Posted: October 27th, 2022

case study psychology

attached you will find the case study as well as the questions required to be answered  ensure questions are answered completely and use the state of teas as your reference state for laws and regulation

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MHC 500 Final Project Case Study
Tracey is a 37-year-old biracial female. She reports that her father is Native American and German, and her
mother is Puerto Rican. Tracey has two children, a 16-year-old son and a 14-year-old daughter. She is married
to the biological father of the children, and she reports that she and her husband have been married for 17
years. She identified that she and her husband met while they were in college, and as she tells you, “the rest
was history.”

Tracey reports that she is struggling with several changes occurring in her life right now and needs counseling.
Her father is in his late sixties and has recently been diagnosed with advanced Alzheimer’s disease. Her
parents live in another state, and it is at least a two-day drive for her to visit them, unless she flies. According
to Tracy, her mother says that she is managing right now, but she also reports that her dad is starting to get
up in the middle of the night and wander around the house. Tracey reports that she is worried about her
father, and she and her husband have talked about possibly moving her parents in with them because she’s
not sure what options are available other than simply taking care of him herself.

However, she reports that, if her parents did move in and she had to take care of them, it would mean she
would need to quit her job. Tracey is a schoolteacher who has worked in schools for the past 15 years. She
teaches third grade and says, “I love my job and the kids I get to be around.” As with most jobs, Tracey reports
that there are bad days from time to time, but she states that it has nothing to do with the kids she teaches
but usually the administration. Financially, Tracey believes the family would be okay if she were to quit her
job. Her husband owns his own business, and she states that the business is doing well.

To add to her stress, she reports that this past month has been challenging. Her son was suspended from
school because he was caught with marijuana in his backpack during a random search. She reports that she
hadn’t known about her son’s marijuana use, and that he is a 4.0 GPA student, which confuses her even
more. Her son has never had any disciplinary problems at school, and her husband is upset that the school
automatically suspended their son for a week when he has never been in trouble before. Since her son was
suspended, she reports that he has really had an “attitude,” which is not like him. She says that he seems to
be “moody” and doesn’t want to be around the family, and that he is mad that he is missing practice time
with his basketball team.

Tracey and her husband have differing views on how to handle the situation, as she believes that her son
should be grounded for the week because he was suspended from school. Her husband says, “It was just
marijuana; most of the kids in that school have probably tried it.” But as she pointed out, “most of the kids
didn’t get caught bringing it to school.” She is worried about her son’s friends now, because she does not
know where he got the marijuana, why he wanted to try it, and why he is suddenly so moody. On top of her
son being suspended, the school has recommended that he be assessed by a counselor for substance abuse
issues. The school has given the family 30 days to have the assessment completed; otherwise, the principal
stated that she would have to make a report to CPS on neglect. Tracey (looking frustrated) states, “They
didn’t even tell me where to have him assessed at, or maybe they did and I was so upset I didn’t hear them.”
She knows it will be a struggle with her husband when it is time to have their son assessed, but she does not
want to risk having a CPS report made.

Tracey reports no problems with her daughter, and she says that she feels bad for her daughter. “Between
trying to figure out what to do with my parents, my job, and now this incident with her older brother, she is
getting pushed to the side. But right now, she is the only thing not causing any problems in my life.”

1

MHC 500 Final Project Two Guidelines and Rubric
Overview

For Final Project Two, you will participate in Bongo, using the Q&A tool, and apply your resource portfolio to a case conceptualization. The case conceptualization
is based on a case study with in-depth details about a client, but you will use your state-specific resources to inform how to approach the client’s needs. This
assignment is due in Week Nine.

In this assignment, you will demonstrate your mastery of the following course outcomes:

• MHC-500-01: Determine state-specific licensure and credentialing requirements as they relate to clinical mental health counseling
• MHC-500-02: Explore state-specific ethical standards and legal considerations as they relate to the role of a clinical mental health counselors across

specialty areas and their relationships with integrated behavioral health care systems
• MHC-500-03: Apply theories and models related to clinical mental health counseling as they relate to client case conceptualization
• MHC-500-04: Explain how clinical mental health counselors interface with the legal system and mental health service delivery modalities within the

continuum of care
• MHC-500-05: Articulate the process of clinical mental health counselors advocating on behalf of the profession and their clients

Prompt
Before you participate in this activity, review the Final Project Case Study document. Review the following critical elements and be prepared to address to each
of them. Most of the critical elements align with a particular course outcome (shown in brackets).

Note: Have your resource portfolio ready to reference where necessary.

I. Discuss which theories and models you would use on the case study client. [MHC-500-03]
II. Identify if there are ethical standards you need to consider while working with your client. This should be based on the state in which you are seeking

licensure. Reference the resources in your portfolio.

[MHC-500-02]

III. Address any legal considerations or requirements for your state that you need to consider while working with this client and considering continuous

care. [MHC-500-04]
IV. Address any state-specific credentialing or licensure requirements you need to be aware of while working with this client.

[MHC-500-01]

V. Address how you would advocate on behalf of this client. Consider your resources and state.

[MHC-500-05]

VI. Discuss how would you advocate on behalf of the mental health profession. Consider your resources and state. [MHC-500-05]

https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=21055

2

Course Work
Weekly Activities
You will participate in weekly activities in the form of discussions and assignments throughout this course. Note that some discussions use templates, and that
those templates are not graded. Assignments also use templates, but those templates are graded based on each week’s assignment rubric. These will help give
you the materials and skills to build your resource portfolio and address real-world scenarios that counselors deal with in the field. These practice opportunities
and the templates that go with them will help you gain both the information and experience to apply your knowledge in different situations, depending on your
state.

Final Project Two Submission: Case Conceptualization
In Week Nine, you will participate in your second final project. This submission will be graded with the Final Project Two Rubric.

Final Project Two Rubric
Guidelines for Submission: Use the Q&A tool in Bongo to address the critical elements of the case study for this final project. Be prepared to utilize and
reference your resource portfolio where necessary. You will have between one and three minutes to address each of the statements. Your responses must be
clear, with limited background distractions.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Discuss the Theories
and Models for this

Case
[MHC-500-03]

Meets “Proficient” criteria and
offers nuanced insight into the
relationship between states-
specific laws and requirements
while discussing which theories
and models support the client

Discusses which theories and
models that should be used
with the client

Discusses which theories and
models should be used while
working with the client, but has
inaccuracies or is inappropriate

Does not discuss which
theories and models should be
used with the client

18

Identify Ethical
Standards

[MHC-500-02]

Meets “Proficient” criteria and
offers nuanced insight into the
ethical standards that need to
be considered while working
with the client

Identifies ethical standards that
need to be considered while
working with the client

Identifies ethical standards that
need to be considered while
working with the client, but has
inaccuracies or contains gaps

Does not identify ethical
standards that need to be
considered while working with
the client

18

3

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Address Legal
Considerations or

Requirements
[MHC-500-04]

Meets “Proficient” criteria
and provides keen insight
into the relationship
between your state’s legal
implications and your role in
continuous care

Addresses legal considerations
or requirements of your state
that you need to consider while
working with the client and
considering continuous care

Addresses legal considerations
or requirements of your state
that you need to consider while
working with the client and
considering continuous care,
but lacks detail or contains
inaccuracies

Does not address legal
considerations or
requirements of your state
that you need to consider
while working with the client
and considering continuous
care

18

Address State-
Specific

Credentialing/Licens
ure Requirements

[MHC-500-01]

Meets “Proficient” criteria and
demonstrates a sophisticated
awareness of credentialing
and/or licensure requirements
and how to work with the client

Addresses any state-specific
credentialing and/or licensure
requirements that need to be
acknowledged while working
with the client

Addresses any state-
specific credentialing
and/or licensure
requirements that need to
be acknowledged while
working with the client, but
has inaccuracies or
contains gaps

Does not address any state-
specific credentialing and/or
licensure requirements that
need to be acknowledged
while working with the client

10

Advocate on Behalf
of the Client

[MHC-500-05]

Meets “Proficient” criteria and
provides keen insight on how
best to advocate on behalf of
the client

Addresses how best to
advocate on behalf of the client

Addresses how to advocate
on behalf of the client but
lacks details or contains
inaccuracies

Does not address how to
advocate on behalf of the
client

18

Advocate on Behalf
of the Mental Health

Profession
[MHC-500-05]

Meets “Proficient” criteria
and provides keen insight
into advocating on behalf of
the mental health
profession

Discusses how to advocate on
behalf of the mental health
profession

Discusses how to advocate
on behalf of the mental
health profession but lacks
details or contains
inaccuracies

Does not discuss how to
advocate on behalf of the
mental health profession

18

Total 100%

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