment intervention. Discusses a treatment intervention that does not relate to the case. Creates a treatment intervention. Creates a treatment intervention that provides the best possible solution.
Articulate leadership through the identification of potential ethical dilemmas. (APB 2.1.2.A, APB 2.1.4.B)
10%
Does not articulate leadership through the identification of potential ethical dilemmas. Identifies potential ethical dilemmas. Articulates leadership through the identification of potential ethical dilemmas. Evaluates leadership through the identification of potential ethical dilemmas.
Apply the systems theory perspective to include a client’s family. (APB 2.1.7.A)
10%
Does not apply the systems theory perspective to include a client’s family. Discusses systems theory in general. Applies the systems theory perspective to include a client’s family. Applies the systems theory perspective to include a client’s family and supports with research.
Apply the NASW ethical guidelines to at least one potential ethical dilemma.
10%
Does not apply the NASW ethical guidelines to at least one potential ethical dilemma. Discusses the NASW ethical guidelines. Applies the NASW ethical guidelines to at least one potential ethical dilemma. Applies the NASW ethical guidelines to more than one potential ethical dilemma.
Analyze, through the use of technology, the diversity needs for client and family and how to address those needs. (APB 2.1.4.A, APB 2.1.10.A)
10%
Does not analyze, through the use of technology, the diversity needs for client and family and how to address those needs. Identifies the diversity needs for client and family and how to address those needs. Analyzes, through the use of technology, the diversity needs for client and family and how to address those needs. Analyzes, through the use of technology, the diversity needs for client and family and how to address those needs, and provides real-life examples.
Explain how to evaluate a client's progress through application of leadership, technology, critical thinking, and interpersonal skills. (APB 2.1.10.D)
10%
Does not identify how to evaluate a client's progress through application of leadership, technology, critical thinking, and interpersonal skills. Identifies how to evaluate a client's progress through application of leadership, technology, critical thinking, and interpersonal skills. Explains how to evaluate a client's progress through application of leadership, technology, critical thinking, and interpersonal skills. Explains how to evaluate a client's progress through application of leadership, technology, critical thinking, and interpersonal skills, and makes relevant systems-based connections.
Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology. (APB 2.1.2.A, APB 2.1.3.A)
10%
Communicates in a manner that is not consistent with expectations for members of the social work profession. Communicates in a manner that is scholarly and consistent with expectations for members of the social work profession. Communicates in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology. Communicates with exceptional clarity in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.

Unformatted Attachment Preview

Running Head: CASE HISTORY 1 Case History: Casey Family Josephine Pendleton Cappella University SWK 5013 Running Head: CASE HISTORY 2 Client’s Name: Sam Casey Age: 15 Ethnicity: Native American Identifying Information: Born on the Hopi reservation in Arizona, 15-year-old Sam resided with his mother. Sam is an only child and there was no mentioned of his father. Occasionally, Sam went to church on the reservation with his mom. At the age of 12, Sam mother died in an automobile accident and Sam was sent to reside with his grand-mother. Within a nine-month frame, Sam’s grandma hip was injured when she fell and was unable to take care of herself nor Sam. Sam stayed with a family friend for a short time but they did not have enough room for him and he was placed in foster care. Sam is quiet, anxious and shy. He speaks in a soft tone and it’s very difficult to hear him when he speaks. He is now living with his adopted family; Diana, Steve and their 17-year-old daughter Rebecca. Referral Sources: Diana recommended to the case manager that Sam needs someone to speak to and to have an evaluation because she cares about his well-being. Diana indicated that Sam have been confined to his room and struggles to go to school. Sam has been brought in for treatment on an involuntary basis and is aware of the reason for the referral. Presenting Problem: Sam is struggling to go to school. Sam is anxious about attending school and is scared to leave the house. Diana specified that Sam is making himself sick when the mentioning of going to school comes up. He gets so agitated; he ends up having a panic attack. Sam stated that he is afraid to leave the house because he is terrified that something will have happened and he won’t have a place to come back to. History of the Problem: Sam condition is chronic in nature. Sam’s condition started occurring when he was living with his grandmother. When Sam was about 12 years old, he was Running Head: CASE HISTORY 3 playing down the street when his mom was killed in a car accident and indicated that he should have been home waiting for her. When he was living with his grand-mother, his grand-mother fell and broke her hip while he was in school and specified that if he was home it could have been avoided. Sam has no previous mental history and is not on any medication. Previous Counseling Experience: Sam has no history of a counseling session. Sam is an average teenager going through typical facial acne. Family Background: Born on the Hopi reservation, Sam lived with his mom in the state of Arizona. His mom worked as a para-professional. No mentioned of the father being present. Sam had no siblings. He has a grand-mother who resides in Colorado. Personal History: From birth, Sam has been well adjusted and achieved all his milestones with normal limits. Medical History: Sam mental state of mind seems normal and process information well. H has no history of mental illness and no history of any medication being taken. Sam’s arm was broken when he was four, when he fell from a trampoline. Educational History: Sam attends High School in Wellington Colorado. He has never been identified as anyone with special needs. Social Class: Born and raised on the Hopi reservation, Sam came from a single-family household. His mom worked in the native school region as a para-professional. When his mom died, Sam went to live with his grand-mother in Colorado. His living arrangement became complicated when his grand-mother suffered a hip injury. Unable to stay with his friends, Sam was placed with a family in the foster care system. Now, Sam resides in Wellington, Colorado where he indicated that he has his own room and is loved by his placement family. Running Head: CASE HISTORY 4 Cultural History: Born and raised in the Native American culture, Sam stated that he was attending church with his mom on the reservation. He stated that he doesn’t attend church and it’s been a while since he did. His foster mom indicated that she is prepared to take Sam to church if he wants to attend. Spirituality: Sam indicated that he attended church when he was on the reservation with his mom but he hasn’t been for quite some time. Mental Status/Current Functioning: At this current moment, Sam is not functioning clearly. He is afraid of going to school because he fears that something bad will happen when and if he leaves. He keeps to himself and only comes out of his room when asked by his foster parents. Sam do have a sense of reality but indicated that he feels better being by himself. Running Head: CASE HISTORY 5 References: Cooper, M., & Granucci Lesser, J. (2015). Clinical social work practice: An integrated approach with enhanced Pearson (5th ed.). Boston, MA: Pearson. American Psychiatric Association (2018) Online Assessment Measure: DSM-5 Self-Rated Level 1 Cross-Cutting Symptom Measure- Adult; American Association. Retrieve from https://dsm-psychiatryonlineorg.library.capella.edu/doi/full/10.1176/appi.books.9780890425596.AssessmentMeasures Case History (2018) Casey Family Case Study; http://media.capella.edu/CourseMedia/MSW5013/CaseStudy/wrapper.asp CASEY FAMILY Casey Family Sam is a 15 year old Native American male who was referred for a mental health assessment by his CPS case worker. Sam has been living with his foster family for 6 months and his foster mother Diana has brought him into the center for the assessment. Sam currently lives in a foster home with Diana, her husband Steve and there older daughter Rebecca who is 17. Rebecca and Sam attend the same high school in Wellington, Colorado. Sam presents himself as quiet, anxious, and shy. He looks down at the ground, and his hair is covering his eyes. Sam is very soft spoken and it is hard to hear him as he speaks. Diana shared that she suggested to Sam's caseworker that Sam needed someone to talk to and an assessment as she is worried about him, that he has been having a difficult time going to school, that he wants to spend all of his time in his room, and he has only one friend that she knows of at his school. While reviewing the file it shares that Sam was born on the Hopi reservation in Arizona where he was living with his mother. His mother was killed in a car accident when he was 12 years old. He was an only child with no siblings. His mom worked as a para-professional in the local school district and according to the file was a supportive and loving mother with no significant history or reports on file. There is no indication that Sam's father has been present in his life as he went to life with his grandmother in Colorado when his mother passed away. Nine months ago Sam's grandmother fell and broke her hip and moved into a skilled nursing facility and was unable to care for Sam any longer. Sam lived with his one friend briefly during that time but his friend's family did not have enough room in their home and he was then placed with Diana and her family. Throughout the interview Sam would not obtain eye contact and it was difficult to hear what he was saying due to his soft voice. He shared that he likes Diana and Steve that they are very nice to him. He also reports that he likes Rebecca and that she makes him laugh and helps him with his school work. Sam stated "they are nice, but I just like being by myself." Diana shared that the only time Sam comes out of his room is during dinner or if they directly ask him to, but she feels bad about forcing him. Sam reports that he has one friend that lived next to his Grandmother but he only sees him at school. When asked what Sam likes to do for fun, he stated playing on my computer and listening to music. Sam stated "I like that I have my own room, I am used to sleeping on my grandmother's and friend's couch." He also shared that he really likes that he has a computer, that "my mom could never buy us nice things." Sam reports that he does not go to church, he shared that he used to go to a big church on the reservation with his mom, but he can't remember what kind it was, but that it was fun. Diana shared that her family does not attend church but would bring Sam if he would like, Sam looked down and shrugged his shoulders. When asked how he likes school Sam again shrugged his shoulders. Diana shared "he becomes very anxious about going to school, he acts like he is afraid to leave the house sometimes." Diana continued, "in fact I think that is what is making him sick, he gets so worked up over going to school that he will often throw up before school, it is as if he is having a panic attack." When asked Sam if he was afraid to leave the house he again shrugged his shoulders and then became tearful. Sam then shared "I am fearful that if I leave something will happen and then I won't have a place to go again." When asked to explain Sam continued to share that when his mother was killed it was because he was down the street playing and he should have been home waiting for his mother. He then shared that he felt it was his fault that his grandmother fell. Sam shared "If I hadn't gone to school, she would be fine." Sam continued to share that when Diana asks his to go to school he feels like "my chest is going to explode and like I can't breathe," Diana shared that he becomes sweaty and also complains that he is going to be sick to his stomach and will often vomit because "he gets so worked up over it." Sam shared that it was the same at his grandmother's, that he has just felt nervous and scared all the time since his mother "left." Sam's medical history includes a broken arm when he was four from falling off of a trampoline, he is of average weight with acne typical of a teenager. He is on no medication and has no history of illness.
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Explanation & Answer

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Running head: TREATMENT PLAN

1

Treatment Plan
Student Name
Institution
Course
Instructor
Date

2
Treatment Plan
Revised Case History
Client’s Name: Sam Casey
Age: 15 years
Ethnicity: Native American
Identifying Information
Born on the Hopi reservation in Arizona, 15-year-old Sam resided with his mother. Sam is an
only child and there was no mentioned of his father. Occasionally, Sam went to church on the
reservation with his mom. At the age of 12, Sam’s mother died in an automobile accident and he
was sent to reside with his grand-mother. Within a nine-month frame, Sam’s grandmother’s hip
was injured when she fell and was unable to take care of herself nor Sam. Sam stayed with a
family friend for a short time but they did not have enough room for him and he was placed in
foster care. Sam is quiet, anxious and shy. He speaks in a soft tone and it’s very difficult to hear
him when he speaks. He is now living with his adopted family; Diana, Steve and their 17-yearold daughter Rebecca.
Referral Sources
Diana recommended to the case manager that Sam needs someone to speak to and to have an
evaluation because she cares about his well-being. Diana indicated that Sam have been confined
to his room and struggles to go to school. Sam has been brought in for treatment on an
involuntary basis and is aware of the reason for the referral.

3
Presenting Problem
Sam is struggling to go to school. Sam is anxious about attending school and is scared to leave
the house. Diana specified that Sam is faking being sick when anyone mentions that he should go
to school. He gets so agitated; he ends up having a panic attack. Sam stated that he is afraid to
leave the house because he is terrified that something will happen at home and he won’t have a
place to come back to.
History of the Problem
Sam condition is chronic in nature. Sam’s condition started occurring when he was living with
his grandmother. When Sam was about 12 years old, he was playing down the street when his
mom was killed in a car accident and indicated that he should have been home waiting for her.
When he was living with his grand-mother, his grand-mother fell and broke her hip while he was
in school and specified that if he was home it could have been avoided. Sam has no previous
mental history and is not on any medication.
Previous Counseling Experience
Sam has no history of a counseling session. Sam is an average teenager going through typical
facial acne.
Family Background
Born on the Hopi reservation, Sam lived with his mom in the state of Arizona. His mom worked
as a para-professional. No mentioned of the father being present. Sam had no siblings. He has a
grand-mother who resides in Colorado.

4
Personal History
From birth, Sam has been well adjusted and achieved all his milestones with normal limits.
Medical History
Sam mental state of mind seems normal and process information well. H has no history of
mental illness and no history of any medication being taken. Sam’s arm was broken when he was
four, when he fell from a trampoline.
Educational History
Sam attends High School in Wellington Colorado. He has never been identified as anyone with
special needs.
Social Class
Born and raised on the Hopi reservation, Sam came from a single-family household. His mom
worked in the native school region as a para-professional. When his mom died, Sam went to live
with his grand-mother in Colorado. His living arrangement became complicated when his grandmother suffered a hip injury. Unable to stay with his friends, Sam was placed with a family in the
foster care system. Now, Sam resides in Wellington, Colorado where he indicated that he has his
own room and is loved by his placement family.
Cultural History
Born and raised in the Native American culture, Sam stated that he was attending church with
his mom on the reservation. He stated that h...


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