Case Study Treatment PlanIntroductionStellaOscarIntroductionFor yo.docx

Case Study Treatment PlanIntroductionStellaOscarIntroduction
For your course project, you will develop a treatment plan for
one case study subject that you select from two possible
candidates. These potential clients are ethnically diverse and are
struggling with psychological disorders, which may require
medication.
During the course of this project you will:Evaluate client
information.Review possible assessment techniques.Offer a
diagnostic impression.Review various behavioral and
pharmacological treatments.Discuss the legal and ethical
ramifications of the disorder and proposed treatments.Review
the impact of diversity issues on various disorders and their
treatments.Develop a suggested treatment plan for the client.
You will select one of the case studies presented on the next
page of this presentation as your client for this treatment plan
project. Then you will use the Case Study Treatment Plan
Template, provided in the Resources to complete your
assignments for this project. Each section of the template
includes a description of the type of information you will need
to include. You should type your paper directly into this
template, save it as a Word document with your name, and then
submit it to the assignment area.Stella's Case Study
Stella is a 38 year old biracial (African American and Native
American) woman who has just been assigned to you as a client.
You are currently working as a counselor for your county
community mental health agency. You received the following
information about her as background and history.
Stella is the only child of a Caucasian couple who are now
deceased. She was adopted as an infant in a closed adoption, so
that none of her birth parents' records are available. The only
informal information that Stella remembers her parents telling
her is that her mother was 16 years old at the time of Stella's
birth and had been raped while at a high school football game.
Stella currently lives in a small city of 150,000 people where
she is employed as a book-keeper for the local meat packing

plant. She has worked there for 3 years. Her educational
background includes an associate's degree in accounting and
continuing education in tax preparation. Before working for this
plant, she was employed as a tax preparer for a national
company. She enjoys her work, saying that numbers are easier
to get along with than people.
She has been married to her husband (Doug) for 18 years and
has a 16 year old son (Tyrone), who is currently a junior in high
school. Her son plays baseball on the school team and is a solid
B student. Her husband is a long distance truck driver. He is
often away from home for two weeks at a time. He is then at
home for 3 to 4 days before he leaves on another trip. Stella
reports that she stays at home and feels "blue" when her
husband is on the road. Although there have been some
problems in the marriage due to Stella's mental health concerns,
the couple seems committed to each other and to staying in the
marriage.
Stella reported that her problems began when she was in late
adolescence. She started sleeping and eating excessively. She
missed several days of school because she couldn't get out of
bed and gained 15 pounds. Because of the weight gain she
experienced, Stella obtained some methamphetamines from a
friend of hers in school so she could lose the weight quickly.
She was able to do so, but found that when she stopped taking
the pills she felt even lower than before. She asked her friend
for more pills, but her friend refused to provide them. Stella's
mood continued to decline; she believed that she would never be
successful at anything and stopped talking to her friends. She
stated that she felt "blue" during this time, a word she
frequently uses to describe her mood. This episode lasted about
one month until school ended for the summer. She felt better
because she had a summer job as a stocker at the local grocery
store where her boyfriend was also working. The following year
she once again became "blue" and this time she took 25 aspirins
in a suicide attempt. She told her mother, who took her to the
emergency room to have her stomach pumped. Stella did see a

counselor briefly, but when she began to feel better, she stopped
her counseling. She was not prescribed any medication at this
time.
Stella was able to successfully graduate from high school and
earn an associate's degree at the local community college. Her
first full-time job was back at the grocery store, where she
worked in the office preparing bank deposits and reconciling
bank statements. She reported that she enjoyed this job "a lot".
During this time she also married her high school boyfriend.
However, after 3 years, she again experienced depression, this
time more severely than ever before. "It felt like my 'blue' had
taken over my whole world and I couldn't see anything else. I
just wanted to die. That had to be better than how I was
feeling." Her suicide attempt this time was more serious; she
cut her wrist in the bathroom at work. A co-worker found her
and called 911. She spent four days in the hospital and was
referred to a psychiatrist for follow-up care. The psychiatrist
prescribed an SSRI for the depression and referred Stella to her
previous counselor.
Quickly, Stella began to feel much happier and elated. She
began going out when her husband was out of town for work
and soon began bringing other men home for sex. During the
parties with the other men, she would drink excessively and
smoke marijuana. She reported that these substances "took the
edge off" of her excess energy. She also spent money on new
clothes, until she had maxed out her credit cards and borrowed
money from her parents. Her performance at work became
erratic and her employer began to suspect that money was
missing. He was unable to prove the missing money, but became
so uncomfortable with Stella's change in behavior and her
deteriorating performance that he let her go. When her husband
returned home, he took her to her psychiatrist, who made
adjustments to her medication regime, adding a mood stabilizer.
Stella was not fully compliant with taking her medications and
continued to smoke marijuana from time to time.
Since that time, Stella has had a series of jobs, most of which

she was able to keep for several months and, on one occasion,
for a year, until her mood changed. She feels very fortunate to
have kept her current job for so long. She attributes this to a
"kind boss," who has kept her employed through her highs and
lows. Since this is a family company with a high level of
commitment to their employees, and since she does not have
access to any money, she is able to stay employed. Her boss has
asked her to continue with treatment on a consistent basis. She
had been in and out of counseling and on and off her
medications before she got this job. When she stopped her
medication, she would once again smoke marijuana in the
evenings. Since being employed here, she has managed to stay
on her medications. She had not been back in the hospital until
this latest admission. Recently, though, her counselor closed his
practice and moved to another city. Gradually, her behavior and
mood became more and more unstable over time.
This most recent hospitalization came after she was found at her
work desk, sobbing uncontrollably. She reported to her boss that
she was "blue." This work site placed her on FMLA and asked
her to get help for this current crisis. She admitted herself to the
hospital, where she saw a new psychiatrist, who changed her
medications. Stella is hopeful that she will be able to stay on
the new medications.
Her husband and son are very supportive of her getting care and
have met with both the new psychiatrist and your intake case
worker. They want to know what they can do to help Stella re-
stabilize, hopefully for good this time. They reported that her
sister-in-law has volunteered to go walking with her each
evening and that her son is willing to give Stella her medication
each day. Her husband asked his employer for a change of route
and was able to secure one that will take him away from home
no more than 4 days at a time.
Upon discharge, Stella was referred to the community mental
health agency where you are a counselor. After reviewing her
hospital records and the intake report, you presented the case in
a staffing. After listening to the other professionals' opinions,

you are ready to develop a comprehensive treatment plan that
will address, among other issues, medication and treatment
compliance, and stabilization.Oscar's Case Study
Oscar is a 19-year-old Hispanic male who is the oldest of 5
children. His family has been farming the same land for 4
generations. Currently they grow vegetables for the regional
grocery chain's produce departments. They live in a rural area
of the county. Three generations live in two separate houses on
their land. They are fiercely independent and have little to do
with people in town, although the family itself is extremely
close knit.
Oscar is currently a freshman at the same college his father
attended, majoring in agriculture. When he came home for
spring break, his parents noticed significant changes in his
appearance. He had lost weight, looked haggard, wasn't sleeping
and seemed irritable and argumentative. He told his parents that
he did not want to return to college after the break. He went on
to say that his roommate had placed cameras in the room so he
could record everything Oscar did while the roommate was
absent. His grades were poor and he expressed that he believed
his instructors were prejudiced against him. This poor
performance was in stark contrast to his performance in high
school, where he was in the top 10% of his class. Within days of
coming home he had stopped showering and began wearing
multiple layers of clothes (3 pairs of jeans and 4 t-shirts). He
became essentially non-communicative, responding to questions
with one-word answers and not initiating conversation. Oscar
seemed unhappy or irritable whenever he encountered a member
of his family and began spending all his time in his room. He
even refused to talk with his youngest brother, with whom he
had always been close. He did not take meals with his family, a
long-standing tradition in his family, and left his room only in
the middle of the night. He could then be heard opening drawers
in the kitchen, going into his siblings' rooms and leaving the
house for long periods of time.
The family (parents and grandparents) became very disturbed

and consulted their priest. The priest recommended that the
parents take Oscar to see a fellow parishioner who is also a
counselor. This counselor was also disturbed with Oscar's
presentation and recommended hospitalization. The family was
very reluctant, but eventually agreed. By the time they got to
the hospital, Oscar was essentially non-communicative, only
nodding or shaking his head in response to direct questions.
The parents provided history that indicated Oscar had been a
good student in high school and had participated in the school's
FFA club. He has always wanted to carry on the family tradition
of farming. He did not have many friends, but the family
attributed that to their living in the country.
The psychiatrist diagnosed Oscar with major depressive
disorder, single episode, severe with psychotic features and
prescribed anti-depressants. He was released three weeks later,
with some improvement. One week later he was readmitted,
with the same presentation he had at the previous admission.
This time, though, his father reported that he had found a cache
of knives in the barn, some from the house, some from the
grandparent's house and some from the barn itself. When he
asked Oscar about them, Oscar responded that he needed them
to protect himself from attacks. When his father asked from
whom, Oscar responded that he had seen one of his college
professors in the field of broccoli. That same day, Oscar's
mother found notes stuffed between Oscar's mattress and box
springs in Oscar's handwriting. The content of them was Oscar
arguing with someone about killing his younger siblings. One
side did not want to do it and begged to not have to; the other
side ordered the killings, saying that was the only way to keep
them safe. In light of these two events, both parents were afraid
for Oscar to remain at the house. Oscar swore that he would
never hurt any of his family and said that was why he had been
keeping away from them. His parents could not be sure that no
harm would come and were unable to watch Oscar day and
night. Therefore, they readmitted him to the hospital.
During this admission, Oscar was more forthcoming with his

treatment team. Once they had this additional information, the
team realized that Oscar's initial diagnosis had been wrong.
They began a re-assessment. Oscar acknowledged that the
problems began about the time of the new semester. He was
unable to complete his school work, as he was "consumed" with
the need to follow instructions that were being given to him.
These instructions actually began with a buzzing in his head,
which quickly evolved into specific directions. When pressed,
he acknowledged that he did not know who was giving him the
directions, though he sometimes thought it might be Jesus.
These instructions were for him to keep a log of every time he
heard a door close on his hallway in the dorm. Oscar came to
believe that doing this was the only way to keep his family safe
from dark angels. Oscar tried to keep these voices quiet by
smoking marijuana on a daily basis. While this helped in the
short term, it also made it more difficult for him to complete
any of his school work. By the time for spring break, the
messages had begun to change. He was no longer able to keep
his family safe by keeping a list; the voices told him he would
have to kill them. Oscar knew that he did not want to kill his
family. He could also not avoid going home for spring break.
Therefore, he devised the plan to isolate himself.
Once the family recovered from their initial shock and as Oscar
began to show some improvement with his new, anti-psychotic,
medication, his parents and grandparents wanted to take him
home to the farm. They believed that life on the farm, being
outside and with hard, physical labor would cure Oscar. Finally,
Oscar agreed to tell them what has been happening with him. At
that point, the family agreed to residential treatment for Oscar.
When asked if anyone else in the family has ever had symptoms
like this, the grandfather acknowledged that he had a brother
(Oscar's uncle) who had religious visions. This brother left the
family and became a monk. Later the family heard that he had
died under mysterious circumstances. One of the other monks at
the monastery told Oscar's grandfather that his brother had died
from engaging in a prolonged fast. The family is very lucky on

two counts: 1) they have their medical insurance through the
farmer's co-op and it includes coverage for residential treatment
for up to a year, and 2) this hospital has a residential treatment
unit for late adolescents and young adults. You are working as a
counselor at the Residential Treatment facility where Oscar has
been placed. He will be here for a minimum of 6 months and as
long as one year. Professional staff at this facility includes 3
counselors, an addictions counselor, a social worker (currently
on maternity leave), a psychologist, and 2 nurses on every shift.
Oscar's psychiatrist is also on staff and will continue to follow
his care.
The social worker usually coordinates clients' treatment plans;
however she is currently away on maternity leave so you will be
the lead therapist who is coordinating Oscar's treatment during
the next 45 days. Once she returns, you will collaborate with
her for developing Oscar's post-residential treatment and
resources for him and his family.Next »« BackTranscriptWas
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1
Annotated Webography
For WMD Regulatory/Response Websites
By: Student Name
HLSS 215 REGULATORY ISSUES IN WEAPONS OF MASS
DESTRUCTION

Professor: [Insert Professor Name Here]
2
Overview:
There are literally hundreds of government agencies and private
companies that provide the
public with a substantial amount of information regarding
Weapons of Mass Destruction
(WMD)….
Internet Sources: Webography
Page
First website
selected...................................................................................
...............................pg 3
https://www.......

Second website selected
………………………………………………………………………pg
4
http://www......
Nuclear Threat
Initiative………………………………………………………………
………pg 5
http://www.nti.org/
Etc
………………………………..………………………………………
…………………...pg 6
https://www......./
http://www....../
http://www.nti.org/
3
Nuclear Threat Initiative

The Nuclear Threat Initiative is a
nonprofit organization that has a mission
to strengthen global security by building
trust and transparency that are outlined in
the Non-Proliferation Treaty. At first
glance, I noticed the layout of the website
is clean and inviting with various colors of
white and light blue. The website is built
around a blog style that allows real time
information to be easily located and
displayed. I like this because it doesn’t
make the website stagnant and allows the
reader to find updated information
extremely easy. What caught my eye
initially is the very top navigation bar
under “Glossary.” This is a glossary that
is independent of NTI and provides the reader with various
terms and definitions that directly

relate to the websites content including WMD. Some of the
terms come from the various
treaties, weapons that cause mass destruction, and other
miscellaneous terms. As do other
websites, the NTI website provides an “About Page” that
describes the company and its mission
statement. Not only does the website provide up to date
information, but also provides links to
the two major social websites such as Twitter and Facebook. I
like that this website likes to
interact and engage its followers as social networking provides
the vehicle for communicating
between the company and its readers. NTI also provides video
content as the world is shifting to
this type of medium for information such as YouTube videos.
The profiles of different counties
are very informative. If you are interested in a country, such as
Iran and its history as far as
WMD is concerned, you just click on the country’s flag and the
information for that state are
displayed. A quick overview of that country is explained to
include information related to
Nuclear, Biological, and Chemical warfare. Some of the
information is about the state’s position

on WMD and where they stand on the NPT. The NTI website is
a very informative site that
covers a wide range of information pertaining to countries and
their involvement in WMD. It
covers all NBC threats and provides in depth analysis on a wide
range of topics in the form of
articles, reports, testimonies, speeches and opinions.
Comment [HS1]: Here is one example of what
one would look like…..put each website on a
separate page….keep your review to one page for
each website
Comment [HS2]: Use pictures that catch the
reader’s attention
Comment [HS3]: Highlight the website
strengths that you have identified
And don’t forget to also highlight what the
weaknesses are or what areas they could have

covered better.
4
Summary:
The subject of WMD is ……
5
References
Smith, D.J…..
Comment [HS4]: You only need to include a
reference page if you used direct quotes in your
material.
edwardlocke
Text Box
Don't forget to include

references for all of your
web sites in APA format.
ANNOTATED WEBOGRAPGY
UNITED STATES MILITARY
IN
WORLD WAR II
PPrrooffeessssoorr ____________________
Class Name
Student Name
2

Overview:
This annotated webography is designed to guide internet-based
research for World War
II. This webography concentrates on specific topics that
involve significant United
States Military contributions to World War II. The following
nine websites contain
detailed timelines, general accounts, analytical papers, and
official World War II
documentation. Maps, charts, and pictures displaying
amplifying data supplement most
of the websites. Each section of this webography gives a broad
description of the
website and concentrates on in-depth analysis of the website’s
usefulness to specific
topics that involve significant United States Military
contributions to World War II.
Example illustrations of each site’s homepage are included at
the end of each analytical
paragraph to provide visual aid. Utilizing this annotated
webography, researchers can
navigate through the Internet around websites that are not
historically sound for
information concerning significant United States Military
contributions to World War II.
Sources:
Chronology of World War II
……………………………………………………………..…pg 3
http://www.onwar.com/chrono/index.htm

World War 2 Timeline 1939-
1945………………………………………………………….pg 4
http://www.worldwar-2.net/index.htm
World War II
Commemoration………………………………………………………
……..pg 5
http://gi.grolier.com/wwii/wwii_mainpage.html
World War II
Remembered…………………………………………………………
……....pg 6
http://teacher.scholastic.com/researchtools/researchstarters/wwi
i/
Hyper War: A Hypertext history of the Second World
War…………………………….pg 7
http://www.ibiblio.org/hyperwar/
Military Operations: World War
II………………………………………………………….pg 8
http://www.globalsecurity.org/military/ops/world_war_2.htm
World War II
Timeline………………………………………………………………
……….pg 9
http://history.acusd.edu/gen/WW2Timeline/start.html
World War
Two……………………………………………………………………
…..……pg 10
http://www.bbc.co.uk/history/war/wwtwo/
The World at War, History of WW 1939-
1945………………………………………..…pg 11
http://www.euronet.nl/users/wilfried/ww2/ww2.htm

http://www.onwar.com/chrono/index.htm
http://gi.grolier.com/wwii/wwii_mainpage.html
http://teacher.scholastic.com/researchtools/researchstarters/wwi
i/
http://www.ibiblio.org/hyperwar/
http://www.globalsecurity.org/military/ops/world_war_2.htm
http://history.acusd.edu/gen/WW2Timeline/start.html
http://www.bbc.co.uk/history/war/wwtwo/
http://www.euronet.nl/users/wilfried/ww2/ww2.htm
3
CChhrroonnoollooggyy ooff WWoorrlldd WWaarr IIII
This is a “timeline-style” website of the
2,192 days of World War II. It offers a
comprehensive day-by-day account of the
war from September 1, 1939 to
September 30, 1945. The website
emphasizes on battles and campaigns but
also includes significant social and
political events. There is, also, supporting
sections for maps and tanks of World War
II. The maps section proves to be
adequate in providing visual aid, but the
tanks section’s technical data did not
contain useful information for this specific
topic. Yet, the main portion of the website, the timeline, is

useful in displaying a
complete picture of the war. It is easy to navigate through by
categorizing a search by
year then by month then by day. The website’s format is a
bulletined timeline that only
contains subject lines but lacks explanatory, descriptive, or
definitive information. For
example, on Friday, February 27, 1942, the website declares
“The Battle of the Java
Sea. Allied Admiral Doorman commanding a four-nation task
force of five cruisers and
eleven destroyers attempts to engage a Japanese invasion force
commanded by
Admiral Takagi on its way to Java. In a series of running
engagements (February 27-
28th), the Allied force is almost totally destroyed.” In this
example, the website states
that the Battle of the Java Sea occurred, and it gives a general
account of the events of
the battle. The insert fails to give details of why the battle
occurred, the significance of
the battle, the effects of the battle, or how the outcome arose.
Although it lacks enough
information to conduct complete research, this website is
marginally adequate for this
specific subject, because it provides the
complete picture of the World War II
story.
4

WWoorrlldd WWaarr 22 TTiimmeelliinnee 11993399--
11994455
This is a “timeline-style” website that
covers significant events during World
War II. A prewar section, a section for
films concerning World War II, and a
section for resource links for categories
such as famous quotes and casualties
supplement the body of the timeline. This
website is much like the Chronology of
World War II. They both present the
entire picture of the “war years” through a
timeline-style website that limits the
information presented to subject lines.
Like the Chronology of World War II website, this website is a
marginally adequate
source, because it fails to give a complete account. It tells the
entire story of World War
II, but it lacks detailed information. There is one major
difference between World War 2
Timeline 1939-1945 and Chronology of World War II
websites…the format of the
timelines. This website provides a different perspective that
allows the researcher to
look into topic specific timelines such as the war in Europe, the
events in the Americas,
and the Holocaust. In some instances, this website gives a
varying account that the
Chronology of World War II website. For example, in relation
to the example presented
in the section of this webography for the Chronology of World
War II, this website does
not have an entry for the Battle of Java Sea. Instead it states in

its Asia and the Pacific
section, “Japanese land on Java” on Saturday, February 28,
1942. Yet, together with
the Chronology of World War II website, this website provides
multiple means of
searching through time for significant events as well as the
events that led up to those
significant events and at the same time providing a multi-source
timeline for
researchers.
5
WWoorrlldd WWaarr IIII CCoommmmeemmoorraattiioonn
This website is a World War II dedicated
website divided into six sections of
general categories. Each section is
further separated into subsections of
specific topics. The first section concerns
the story of World War II, and it contains
subsections concerning specific topics
such as campaigns, diplomatic history,
and the prewar and post war eras. The
second section concerns biographies on
significant individuals as well as articles

concerning specific topics. The third
section is a collection of actual air combat
films. The fourth section is a collection of photographs. The
fifth section is a World War
II history test. The final section is a list of related links. The
website builds a
progressive account of the World War II story. The first section
gives a general account
of events before, during, and immediately after the war while
providing reasoning for
significant events. It starts with a broad story of the war, and
then breaks down the
story into fourteen more specific chronological sections from
the prewar era to the post
war era. The section ends with amplifying information
including cost, casualties, and a
chronological timeline. The second section supplements the
first by giving more
detailed information of significant events such as D-Day and the
Atomic Bomb while
also providing biographies on important people such as Omar
Bradley and Benito
Mussolini. As articles within the first section focus on a
descriptive style, the style of the
second section changes slightly more definitive in order to
adequately supplement the
first section. The third and fourth sections further provide
amplifying data thorough
visual aid. This website proves to be an adequate resource for
this specific topic by
providing general and detailed descriptive and definitive
information.

6
WWoorrlldd WWaarr IIII RReemmeemmbbeerreedd
This website is a division of
Scholastic.com tailored to assist those
starting a research paper. Sections of this
website include recommended research
topics, a list of articles, and a list of other
online World War II resources. The only
section that provides useful resource
information is the section concerning a list
of articles. The list of articles includes
general accounts of the war separated
into three parts supplemented with
separate articles on significant events,
aspects, equipment, and people. For other topics such as
intelligence operations,
blitzkrieg, the Normandy invasion, Luftwaffe, and high profile
generals such as George
Patton and Erwin Rommel the website proves to be an excellent
resource, because it
provides specific articles for these subjects. For this specific
topic, the website provides
limited contribution. Its contributions include a different
approach through third party
accounts of top U.S. Generals including George Patton, Dwight
Eisenhower, and Omar
Bradley. It, also, provides information concerning strategies
and tactics. The articles
focus on principles of each topic. By doing so, the website

supplements other
resources by providing amplifying information. Yet, the
website is not an adequate
World War II website due to its focus on being a “research
starter” instead of being a
source of the subject. Because of this approach, the website
lacks enough subject
matter to be an adequate World War II source. Although this
website cannot be used
as a stand-alone source, it proves to be useful in supplementing
research for this
specific topic by providing a different approach as well as
information on strategies and
tactics.
HHyyppeerrWWaarr:: AA HHyyppeerrtteexxtt
HHiissttoorryy ooff tthhee SSeeccoonndd WWoorrlldd
WWaarr
This web site is a collection of material related to
World War II. The contents are official government
histories, source documents, primary references,
and order of battle information. It is a public domain
categorized into general accounts, official
documents, and by each theater of operations. The
General Accounts section is complied from
American Military History of 1973 (Maurice Matlof,
General Editor). This section is separated into four
sub-sections that cover the accounts of the Allied
Powers including their defensive plan, grand strategy, war
against Germany and Italy,

and war against Japan. Each sub-section covers strategy and
significant events of
each topic chronologically and supplements the information
with maps and pictures.
The General Accounts section proves very useful for this
specific topic, because it not
only describes how the U.S. Military participated in the war but
also describes the
causes and effects of U.S. participation. For example, the
website describes U.S.
fortified positions after the attack on Pearl Harbor, then
describes how the strategy was
used later to penetrate Japanese defenses by attacking from
multiple directions in the
War Against Japan sub-section. The official documents section
is a compilation of
diplomatic and political documents including those from
conferences, relevant US
legislation, international pacts, and treaties. This section
proves to be vaguely useful for
this specific topic. It displays the formal commitments of the
U.S., but it does not fully
explain the purpose or extent of the commitments. The Theater
of Operations section is
separated into four sub-sections. Each sub-section gives a more
detailed account of
significant events in specific theaters including the Pacific,
European, China-Burma-
India, and American Theaters. This section provides much
useful information in the
same manner that the General Accounts section does, but the
Theater of Operations
section provides a more specific and detailed account of
campaigns and battles. Yet,
the Theater of Operations section falls short of explaining the
effects or future

contributions of each section. This website proves very useful
for this specific topic by
giving general and specific accounts of the participation of the
U.S. Military as well as a
broad account of the causes and effects of specific U.S. Military
contributions.
8
MMiilliittaarryy OOppeerraattiioonnss:: WWoorrlldd
WWaarr IIII
This World War II website is part of a
military section of the Global Security
website separated into six sections. The
First section is an article concerning the
events of World War II. It chronologically
accounts for the significant events of all
theaters of the war that shaped the
immediate events causing the war to the
defeat of Japan and Germany. The
second section is a list of analytical
papers. The list includes topics such as
the meaning of World War II, testimony of
ex-German leaders, and explaining Hitler.
The third section is a list of related
websites for further research in World War
II. The fourth section is a list of links to U.S. Army documents

that cover a variety of
specific topics such as the Women’s Army Corps, training for
mountain and winter
warfare, and the Battle of the Bulge. The fifth is a list of links
to U.S. Naval documents
that cover a variety of specific topics such as casualties,
Operation Tiger, and patrol
torpedo boats. The final section is a list of links to U.S. Air
Force documents, but it only
includes one link concerning the U.S. Strategic Bombing
Strategy. Lacking specific
details and facts to support this specific topic, most of this
website was not adequate for
research. The first section gave a good overview of the war,
which could be used to
build a general understanding. Yet, the article was too broad to
be used sufficiently. All
of the analytical papers of the second section were irrelevant for
this topic. Many of the
articles under the last three sections proved useful, thou.
Useful articles provided
amplifying data in subject areas such as American campaigns,
U.S. Army Special
Forces, and Navajo code talkers. The only portion of this
website that was useful for
research of this specific topic was a majority of the Army,
Naval, and Air Force
documents.

9
WWoorrlldd WWaarr IIII TTiimmeelliinnee
This website is a database of articles related
to World War II. The articles include
descriptive papers, detailed outlines, maps,
documents, analytical accounts, and
reference listings. Specific topics of these
articles include those directly concerning the
war such as battles, equipment, places, and
people as well as those indirectly concerning
the war such as movies, the influence of
postwar events, effects of the war, policies,
and related websites. This website proved
very useful in any level of research for any
specific topic related to World War II. Its
format allows the researcher to explore the
website by date, topic, links on the internet,
pictures, maps, documents, or bibliographies.
It covered almost every aspect of World War
II from its effects like the reason for the boom
of San Diego, California to policies causing
the war including U.S. isolationism to descriptive accounts of
World War II events such
as Operation Torch. The range of the articles from broad topics
such as the aftermath
era and the air war to specific topics such as U.S. “fast
carriers,” code breaking, and
films about Pearl Harbor allow the reader to choose the focus of
research. The website,
also, covers a vast range in time from 1917 to 1949 and expands
with a brief account of
the Cold War period up to 1991. The many pictures allow the

researcher to easily
understand the text. For this specific topic, there were many
articles within this website
that proved very useful. The vast amount of subjects allows the
researcher to view
many aspects of the topic. Yet, most of the articles only give a
general account of the
given subject by briefly describing significant events or factors.
Most articles lack a
detailed account of the causes and effects of each subject. Only
lacking detailed
accounts of specific subjects, the vast range of subjects,
timeline, and focus as well as
the easily navigational format and amplifying information
provided by the pictures make
this website a useful resource for this specific topic.
10
WWoorrlldd WWaarr TTwwoo
This website is a division of the British
Broadcasting Channel website. It is a
collection of articles separated
chronologically into eight sections. The first
section covers the era between World War I
and World War II. The next six sections
divide the World War II years into sections
titled Blitzkrieg, Britain Alone, Allies in

Retreat, The Tide Turns, Axis in Retreat,
and End Game. The last section covers the
reconstruction and retribution period. At the
end of each section, a dropdown menu is
provided containing a list of articles giving a
general account of specific periods of that section. Each section
contains articles
written by various authors. Each article gives a detailed,
historical, and comprehensive
account of the significant events of the war with a focus on the
battles of the war. Each
article provides a table of contents that allows easier
navigation. Yet, the vast amount
of information within this website hinders the researcher’s
ability to locate pertinent
information in a timely manner. Thus, overall navigation of
this site is poor. This
material contained in this website is an adequate source for
research in any topic
concerning World War II. For this specific topic, it gives
specific accounts of U.S.
Military contributions, but it falls short of explaining the
purpose or effect of U.S. Armed
Forces. It supplements other websites in this webography by
providing a British
account of the war. This website is better suited for U.S.
Military contributions in the
Western Front, because that is where the emphasis of the
compilation of articles within
this website resides. This website proves to be an adequate
source of information
concerning this specific topic by contributing specific
information form a British
perspective.

11
TThhee WWoorrlldd aatt WWaarr,, HHiissttoorryy ooff
WWWW 11993399--11994455
This website is a detailed outline of the
events of World War II. Events covered
not only include those that occurred
during or directly before or after the war
but also those events related to the war
as early as Adolph Hitler’s birth in 1889.
Sections that cover secret
communications, World War II museums,
and related World War II websites
supplement the outline. Each section of
the outline, separated by year in
chronological order, covers significant
events including campaigns and battles,
significant diplomacy including treaties and pacts, and military
equipment including
tanks and ships. Charts of military strength supplement the
outline at certain times or
for certain campaigns as well as with pictures and maps.
Throughout the outline, links
are provided to other websites or articles amplifying significant
events. The amplifying
links include biographies, significant aspects of the war such as
World War II aviation,

significant equipment such as the Battleship Bismarck, and
significant events such as
the Bataan Death March. The secret communications section
proved to be of
marginally useful for this specific topic, because it provides
limited information
concerning U.S. Military contributions to developing secret
operating procedures for
communications and the level of success for the procedures.
The World War II
museums and related World War II websites sections did not
provide useful information
for this specific topic, because they did not provide relevant
information. This website
proves to be useful, because it gives information in areas that
other websites in this
webography do not cover. For this specific topic, the articles,
maps, and pictures
supplement other websites of this webography by providing
additional information.
12
Summary:
Contributions of the U.S. Military to World War II can be found
within each source of this
annotated webography to varying degrees. The timelines of the
Chronology of World
War II and the World War 2 Timeline, 1939-1945 websites can

be used to guide
research. Information concerning strategy and tactics of the
U.S. Military in World War
II can be discovered in the World War II Remembered website.
U.S. Military
contributions to the overall strategy and outcome through its
participation in campaigns
and battles can be found within the Hyper War: A Hypertext
History of the Second
World War website. Specific contributions of each branch of
service can be found
within the Military Operations: World War II website. Specific
details of contributions of
the U.S. Military can be discovered within the World War II
Timeline website. Causes
and effects of U.S. Military participation can be found in the
Hyper War: A Hypertext
History of the Second World War. Different perspectives to the
topic can be researched
using the World War II Remembered website’s third party
bibliographies of top U.S.
Generals and the British account of the World War Two
website. Finally, The World at
War, History of WW, 1939-1945 website can be used to
supplement the other sources
through its account of information not contained in the other
websites such as significant
aspects of the war like the Aviation War and significant military
equipment. Complete
research of U.S. Military contributions to World War II can be
obtained by using the
Chronology of World War II and the World War 2 Timeline,
1939-1945 websites as a
guided outline, then beginning research by using the descriptive
and definitive
information of the World War II Commemoration website as a

base of research, and
finishing research using the other websites for amplifying
information.
What is a Webography?
A webography (aka webliography) offers students like you a
new perspective on an old
assignment classic: the annotated bibliography. Even if you
have never heard the
phrase “annotated bibliography,” most (if not all) of you have
certainly compiled a
bibliography (or a reference list) for a research project or paper.
But you may not yet
have been asked to compile and create an annotated
bibliography. So, let’s begin by
reviewing terms with which you probably are familiar:
eference is a list of sources (books, journals,
websites,
periodicals, etc.) one has used for researching a topic. A
bibliography/reference
usually just includes the bibliographic information (i.e., the
author, title, publisher,
etc.).
on is a summary and/or evaluation.
When we put these two terms together, then, we arrive at the
following definition of
“annotated bibliography:”

An annotated bibliography is a list of citations to books,
articles, and documents. Each
citation is followed by a brief descriptive and evaluative
paragraph, the annotation. The
purpose of the annotation is to inform the reader of the
relevance, accuracy, and quality
of the sources cited.
Like the classic annotated bibliography, the
webography/webliography offers readers a
list of citations and accompanying annotations to source
materials related to a given
topic. However, unlike the classic annotated bibliography
(which can include both
library and non-library resources), the
webography/webliography only includes online
resources (i.e., webpages).
Reference:
Stacks, Geoff and Erin Karper. “Annotated Bibliographies.”
Online Writing Lab @
Purdue University. Purdue University. July 2001. Web. 4
May 2006.
Webography 101: A very short introduction to bibliographies on
the Internet.
http://1980swebography.weebly.com/what-is-a-
webography.html
http://owl.english.purdue.edu/owl/resource/614/01/
http://1980swebography.weebly.com/what-is-a-
webography.html

COUN6331 Case Study Treatment PlanCASE STUDY
TREATMENT PLAN
Reminder: Please review the scoring guides for the Unit 5 and
Unit 9 assignments to ensure your papers include all required
information.
Instructions
Please type directly into this template as you develop your
treatment plan. Your submitted assignments in Unit 5 and Unit
9 must be completed within this template in order for you to
receive credit for your paper.
Unit 5 Assignment: Complete the first six sections of the
template, plus your reference list, for the Unit 5 assignment.
After you have completed the final draft of these sections, save
the template as a Word document with your name (for example,
Smith Unit 5 assignment) and submit it to the courseroom
assignment area by the deadline for the Unit 5 assignment.
Unit 9 Assignment: Complete the last five sections of the
Although your instructor will only be reviewing the last five
sections to score your paper for Unit 9, please retain the
information you have already written in the first sections within
the template so your instructor can refer back to this when
reading your Unit 9 assignment. When the full template is
completed, save it as a Word document with your name (for
example, Smith Unit 9 assignment) and submit it to the
courseroom assignment area by the deadline for the Unit 9
assignment.

Case Study Treatment Plan
Your Name
Course Number
Date
Mental Health Counseling Clinical Internship 1
Unit 5 assignment sections: The Assessment Process (4–6 pages
plus references)
Section 1: Identifying Information
Describe the client in your own words. Include demographic
data and relevant context (living situation, employment, current
functioning, et cetera). Your description should be concise.
Section 2: Presenting Problem
Describe the key concerns that have brought the client to
counseling at this time. Include a brief description of any
relevant history (for example., previous incidents of concern,
length of time issues have been going on, prior trauma, or other
critical events related to the presenting problems).
Section 3: Previous Treatments
Summarize the client’s previous experience in therapy. Include
hospitalizations as well as any community resources or other
medical/mental health services the client has used. Include the
degree to which previous treatments were successful; has the
client had any experiences with previous treatments that may
have a negative impact on the current counseling process?
Section 4: Strengths, Weaknesses, and Support Systems
· Describe the client’s areas of strength and resilience. How
might these impact treatment success?
· Describe the client’s limitations, challenges, or areas in which

the client lacks knowledge, awareness, or specific skills. How
· List the support systems the client currently has access to,
such as family, friends, community groups, et cetera, and the
extent to which the client is currently able to utilize these
supports. How will these systems impact the success that the
client may or may not have during the therapy process?
· Describe the impact of a co-occurring substance use disorder
on the client’s medical and psychological disorder.
· Summarize the key factors that may impact this client’s
successful progress in therapy, how and why these factors may
have an impact on treatment success, and how you will take
these factors into account as you develop your treatment plan.
Include a summary of the counselor characteristics that may
impact this client’s treatment success.
Section 5: Assessment
Describe the process you will use to complete a clinical
assessment of this client. If you intend to use specific
instruments (such as self-report instruments, structured
interviews, or psychological tests), state what they are and why
you have selected them. Discuss any concerns you will need to
address regarding the relevance and biases of assessment tools
with multicultural populations. Also discuss the methods you
will use to arrive at an accurate DSM diagnosis for this client,
including the consideration of co-occurring disorders.
Section 6: Diagnosis
Present a DSM-5 diagnosis for the client. Provide a description
of your rationale for making this diagnosis (for example, what
information did you consider?). Discuss other possible
diagnoses that you ruled out (or will need to rule out once you
have additional information). Include your ideas about the
impact of co-occurring substance use disorders on the symptoms
the client is demonstrating and how this was considered in your

diagnosis.
References for Unit 5 Assignment
Support your decisions and ideas for the Unit 5 assignment with
a minimum of two references to articles from current
professional journals (2010 or later) in the field of counseling.
Use correct APA format.
Unit 9 assignment sections: Treatment Goals (4–7 pages plus
references)
Section 1: Treatment Plan Literature Review
Review the current research and best practices presented in the
professional literature that relate to types of clients and
presenting issues that are similar to the case you have selected.
What does the literature have to say about the most effective
types of counseling approaches used with clients who share
similar social-cultural backgrounds, history, current situations,
and/or presenting problems? Be sure to address the impact of
diversity when selecting approaches and interventions.
Summarize your review of the literature so it provides clear
support for your choice of counseling approach, goals, and
interventions that you will be presenting in the sections below.
Keep direct quotes to a minimum; you should paraphrase the
information you have reviewed in your own words. Remember
to use correct APA format for all citations.
Section 2: Goals and Interventions
List four goals that you will work on with this client during the
first three months of counseling. Present these goals in concrete
and specific terms. For each goal, list two specific interventions
that you will use during counseling sessions to assist the client
in making progress towards the goal. What will let you know if
these interventions are effective (for example, what changes
would you expect to see in the client during sessions; what
changes between sessions might the client report; will you

utilize any self-report measures or other assessment instruments
to help measure change)? Be sure your interventions reflect the
effective practices that you described in your treatment plan
literature review; address how your approaches will also take
the client’s sociocultural background into account and their
appropriateness for addressing addiction and co-occurring
disorders.
Section 3: Communication With Other Professionals
Who will you consult with as you develop your client’s
treatment plan and begin to work with him or her in therapy (for
this segment, assume that you have a written consent from the
client to do so)? This might include other medical/mental health
professionals currently working with the client, as well as
previous therapists; it could also include experts in the field
with whom you may want to consult about the client’s
presenting issues. How will this information inform your work
with the client?
Section 4: Medications
Discuss in the section any medications your client is currently
taking. What impact do these medications have on the client
(for example, side-effects, improvement in symptoms,
interactions with other drugs, et cetera)? What information do
you want to provide to the client about these medications and
how might you need to continue addressing the issue of
medication in your work with this client over time? Do you
think psychopharmacological medications are advisable for this
client? Would you consider referring this client to appropriate
medical professionals for evaluation for psychopharmacological
medications?
Section 5: Legal, Ethical, and Other Considerations
How will the ACA Ethical Standards apply to your work with
this client? Describe any potential legal or ethical issues that
may arise and how you will address them. Refer to the specific

state laws or regulations or ethical standards in your discussion.
Also list any other red flag issues that you have identified and
the ways in which you address these issues with the client.
a minimum of four references from current professional journals
in the field of counseling. Use correct APA format.
1
COUN633
1 Case Study Treatment Plan
1
CASE STUDY TREATMENT PLAN
Reminder: Please review the scoring g
uides for the Unit 5 and Unit 9 assignments to
ensure your papers include all required information.
Instructions
Please type directly into thi
s template as you develop your treatment plan.
Your
submitted assignments in Unit 5 and Unit 9 must be completed
within
this

template in
order for you to receive credit for your paper.
U
nit
5
Assignment
:
C
omplete the first
six
sections
of the template
, plus your reference
list,
for the Unit 5 assignme
n
t.
After
you have completed the final draft of these sections,
save the template as a Word document with your name (
for example,
Smith
Unit 5
assignment) and submit it to the courseroom assignment area
by the deadline for
the Unit

5 assignment
.
Unit 9 A
ssignment
:
C
omplete the last
five
sections
of the template
list,
for the Unit 9 assig
nment.
Although your instructor will only be reviewing the last
five
sections to score your paper for Unit 9, p
lease
retain
the information you ha
ve
already written
in
the first sections within the template so your instructor can refer
back
to this when reading your Unit 9 assignment.

When the full template is completed, save it
as a Word document with your name (
for example,
Smith
Unit 9
assignment
) and submit
it to the courseroom assignment area
by the deadline for
the Unit 9 assignment
.
Your Name
Course Number
Date
Mental Health
Counseling Clinical Internship 1
COUN6331 Case Study Treatment Plan
1

Unit 9 assignments to
Instructions
treatment plan. Your
within this template in
template, plus your reference
list, for the Unit 5 assignment. After you have completed the
final draft of these sections,
save the template as a Word document with your name (for
example, Smith Unit 5
assignment) and submit it to the courseroom assignment area by
the deadline for the Unit
5 assignment.
list, for the Unit 9 assignment. Although your instructor will
only be reviewing the last
five sections to score your paper for Unit 9, please retain the
information you have
already written in the first sections within the template so your
instructor can refer back
to this when reading your Unit 9 assignment. When the full
template is completed, save it
as a Word document with your name (for example, Smith Unit 9
assignment) and submit
it to the courseroom assignment area by the deadline for the
Unit 9 assignment.

Your Name
Course Number
Date
COUN6331 Case Study Treatment PlanCASE STUDY
TREATMENT PLAN
Unit 9 assignments to ensure your papers include all required
information.
Instructions
treatment plan. Your submitted assignments in Unit 5 and Unit
9 must be completed within this template in order for you to
receive credit for your paper.
After you have completed the final draft of these sections, save
the template as a Word document with your name (for example,
Smith Unit 5 assignment) and submit it to the courseroom
assignment area by the deadline for the Unit 5 assignment.
Although your instructor will only be reviewing the last five
sections to score your paper for Unit 9, please retain the
information you have already written in the first sections within
the template so your instructor can refer back to this when

reading your Unit 9 assignment. When the full template is
completed, save it as a Word document with your name (for
example, Smith Unit 9 assignment) and submit it to the
courseroom assignment area by the deadline for the Unit 9
assignment.
Your Name
Course Number
Date
Unit 5 assignment sections: The Assessment Process (4–6 pages
plus references)
Section 1: Identifying Information
Describe the client in your own words. Include demographic
data and relevant context (living situation, employment, current
functioning, et cetera). Your description should be concise.
Section 2: Presenting Problem
Describe the key concerns that have brought the client to
counseling at this time. Include a brief description of any
relevant history (for example., previous incidents of concern,
length of time issues have been going on, prior trauma, or other
critical events related to the presenting problems).
Section 3: Previous Treatments
Summarize the client’s previous experience in therapy. Include
hospitalizations as well as any community resources or other

medical/mental health services the client has used. Include the
degree to which previous treatments were successful; has the
client had any experiences with previous treatments that may
have a negative impact on the current counseling process?
Section 4: Strengths, Weaknesses, and Support Systems
· Describe the client’s areas of strength and resilience. How
· Describe the client’s limitations, challenges, or areas in which
the client lacks knowledge, awareness, or specific skills. How
· List the support systems the client currently has access to,
such as family, friends, community groups, et cetera, and the
extent to which the client is currently able to utilize these
supports. How will these systems impact the success that the
client may or may not have during the therapy process?
· Describe the impact of a co-occurring substance use disorder
on the client’s medical and psychological disorder.
· Summarize the key factors that may impact this client’s
successful progress in therapy, how and why these factors may
have an impact on treatment success, and how you will take
these factors into account as you develop your treatment plan.
Include a summary of the counselor characteristics that may
impact this client’s treatment success.
Section 5: Assessment
Describe the process you will use to complete a clinical
assessment of this client. If you intend to use specific
instruments (such as self-report instruments, structured
interviews, or psychological tests), state what they are and why
you have selected them. Discuss any concerns you will need to
address regarding the relevance and biases of assessment tools
with multicultural populations. Also discuss the methods you
will use to arrive at an accurate DSM diagnosis for this client,
including the consideration of co-occurring disorders.

Section 6: Diagnosis
Present a DSM-5 diagnosis for the client. Provide a description
of your rationale for making this diagnosis (for example, what
information did you consider?). Discuss other possible
diagnoses that you ruled out (or will need to rule out once you
have additional information). Include your ideas about the
impact of co-occurring substance use disorders on the symptoms
the client is demonstrating and how this was considered in your
diagnosis.
a minimum of two references to articles from current
professional journals (2010 or later) in the field of counseling.
Use correct APA format.
Unit 9 assignment sections: Treatment Goals (4–7 pages plus
references)
Section 1: Treatment Plan Literature Review
Review the current research and best practices presented in the
professional literature that relate to types of clients and
presenting issues that are similar to the case you have selected.
What does the literature have to say about the most effective
types of counseling approaches used with clients who share
similar social-cultural backgrounds, history, current situations,
and/or presenting problems? Be sure to address the impact of
diversity when selecting approaches and interventions.
Summarize your review of the literature so it provides clear
support for your choice of counseling approach, goals, and
interventions that you will be presenting in the sections below.
Keep direct quotes to a minimum; you should paraphrase the
information you have reviewed in your own words. Remember
to use correct APA format for all citations.

Section 2: Goals and Interventions
List four goals that you will work on with this client during the
first three months of counseling. Present these goals in concrete
and specific terms. For each goal, list two specific interventions
that you will use during counseling sessions to assist the client
in making progress towards the goal. What will let you know if
these interventions are effective (for example, what changes
would you expect to see in the client during sessions; what
changes between sessions might the client report; will you
utilize any self-report measures or other assessment instruments
to help measure change)? Be sure your interventions reflect the
effective practices that you described in your treatment plan
literature review; address how your approaches will also take
the client’s sociocultural background into account and their
appropriateness for addressing addiction and co-occurring
disorders.
Section 3: Communication With Other Professionals
Who will you consult with as you develop your client’s
treatment plan and begin to work with him or her in therapy (for
this segment, assume that you have a written consent from the
client to do so)? This might include other medical/mental health
professionals currently working with the client, as well as
previous therapists; it could also include experts in the field
with whom you may want to consult about the client’s
presenting issues. How will this information inform your work
with the client?
Section 4: Medications
Discuss in the section any medications your client is currently
taking. What impact do these medications have on the client
(for example, side-effects, improvement in symptoms,
interactions with other drugs, et cetera)? What information do
you want to provide to the client about these medications and
how might you need to continue addressing the issue of
medication in your work with this client over time? Do you

think psychopharmacological medications are advisable for this
client? Would you consider referring this client to appropriate
medical professionals for evaluation for psychopharmacological
medications?
Section 5: Legal, Ethical, and Other Considerations
How will the ACA Ethical Standards apply to your work with
this client? Describe any potential legal or ethical issues that
may arise and how you will address them. Refer to the specific
state laws or regulations or ethical standards in your discussion.
Also list any other red flag issues that you have identified and
the ways in which you address these issues with the client.
a minimum of four references from current professional journals
in the field of counseling. Use correct APA format.
1
COUN633
1 Case Study Treatment Plan
1
Reminder: Please review the scoring g
uides for the Unit 5 and Unit 9 assignments to

Instructions
Please type directly into thi
s template as you develop your treatment plan.
Your
within
this
template in
U
nit
5
Assignment
:
C
omplete the first
six
sections
of the template
list,
for the Unit 5 assignme
n
t.
After
you have completed the final draft of these sections,

save the template as a Word document with your name (
for example,
Smith
Unit 5
assignment) and submit it to the courseroom assignment area
by the deadline for
the Unit
5 assignment
.
Unit 9 A
ssignment
:
C
omplete the last
five
sections
of the template
list,
for the Unit 9 assig
nment.
Although your instructor will only be reviewing the last
five
sections to score your paper for Unit 9, p
lease
retain

the information you ha
ve
already written
in
the first sections within the template so your instructor can refer
back
to this when reading your Unit 9 assignment.
When the full template is completed, save it
as a Word document with your name (
for example,
Smith
Unit 9
assignment
) and submit
it to the courseroom assignment area
by the deadline for
the Unit 9 assignment
.
Your Name
Course Number
Date

Mental Health
Counseling Clinical Internship 1
COUN6331 Case Study Treatment Plan
1
Unit 9 assignments to
Instructions
treatment plan. Your
within this template in
list, for the Unit 5 assignment. After you have completed the
final draft of these sections,
save the template as a Word document with your name (for
example, Smith Unit 5
assignment) and submit it to the courseroom assignment area by
the deadline for the Unit
5 assignment.
list, for the Unit 9 assignment. Although your instructor will
only be reviewing the last
five sections to score your paper for Unit 9, please retain the
information you have

already written in the first sections within the template so your
instructor can refer back
to this when reading your Unit 9 assignment. When the full
template is completed, save it
as a Word document with your name (for example, Smith Unit 9
assignment) and submit
it to the courseroom assignment area by the deadline for the
Unit 9 assignment.
Your Name
Course Number
Date

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