Read Eliza’s case study: Part two and review your completed Biopsychosocial Assessment about Eliza. This assignment has four parts:
- Treatment Plan Development
- Problem Identification and Diagnostic Decision Making
- Theoretical Approach
- Progress Monitoring
In a 1,500-1,750-word paper and treatment plan, include the following:
Don't use plagiarized sources. Get Your Custom Essay on
Read Eliza’s case study: Part two and review your completed Biopsychosocial Assessment about Eliza. This assignment has four parts:
Just from $13/Page
Part 1: Treatment Plan Development
Develop a treatment plan for Eliza using the attached treatment plan template. Be sure to complete each component of the treatment plan:
- Diagnosis
- Problem Description
- Goal
- Objective
- Intervention
- Target Date
Part 2: Problem Identification and Diagnostic Decision Making
- Discuss how you would use the Level 01 Cross-Cutting Measure (CCM-1) to inform the treatment plan development process.
- Identify and describe Eliza’s diagnosis and the process utilized in determining a final diagnosis using the most current version of the DSM and the ICD.
Part 3: Theoretical Approach
- Discuss what treatment theory you would use with Eliza. Be sure to discuss how your theory of choice describes the formulation of problems, the change process, and the utilizations of its therapeutic techniques as intervention and prevention strategies.
- Provide a description of 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.
Part 4: Progress Monitoring
- Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided.
- Identify one additional assessment or test that would measure the symptoms you are attempting to assess based on the treatment goals/plan. Discuss the standardization of the assessment, its appropriateness for the case, how it’s administered, and the interpretation of the results.
- Describe how you would convey the assessment findings to the client and her family.
- Include how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Be sure to include 8 to 10 scholarly resources in your paper.
Submit the paper and treatment plan template to your instructor.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_
| Format |
| Course Code |
Class Code |
Assignment Title |
Total Points |
| CNL-610 |
CNL-610-O500 |
CNL-610 Benchmark – Treatment Plan and Progress Monitoring: Eliza (Obj. 4.1, 4.2, 4.3, 4.5 and 4.6) |
150.0 |
| Criteria |
Percentage |
Unsatisfactory (0.00%) |
Less Than Satisfactory (74.00%) |
Satisfactory (79.00%) |
Good (87.00%) |
Excellent (100.00%) |
Comments |
Points Earned |
| Content |
70.0% |
| Part 1: Treatment Plan Development |
|
| 20.0% |
Does not demonstrate an understanding of the assignment; does not include or incorrectly includes the diagnosis, problem description, goal, objective, intervention, and target date in the treatment plan for Eliza based on the case information. Treatment Plan does not demonstrate understanding of the topic. |
Includes little understanding of the assignment directions. Vaguely or incompletely includes the diagnosis, problem description, goal, objective, intervention, and target date in the treatment plan for Eliza based on the case information.Treatment Plan demonstrates a poor understanding of the topic. |
Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment.Treatment Plan demonstrates a basic understanding of the topic. |
Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment. Treatment Plan demonstrates an understanding that extends beyond the surface of the topic. |
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment. Treatment Plan demonstrates an exceptional understanding of the topic. |
| Part 2: Problem Identification and Diagnostic Decision-Making (C1.5) |
| 1
|
|
| 5.0% |
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay does not demonstrate understanding of the topic. |
Includes little understanding of the assignment directions. Vaguely or incompletely discusses how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information.Essay demonstrates a poor understanding of the topic. |
Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information.Essay demonstrates a basic understanding of the topic. |
Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay demonstrates an understanding that extends beyond the surface of the topic. |
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay demonstrates an exceptional understanding of the topic. |
| Part 3: Theoretical Approach (C1.6) |
15.0%
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay does not demonstrate understanding of the topic. |
Includes little understanding of the assignment directions. Vaguely or incompletely discusses what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice.Essay demonstrates a poor understanding of the topic. |
Provides a basic discussion of what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice.Essay demonstrates a basic understanding of the topic. |
Provides a thorough discussion and includes relevant examples about what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay demonstrates an understanding that extends beyond the surface of the topic. |
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay demonstrates an exceptional understanding of the topic. |
| Part 4: Progress Monitoring |
20.0%
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay does not demonstrate understanding of the topic. |
Includes little understanding of the assignment directions. Vaguely or incompletely discusses what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.Essay demonstrates a poor understanding of the topic. |
Provides a basic discussion about what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.Essay demonstrates a basic understanding of the topic. |
Provides a thorough discussion and includes relevant examples about what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay demonstrates an understanding that extends beyond the surface of the topic. |
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay demonstrates an exceptional understanding of the topic. |
| Organization and Effectiveness |
20.0%
| Thesis Development and Purpose |
7.0% |
Paper lacks any discernible overall purpose or organizing claim. |
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. |
Thesis and/or main claim are apparent and appropriate to purpose. |
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. |
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction |
8.0% |
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. |
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. |
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. |
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. |
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
5.0%
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. |
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. |
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. |
Writer is clearly in command of standard, written, academic English. |
Format
| 10.0% |
| Paper Format (use of appropriate style for the major and assignment) |
5.0%
Template is not used appropriately or documentation format is rarely followed correctly. |
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. |
Appropriate template is used. Formatting is correct, although some minor errors may be present. |
Appropriate template is fully used. There are virtually no errors in formatting style. |
All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
5.0%
Sources are not documented. |
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage |
100% |
CNL-610 Eliza D Case Study: Part Two
Directions: Throughout this course you will be reviewing a case study about Eliza D. The information from the case study will be used to complete several different course assignments. Read part two of Eliza’s case study below for the completion of your Topic 4 and 5 assignments.
Four Week Later: You receive a call from Campus Police that Eliza was found unresponsive in her dorm room that morning when her roommate alerted them she could not wake her from sleep. Visible cuts are on both wrists, and an empty wine bottle is beside her in the bed. Upon further searching, the police also find a half empty bottle of Tylenol PM in the bathroom.
The roommate reports Eliza was very upset yesterday after class when she found out two of her grades in main Engineering classes dropped to a C average, so instead of going to tutorials, she went to a bar and had too much to drink. The roommate said a mutual friend called her to pick up Eliza and drive her back to campus, which she did, and got her safely in the dorm. The roommate said that when she left to get dinner around 9pm, Eliza was still asleep, but when she got back around 1am, Eliza was sitting up in bed drinking wine from the bottle and was still visibly upset. The roommate said Eliza had been ignoring calls from her parents all evening and called to cancel her counseling appointment for the next day. The roommate said they turned off the lights around 2am, and she doesn’t recall hearing Eliza get up during the night. She called the RA and campus police when she tried to wake Eliza at 7am to get ready for their 8am class and saw the empty wine bottle and couldn’t get Eliza to wake up.
Following transport to the hospital and examination, Eliza regains consciousness and admits to you she attempted suicide because ‘she just couldn’t take it anymore…. everything is too hard.’ She is adamant she does not want her parents to know, but also admits she’s not sure if she can go back to classes after spring break.
Upon review of her case with Campus Life and Student Affairs’ personnel over residence life, Eliza is allowed back to school on academic probation with the condition of attending tutoring twice per week (instead of going every day, which was causing stress); attending counseling twice per week at the University Counseling Center; and attending alcohol education classes once per week for the rest of the semester.
Assignments from this point: Safety Planning, Re-Assessment, What to Consider with Notifying Family, Arrangement for Higher Level of Care if Needed (e.g., Drinking has escalated despite counseling and alcohol classes, which could indicate higher LOC)
© 2019. Grand Canyon University. All Rights Reserved.
CNL-610: Topic 4 and 7 Treatment Plan
Based on the information provided and feedback from your Instructor on previous assignments concerning the case of Eliza, complete the treatment plan below. Be sure to include a description of the problem, goal statements, objectives, and interventions. Remember to incorporate the client’s strengths and support system in the treatment plan.
*** Note: You are required to have a minimum of two overall goals, two objectives for each goal, and one intervention for each objective. If you have more than two overall goals, simply copy and paste the chart below.
Client: Click or tap here to enter text. Date: _______ Age: ________ DOB: ________
ICD-9 (ICD-10) Code:
DSM-5 Diagnosis (Include Specifiers and Modifiers):
Description of the Problem:
Goal # 1:
Objective(s):
Intervention(s):
Frequency:
Target Date:
1.
☐ Weekly ☐ Bi Weekly
☐ Monthly ☐ other: ____________________
Modality:
☐ Group ☐ Individual
☐Family
2.
☐ Weekly ☐ Bi Weekly
☐ Monthly ☐ other: ____________________
Modality:
☐ Group ☐ Individual
☐Family
Description of the Problem:
Goal # 1:
Objective(s):
Intervention(s):
Frequency:
Target Date:
1.
☐ Weekly ☐ Bi Weekly
☐ Monthly ☐ other: ____________________
Modality:
☐ Group ☐ Individual
☐Family
2.
☐ Weekly ☐ Bi Weekly
☐ Monthly ☐ other: ____________________
Modality:
☐ Group ☐ Individual
☐Family
© 2019. Grand Canyon University. All Rights Reserved.
Biopsychosocial Assessment ____ Part 1 (Topic 2)
Template ____ Part 2 (Topic 3)
Name: ______________________________ Date: _________________ DOB: ________________
Age: ________________________________ Start Time: ____________ End Time: ___________
Identifying Information:
Eliza is a visibly distraught student, as evidenced by her first refusal to sit down and to pace in front of the counselor’s desk for some duration before finally sitting down on the chair presented to her. Eliza is dressed in jeans, tennis shoes, a t-shirt, and a zip hoodie. She appears messy, as evidenced by her hair that was uncombed and un-ironed clothes. She struggled to make eye contact with the counselor during most of the initial session and often rubbed her arms and upper legs when talking. She admits of tiredness for not sleeping enough.
Presenting Problem:
Eliza has increased assessment levels, thereby subjecting her to the difficulty in the demanding study requirements in her second semester. She has struggled with making friends, with most of her friends admitted to other universities and others doing their things. It is evidence of loneliness.
Life Stressors:
The client responded to school as a life stressor. She relates her early school life as comfortable life compared to the life; she experiences in her present learning days. She says things came easy to her in high school, and she thought it would be the same in college. Eliza says she was not ready to deal with things for not coming quickly to her in university and communicating resentment over tutorials every week to remain caught up with the material. She offers feedback immense pressure to perform in her major because she comes from a family of engineers.
Substance Use: |_| Yes
The client is found to be abusing alcohol. It is resulting from peer pressure from a friend that surround her. Even though she finds it hard to admit that she is an addict to the drug and abuses it due to the influence she gets from her friends.
Addictions (i.e., gambling, pornography, video gaming):
The lady is addicted to several non-academic activities that do not add value to her education. During her free time, she participates in video gaming that consumes much of her time; therefore, she cannot complete her time assignments. She suffers from much pressure while handing in the work on a limited timeline. It makes her suffer mental disorientation to handle her school work.
Medical/Mental Health Hx/Hospitalizations:
Eliza has a history of cutting in her earlier days, even though it is a fact that she denies. She experiences the loss due to the tremendous stress that she undergoes due to her studies. The effects of the ailment extend to her present days. Therefore, she requires proper mental management to help her cope with the situation.
Abuse/Trauma:
Eliza became very emotional and agitated when asked about substance use. She is traumatized by being victimized for abuse of drugs, but it is something she used before. She does not live the experience, and when it is talked about, she feels uncomfortable and intimidated.
Social Relationships:
Eliza’s social relationship is robust, but most people she relates to influence her to negative behavior that does not impact her development as expected. It makes her have a high demand to manage her social life to perform well academically. It results in the poor performance in her GPA.
Strengths:
Eliza achieves a lot of B’s in her classwork, which offset her poor performance. It is her motivation that with the efforts she depicts in her classwork, she will be able to challenge higher scores in her GPA.
Legal History:
Eliza has a legal history of arrest in possession of alcohol. It does not represent the imagery of a good student who upholds upright moral standing and responsible for her actions but with her identifying herself, she can position herself well within her behaving peers.
Educational History:
Having a good background of family members who have well-defined careers in engineering is an inspiration to her to do better regardless of the obstacles Eliza is experiencing. She performed well in her pre-university education, which is anticipated to translate to her excellent engineering college performance.
Family Information:
Eliza’s family is comprised of engineers who have well-advanced careers. It has enabled her to propel her engineering course, having people she benchmarks and observing how they progress in life. It is an advantage to shield her from the limelight of much expectation that people may have in her.
Spiritual:
Eliza does not have a well-defined spiritual routine, even though various institutions can attend to get spiritually nourished within the university. Most of her time she spends in social functions and parties, which consumes much of her time to concentrate on her spiritual growth.
Suicidal:
At some point, Eliza had thought of killing her life because of the pressure she experiences in her social life. She has the aspiration to do well in life, and the aspect of the influence she obtains from her social life derails that ambition. The effect is the motivation to take out her life to avoid such life frustrations.
Homicidal:
With her friends’ influence, Eliza had one point committed to harm a colleague from confrontations that result from abuse of drugs. It is one of the harsh effects that she would suffer from the use of illegal substances involved in taking.
Mental Status Exam (MSE):
Eliza does not have stable mental health. She has many issues surrounding her, ranging from her social life to academic life, which makes her have unstable thinking to allow operate like any other youth in the society. Therefore, she requires a close examination to help her.
4
Eliza’s Case Study
Jennifer Rizzo
Grand Canyon University
CNL 610
Dr. Lawrence
02/22/2021
Eliza’s Case Study
Clinical Justifications
The assessment of Eliza shows that she suffers from a psychiatric disorder. The justification for the assertion is that the patient’s behavior manifests signs of a disrupted mental state. Firstly, she looks untidy, a trait that is prevalent in individuals who have mental problems. Subsequently, she keeps repeating some motions and movements. For instance, she counts and tallies figures before answering some questions. Additionally, Eliza’s cognitive function also indicates that her mental state is disrupted (Lutgens et al., 2017). She appears to be confused and disoriented, not fully grasping why she engages in some activities. Further, a scrutiny of her moods also shows that she has a psychiatric problem. Firstly, she manifests extreme emotions ranging from anxiety to nervousness and sorrow. The patient’s speech pattern is also affected. She makes incoherent statements and changes them from time to time.
Initial Diagnosis
The initial diagnosis that aligns with the symptomatic manifestations present in the patient is psychosis. Psychosis is a psychiatric disorder characterized by severe dysfunction of individuals’ mental and neurologic function. The DSM-5 criteria define the condition as a condition where individuals lose touch with reality and develop negative symptoms such as delusions and hallucinations (Maj et al., 2021). The illness is triggered by several elements, including abnormal brain function or exposure to alcoholic drinks and drugs. In Eliza’s case, the condition could have precipitated by her indiscriminate consumption of alcoholic beverages.
Initial Treatment Goals
Goal
The goal of treatment in Eliza’s case is to reduce the clinical symptoms of her condition. Subsequently, it aims to reduce other secondary effects of the illness, such as extreme emotions. Another important goal of the patient’s treatment is to enhance her life quality by improving her functionality levels and minimizing the possibility of the infection recurring (Lutgens et al., 2017). Further, it aims to escalate her cognitive abilities, enabling her to coordinate her thoughts and have a clear memory adequately.
Objective
The objective of the treatment that Eliza will receive will be to provide a care plan that she can adhere to easily. It also aims to educate her and her family about her condition and how she can cope with it constructively (Lutgens et al., 2017). Further, it will enlighten her family about the available treatment options and the best alternative in her situation. Additionally, another critical objective of the treatment is to eliminate any other condition that the patient has, such as her drinking problems and high anxiety levels.
Interventions
The appropriate interventions in managing Eliza’s conditions are a combination of antipsychotic medications, psychotherapy, and provision of social support. The antipsychotic drugs will help improve the state of the patient by impeding the release of dopamine, a neurologic substance that affects brain function (Maj et al., 2021). Subsequently, she should undergo a psychotherapy intervention such as CBT to overcome her negative perceptions and thought processes. It will help her develop positive thoughts on the things surrounding her, such as her friends, her family, and adopt realistic academic expectations. Further, social support from her loved ones and other individuals who have adequate knowledge of the issue, such as those in support groups, will positively help her cope with her condition.
Target Dates
The patient will begin taking the antipsychotic medication immediately after diagnosis. After two weeks, when her condition is significantly stable, she can start seeing a psychiatrist for psychotherapeutic sessions. The professional will intervene in the patient’s situation by taking her through processes that will transform her social skills and how she interacts with the people around her (Lutgens et al., 2017). Later, after two months of using medications, she can attend social group meetings to receive comprehensive support, which promotes the healing process.
Discharge Plan
The discharge plan suited to the patient includes educating the patient and her family about the significance of assessing the patient closely and contacting a doctor if the negative symptoms do not subside. Further, they should also be informed about the importance of notifying healthcare providers about any new clinical manifestations that develop after leaving the hospital (Maj et al., 2021). The patient should also be educated about the medication they have been given. The educational content that the patient receives includes the possible side effects that the drugs may cause and how to deal with them. Subsequently, they are told the adverse reactions they may experience and what to do when such an eventuality arises. Another significance of the discharge plan is information about self-care techniques and the social support that the family members can offer to the ailing individual (Maj et al., 2021). The family will be informed of the special needs that the patient may have and how to take care of them effectively.
References
Lutgens, D., Gariepy, G., & Malla, A. (2017). Psychological and psychosocial interventions for negative symptoms in psychosis: systematic review and meta-analysis. The British Journal of Psychiatry, 210(5), 324-332.
Maj, M., van Os, J., De Hert, M., Gaebel, W., Galderisi, S., Green, M. F., … & Ventura, J. (2021). The clinical characterization of the patient with primary psychosis aimed at personalization of management. World Psychiatry, 20(1), 4-33.
