MHC-670-X2683/MHC-670I-X2688 CMHC Practicum 22TW2

  • Post category:Nursing
  • Reading time:27 mins read
  • Post author:

MHC-670-X2683/MHC-670I-X2688 CMHC Practicum 22TW2

Description

 

Nursing homework help

Be detailed.  Also, note the client had a previous diagnosis of anxiety and depression.  I am also seeing PTSD and possibly another diagnosis.  However, you can be the judge and add to the case to fill out the template in its entirety.  Please use the template.  Also, it is a real case with a made-up name.

 

MHC Comprehensive Case Conceptualization Template Student Intern: Theoretical Orientation and Integrated Personal Approach (5.C.5.a: theories and models of counseling. 5.C.5.n. processes for aiding students in developing a personal model of counseling): Describe your integrated personal approach or single theoretical orientation. If you use a model such as nondirective vs. directive play therapy, the adaptive information processing model, or another method for structuring your sessions and counseling goals, please specify this. Guidance: (In this section, describe (1) how you use your theory to help you conceptualize the client’s problems (2) how you use your theory to guide you developing a treatment plan and in providing counseling to the client. Include the following critical elements that you covered in your final project in COU530 Theories of Counseling: I. II. Describe the theories that most influenced your own integrated personal approach to counseling, including why these theories appealed to you. B. Explain which life-span human development theory is integrated into your personal approach to counseling, including the theorists associated with the theory. C. Explain which personality development concept is integrated into your personal approach to counseling, including the theorists associated with the theory. D. Explain which problem or issue development process is integrated into your personal approach to counseling, including the theorists associated with the theory. E. Explain which developmental impacts across the lifespan are integrated into your personal approach to counseling, including the theorists associated with the theory. F. Explain which object of change concepts are integrated into your personal approach to counseling, including the theorists associated with the theory (Are you focusing on changing thoughts, feelings, behaviors, or experiences). G. Explain which time frames used to evoke change are integrated into your personal approach to counseling, including the theorists associated with the theory (Are you working with the object of change in the past, present, or future context.) Counseling Approach A. Explain the approach to healing that is integrated into your personal approach to counseling, including the theorists associated with the approach. B. Explain the models for helping that are integrated into your personal approach to counseling, including the theorists associated with the models. C. Explain the interventions for helping that are integrated into your personal approach to counseling, including the theorists associated with the method. D. Explain the techniques for helping that are integrated into your personal approach to counseling, including the theorists associated with the method.) Counselor Identity (2.F.5.f: counselor characteristics and behaviors that influence the counseling process; 5.C.2.k: professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling) Guidance: (In plain language, how do you introduce yourself to a client as a counseling practicum or internship student, your credentials, in a way that sets the tone for the session? For example, “my name is Stacee and I’m a Southern New Hampshire University internship student who’s supervised here by (name and position of your clinical supervisor). Before we begin, I want to tell you some things about what to expect in counseling, and of me as a student intern. I practice from what’s called….so you may notice from time to time that I…’) 2/17/2020 1 Mental Health Consultation (2.F.5.c theories, models, and strategies for understanding and practicing consultation): Please describe the theories, models, and strategies of mental health consultation you, your site supervisor, field site staff, and/or peers have used to consult about this case. Guidance: (Ask all parties with whom you have consulted about their theory/model of consultation, and consider the strategies you used (peer consultation, expert consultation, etc.) to gain greater understanding of the client and the issues you will present in this document. For additional guidance, you can refer to Fredman, G., Papadopoulou, A., & Worwood, E. (2018). (Eds.), Collaborative consultation in mental health: Guidelines for the new consultant (p. 1–18). Routledge/Taylor & Francis Group. Client Information (DO NOT use identifying client information.) The developmental stage (example: preschooler, early adolescent) or age range (mid-30s, late 60s, etc.) is sufficient. Cultural identity is simply for a quick snapshot that’s based on how the client identified in intake: Single heterosexual White female; Married gay Black male, etc.) Initials: Developmental Stage/Age range: Length of time in treatment: Cultural Identity: Background Information. (5.C.2.j: cultural factors relevant to clinical mental health counseling (Include demographics, age, disability, religion, social class, sexual orientation, indigenous background, national origin, gender identity, family unit, highest level of education, employment, military background, and current and past legal issues, relationship status/social history, substance abuse and treatment history if applicable Guidance: (Provide an overview of the client’s history, including demographics, family dynamics and history, work and education history, cultural considerations, key moments in the client’s life (both positive and negative), early childhood memories, and any other relevant information that will help you better understand the unique person who is your client. (For example, some clients may have a military background, current or past legal issues, and/or other unique experiences)) Mental Status Exam: (5.C.3.a: intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management (Note whether the client was on time; their behavior, attitude, and orientation to person, place, time, and situation; their mood, affect, tone of voice, rate of speech, judgment, and memory; their suicidal or homicidal ideation, and any observable symptoms/behaviors.) Guidance: (Summarize the results of the mental status evaluation of the client, including the following: Note whether the client was on time; their behavior, attitude, and orientation to person, place, time, and situation; their mood, affect, tone of voice, rate of speech, judgment, and memory; their suicidal or homicidal ideation, and any observable symptoms/behaviors.) 2/17/2020 2 Sexual History If this does not apply to your client state that it is not applicable or future assessment is needed. Activity (first, frequency, most recent event): Partners (number, sex(es)): Practices (oral, genital, anal): Protection from STDs (types): Past history of STDs (dates, treatment, resolution): Prevention of pregnancy (if applicable): Risk Assessment (2.F.7.c. procedures for assessing risk of aggression or danger to others, self-inflicted harm, or Suicide; 5.C.7.d.: procedures for identifying trauma and abuse and for reporting abuse) Suicide: Report the following: (1) whether or not the client has current or past suicidal ideations, plans, or attempts; (2) whether or not the client has current or past self-inflicted harm incidents; (3) if yes to any item, include as much detail as the client is comfortable sharing: Homicide: Report the following: (1) whether or not the client is at risk of aggressive behavior or is a danger to others; (2) whether or not the client has a past history of aggressive behavior or of being a danger to others (3) if yes to any item, include as much detail as the client is comfortable sharing: Abuse: Report the following: (1) whether or not the client has current or past history of being physically, sexually, emotionally abused or neglected; (2) If the client has ever acted as the perpetrator of physically, sexually, emotionally abused or neglected; (3) if yes to any item, include as much detail as the client is comfortable sharing: Other Risk: Report the following: (1) whether or not the client has other current or past risky behaviors; (3) if yes, include as much detail as the client is comfortable sharing: 2/17/2020 3 Comprehensive Overview of Presenting Concern (5.C.3.a) intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management; 2.F.5.g essential interviewing, counseling, and case conceptualization skills; 2.F.7.k use of symptom checklists, and personality and psychological testing Presenting Concern (Describe the problem, explain the symptoms, note the intensity and frequency of the symptoms, identify potential harmful behavior, and note if there is family history.) Current Triggers: (Triggers that activate the pattern, resulting in the presenting problem) Guidance: (Based on the client’s history (from Background Information section) and the history of the client’s problems, describe the triggers (e.g., events, behaviors, sights, sounds, smells, etc.) that activate or intensify the client’s problems.) Maladaptive Patterns: (Inflexible, ineffective manner of perceiving, thinking, acting) Guidance: (Based on the Background Information, Integration of the History of Issues, and Current Triggers sections, describe the client’s current and past responses (thinking, feeling, and behaving) to the problem that have been ineffective.) Developmental Influences: (Factors fostering adaptive or maladaptive functioning; be sure to reference the human development theory you used to guide your information gathering.) (2.F.3.a: theories of individual and family development across the lifespan) Guidance: (Include the past history of the issues that brought the client to counseling and use a timeline or your human development theory stages to organize the background: theories of individual and family development across the lifespan.) Promoters: (Triggers (e.g., events, behaviors, sights, sounds, smells, etc.) that activate one’s patterns of behavior, resulting in the presentation) Protective Factors: 2.F.2..g the impact of spiritual beliefs on clients’ and counselors’ worldviews Biopsychosocial/spiritual factors that mitigate risk and support adaptive management of stress) Guidance: (Based on the Background Information, Integration of the History of Issues, and Current Triggers sections, describe the client’s current and past responses (thinking, feeling, behaving) to the problem that have been effective. Describe any other client strengths that could be developed into protective factors for current and future problems.) 2/17/2020 4 Medical History: (History of illness, current medications, and hospitalizations) Career Status/Needs (2.F.4.b approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors) Co-occurring Disorders: (issues with addictions and mental health issues, If applicable; Assessment of the issues must include neuro-bio factors organized with the stages of change is required.) Cultural Considerations (5.C.2.j. cultural factors relevant to clinical mental health counseling; 2.F.2.e. the effects of power and privilege for counselors and clients. 2.F.2.f. help-seeking behaviors of diverse clients) Cultural Identity: (Sense of belonging to a particular group (i.e. race, ethnicity, gender, sexual orientation, etc.) Cultural Stressors: (Level of adaptation to the dominant culture; stress-rooted acculturation including psychosocial difficulties) (Focus on minority stress, marginalization…what does this mean to you?) What are present stressors affecting your client’s cultural identity? Consider the impact of multiple minority statuses, marginalization, stress-rooted acculturation, psychosocial difficulties, institutional and social barriers; biases, power, and privilege. Cultural Influencers: (Beliefs regarding cause of distress, condition, or impairment) Using a cultural lens, what are your client’s beliefs regarding the cause of their distress, condition, or impairment? Personality Patterns: (Operative mix of cultural and personality dynamics) Implications for the Counseling Relationship: (Consider your cultural identity as well as you client’s cultural identity and discuss the consideration you must keep in mid to maintain cultural humility). Ethical Considerations Apply the ACA or AMHCA Code (based on your state adopted ethical code) (5.c.2.l: legal and ethical considerations specific to clinical mental health counseling. 2.F.1.i: ethical standards of professional counseling organizations and credentialing bodies and applications of ethical and legal considerations in professional counseling) Guidance: (When looking at your client’s presenting issues, what are the possible/potential ethical issues? Review the ACA Code of Ethics (2014), the AMHCA Code of Ethics (2015), and your state’s ethical codes.) 2/17/2020 5 Legal Considerations If this does not apply to your client at this time state future assessment is needed. Guidance: (When looking at your client’s presenting issues, what are the possible/potential legal considerations/issues? Consider the laws/statutes of your state.) Theory-Driven Case Summary (2.F.3.a. theories of individual and family development across the lifespan; 2.F.3.b. theories of learning; 2.F.3.c. theories of normal and abnormal personality development. 2.F.3.d. theories and etiology of addictions and addictive behaviors): (Outline the history of the client’s problems, referring to the overview of the client’s history including the client’s strengths and barriers (from the Background information section) and your theoretical orientation (from the Theoretical Orientation and Integrated Personal Approach section), including both counseling and human development theories.) Summary of Conceptualization Presented to the Client: (Applicable CACREP Standards: 5.C.1.c principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning (Write the script of what you will say to the clients to offer a brief explanation of the conceptualization, and present the conceptualization to the client in language free from jargon so that they can correct and confirm the summary. Also add your theoretical orientation, integrated personal approach, and focus on the object of change.) For this section what you need to write up is an explanation about counseling process. You are informing the client about the steps you will take to assist him/her in addressing their objects of change. DIAGNOSIS: List both the ICD and DSM-5 codes: (5.C.2.d diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD). 5.C.2.e. psychological tests and assessments specific to clinical mental health counseling . 2.F.7.e. use of assessments for diagnostic and intervention planning purposes. 2.F.7.l. use of assessment results to diagnose developmental, behavioral, and mental disorders. 2.F.7.m. ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results.) Primary Diagnosis and Justification: (What is the overall descriptor of the diagnosis? What criteria are met, and what behaviors are used to meet diagnostic criteria? What are the cultural considerations?) Assessments: (List all of the assessments you used to justify this diagnosis.) Medication referrals: (please consider why or why not you would refer the client for a medication evaluation for this diagnosis. Please share the type of medications that may be indicated or contraindicated when applicable. Justify your answer using a scholarly reference. ) Secondary Diagnosis and Justification: (What is the overall descriptor of the diagnosis? What criteria are met, and what behaviors are used to meet diagnostic criteria? What are the cultural considerations?) 2/17/2020 6 Tertiary Diagnosis and Justification: (What is the overall descriptor of the diagnosis? What criteria are met, and what behaviors are used to meet diagnostic criteria? What are the cultural considerations?) Assessments: (List all of the assessments you used to justify this diagnosis.) Medication referrals: (please consider why or why not you would refer the client for a medication evaluation for this diagnosis. Please share the type of medications that may be indicated or contraindicated when applicable. Justify your answer using a scholarly reference. ) Additional Diagnosis and Justification: (What is the overall descriptor of the diagnosis? What criteria are met, what behaviors are used to meet diagnostic criteria? What are the cultural considerations? This is where you will list all applicable V-cods that are related to the complete diagnosis) Assessments: (List all of the assessments you used to justify this diagnosis.) Medication referrals: (please consider why or why not you would refer the client for a medication evaluation for this diagnosis. Please share the type of medications that may be indicated or contraindicated when applicable. Justify your answer using a scholarly reference. ) CLIENT-CENTERED GOALS Goal 1: (long-term goal targeting an element of the presenting problem and/or part of the diagnosis that is agreed upon between the client and counselor using the SMART format) Objective 1 of Goal 1: (a short-term goal that is a smaller element of the stated long-term goal that is agreed upon between the client and counselor.) Intervention 1: (what specific intervention will the counselor use and what is expected of the client to promote growth towards the objective. (e.g. Will use early recollections from Adlerian theory; Lifestyle Assessment to assist the client in discovering the guiding fictions they decided at an early age)) Intervention 2: (what specific intervention will the counselor use and what is expected of the client to promote growth towards the objective. (e.g. Will use early recollections from Adlerian theory; Lifestyle Assessment to assist the client in discovering the guiding fictions they decided at an early age)) Intervention 3: (what specific intervention will the counselor use and what is expected of the client to promote growth towards the objective. (e.g. Will use early recollections from Adlerian theory; Lifestyle Assessment to assist the client in discovering the guiding fictions they decided at an early age)) Objective 2 of Goal 1: 2/17/2020 7 Intervention 1: Intervention 2: Intervention 3: Objective 3 of Goal 1: Intervention 1: Intervention 2: Intervention 3: (you can add as many goals as needed by copying the above structure of Goal 1 and pasting it in the row below. Renumber to Goal 2, Goal 3, etc.) PRACTICE MANAGEMENT: (please consider the insurance held by the client, describe the polices, deadlines, and/or tasks that you are required to complete to ensure that the client’s care is covered. Additionally, consider factors that my affect other logistic of treatment (e.g. schedule, access to transportation, coordination of care, etc.)) PROGNOSIS (Completed first, but the 3rd session, then updated for every re-evaluation): (2.F.8.e. evaluation of counseling interventions and programs) Reevaluation of Treatment Plan (Completed proximately every 90 days or 15 session, however this is dictated by agency policy and state law) Clinical Note (using site structure (e.g. SOAP, DAP, BIRP, etc.): Evaluation of the Agency/Program Description (describe the agency/program): Goals/outcomes (describe the goals/outcomes of the agency/program): Evaluation Methods (what methods, procedures, and tools were used to evaluate the efficacy of the agency/program): Results (explain the results, describe how the program assesses the results based on the goals and outcomes): Recommendations (offer recommendations to improve the program based on the results): 2/17/2020 8 2/17/2020 9 MHC Comprehensive Case Conceptualization Student Intern: G Josephs Theoretical Orientation and Integrated Personal Approach I. I used Rational Emotive Behavior Therapy (REBT) as part of my integrated approach. “Apple” replays the inner message of her childhood experience of saving a lot of money from the age of 4 until 12 and had all of it taken away by her stepmother. She shared that the lesson that experience thought her was that she does not deserve success and if success happens to her, something bad will also. Apple shares that she is afraid of success and often sabotage it and believe it because of her experience as a child. “Apple” often find ways to sabotage successful events and struggles with pessimism around success and money. She has developed a lot of fear around success so much that every opportunity that comes her way to thrive, she talks herself out of it and sabotage what she wants deep down inside. REBT approach will help client to develop appropriate and healthy emotions and learn how to emotionally regulate her feelings around success. Apple will learn to accurately define her beliefs by focusing on the language she uses; she will also learn to differentiate between rational and irrational beliefs. She will be encouraged to develop a more effective, rational and functional philosophy to replace the irrational beliefs. Adlerian theory will be used as an intergrate approach to help encourage “Apple” Adler saw encouragement as the foundation of psychotherapy (Main & Boughner, 2011), including the development of social interest of the client. The counselor’s role is to develop and enhance by helping the client to create alternatives that replace discrepant behaviors with goal-enhancing actions. This requires encouragement, a process that focuses on the person’s resources, strengths and assets, recognizes client efforts and positive movement, and adopts an optimistic position. II. “Apple’s” treatment plan is primarily focused on REBT to help her change her irrational belief around money and success into rational beliefs. Counselor will help client to understand that even though the beliefs may have started in childhood, she is currently choosing to disturb and upset herself by maintaining those irrational beliefs in the present. In the end “John” will be able to notice these negative behaviors and the thoughts that accompany them. He will learn how to reframe those negative thoughts in productive thoughts. Counselor Identity Hello “Apple”, I am Georgette. I am a student intern here at Positive Behavior Solutions. Please allow me to go over a bit of housekeeping. What you share in session with me is held in confidentiality with a few exceptions. I am a student counselor and may need to report some things to my supervisor, I am also a mandated reporter, so if I find that you are in danger to yourself or any other vulnerable population, I will have to break confidentiality. How do you feel about that? Another important piece is that we may have similarities as well as differences, but the goal is to see you, feel you and understand your perspective, value and respect your lived experiences. If at any point you feel like I am misunderstanding you, Please don’t hesitate to let me know, so I can make it right. Again, this safe space is provided for you. Client Information (DO NOT use identifying client information.) Initials: AB Developmental Stage/Age range: 35 Length of time in treatment: 3 Weeks Cultural Identity: Black Female with Caribbean background Background Information. “Apple” is a black heterosexual 35-year-old female from a middle-class background have very strong faith and belief in God and identifies as a Christian. Born and raised in America by her biological Jamaican parents who later divorced. Client lived with her dad, stepmom and the stepmom’s two daughters who are close in age to client. Client reported that the stepsisters were very jealous of the relationship she and her dad had and would try to cause trouble with her and the stepmom. She has reported a long-standing struggle she has with the fear of success due to an early childhood experience. She shared that she saved the monies her dad gave her from the age of 3 to 8 years old, excitingly counted her money and had a sum of $1000 which her stepmom took from her to purchase uniforms and things she (the stepmom deemed necessary). Client share that ever since that experience, she developed a fear around success and money. Client shared that the message she receives is that she does not deserve to have money or success and as a result, she finds herself sabotaging any possible success, whether it’s a relationship, job opportunity or savings. She reported that her 4-year relationship ended recently, and she believes she sabotaged this out of fear that it won’t work since she believes she does not deserve anything good or successful. Client has 2 associate degrees and shared that she is lacking the confidence to work in her field of studies, which is art. She fears she will fail. She expressed that this crippling fear of success is causing her anxiety and depressive experiences and want help to move on. Client reported she was diagnosed with generalized anxiety and depression over 5 years ago and was on medication but did not like how it made her feel. She is currently trying the natural route. She has also shared childhood molestations and other betraying experiences she had as a child. Apple is asking for help to overcome her fear of success in all areas. Apple also shared that she struggles with saving her money and that causes her to be in debt. She also reported stomachache, heart burn and insomnia as well as nightmares. Client expressed that she needs a normal life where she does not sabotage or fear success. Mental Status Exam: “Apple’s” affect appeared sad, worrisome and hypervigilant. She overtalks as her thoughts seem to be rushing. She corrects herself and puts herself down for example “ I know that’s stupid and actually know better but”. Or “ I know all of that, I just don’t understand why I would do that” or “ maybe I’m just not worthy and don’t deserve success”. Client was neatly attired and well spoken, but she also appeared very anxious and teary eyed as she speaks. Sexual History Activity (first, frequency, most recent event): N/A Partners (number, sex(es)): N/A Practices (oral, genital, anal): N/A Protection from STDs (types): N/A Past history of STDs (dates, treatment, resolution): N/A Prevention of pregnancy (if applicable): N/A Risk Assessment Suicide: “Apple” did not report to having any suicidal ideations currently or in the past. Homicide: “Apple” did not report having any homicidal ideations currently or in the past. Abuse: “Apple” reported childhood sexual abuse briefly but no details. Other Risk: “Apple” reported no risk at this time Comprehensive Overview of Presenting Concern Presenting Concern: “Apple” is coming to counseling to help her heal her fear of money and success. She is also wanting to address her childhood abuse and heal so she can move through life happily and successfully. Current Triggers: “Apple’s” triggers are opportunity for success and money. Anything around saving is triggering for her Maladaptive Patterns: “Apple” turns down successful offers by making up excuses to not attend or accept a job. Client spends furiously and sometimes give monies away out of fear of saving or having too much for it to be taken away. Client struggles to take care of bills and other financial commitments as result of her unhealthy relationship with money. Developmental Influences: “Apple” lived at home with her stepmom, stepsisters and dad. Had struggles with being pulled back and forth from mom’s home to dad’s home. She didn’t experience safety and stability. Stepmom treated her unfairly because the stepsisters were jealous of her and her dad’s relationship. The stepmom takes her money whenever she saves. Her biological mother taught her how run a business and make money but would take her money as well. Promoters: Being bombarded with financial opportunity and success Protective Factors: N/A Medical History: N/A Career Status/Needs: “Apple” Is currently working outside of her passion at corporate job so she can pay the bills. When she was offered a promotion, she put it off because of being afraid of getting too successful. She expressed the desire to be fully invested in her passion for art but afraid it might not be a success despite how already successful it has been going. Co-occurring Disorders: Cultural Considerations Cultural Identity: “Apple” is a black heterosexual female of Caribbean parents. She identifies with Christianity. Cultural Stressors: Cultural Influencers: . Personality Patterns: “Apple” appear intelligent, reflective, self-aware and can be talkative once she is comfortable. There seem to be a bit of perfectionism which admitted to. She appears teachable. Implications for the Counseling Relationship: We are both from the same cultural background, similar spiritual backgrounds and I have had similar experience with my family and money. I can understand some of what she is experiencing as well as I am able to be empathetic and provide the therapeutic safe space for her. Ethical Considerations Apply the ACA or AMHCA Code: ACA Code of Ethics A.1.a Respect the dignity and promote the welfare of the client. ACA Code of Ethics A.2.a Informed Consent. Counselors respect the client’s freedom to choose to remain or decline the counseling relationship. Counselor has the obligation to review in writing and verbally the rights and responsibilities both counselor and client ACA Code of Ethics B.1.a Multicultural/Diversity Considerations. Counselor maintains awareness and sensitivity regarding cultural meanings Legal Considerations I don’t see any legal considerations based on the issues that “Apple” is presenting. Theory-Driven Case Summary: “Apple” presents anxiety and negative thoughts around success, money and self-worth. She understands that her negative thinking and feeling around money is causing her distress and anxiousness. She is aware to some extent but not sure how to overcome the fear. Summary of Conceptualization Presented to the Client: “Apple”, after meeting for the third session has opened up about her crippling fear of success and how it has kept her feeling anxious and afraid of making beneficial decisions for her life. It has caused her to sabotage her relationship and career. DIAGNOSIS: Primary Diagnosis and Justification: 300.02 (F41.1) Generalized Anxiety Disorder ● Excessive anxiety and worry, occurring more days than not for at least 6 months, concerning a ● ● ● ● ● ● ● ● ● ● ● number of events; The individual finds it difficult to control the worry; The anxiety and worry are associated with at least three of the following six symptoms (only one item required in children): Restlessness, feeling keyed up or on edge. Being easily fatigued Difficulty concentrating Irritability Muscle tension Sleep disturbance The anxiety, worry or physical symptoms cause clinically significant distress or impairment in important areas of functioning; The disturbance is not due to the physiological effects of a substance or medical condition; The disturbance is not better explained by another medical disorder Assessments: Secondary Diagnosis and Justification: Not sure Tertiary Diagnosis and Justification: Assessments: Additional Diagnosis and Justification: N/A Assessments: N/A CLIENT-CENTERED GOALS Goal 1: “Apple” will be able to have a positive response to saving money and success Objective 1 of Goal 1: Make weekly small deposits in savings Intervention 1: Will use Adlerian to encourage “Apple” and coach apple to access her power and ability to do differently now.. Intervention 2 Intervention 3: Objective 2 of Goal 1: Use value cards to determine what qualities are important to “John”. Intervention 1: Use Adlerian Theory to encourage and help her to process and focus on her resources, strengths and assets, recognize her efforts and positive movement, and adopt a more optimistic position. Intervention 2: Use REBT to trade those irrational thought for rational ones Intervention 3: Use REBT to help her change her irrational belief around money and success into rational beliefs. Objective 3 of Goal 1: N/A Intervention 1: N/A Intervention 2: N/A Intervention 3: N/A (you can add a s many goals as needed by copying the above structure of Goal 1 and pasting it in the below row. Renumber to Goal 2, Goal 3, etc.) PROGNOSIS Due to “Apple’s” crippling fear of success it will take time to reframe her experiences and feelings around money and savings. Working on changing the narrative and giving herself permission to save and experience success will take baby steps. Her first step was to get a savings account which she did. Reevaluation of Treatment Plan: N/A Clinical Note: Site uses DAP notes. Evaluation of the Agency/Program Description: Positive Behavioral Solution is a private practice that specializes mainly in cognitive behavioral therapy. They service children and adults as well as couples and families with a wide range of mental and emotional challenges. They provide art therapy, play therapy, family therapy assessments, couples and individual therapy Goals/outcomes: With our training and experiences, we focus on meeting our clients where they are, we sit in the light and dark spaces with them as we help them navigate their emotional unrest, trauma and mental health challenges. We work as a team in supporting the healing of our clients. Evaluation Methods: -observations -assessments -counselor feedback -client feedback Results: Clients often seem to find hope and a light in the midst of their situations. Seeing clients trade their irrational thoughts for more rational ones and successfully reframe their way of speaking of themselves and their situations. Justification: Recommendations: N/A