Abnormal Psychology Case Study

***DUE SUNDAY November 29th at 10:00 pm EASTERN time***

View the attatched clinical scenario and write a 2-3 page summary of your assessment, diagnosis and treatment recommendation. This needs to include the following:

a. The methods and strategies you would use in order to perform the initial assessment.

b. Which diagnoses would you consider?

c. What is your case formulation? That is more comprehensive than just the diagnosis. For example let’s say you are considering ‘Major Depression” as a Diagnosis. Your case formulation may be something like this: “this patient has suffered significant recent loses in his life, and in the context of possible biological vulnerabilities (ie; history of maternal depression) and limited psychological resources he has developed a depressive condition”.

d. What is your treatment plan?

e. What else would you have liked to know about this patient, which was not given to you in the case scenario, and you think it may have been very useful in order to reach a diagnosis and develop a treatment plan?

Please DO NOT write more than 3 pages (about 1000-1200 words). APA formatting. Times New Roman. Double Spaced. 1 inch margins all around. Thank you.

CLINICAL CASE STUDY

This is a new feature for this class. Towards the end of the semester, I would give you a clinical scenario and I will like for you to write a 2-3 page summary of your assessment, diagnosis and treatment recommendation. This needs to include the following:

a. The methods and strategies you would use in order to perform the initial assessment. In other words, I want to know how you arrived to the diagnosis and what processes you used.

b. Which diagnoses would you consider? You should have a primary diagnosis, but perhaps there may be other possible diagnoses you may want to rule/out or consider.

c. What is your case formulation? That is more comprehensive than just the diagnosis. For example let’s say you are considering ‘Major Depression” as a Diagnosis. Your case formulation may be something like this: “this patient has suffered significant recent loses in his life, and in the context of possible biological vulnerabilities (ie; history of maternal depression) and limited psychological resources he has developed a depressive condition”.

d. What is your treatment plan? Nothing extensive here but it has to make sense. Don’t just put things in there to make sure you cover all bases.

e. What else would you have liked to know about this patient, which was not given to you in the case scenario, and you think it may have been very useful in order to reach a diagnosis and develop a treatment plan? For example, the patient with depression has complained primarily of fatigue, mild dizziness and difficulties concentrating. Perhaps you may want to rule out a medical condition (anemia) and you may want to have this patient be medically evaluated.

This is not a difficult task, but requires a little thinking from your part. As long as you are “in the ball park” for the diagnosis, you will be fine. The important point is that I need you to show me you know how to do the assessment, followed by a diagnosis, good case formulation and a reasonable treatment plan. Don’t write more than 3 pages (about 1000-1200 words). You will have this task towards the end of the semester (see schedule below) and it will be worth a total of 10 points. As with any other assignments, this is your own work, not a team effort. Sharing or copying another student’s work will result in a failing grade for the class.

This is the format I would like for all to follow, again PLEASE follow directions. If you do not follow these directions, I will not accept your work.

This should not be a difficult assignment. I am not looking for a “perfect” diagnosis or treatment plan. Basically, if you are in the “Ball –Park” you are good!

I would like for you show me HOW YOU ARE APPLYING THE KNOWLEDGE YOU ARE OBTAINING IN CLASS. Like always, if you wait for the last minute, you may not be able to do the work you are capable of doing.

OK, here is the format.

The FIRST thing you would do:

Title of the Assignment and your name (Title Page).

EXAMPLE: Clinical Case Assignment

Mr. John Doe

The SECOND thing you would do: On the second page, I would like for you to LIST your answers to the 5 topics above. This means short summary for each five topics like this::

EXAMPLE:

1. Methods and Strategies: This means the types of assessments or procedure you would use to get information on the patient. For example: Interview patient, review record, MRI, etc.

2. Diagnosis: Here you will put your primary diagnosis for example:

Generalized Anxiety Disorder.

In addition, I would like you to add any other Diagnoses to consider:

Panic Disorder, Simple Phobia, etc.

3 Case Formulation: (I want a couple of sentences at most).

For Example: “ The patient’s anxiety is present in multiple settings and situations, following a period of intense stress. This anxiety has significantly impacted her social and professional functioning, leading her to seek help”.

4- Treatment Plan: Here I want you to list the types of treatment or interventions you would recommend (try to be as specific as possible). Make sure the treatment you recommend are treatments that typically are used for the diagnosis you gave to your patient. In other words, think about it and just don’t throw everything in there:

Example: a. Relaxation Training

b. Insight-oriented Therapy

c. SSRI’s

5 What Else I would like to know: Here you will add any other information you would like to know about your patient, which may help you to formulate a proper diagnosis and treatment plan.

Example:

a. Medical history

b. Drug screen.

c. Interview family members

The Third thing you would do:

On the third page, I would like for you to expand on the topics above, telling me for example how you arrived to the diagnosis and what other diagnoses you would consider and why; what is your treatment plan and reasons for it, what else you would like to do or know and/or or any other aspect you think is important for me to know. Please no more than 4 or 5 paragraphs.

I want you to relax, you are in control in this assignment, you need TO DEDICATE a little time and thought and you will be fine

Turn it in ON THE DUE DATE, AND YOU ARE DONE!

Ok here is the clinical case:

Clarisse is a 26 years old white single female, who comes to see you to get help with her “bad mood”. She heard you are “very good Psychologist” and wants to try therapy.

On your initial interview, you observe she is a very attractive female, perhaps too seductively dressed for a doctor’s office. However, she was pleasant and engaging and did not appear in obvious distress.

She tells you she has been “feeling down” for a while. You asked her to be more specific and she says that as long as she can remember, she has been unhappy. When she was teenager she had a tough time, she was rebellious, experimented with drugs, did bad in school and had multiple sexual partners. She says things got better and eventually went to college and graduated from a nursing program.

She is however, unhappy. She complaints about men, and expressed remorse over her history of “failed relationships”. She tends to idealize men and then despises and hates them. Her anger is a problematic issue with her and often she feels out of control. She explains that things typically start really good and she often thinks the guy is the “best in the world”, but soon she begins to feel “empty” and develops very strong jealousy feelings, which end up destroying the relationship. She further confesses to you, she “get crazy when that happens and in a couple of occasions she has become violent with her boyfriends. She says she has “low self-esteem” and at times she “is not even sure who she is”. This has been going on for years now and she can’t get out of this pattern.

She reported a history of conflict with her parents and rarely talks to them these days. In fact, she says she has had a history of ongoing interpersonal conflicts with people in her life. She would like to “feel normal” and be happy, but she does not know how to do so.

Ideological Perspectives of Population-Specific Policy

Discussion 1: Classifications of Life-Span Development

When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents’ or caregivers’ home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.

 

The authors of your course text, Zastrow and Kirst-Ashman, use the term young and middle adulthood to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.

 

Is the authors’ young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors’ classification to make it more applicable to your role as a social worker?

 

For this Discussion, you analyze the author’s life-span classification and suggest ways to improve it.

 

Post:

o   A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification

 

o   A definition of your new classification(s)

 

o   Support for your new classification(s). for example, this support may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development

 

o   An implication your new classification might have regarding social work practice

 

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 

References (use 2 or more)

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.)Boston, MA:  Cengage Learning.

Chapter 10, “Biological Aspects of Young and Middle Adulthood” (pp. 469-497

 

 

 

 

Discussion 2: Policy Development

 

Often, policymakers develop policies in response to a recent societal problem or event. Whereas some societal problems, such as homelessness, unemployment, and poverty, require long-term policy development and refinement, society sometimes demands immediate policy implementation in response to events or problems that proved dangerous for society at large. For example, the U.S. terrorist attacks on September 11, 2001, and the subsequent terrorist threats heightened airport security and created item restrictions for airplane carry-on luggage. Over time, policymakers adjusted these policies as the danger appeared less imminent due to the development of other policies. What policies are you aware of that policymakers developed in response to a societal problem or event? Are those policies effective responses to the problems or events? If not, how might you change them in order to make them more effective?

 

For this Discussion, review this week’s resources. Using reputable news and education sources, search for an event that led to the formation of a social policy. Then, consider what changes you might make to the policy that resulted from this event. Finally, think about the role of social work (as a profession and political lobby) in the formation of the policy.

 

  •     Post a brief explanation of the event you selected that led to the formation of a social policy.

 

  • ·      Then, explain what changes you would make to the policy that resulted from this event and why.

 

  • ·      Finally, explain the role of social work (as a profession and political lobby) in the formation of the policy.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

References (use 2 or more)

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.

Chapter 11, “Politics and Social Welfare Policy” (pp. 245-261)

 

 

 

Discussion 3: Ideological Perspectives of Population-Specific Policy

Social workers often are very aware of and informed about the needs of the specific populations with which they work. As a result, it is important that social workers get involved in the policy-creation process by sharing their experiences and perspectives with others, including policymakers.

 

For this Discussion, select a population of particular interest to you. Then, select three to five policies (including two to three state-level and two to three federal-level policies) related to that population. Finally, subscribe to a variety of blog alerts concerning the population and the policies you selected. Note that you will be discussing about these policies throughout the course. You will also critically review the published opinions of bloggers outside of this course, who write about the policies you identified.

 

  • ·      Post a brief description of the population you selected.

 

  • ·      Then, provide a description of three to five policies (including two to three state-level and two to three federal-level policies) related to that population.

 

  • ·      Finally, explain the relationship between the policies and the population you selected.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References (use 2 or more)

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.

 

 

The Library of Congress: Thomas. (n.d.). How our laws are made. Retrieved October 10, 2013, from http://thomas.loc.gov/home/lawsmade.toc.html

Application: Applying Narrative and Solution-Focused Therapy

Please no plagiarism and use the at least one source from this week sources. I need this completed by 09/30/17 at 7pm.

 

Application: Applying Narrative and Solution-Focused Therapy

Narrative and solution-focused therapy are postmodern theories of working with couples and families. In terms of counselor-client relationship, both forms of therapy can be viewed as more collaborative than other theories discussed thus far in the course. They emphasize a more equal distribution of power between counselor and client. They also promote movement away from a traditional metaphor of couple/family relations toward conceptualizing couple/family relationships as networks of co-constructed meanings. Clients are seen as active construers of reality, which, according to these theories, are infinitely re-authorable. In this way, change comes from reconceptualizing and rewriting the ways couples and families make meaning of their relationships.

To prepare for this Application Assignment, view two of the videos in this week’s Learning Resources (at least one narrative and one solution-focused video). Identify the couple’s or family’s issue(s) and begin to think about short- and long-term goals you might include in treatment plans for them. As you consider techniques or interventions to accomplish these goals, think about how you would measure progress in re-authoring or storytelling.

The assignment (4–6 pages)

Based on the theory demonstrated in the narrative video:

  • Define the problem.
  • Formulate a treatment plan including short- and long-term goals.
  • Describe two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each.

Based on the theory demonstrated in the solution-focused video:

  • Define the problem.
  • Formulate a treatment plan including short- and long-term goals.
  • Describe two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To view this week’s embedded media resources, please use the streaming media players below.

 

Required Resources

Media

  • Video: Psychotherapy.net. (Publisher). (1994). I’d hear laughter: Finding solutions for the family [Motion picture]. [With Insoo Kim-Berg]. United States: Psychotherapy.net.
    Retrieved from the Walden Library databases.
  • Video: Psychotherapy.net. (Publisher). (1994). Irreconcilable differences: A solution-focused approach to marital therapy [Motion picture]. [With Insoo Kim-Berg]. United States: Psychotherapy.net.
    Retrieved from the Walden Library databases.
  • Video: Allyn & Bacon. (Publisher). (2002). Narrative therapy with children. [Motion picture]. [With Steven Madigan]. United States: Psychotherapy.net.
    Retrieved from the Walden Library databases.

Readings

  • Course Text: Gurman, A. S., Lebow, J. L.., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 2, “Cognitive-Behavioral Couple Therapy”
    • Chapter 5, “Gottman Method Couple Therapy”
  • Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
    • Chapter 10, “Solution-Focused Therapy”
    • Chapter 11, “Narrative Therapy”
  • Article: Beyebach, M., & Morejon, A. R. (1999). Some thoughts on integration in solution-focused therapy. Journal of Systemic Therapies18(1), 24–42. Retrieved from the Walden Library databases.
  • Article: Robbins, J. M., & Pehrsson, D. (2009). Anorexia nervosa: A synthesis of poetic and narrative therapies in the outpatient treatment of young adult women. Journal of Creativity in Mental Health4(1), 42–56. Retrieved from the Walden Library databases.

Optional Resources

Readings

  • Book: Bitter, J. (2009). Solution-focused and solution-oriented therapy. Theory and practice of family therapy and counseling. Brooks/Cole: Belmont, CA.
    • Chapter 10, “Solution-Focused and Solution-Oriented Therapy”
    • Chapter 11, “Postmodernism, Social Construction and Narratives in Family Therapy”

 

Additional Resources

Narrative Lecture 2017

Gehart’s video lecture on narrative family therapy (Running time: 58:35 mins)

Narrative Case Conceptualization template

Case-Concept-Narrative.docx

Solution-focused Therapies 2016

Gehart’s video lecture on solution-focused therapy (Running time: 54:20 mins)

Solution-focused Case Conceptualization template

Case-Concept-SFT.docx

Running head: TREATMENT PLANS 1

 

 

 

 

 

 

Treatment Plans

Michelle Blau

Walden University

 

 

TREATMENT PLANS

2

Treatment Plans

Treatment planning is crucial to the effective and ethical application of counseling

services (Gehart & Tuttle, 2003). They are created with the intention to convey the counselor’s

proposed strategies, client’s concern/goals, and experienced symptoms by way of an organized

and systematic document (Gehart & Tuttle, 2003). Treatment plans can take many forms and are

to be continuously updated and revised throughout the three phases of counseling: early, middle,

and closing/termination (Gladding, 2015). Though flexible in format, there are two basic

classifications of treatment plans: Symptom-based and Theory-based (Gehart & Tuttle, 2003).

Herein, Symptom-based plans are developed from a medical perspective where by symptoms are

identified, measurable goals are set, and therapeutic interventions are detailed (Gerhart & Tuttle,

2003). It is important to note that symptoms in this context are strictly defined in a psychiatric

sense. The second form of treatment planning is Theory-based. These plans are derived within

the context of a therapeutic model and incorporate a broad range of information including a

greater overview of the problem, socio-cultural influences, client perspective, and the

counselor’s theory (Gerhart & Tuttle, 2003). Using the perspectives of Bowenian and Structural

Family Therapy, the following are simulated Theory-based treatment plans written on behalf of

the volunteer family Adrian, Judy, and Pam.

Bowenian Family Therapy Treatment Plan

Problem: Pam is an adult woman living with her aging parents, Adrian and Judy.

Pam experiences an undefined developmental disability and struggles with

openly and clearly communicating- predominately related to emotions and

feelings. According to Adrian and Judy, Pam will often exhibit aggressive

behaviors and thus it is believed that she experiences a great deal of

Commented [LS1]: Excellent introduction – just be sure to cite any media used.

Commented [LS2]: Use APA heading format

 

 

TREATMENT PLANS

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unresolved anger/resentment towards her parents. There is a clear

maladaptive triangle wherein Adrian and Judy’s marital relationship is

neglected because their focus remains heavily rooted in the anxieties of

their daughter’s behaviors and symptoms (Gurman, Lebow, & Snyder,

2015). Pam lacks a meaningful social support network. The family at large

lacks general insight around Pam’s behaviors, including Pam herself. All

three individuals express anxiety, sadness, fear, and confusion around the

relationship patterns; there is love and a desire to be better connected

amongst all three members.

Early Phase Goals:

1. Create a therapeutic environment and a genuine connection with the family.

a. Open the closed-system family dynamic.

b. Identify transgenerational dysfunction.

c. Identify structure, configuration, and connectedness.

2. Reduce anxiety around the stated problems, by raising Pam’s differentiation.

a. Obtain internet to allow Pam a meaningful activity.

b. Increase Pam’s access to socialization opportunities and friend base.

Middle Phase Goals:

1. Neutralize the dysfunctional triangle.

a. Improve Pam’s and Judy’s relationship.

i. Reframe how family view’s Jessie and Pam’s relationship.

ii. Set a time for Pam and Judy to spend time with one another.

1. On Pam’s time table / using Jessie’s formula.

Commented [LS3]: Excellent application of the theory in defining the problem.

Commented [LS4]: What might a Bowenian theorist call these stages?

 

 

TREATMENT PLANS

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b. Continue to address Pam’s need to increase differentiation.

i. Increase her overall independence in order to decrease her

reliance on parents.

ii. Decrease anxiety around parent’s dying.

2. Address multigenerational family dynamics.

a. Address loss of family members.

b. Address son’s suicide and associated feelings.

Closing Phase Goals:

1. Confront Pam’s fears (Guerin, 1:11:1).

a. Improved social life

b. Improved communication.

2. Confront “strong-will and strong-head” personality traits (Guerin, 1:13:56).

Theoretical Interventions & Proposed Outcomes:

1. Genogram: a graphic chart utilized to map the familial relationships and

lifecycles of a three-generational system (Gladding, 2015). Herein, the

dynamics, rules, associations, boundaries, and structural patterns within a

family are highlighted and organized (Gladding, 2015).

a. A genogram will offer a succinct and pictorial account of Adrian,

Judy, and Pam’s closed family system. It will abridge the sizable

amount of demographics and historical data that will shed light on the

intricate patterns which drive the family dysfunctions and maladaptive

behaviors (Gladding, 2015). This intervention provides an organized

Commented [LS5]: Review APA for correct way to cite – great attempt though!

 

 

TREATMENT PLANS

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tracking system and offers the counselor an opportunity to engage and

connect with the family.

2. Relationship Experiments: tasks assigned, by the counselor, to each individual

family member in order toto initiate the process by which dysfunctional

patterns are reframed and diluted (Gladding, 2015).

a. After a counselor has successfully identified the maladaptive life

cycles and patters that cause distress within the family system, targeted

tasks can be ascribed with the intention of rebuilding new and

productive patterns.

Structural Family Therapy Treatment Plan

Problem: Adrian and Judy are generally frustrated by the therapeutic process. Their

goals have not been met within their previous sessions and not enough

improvement has been made. The parents of Pam, their adult daughter, do

not feel that Pam communicates in a positive and healthy manner. Pam has

a tendency totends to react violently out of pent up anger but is unable to

appropriately express her emotions and their inception. It is believed by

tThe family believes, that Pam is more aggressive and more easily angered

by Judy rather than Adrian. Judy expresses frustration by this disparity.

Pam relies heavily on her parents to provide her basic Activities of Daily

Living such as meal preparation. This is an area of contention between

Pam and Judy. It is a collective belief that Pam is spoiled by her parents.

When she does not get her way, Pam will experience a tantrum-like

behavior. Commented [LS6]: Good work applying the theory.

 

 

TREATMENT PLANS

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Early Phase Goals:

1. Joining and Accommodating: establish the counselor as the leader while

adapting to the family’s patterns and worldview.

2. Mapping Family Structure: identify primary systemic patterns of interaction.

a. Focus on day-today interactions in order to shed light on family’

underlining conflicts- primarily between Pam and Judy

b. Compare these transactional patterns to those of Pam and others: such

as co-worker, supervisor, friends, etc.

Middle Phase Goals:

1. Highlight appropriate boundaries.

a. Redistribute power and alter the hierarchical relationship between Pam

and Judy.

b. Improve problem solving skills.

i. Provide psychoeducational training on conflict management

skills.

2. Identify the family subsystems.

a. Covert coalition

Closing Phase Goals:

1. Intervene:

a. Improve communication between all members of the family.

b. Repetition of message.

i. Do not allow Pam to dictate transactional patterns.

Commented [LS7]: How might a structural family theorist label the stages?

 

 

TREATMENT PLANS

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2. Reestablish appropriate and healthy boundaries.

a. Pam will ask her parents to maintain boundaries and to not give into

her spoiled tendencies.

b. Start with small day-today tasks such as making breakfast on Sunday

morning.

Theoretical Interventions & Proposed Outcomes:

1. Spontaneous behavioral sequences: an intervention wherein a counselor hones

in on unprompted interactions between family members. These scenarios

provide a glimpse into the natural mannerisms and interactions between

family members (Gerhart & Tuttle, 2003).

a. When a spontaneous interaction occurs, a counselor focuses on the

relational process and assists the family in understanding their

behavioral sequences (Gerhart & Tuttle, 2003). A counselor will direct

these interactional patterns towards a healthier and mutually beneficial

foundation.

2. Enactments: similar tolike spontaneous behavioral sequences, enactment is a

technique wherein the counselor directly tasks the family with reenacting

natural behavior/interactions in order to observe their genuine and unaltered

exchanges (Gerhart & Tuttle, 2003). Enactments provide the counselor with

the opportunity to make assessments regarding the familial structure,

subsystems, and transactional patterns (Gerhart & Tuttle, 2003).

a. The use of enactments presents an opportunity for counselor

observation, assessment, and confrontation as well as client reflection,

 

 

TREATMENT PLANS

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and response (Gerhart & Tuttle, 2003). This intervention is also useful

in allowing the counselor an opportunity to provide the family with

alternative behaviors, communication patterns, and interactions.

Conclusion

Treatment plans should consist of two components: goals and interventions (Gerhart &

Tuttle, 2003). While traditionally following basic outlines and formats; they are also individually

tailored to the client’s needs and the counselor’s theoretical approach. In addition to the

theoretical model, presenting problem, and proposed interventions/goals, treatment plans should

also provide contextual information such as separating a parent’s needs from that of their child’s

(Gerhart & Tuttle, 2003). In general, a treatment plan that is well structured and written

irrespective of third-party mandates for reimbursement, creates opportunity for organized and

coordinated efforts as well as effective treatment probabilities (Gerhart & Tuttle, 2003).

Commented [LS8]: Excellent work.

 

 

TREATMENT PLANS

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References

Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family

therapists. Belmont, CA: Brooks/Cole.

Gladding, S. T. (2015). Family therapy: history, theory, and practice (6th ed.). Boston: Pearson.

 

Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th

ed.). New York, NY: Guilford Press.

Psychotherapy.net. (Producer). (n.d.). Bowenian family therapy [Motion picture]. [With Philip

Guerin, MD]. United States: Psychotherapy.net. Retrieved from the Walden Library

databases

Psychotherapy.net. (Producer). (n.d.). Structural family therapy [Motion picture]. [With Harry

Aponte, LCSW]. United States: Psychotherapy.net. Retrieved from the Walden Library

databases.

 

Excellent application. I could clearly see how you were applying the theories and that

you could differentiate the theories as well. Well done.

 

Commented [LS9]: Remember that citations and references must match. Also, in APA, when two citations are the same, you must distinguish which citation represents which reference by using

a lowercase letter in the year. See APA manual for when and how to do this.

Vargas Family Cultural Formulation Interview

Read “Topic 2: Vargas Case Study.” Select one of the Vargas   family members and complete a Cultural Formulation Interview based on   the “Cultural Formulation” section in the DSM-5 and based   on the new information learned in session two of the Vargas case   study. Refer to the attached CFI form for guidance and complete the   CFI template.

APA style is not required, but solid academic writing is expected.

This assignment uses a scoring guide. Please review the scoring   guide prior to beginning the assignment to become familiar with the   expectations for successful completion.

You are not required to submit this assignment to Turnitin.

cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

PCN-521 Topic 2: Vargas Case Study

 

Elizabeth arrives on time with Frank and Heidi for the second session. Elizabeth appears somewhat frazzled and tells you that she had just heard from Bob who said he would be “a little late” because he “lost track of time.” You note Elizabeth’s frustration which she confirms by saying this is “typical.” She proceeds to share that she feels “completely disregarded,” especially after having shared with Bob the night before how important these sessions are to her. You notice that Heidi seems upset as well and looks as if she has been crying. You ask her how her day is going and she tearfully tells you that Frankie tore up her school paper with the gold star on it. Elizabeth elaborates that Frank had become angry and ripped up the picture that Heidi was proudly sharing with her. Frank, who had gone directly to the Legos, appears oblivious to the others in the room. When you ask him about his sister’s sadness, he replies, “Who cares? She always gets gold stars!”

 

As you were about to further explore these feelings, Bob arrives stating, “She probably told you I’m always late, but hey, at least I’m consistent.” You notice Elizabeth’s eye rolling and direct your attention to the children, asking them about what brought them to your office. Heidi says, “I’m good but Frankie’s bad at school, and it makes Mommy and Daddy fight.” Frank, who had helped himself to one of your books to use as a car ramp argues, “I hate school. It’s boring and my teacher is mean.” Bob attributes Frank’s boredom to being “too smart for the second grade…what do they expect?” Elizabeth responds that they, like her, expect him to follow rules and be respectful, and suggests that Bob should share those same expectations. Bob dismisses Elizabeth’s concerns by saying, “He’s a normal boy, not like all your friends from work who you say are ‘creative.’”

 

You notice Elizabeth’s reaction and decide to redirect your attention to Frank. You ask him what bothers him most about school, to which he replies, “I get in trouble, then I don’t get to have all the recess time, then I can’t play soccer because they already started and they won’t let me play.” You notice Frank’s interest in sports and probe for more information. You learn that he is quite athletic and has been asked to join a competitive youth soccer team that plays on Saturdays and Sundays. You discover another source of discord when Elizabeth shares that Bob “feels strongly” that Sundays are to be spent only at church and with family. Bob confirms that after church on Sundays, they spend the rest of the day with his parents, siblings, nieces, and nephews. Elizabeth says that Sunday mornings are the only time she gets to be by herself and that she typically joins the family around 1:00 p.m. Bob adds, “Apparently Liz needs time to herself more than she needs God and her family,” and suggests she should appreciate his family more because “it’s the only family she has.”

 

As the session comes to a close, you share your observations of the family by noting their common goal of wanting to enjoy family time together. You also suggest that while Frank’s behavior challenges are concerning, perhaps you could focus next week on learning more about each parent’s family of origin in hopes of gaining a better understanding of the couple’s relationship.

 

 

© 2016. Grand Canyon University. All Rights Reserved.

 

© 2016. Grand Canyon University. All Rights Reserved.