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In Topic 4, you submitted a treatment plan for your client Eliza. Since the initial treatment plan, several changes have taken place within Eliza’s case. Read Eliza’s Case Study: Part Three. Since the mandatory assessment 2 weeks ago, you have discovered that Eliza is again on your client listing for the day due to a mandatory evaluation, with the incident report indicating that campus public safety, due to a tip from a concerned resident, found the client passed out and alone in her dorm, smelling of alcohol.

Part 1: Review the initial Treatment Plan submitted in Topic 4.

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  • Reassess your treatment plan diagnoses, goals, and objectives based on the new information provided.
  • Fill out and submit a new treatment plan evidencing the changes made in treatment utilizing the treatment plan template provided.

Part 2: In a 1,000-1,250-word essay, answer the questions presented in a separate Word document, addressing the following:

  • Examine the case and propose why the changes occurred.
  • Reassess the effectiveness and validity of the treatment plan.
  • Discuss how the treatment plan needs to be adjusted to address the changes in the situation.
  • Justify the changes both ethically and legally.
  • Determine what the changes (obstacles) mean to the treatment plan.
  • Discuss how you would evaluate the resources available for you to make a referral.
  • Discuss how you would communicate to the client the need for referrals to other behavioral health care professionals.
  • Determine which referrals you would make and how you would collaborate with other behavioral health care professionals.
  • Include any instruments you would use to assess the client.

Submit the revised treatment plan and essay to your instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 CodeClass CodeAssignment TitleTotal Points
CNL-610CNL-610-O500CNL-610 Treatment Plan Reassessment: Eliza (Obj. 7.1 and 7.2)100.0
CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints Earned
Content70.0%
Part 1: New Treatment Plan30.0%Part 1 of the assignment does not include a new treatment plan for Eliza outlining the changes made in treatment, based on the new information provided.Treatment Plan does not demonstrate understanding of the topic.Part 1 of the assignment includes a new treatment plan for Eliza outlining the changes made in treatment, based on the new information provided; however, the information provided is inaccurate.Treatment Plan demonstrates a poor understanding of the topic.Part 1 of the assignment accurately includes a new treatment plan for Eliza outlining the changes made in treatment, based on the new information provided.Treatment Plan demonstrates a basic understanding of the topic.Part 1 of the assignment accurately includes a new treatment plan for Eliza outlining the changes made in treatment, based on the new information provided. Clearly articulates the connection between diagnosis, goals, and objectives, based on the new information provided. Treatment Plan demonstrates an understanding that extends beyond the surface of the topic.Part 1 of the assignment accurately includes a new treatment plan for Eliza outlining the changes made in treatment, based on the new information provided. Clearly articulates the connection between diagnosis, goals, and objectives, based on the new information provided. The new treatment plan exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment.Treatment Plan demonstrates an exceptional understanding of the topic.
Part 2: Summary of Changes5.0%Part 2 of the assignment does not include a summary that proposes why the changes occurred with Eliza. Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that proposes why the changes occurred with Eliza; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that proposes why the changes occurred with Eliza. Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that proposes why the changes occurred with Eliza. Clearly articulates a connection between Eliza’s original treatment plan and the changes that have occurred. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary about a client with a risk assessment. Clearly articulates a connection between Eliza’s original treatment plan and the changes that have occurred. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Reassessment5.0%Part 2 of the assignment does not include a summary that reassesses the effectiveness and validity of the treatment plan, along with how the treatment plan needs to be adjusted to address changes in the situation with Eliza. Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that reassesses the effectiveness and validity of the treatment plan, along with how the treatment plan needs to be adjusted to address changes in the situation with Eliza; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that reassesses the effectiveness and validity of the treatment plan, along with how the treatment plan needs to be adjusted to address changes in the situation with Eliza. Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that reassesses the effectiveness and validity of the treatment plan, along with how the treatment plan needs to be adjusted to address changes in the situation with Eliza. Clearly articulates a connection between the effectiveness and validity of the treatment plan, along with how the plan needs to be adjusted to address changes in the situation with Eliza.Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary that reassesses the effectiveness and validity of the treatment plan, along with how the treatment plan needs to be adjusted to address changes in the situation with Eliza. Clearly articulates a connection between the effectiveness and validity of the treatment plan, along with how the plan needs to be adjusted to address changes in the situation with Eliza. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Justification5.0%Part 2 of the assignment does not include a summary that justifies the changes from an ethical and legal standpoint. Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that justifies the changes from an ethical and legal standpoint; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that justifies the changes from an ethical and legal standpoint.Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that justifies the changes from an ethical and legal standpoint. Clearly articulates a connection between the changes in Eliza, along with how to justify the changes from an ethical and legal standpoint. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary that justifies the changes from an ethical and legal standpoint. Clearly articulates a connection between the changes in Eliza, along with how to justify the changes from an ethical and legal standpoint. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Changes (Obstacles)5.0%Part 2 of the assignment does not include a summary that determines what the changes (obstacles) mean to the treatment plan for Eliza.Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that determines what the changes (obstacles) mean to the treatment plan for Eliza; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that determines what the changes (obstacles) mean to the treatment plan for Eliza.Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that determines what the changes (obstacles) mean to the treatment plan for Eliza. Clearly articulates a connection between the changes in Eliza and what the changes mean to her treatment plan. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary that determines what the changes (obstacles) mean to the treatment plan for Eliza. Clearly articulates a connection between the changes in Eliza and what the changes mean to her treatment plan. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Resources for a Referral5.0%Part 2 of the assignment does not include a summary that discusses how you would evaluate the resources available for you to make a referral for Eliza.Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that discusses how you would evaluate the resources available for you to make a referral for Eliza; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that discusses how you would evaluate the resources available for you to make a referral for Eliza.Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that discusses how you would evaluate the resources available for you to make a referral for Eliza. Clearly articulates a connection between the changes in Eliza and what the resources mean to the referral process in her treatment plan. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary that discusses how you would evaluate the resources available for you to make a referral for Eliza. Clearly articulates a connection between the changes in Eliza and what the resources mean to the referral process in her treatment plan. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Communication with Client Regarding Referrals5.0%Part 2 of the assignment does not include a summary that discusses how you would communicate to the client the need for referrals to other behavioral health care professionals.Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that discusses how you would communicate to the client the need for referrals to other behavioral health care professionals; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that discusses how you would communicate to the client the need for referrals to other behavioral health care professionals.Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that discusses how you would communicate to the client the need for referrals to other behavioral health care professionals. Clearly articulates a connection between the changes in Eliza and the importance of communicating with the client. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary that discusses how you would communicate to the client the need for referrals to other behavioral health care professionals. Clearly articulates a connection between the changes in Eliza and the importance of communicating with the client. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Referrals and Collaboration with Other Behavioral Health Professionals5.0%Part 2 of the assignment does not include a summary that determines which referrals you would make and how you would collaborate with other behavioral health care professionals.Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary that determines which referrals you would make and how you would collaborate with other behavioral health care professionals; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary that determines which referrals you would make and how you would collaborate with other behavioral health care professionals.Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary that determines which referrals you would make and how you would collaborate with other behavioral health care professionals. Clearly articulates a connection between the changes in Eliza and how the collaboration process with other behavioral health professionals affects her treatment plan. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary that which referrals you would make and how you would collaborate with other behavioral health care professionals. Clearly articulates a connection between the changes in Eliza and how the collaboration process with other behavioral health professionals affects her treatment plan. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Part 2: Summary of Instruments to Assess Clients5.0%Part 2 of the assignment does not include a summary of any instruments you would use to assess the client.Essay does not demonstrate understanding of the topic.Part 2 of the assignment includes a summary of any instruments you would use to assess the client; however, the information provided is inaccurate.Essay demonstrates a poor understanding of the topic.Part 2 of the assignment accurately includes a summary of any instruments you would use to assess the client.Essay demonstrates a basic understanding of the topic.Part 2 of the assignment accurately includes a summary of any instruments you would use to assess the client. Clearly articulates a connection between the changes in Eliza and how assessment instruments can be used to assist with the treatment plan. Essay demonstrates an understanding that extends beyond the surface of the topic.Part 2 of the assignment accurately includes a summary of any instruments you would use to assess the client. Clearly articulates a connection between the changes in Eliza and how assessment instruments can be used to assist with the treatment plan. The summary exemplifies a thorough understanding of how to conduct a proper treatment plan reassessment. Essay demonstrates an exceptional understanding of the topic.
Organization and Effectiveness20.0%
Thesis Development and Purpose7.0%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 Construction8.0%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.
Format10.0%
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 Weightage100%

CNL-610 Eliza D Case Study: Part Three

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 three of Eliza’s case study below for the completion of your Topic 6 and 7 assignments.

Four weeks after your initial assessment with Eliza, she attended a follow up meeting for a revised assessment based on new information received from the Office of Campus Life. The client has been in counseling with another therapist at the university for the last four weeks and has voluntarily attended some classes at the Drug and Alcohol Center. The client became agitated when she realized the meeting was for a different purpose than simply reviewing her initial goals.

Campus Life has provided information that Campus Police have responded to two more drinking incidents in the client’s dorm, and Eliza was involved in both incidents. She now has a charge for public intoxication, which means the alcohol classes are mandatory, as well as counseling at least twice per month, also mandated. Eliza angrily expresses her frustration over having “more to do on top of studying and tutorials” and vehemently denies her involvement in the drinking incidents; she continues to insist she is innocent, that her friends in the dorm are the ones causing the problems, and that she does not have a drinking problem.

Eliza is visibly upset and cries frequently during the meeting. You observe agitated behaviors and she continually shifts in her seat, pulling her longer sleeves even farther down over her hands, and rarely makes eye contact. You have information that grades in two of her classes have slipped to a B-, and that she has missing three tutorial sessions in the last 2 weeks. She denies SI and agrees to show you her arms.

At the end of the session, the client’s parents arrived on campus, and asked for your assistance locating resources in their hometown for discharge planning with Eliza by the end of the semester. Eliza’s parents agreed to follow through with discharge recommendations for counseling and support groups.

© 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.

Running head: TREATMENT PLAN 1

TREATMENT PLAN 7

Eliza Case Study: Treatment Plan

Student’s Name

Institutional Affiliation

Course Title

Instructor’s Name

Due Date

Eliza D. Case Study

Treatment Plan Development

Eliza Doolittle is an 18-year-old Caucasian female college freshman studying Engineering. He comes from a family with a history of successful engineering careers. She is good in academics, but experiences problems maintain her GPA due to demanding course loads. She has no family support symptoms and reports feelings of loneliness, low self-esteem, and stress. Eliza also faces peer pressure to engage in substance abuse and is addicted to non-academic activities such as gambling and video gaming. Her mental health is poor, and she needs treatment. Based on the information provided, Eliza suffers from psychosis mental disorder. Psychosis is characterized by severe impaired cognitive and neurologic functioning. According to DSM-5 criteria, psychosis occurs when individuals lose the sense of reality and develop negative emotions (Bastiaens and Galus, 2018). Psychosis results from various factors, including substance abuse and impaired cognitive development.

Problem Identification and Diagnostic Decision Making

The level 01 cross-cutting measure (CCM-1) can be used to develop suitable treatment interventions for Eliza. Eliza is an adult, and therefore the counselor would refer to DSM-5 CC level 1 to measure the presence and severity of symptoms. The CCM will identify problematic areas in Eliza’s life that could interfere with treatment interventions. The level 1 CCM will serve as a screening tool to help the therapist recognize and classify Eliza’s symptoms. The counselor can use the 23 questions to assess the psychosis, substance abuse, personality functioning, repetitive thoughts and behaviors, and suicidal ideation psychiatric domains. These questions will provide the counselor with more information about Eliza and help select the best treatment plan. Some of the questions include “do you feel frightened, anxious, or on edge,” “do you have thoughts of hurting yourself,” and “do you drink at least four alcoholic drinks in a day?” The results of CCM-1 indicate that Eliza was suffering from mild anxiety. Mild or greater scores indicate a reason for concern within the psychiatric disorders.

Theoretical Approach

Psychosis treatment embeds psychological therapies to relieve patients from psychosis symptoms and reduce relapse. Eliza’s psychotic symptoms result from interplay between predisposing bio psychosocial vulnerability and environmental stressors. Eliza has emotional difficulties such as low self-esteem and cognitive deficits. The stressors such as stressful school life, loneliness, and substance addiction affect Eliza’s mental and emotional processes leading to abnormal behaviors, depression, and cognitive processing difficulties. Negative interpretation of these experiences leads to changes in the self. Cognitive Behavioral Theory (CBT) I suitable for addressing Eliza’s stress and vulnerability factors and aid in the overall psychosis treatment. CBT is based on psychosis’s stress-vulnerability models and cognitive therapy of mental disorders. Psychosis experiences are integral to CBT in that the theory focuses on how individuals interpret their symptoms (Landa et al., 2016). CBT aims to help patients understand psychosis as less distressing and help they prevent reoccurrence and attain a satisfying quality of life. A therapist using the CBT approach focuses on the patient’s thoughts, perceptions, and images to develop a new understanding. According to Landa et al. (2016), the counselor reviews the evidence of these beliefs and evaluates them to identify biases that lead to mood and behavior changes. The therapist then encourages the patient to adopt new behaviors and thinking throughout the therapy sessions.

In the initial stages of intervention, a counselor using CBT engages the patient in a discovery journey. The therapist affirms and assures Eliza that her problems are taken seriously. At this stage, the CBT therapist ensures that he understands Eliza’s mental health, medical, legal, and substance abuse issues to attract patients’ involvement. This intervention explicitly relieves the patient from distress, enhances their confidence, and reengages them in treatment. The therapist formulates a list of goals to be achieved and seeks positive and negative feedback from the patient. A CBT therapist can treat mental health by engaging Eliza in improving self-esteem and reducing anxiety and worry. The therapist needs to manage Eliza’s delusions through empathetic exploration (Manusov et al., 2020). The therapists should use responses such as “It must be overwhelming for you to study the engineering course materials” to lower Eliza’s defensive stance for engaging in substance abuse. It would also be beneficial to highlight existing coping mechanisms used by Eliza to deals with the pressure for the past two weeks. Both Eliza and the therapist should identify vulnerabilities and early warning signs that lead to strange behaviors and substance abuse. Eliza noted that she engages in substance abuse due to peer pressure. The therapist should identify this vulnerability and equip Eliza with skills to cope with peer pressure and make independent decisions. According to Brooks, Chalder, and Rimes (2017), the therapist should rehearse these coping mechanisms and compensatory strategies to prevent relapse.

Another critical step is to discuss with Eliza how to monitor warning signs and how to overcome them. The therapist may suggest that Eliza be walking out of the dorm whenever her friends bring alcohol or move to the library to study during free time. When treating negative symptoms, the therapist should understand that he cannot push Eliza out of negative symptoms but may help her. The therapist should identify possible motivators that will help Eliza think positively. For example, Eliza has been scoring Bs in her academics, and the therapist can use this strength to encourage Eliza on her academic achievement. The therapists need to determine pressurizing course loads, set realistic goals, and help Eliza deal with setbacks. CBT approach aims at fostering active involvement, recognizing motivators, and striking a balance between acceptance and the need to change.

Progress Monitoring

Monitoring a client’s progress influences client outcomes through the therapist’s feedback and effect on clinician behavior. According to Jensen-Doss et al. (2018), monitoring a client’s progress and using feedback to make clinical decisions improve treatment outcomes. Monitoring Eliza’s treatment progress is essential in choosing what is best for her mental condition. The Level 02 Cross-Cutting Measure (CCM-2) suitable for future sessions is the disorder-specific severity measure. This tool will help the therapist to track Eliza’s treatment progress over time. The therapist will use the tool to determine the frequency of psychotic symptoms and severity across diagnoses.

An additional assessment tool that the therapist could use is the Clinician-Rated Dimensions of Psychosis Symptom Severity (CRDPSS) measures to monitor treatment progress (Park, Lee, and Choi, 2016). The therapist can use this assessment tool to rate the severity of psychotic disorders. CRDPSS measures eight psychotic symptoms, including negative symptoms, depression, mania, impaired cognition, delusions, hallucinations, disorganized thought, and abnormal psychomotor behavior. The items on the measure are scored on a five-point scale ranging from not present to severe. Symptoms severity indicates critical aspects of the illness as experienced by the patient in the past seven days. CDRPSS is appropriate in Eliza’s case study to assess the negative symptoms affecting her mental health. The assessment tool is administered during a clinical assessment to monitor the patient’s progress with treatment. The therapist rates symptom severity based on clinical judgment and patients’ response to treatment. He selects the level that accurately fits the seriousness of Eliza’s condition and indicates each item’s score. Results on each item are interpreted independently, and high scores indicate problematic areas which may warrant further treatment.

Assessments are essential only when the results are utilized effectively. Interpreting test results to clients produces positive outcomes. In the case scenario, communicating the assessment results would require the therapist to sign a consent form to keep Eliza’s relevant information and her diagnosis confidential (Oramas, 2017). Eliza is a young adult, and sharing her clinical information with third parties could negatively affect her self-esteem and confidence. Communicating the assessment result should align with Eliza’s preferences. The first step in communicating Eliza’s assessment results is to prepare her for the results. The therapist should emotionally prepare Eliza to accept the results and make the right decisions. Second, the therapist should present Eliza with the assessment results and ask for her opinion to know Eliza understands and interprets the results. Third, the counselor should communicate the assessment and interpret them to Eliza. According to Testa, Brown-Grant, and Bedford (2019), most clients prefer worded communications instead of written ones. The therapist should use an interactive approach whereby he shares the results with Eliza expertly and influentially. At this stage, the therapist helps Eliza clarify and explain what the results imply to her. Adverse reactions from Eliza mean that she is not happy with the results. Hence, the therapist should help her get through the unhappiness. Lastly, the therapist should encourage Eliza to accept the results and reaffirm her with positivity. Eliza’s family should receive the assessment findings only when Eliza consents to share private information. The therapist should keep the assessment personal and confidential.

To agree on a schedule, desired outcomes and strategies to achieve the treatment goals, both Eliza and the therapist should ensure openness, integrity, honesty in deciding what is best for Eliza. The therapist should prioritize Eliza’s social, academic, and quality of life needs. Eliza noted that she has academic pressures since she comes from a family of engineers. Thus, the therapist should secure academic and moral support to motivate Eliza to pursue her educational goals. It is also vital to recommend alternatives other than alcoholism to help Eliza overcome peer pressure and loneliness. These alternatives include joining an anti-alcoholic club or praying for divine intervention. The therapist should also do follow-ups to determine if the therapy was effective or successful. In case the therapist feels incompetent to offer adequate counseling, he should refer Eliza to a psychiatrist to improve the treatment outcomes. It is also ethical for a therapist to end treatment if a client refuses a referral to other therapists (Oramas, 2017). If Eliza refuses the referral, the therapist should discontinue the therapy.

References

Bastiaens, L., & Galus, J. (2018). The DSM-5 self-rated level 1 cross-cutting symptom measure as a screening tool. Psychiatric Quarterly89(1), 111-115.

Brooks, S. K., Chalder, T., & Rimes, K. A. (2017). Chronic fatigue syndrome: cognitive, behavioral and emotional processing vulnerability factors. Behavioural and cognitive psychotherapy45(2), 156-169.

Jensen-Doss, A., Haimes, E. M. B., Smith, A. M., Lyon, A. R., Lewis, C. C., Stanick, C. F., & Hawley, K. M. (2018). Monitoring treatment progress and providing feedback is viewed favorably but rarely used in practice. Administration and Policy in Mental Health and Mental Health Services Research45(1), 48-61.

Landa, Y., Mueser, K. T., Wyka, K. E., Shreck, E., Jespersen, R., Jacobs, M. A., … & Walkup, J. T. (2016). Development of a group and family‐based cognitive behavioural therapy program for youth at risk for psychosis. Early intervention in psychiatry10(6), 511-521.

Manusov, V., Stofleth, D., Harvey, J. A., & Crowley, J. P. (2020). Conditions and consequences of listening well for interpersonal relationships: Modeling active-empathic listening, social-emotional skills, trait mindfulness, and relational quality. International Journal of Listening34(2), 110-126.

Oramas, J. E. (2017). Counseling ethics: Overview of challenges, responsibilities and recommended practices. Journal of Multidisciplinary Research9(3), 47-58.

Park, S. C., Lee, K. U., & Choi, J. (2016). Factor structure of the clinician-rated dimensions of psychosis symptom severity in patients with schizophrenia. Psychiatry investigation13(2), 253-254.

Testa, D., Brown-Grant, J., & Bedford, D. (2019). Communicating Assessment Results. In Assessment Strategies for Knowledge Organizations. Emerald Publishing Limited.

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