SlideShare a Scribd company logo
SOCW 6446: Social Work Practice With Children and
Adolescents
Treatment Plan TemplatePART A
Instructions: Use this template to create a treatment plan.
Provide your response to each area in the box below:
I. Identify a list of problems reported to you by the client and/or
caregiver(s).
II. As you are able, identify a provisional primary psychiatric
diagnosis you believe may be present and may need to be
addressed. (Note: Refer to the DSM-5 for diagnostic criteria for
specific problems listed.)
III. Identify the level of care needed to address the presenting
problem(s). This could include:
a. Inpatient
b. Residential treatment
c. Partial hospitalization
d. Intensive outpatient counseling
e. Outpatient counseling
IV. Identified strengths: When identifying goals, include
strengths that will help client achieve long-term goal(s) (e.g.,
supportive family). Client should help identify strengths.
Initially, it may be difficult to help client identify more than
one or two strengths, but as the course of treatment continues,
more should become evident.
V. Identified problems/deficits: Includes factors in client’s life
that may impede successful recovery.
VI. Explain one treatment intervention you might use in the
case you selected and justify the use of the intervention. Next
select a treatment modality— individual counseling, group
counseling, family counseling, or a combination of these.
Support your recommended intervention and modality with
evidence from scholarly resources.
(Note: Consider researching evidence-based treatments or
treatment outcomes that you can use to help guide your
recommendations for treatment.)
VII. Identify and describe how you will tailor the treatment to
the client’s unique individual and cultural background.
VIII. Explain how you would involve the parents/guardians in
the treatment plan and why their involvement might be
important.
PART B:
Based on the answers provided above, create a treatment plan
by describing the counseling goals in the most measurable way
possible (e.g., how will you and the client be able to recognize
that the problem has been reduced or the goal has been partially
or completely met?). Complete row 3 in the template below.
Identify 1-3 long-term goals and the associated short-term
goals, objectives, strategies, and expected outcomes.
Long-Term Goal(s):
Short-Term Goals
Objectives
Strategies
Expected Outcome
(With Time Frame)
Stated as broad desirable outcome that will be broken down into
short-term goals and objectives; usually, one long-term goal
will be adequate for first year.
Series of time-limited goals that will lead to achievement of
long-term goal
Statements of what client will do to achieve short-term goal.
Stated in measurable, behavioral terms
How objective will be carried out or accomplished
Objective, measurable desirable outcome with timeframe
Example:
Goal 1: `John will remain abstinent from use of heroin and all
other mood-altering substances and behaviors for 1 year, as
demonstrated by negative random drug screens and self-report.
Example:
John will successfully complete residential treatment.
Example:
1. John will attend and actively participate in all individual and
group counseling sessions.
2. John will admit he has an addiction problem.
Example:
1. Schedule one individual counseling session and five group
counseling sessions weekly.
2. John will complete Step One of the Twelve Steps.
Example:
1. Staff and self-report of regular attendance and active
participation in individual and group counseling sessions (30
days).
2. Self-report to counselor and members of group sessions (30
days).
Goal 1:
Goal 2:
Goal 3:
© 2018 Laureate Education, Inc.
Page 3 of 7
Child and Adolescent Counseling Cases: Sex, Sexuality, and
Substance Abuse
© 2014 Laureate Education, Inc. Page 1 of 2
Week 9: Case 1, Sexuality
Loretta is a 17-year-old white female. She is a student in a
partial-day treatment center
focusing on vocational and social skill development. Loretta has
a wide range of
disabilities related, at least in part, to a brain injury she
suffered as a toddler. She has
specific learning disabilities in the areas of writing and reading.
Despite her challenges,
Loretta is a hard worker. Because of her positive attitude and
work ethic within the day
treatment setting, Loretta has a good reputation for being
dependable and trustworthy.
However, over the past 6 months, Loretta has decided she likes
sex. She has been
caught having sexual contact at the treatment center and also at
home in the evenings
and on the weekends. This behavior is concerning to Loretta’s
parents. They are
worried about her sexual safety, potential pregnancy, sexually
transmitted diseases,
and Loretta’s behavior is outside their comfort zone. They have
tried lecturing,
grounding her, and other threats and punishments. Loretta does
not see anything wrong
with her behavior. Apparently, the pleasure she associates with
sex more than offsets
the consequences she has gotten from her parents, and she
seems relatively oblivious
to the additional potential consequences of sexually transmitted
diseases and
pregnancy.
Week 9: Case 2, Sexual Orientation
Patrick is a 9-year-old African American boy enrolled in the
fourth grade in a private
Christian school. Patrick is exceptionally intelligent and very
academically successful.
However, based on reports from his parents and from his
teachers, he has always
struggled in the social domain. Most recently, Patrick has been
causing a disturbance in
the classroom by telling teachers and students that one of the
other male students in
the class is his boyfriend and insisting that he loves boys, not
girls. This behavior has
been extremely difficult for his parents to accept as they hold a
rather traditional
Christian perspective. The thought of their son being gay is very
disturbing for them.
You initially were contacted by Patrick’s parents, who made it
clear to you they think
Patrick is acting out in an effort to gain attention from his
peers. They also make it clear
that they are either unwilling or unable to consider the
possibility that Patrick might be
gay. When the three of them show up in your office, the parents
dominate the
conversation and tell Patrick he needs to work with you to get
things straightened out.
Their goal is for you to work with Patrick so he will put a stop
to his silly and disturbing
claims of having romantic feelings for boys. Patrick refuses to
offer any goals for
counseling. When you meet with him alone, he slowly opens up
and you end up
somewhat convinced that this boy really does feel he is gay and
likely needs to explore
his sexual orientation, and yet you are at a loss as to how to
work effectively with him
and his parents.
Child and Adolescent Counseling Cases: Sex, Sexuality, and
Substance Abuse
© 2014 Laureate Education, Inc. Page 2 of 2
Week 9: Case 3, Substance Use
Marcus is a 15-year-old boy who was seen 2 weeks previously
in the emergency room
for a huffing incident. While his parents were away and after
Marcus had mowed the
lawn, he put the lawn mower and gasoline back into the shed
and began sniffing
gasoline. His parents came home and discovered him passed out
in the shed next to
the gasoline can and immediately transported him to the
hospital emergency room.
Marcus was treated and released, and his parents were
concerned, but Marcus insisted
this was a one-time incident. However, the next week his
parents found several aerosol
cans in their son’s room.
During his first session, Marcus admits to sneaking around and
huffing whatever he can
whenever he can. He reports feeling out of control. He says he
loves the instant high
and cannot help himself.
Week 9: Case 4, Substance Use
Lindsey is a 12-year-old white female referred to counseling for
substance abuse
problems. Lindsey lives in a foster home. She was removed
from her mother and
stepfather’s home at age 7, when the federal authorities
conducted a raid and
discovered a methamphetamine lab in the home. Lindsey and
her foster mother report
that Lindsey initially was given alcohol by her mother and
stepfather at age 4. She
began smoking cigarettes at age 7, just before the police raid.
Lindsey was returned to
her mother’s care at age 9. She began smoking pot shortly
thereafter. At age 11, she
tried methamphetamines and cocaine, had a bad experience, and
ended up
hospitalized and, once again, removed from her mother’s care.
She is now in
permanent foster care.
The foster mother is very concerned about Lindsey’s well-
being. Although there have
not been any incidents of methamphetamine or cocaine use,
Lindsey has been caught
smoking cigarettes and pot on several occasions. Lindsey was
also caught at school
selling a small amount of pot and sent to the local juvenile drug
court. The drug court
referred her for counseling. When you meet with Lindsey alone,
she insists that pot is
not a problem. She refers to it as an “herb” and as “all natural.”
She says she would
never go down the road that he mother went down but that pot is
different and it just
keeps her mellow and out of trouble. She claims that pot is her
medicine and that she
needs it to function at home and at school.
©
2014
Laureate
Education,
Inc.
Page
1
of
2
Sex, Sexuality, and Substance Abuse
In the DSM-IV, the chapter titled “Sexual and Gender Identity
Disorders” included a
diagnosis of gender identity disorder. This diagnosis has been
eliminated and
recategorized into its own diagnostic class. The new grouping—
gender dysphoria—
reflects substantial changes in conceptualization.
Substance-related disorders have also been substantially
changed in the DSM-5. The
most significant changes are related to diagnostic labels,
criteria, and defining
terminology.
A brief summary of key changes in these two diagnostic
classification groups are
provided below.
Gender Dysphoria
This new DSM-5 classification represents an evolution in the
understanding of the
interrelationship between sex and gender. The diagnostic group
is categorized by an
incongruence between assigned gender and the experience of
gender. There are only
three diagnoses in this group: gender dysphoria, other specified
gender dysphoria, and
unspecified gender dysphoria.
Both other specified gender dysphoria and unspecified gender
dysphoria include
significant clinical distress or impairment in their diagnostic
criteria but do not meet full
criteria for a specific diagnosis in this class. Clinicians should
use other specified
gender dysphoria and add the specific reason for the more
general diagnosis (e.g.,
insufficient duration to meet gender dysphoria diagnosis). The
latter diagnosis—
unspecified gender dysphoria—is used when clinicians cannot
(or choose not to)
identify reasons for the inability to make a more specific
diagnosis, yet clearly observe
multiple criteria from the gender dysphoria criteria.
Gender Dysphoria
Distinct criteria sets for the presence of this disorder in
children, adolescents, or adults
are outlined in the DSM-5. Language has been altered to include
and clarify cultural
and environmental influences as well. The resulting gender
dysphoria diagnosis is
more narrow and specific than the former gender identity
disorder. In addition,
specifiers have changed dramatically. Those pertaining to
sexual orientation previously
part of the gender identity disorder diagnosis have been
removed, as it was
determined they were not relevant to the diagnosis of gender
dysphoria. A
developmental specifier addressing the potential influence of a
biological component
was added. In addition, a specifier reflecting the stage or status
of transition was
added.
Substance-Related and Addictive
Disorders
There are significant differences in this classification, most
prominently in the
©
2014
Laureate
Education,
Inc.
Page
2
of
2
conceptualization and association of criteria. This category of
disorders is marked by
activation of the brain reward system—an intensive experience
that may interfere with
desire to partake in normal activities and/or make pro-social or
healthy decisions. This
diagnostic classification is divided into substance-related
disorders and non-substance-
related disorders. The former is further divided into substance
use disorders and
substance-induced disorders. These categorizations aid in the
clinician’s
conceptualization of the diagnosis itself as well as treatment
planning options.
This chapter includes specific reference to 10 classes of drugs
as well as a new
behaviorally based addition—gambling addiction. The DSM-5
also makes reference to
other addictive behaviors, though notes that at this time,
insufficient research exists to
support a firm diagnosis of these.
As in the DSM-IV, the DSM-5 provides a descriptive table
identifying associations
between specific substance use and other DSM-5 disorders, such
as the potential
relationship between caffeine abuse and sleep disorders.
Additional clarifying language
has been added to this table to aid in diagnosis, helping to
clarify not only comorbid
diagnoses but also applicable specifiers for the substance use
diagnosis
The most significant change to this diagnostic group has been
the elimination of the
two-tiered abuse and dependence diagnoses. These have been
merged into a single
use diagnosis, with severity and frequency specifiers. The
criteria for recurring
substance-related legal problems has been deleted, and a criteria
regarding presence
of craving or urge to use the substance has been added. Severity
and frequency
specifiers include mild (2–3 symptoms present), moderate (4–5
symptoms present, and
severe (6 or more symptoms present). In addition, new
specifiers have been added to
reflect remission status and circumstances, such as being in
early remission and in a
controlled environment (limited access).
Lastly, polysubstance abuse—present in the DSM-IV—has been
deleted. New diagnoses
include cannabis withdrawal, caffeine withdrawal, and tobacco
use.
Reference:
• American Psychiatric Association (2013). Highlights of
changes from DSM-IV-
TR to DSM-5. Retrieved from
http://www.dsm5.org/Documents/changes%20from%20dsm-iv-
tr%20to%20dsm-5.pdf
SOCW 6446 Social Work Practice With Children and Adolescents .docx

More Related Content

Similar to SOCW 6446 Social Work Practice With Children and Adolescents .docx

Substance Abuse Interventions DQ.docx
Substance Abuse Interventions DQ.docxSubstance Abuse Interventions DQ.docx
Substance Abuse Interventions DQ.docxsdfghj21
 
© 2014 Laureate Education, Inc. Page 1 of 2 Week 5 .docx
© 2014 Laureate Education, Inc.        Page 1 of 2 Week 5 .docx© 2014 Laureate Education, Inc.        Page 1 of 2 Week 5 .docx
© 2014 Laureate Education, Inc. Page 1 of 2 Week 5 .docxgerardkortney
 
Case Presentation Treatment Plan gretel.docx
Case Presentation Treatment Plan gretel.docxCase Presentation Treatment Plan gretel.docx
Case Presentation Treatment Plan gretel.docxEDITHAPIYO
 
Professional and Personal Attributes. Worldviews and Personal Experience
Professional and Personal Attributes. Worldviews and Personal ExperienceProfessional and Personal Attributes. Worldviews and Personal Experience
Professional and Personal Attributes. Worldviews and Personal Experiencerahulkelowna
 
Assgn 2 WK4.docx
Assgn 2 WK4.docxAssgn 2 WK4.docx
Assgn 2 WK4.docxwrite22
 
4 peer responses due in 24 hours Each set of 2 responses wil.docx
4 peer responses due in 24 hours Each set of 2 responses wil.docx4 peer responses due in 24 hours Each set of 2 responses wil.docx
4 peer responses due in 24 hours Each set of 2 responses wil.docxBHANU281672
 
Running head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docx
Running head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docxRunning head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docx
Running head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docxwlynn1
 
Section OneChoose one of the three Case Studies focusing on a f
Section OneChoose one of the three Case Studies focusing on a fSection OneChoose one of the three Case Studies focusing on a f
Section OneChoose one of the three Case Studies focusing on a fNarcisaBrandenburg70
 
Source Quality Rating Document General Information about Sources.docx
Source Quality Rating Document General Information about Sources.docxSource Quality Rating Document General Information about Sources.docx
Source Quality Rating Document General Information about Sources.docxwilliame8
 
Discussion 1 Conflict Theories in Social Work Practice with Specifi.docx
Discussion 1 Conflict Theories in Social Work Practice with Specifi.docxDiscussion 1 Conflict Theories in Social Work Practice with Specifi.docx
Discussion 1 Conflict Theories in Social Work Practice with Specifi.docxowenhall46084
 
Au Psy492 E Portfolio Template For Slide Share Revised
Au Psy492 E Portfolio Template For Slide Share RevisedAu Psy492 E Portfolio Template For Slide Share Revised
Au Psy492 E Portfolio Template For Slide Share Revisedcharmaine03
 
E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...
E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...
E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...meducationdotnet
 
Assignment 1aThere is much controversy that surrounds the etiolo.docx
Assignment 1aThere is much controversy that surrounds the etiolo.docxAssignment 1aThere is much controversy that surrounds the etiolo.docx
Assignment 1aThere is much controversy that surrounds the etiolo.docxsherni1
 
LS 4 Addictive and Dangerous Drugs II
LS 4 Addictive and Dangerous Drugs IILS 4 Addictive and Dangerous Drugs II
LS 4 Addictive and Dangerous Drugs IIMichael Gelacio
 
PrintEthics and Multicultural Issues in Applied Psychology Scori.docx
PrintEthics and Multicultural Issues in Applied Psychology Scori.docxPrintEthics and Multicultural Issues in Applied Psychology Scori.docx
PrintEthics and Multicultural Issues in Applied Psychology Scori.docxChantellPantoja184
 
PRACTICE5Mental Health Diagnosis in Social Work The.docx
PRACTICE5Mental Health Diagnosis in Social Work The.docxPRACTICE5Mental Health Diagnosis in Social Work The.docx
PRACTICE5Mental Health Diagnosis in Social Work The.docxharrisonhoward80223
 
Example amanda is a 23 year old recovering alcoholic and
Example   amanda is a 23 year old recovering alcoholic and Example   amanda is a 23 year old recovering alcoholic and
Example amanda is a 23 year old recovering alcoholic and modi11
 
Patient genetic and genomics interview and educati
Patient genetic and genomics interview and educatiPatient genetic and genomics interview and educati
Patient genetic and genomics interview and educatiPOLY33
 
A Qualitative Assessment of Program Characteristics for individuals with FASD
A Qualitative Assessment of Program Characteristics for individuals with FASDA Qualitative Assessment of Program Characteristics for individuals with FASD
A Qualitative Assessment of Program Characteristics for individuals with FASDNaira Tahir
 

Similar to SOCW 6446 Social Work Practice With Children and Adolescents .docx (19)

Substance Abuse Interventions DQ.docx
Substance Abuse Interventions DQ.docxSubstance Abuse Interventions DQ.docx
Substance Abuse Interventions DQ.docx
 
© 2014 Laureate Education, Inc. Page 1 of 2 Week 5 .docx
© 2014 Laureate Education, Inc.        Page 1 of 2 Week 5 .docx© 2014 Laureate Education, Inc.        Page 1 of 2 Week 5 .docx
© 2014 Laureate Education, Inc. Page 1 of 2 Week 5 .docx
 
Case Presentation Treatment Plan gretel.docx
Case Presentation Treatment Plan gretel.docxCase Presentation Treatment Plan gretel.docx
Case Presentation Treatment Plan gretel.docx
 
Professional and Personal Attributes. Worldviews and Personal Experience
Professional and Personal Attributes. Worldviews and Personal ExperienceProfessional and Personal Attributes. Worldviews and Personal Experience
Professional and Personal Attributes. Worldviews and Personal Experience
 
Assgn 2 WK4.docx
Assgn 2 WK4.docxAssgn 2 WK4.docx
Assgn 2 WK4.docx
 
4 peer responses due in 24 hours Each set of 2 responses wil.docx
4 peer responses due in 24 hours Each set of 2 responses wil.docx4 peer responses due in 24 hours Each set of 2 responses wil.docx
4 peer responses due in 24 hours Each set of 2 responses wil.docx
 
Running head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docx
Running head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docxRunning head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docx
Running head INITIAL INTERVIEW 1INITIAL INTERVIEW 2.docx
 
Section OneChoose one of the three Case Studies focusing on a f
Section OneChoose one of the three Case Studies focusing on a fSection OneChoose one of the three Case Studies focusing on a f
Section OneChoose one of the three Case Studies focusing on a f
 
Source Quality Rating Document General Information about Sources.docx
Source Quality Rating Document General Information about Sources.docxSource Quality Rating Document General Information about Sources.docx
Source Quality Rating Document General Information about Sources.docx
 
Discussion 1 Conflict Theories in Social Work Practice with Specifi.docx
Discussion 1 Conflict Theories in Social Work Practice with Specifi.docxDiscussion 1 Conflict Theories in Social Work Practice with Specifi.docx
Discussion 1 Conflict Theories in Social Work Practice with Specifi.docx
 
Au Psy492 E Portfolio Template For Slide Share Revised
Au Psy492 E Portfolio Template For Slide Share RevisedAu Psy492 E Portfolio Template For Slide Share Revised
Au Psy492 E Portfolio Template For Slide Share Revised
 
E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...
E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...
E-learning module in psychiatry on Attention Deficit Hyperactivity Disorder (...
 
Assignment 1aThere is much controversy that surrounds the etiolo.docx
Assignment 1aThere is much controversy that surrounds the etiolo.docxAssignment 1aThere is much controversy that surrounds the etiolo.docx
Assignment 1aThere is much controversy that surrounds the etiolo.docx
 
LS 4 Addictive and Dangerous Drugs II
LS 4 Addictive and Dangerous Drugs IILS 4 Addictive and Dangerous Drugs II
LS 4 Addictive and Dangerous Drugs II
 
PrintEthics and Multicultural Issues in Applied Psychology Scori.docx
PrintEthics and Multicultural Issues in Applied Psychology Scori.docxPrintEthics and Multicultural Issues in Applied Psychology Scori.docx
PrintEthics and Multicultural Issues in Applied Psychology Scori.docx
 
PRACTICE5Mental Health Diagnosis in Social Work The.docx
PRACTICE5Mental Health Diagnosis in Social Work The.docxPRACTICE5Mental Health Diagnosis in Social Work The.docx
PRACTICE5Mental Health Diagnosis in Social Work The.docx
 
Example amanda is a 23 year old recovering alcoholic and
Example   amanda is a 23 year old recovering alcoholic and Example   amanda is a 23 year old recovering alcoholic and
Example amanda is a 23 year old recovering alcoholic and
 
Patient genetic and genomics interview and educati
Patient genetic and genomics interview and educatiPatient genetic and genomics interview and educati
Patient genetic and genomics interview and educati
 
A Qualitative Assessment of Program Characteristics for individuals with FASD
A Qualitative Assessment of Program Characteristics for individuals with FASDA Qualitative Assessment of Program Characteristics for individuals with FASD
A Qualitative Assessment of Program Characteristics for individuals with FASD
 

More from samuel699872

SOCW 6311 WK 7 responses Respond to at least two colleagues .docx
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxSOCW 6311 WK 7 responses Respond to at least two colleagues .docx
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxsamuel699872
 
SOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docx
SOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docxSOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docx
SOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docxsamuel699872
 
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docxSOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docxsamuel699872
 
SOCW 6311 wk 8 peer responses Respond to at least two collea.docx
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxSOCW 6311 wk 8 peer responses Respond to at least two collea.docx
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
 
SOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docx
SOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docxSOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docx
SOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docxsamuel699872
 
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses Respond to at least two colleagues .docxSOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses Respond to at least two colleagues .docxsamuel699872
 
SOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docx
SOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docxSOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docx
SOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docxsamuel699872
 
SOCW 6311 WK 5 responses Respond to at least two colleagues .docx
SOCW 6311 WK 5 responses Respond to at least two colleagues .docxSOCW 6311 WK 5 responses Respond to at least two colleagues .docx
SOCW 6311 WK 5 responses Respond to at least two colleagues .docxsamuel699872
 
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docxSOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docxsamuel699872
 
SOCW 6311 WK 4 responses Respond to at least two colleagues .docx
SOCW 6311 WK 4 responses Respond to at least two colleagues .docxSOCW 6311 WK 4 responses Respond to at least two colleagues .docx
SOCW 6311 WK 4 responses Respond to at least two colleagues .docxsamuel699872
 
SOCW 6311 WK 2 responses Respond to at least two colleagues .docx
SOCW 6311 WK 2 responses Respond to at least two colleagues .docxSOCW 6311 WK 2 responses Respond to at least two colleagues .docx
SOCW 6311 WK 2 responses Respond to at least two colleagues .docxsamuel699872
 
SOCW 6311 wk 10 peer responses Respond to at least two.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docxSOCW 6311 wk 10 peer responses Respond to at least two.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docxsamuel699872
 
SOCW 6311 WK 1 responses Respond to at least two colleagues .docx
SOCW 6311 WK 1 responses Respond to at least two colleagues .docxSOCW 6311 WK 1 responses Respond to at least two colleagues .docx
SOCW 6311 WK 1 responses Respond to at least two colleagues .docxsamuel699872
 
SOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docx
SOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docxSOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docx
SOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docxsamuel699872
 
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docxSOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docxsamuel699872
 
SOCW 6210 Week 7. Discussion Psychological Aspects of AgingWee.docx
SOCW 6210 Week 7.  Discussion Psychological Aspects of AgingWee.docxSOCW 6210 Week 7.  Discussion Psychological Aspects of AgingWee.docx
SOCW 6210 Week 7. Discussion Psychological Aspects of AgingWee.docxsamuel699872
 
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docxSOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docxsamuel699872
 
SOCW 6200 Human Behavior and the Social Environment IDiscus.docx
SOCW 6200 Human Behavior and the Social Environment IDiscus.docxSOCW 6200 Human Behavior and the Social Environment IDiscus.docx
SOCW 6200 Human Behavior and the Social Environment IDiscus.docxsamuel699872
 
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxSOCW 6200 Human Behavior and the Social Environment IWeek 1.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
 
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docx
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docxSOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docx
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docxsamuel699872
 

More from samuel699872 (20)

SOCW 6311 WK 7 responses Respond to at least two colleagues .docx
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxSOCW 6311 WK 7 responses Respond to at least two colleagues .docx
SOCW 6311 WK 7 responses Respond to at least two colleagues .docx
 
SOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docx
SOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docxSOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docx
SOCW 6361 wk7 AssignmentDefending Your Policy ProposalTh.docx
 
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docxSOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
SOCW 6311 wk 6 Discussion Program Evaluation Benefits and Conc.docx
 
SOCW 6311 wk 8 peer responses Respond to at least two collea.docx
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxSOCW 6311 wk 8 peer responses Respond to at least two collea.docx
SOCW 6311 wk 8 peer responses Respond to at least two collea.docx
 
SOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docx
SOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docxSOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docx
SOCW 6311 wk 8 Assignment Planning a Needs Assessment IIO.docx
 
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses Respond to at least two colleagues .docxSOCW 6311 WK 6 responses Respond to at least two colleagues .docx
SOCW 6311 WK 6 responses Respond to at least two colleagues .docx
 
SOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docx
SOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docxSOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docx
SOCW 6311 wk 6 assignment Developing a Program EvaluationTo.docx
 
SOCW 6311 WK 5 responses Respond to at least two colleagues .docx
SOCW 6311 WK 5 responses Respond to at least two colleagues .docxSOCW 6311 WK 5 responses Respond to at least two colleagues .docx
SOCW 6311 WK 5 responses Respond to at least two colleagues .docx
 
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docxSOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
SOCW 6311 wk 11 discussion 1 peer responses Respond to a.docx
 
SOCW 6311 WK 4 responses Respond to at least two colleagues .docx
SOCW 6311 WK 4 responses Respond to at least two colleagues .docxSOCW 6311 WK 4 responses Respond to at least two colleagues .docx
SOCW 6311 WK 4 responses Respond to at least two colleagues .docx
 
SOCW 6311 WK 2 responses Respond to at least two colleagues .docx
SOCW 6311 WK 2 responses Respond to at least two colleagues .docxSOCW 6311 WK 2 responses Respond to at least two colleagues .docx
SOCW 6311 WK 2 responses Respond to at least two colleagues .docx
 
SOCW 6311 wk 10 peer responses Respond to at least two.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docxSOCW 6311 wk 10 peer responses Respond to at least two.docx
SOCW 6311 wk 10 peer responses Respond to at least two.docx
 
SOCW 6311 WK 1 responses Respond to at least two colleagues .docx
SOCW 6311 WK 1 responses Respond to at least two colleagues .docxSOCW 6311 WK 1 responses Respond to at least two colleagues .docx
SOCW 6311 WK 1 responses Respond to at least two colleagues .docx
 
SOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docx
SOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docxSOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docx
SOCW 6311 Week 3 Discussion Choosing and Using Single-System De.docx
 
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docxSOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 4.docx
 
SOCW 6210 Week 7. Discussion Psychological Aspects of AgingWee.docx
SOCW 6210 Week 7.  Discussion Psychological Aspects of AgingWee.docxSOCW 6210 Week 7.  Discussion Psychological Aspects of AgingWee.docx
SOCW 6210 Week 7. Discussion Psychological Aspects of AgingWee.docx
 
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docxSOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
 
SOCW 6200 Human Behavior and the Social Environment IDiscus.docx
SOCW 6200 Human Behavior and the Social Environment IDiscus.docxSOCW 6200 Human Behavior and the Social Environment IDiscus.docx
SOCW 6200 Human Behavior and the Social Environment IDiscus.docx
 
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxSOCW 6200 Human Behavior and the Social Environment IWeek 1.docx
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docx
 
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docx
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docxSOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docx
SOCW 6200 Final Project Bio-Psycho-Social Assessment Submit.docx
 

Recently uploaded

Matatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptxMatatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptxJenilouCasareno
 
The Last Leaf, a short story by O. Henry
The Last Leaf, a short story by O. HenryThe Last Leaf, a short story by O. Henry
The Last Leaf, a short story by O. HenryEugene Lysak
 
2024_Student Session 2_ Set Plan Preparation.pptx
2024_Student Session 2_ Set Plan Preparation.pptx2024_Student Session 2_ Set Plan Preparation.pptx
2024_Student Session 2_ Set Plan Preparation.pptxmansk2
 
Championnat de France de Tennis de table/
Championnat de France de Tennis de table/Championnat de France de Tennis de table/
Championnat de France de Tennis de table/siemaillard
 
An Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptxAn Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptxCeline George
 
PART A. Introduction to Costumer Service
PART A. Introduction to Costumer ServicePART A. Introduction to Costumer Service
PART A. Introduction to Costumer ServicePedroFerreira53928
 
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdfTelling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdfTechSoup
 
Salient features of Environment protection Act 1986.pptx
Salient features of Environment protection Act 1986.pptxSalient features of Environment protection Act 1986.pptx
Salient features of Environment protection Act 1986.pptxakshayaramakrishnan21
 
Open Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointOpen Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointELaRue0
 
Basic_QTL_Marker-assisted_Selection_Sourabh.ppt
Basic_QTL_Marker-assisted_Selection_Sourabh.pptBasic_QTL_Marker-assisted_Selection_Sourabh.ppt
Basic_QTL_Marker-assisted_Selection_Sourabh.pptSourabh Kumar
 
Industrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training ReportIndustrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training ReportAvinash Rai
 
How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17Celine George
 
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...Sayali Powar
 
How to Break the cycle of negative Thoughts
How to Break the cycle of negative ThoughtsHow to Break the cycle of negative Thoughts
How to Break the cycle of negative ThoughtsCol Mukteshwar Prasad
 
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfDanh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfQucHHunhnh
 
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General QuizPragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General QuizPragya - UEM Kolkata Quiz Club
 
Morse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxMorse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxjmorse8
 
The impact of social media on mental health and well-being has been a topic o...
The impact of social media on mental health and well-being has been a topic o...The impact of social media on mental health and well-being has been a topic o...
The impact of social media on mental health and well-being has been a topic o...sanghavirahi2
 

Recently uploaded (20)

Matatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptxMatatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptx
 
The Last Leaf, a short story by O. Henry
The Last Leaf, a short story by O. HenryThe Last Leaf, a short story by O. Henry
The Last Leaf, a short story by O. Henry
 
2024_Student Session 2_ Set Plan Preparation.pptx
2024_Student Session 2_ Set Plan Preparation.pptx2024_Student Session 2_ Set Plan Preparation.pptx
2024_Student Session 2_ Set Plan Preparation.pptx
 
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
Operations Management - Book1.p  - Dr. Abdulfatah A. SalemOperations Management - Book1.p  - Dr. Abdulfatah A. Salem
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
 
Championnat de France de Tennis de table/
Championnat de France de Tennis de table/Championnat de France de Tennis de table/
Championnat de France de Tennis de table/
 
An Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptxAn Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptx
 
PART A. Introduction to Costumer Service
PART A. Introduction to Costumer ServicePART A. Introduction to Costumer Service
PART A. Introduction to Costumer Service
 
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdfTelling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
Telling Your Story_ Simple Steps to Build Your Nonprofit's Brand Webinar.pdf
 
Salient features of Environment protection Act 1986.pptx
Salient features of Environment protection Act 1986.pptxSalient features of Environment protection Act 1986.pptx
Salient features of Environment protection Act 1986.pptx
 
Open Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointOpen Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPoint
 
Basic_QTL_Marker-assisted_Selection_Sourabh.ppt
Basic_QTL_Marker-assisted_Selection_Sourabh.pptBasic_QTL_Marker-assisted_Selection_Sourabh.ppt
Basic_QTL_Marker-assisted_Selection_Sourabh.ppt
 
Industrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training ReportIndustrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training Report
 
NCERT Solutions Power Sharing Class 10 Notes pdf
NCERT Solutions Power Sharing Class 10 Notes pdfNCERT Solutions Power Sharing Class 10 Notes pdf
NCERT Solutions Power Sharing Class 10 Notes pdf
 
How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17
 
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
UNIT – IV_PCI Complaints: Complaints and evaluation of complaints, Handling o...
 
How to Break the cycle of negative Thoughts
How to Break the cycle of negative ThoughtsHow to Break the cycle of negative Thoughts
How to Break the cycle of negative Thoughts
 
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfDanh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
 
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General QuizPragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
Pragya Champions Chalice 2024 Prelims & Finals Q/A set, General Quiz
 
Morse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxMorse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptx
 
The impact of social media on mental health and well-being has been a topic o...
The impact of social media on mental health and well-being has been a topic o...The impact of social media on mental health and well-being has been a topic o...
The impact of social media on mental health and well-being has been a topic o...
 

SOCW 6446 Social Work Practice With Children and Adolescents .docx

  • 1. SOCW 6446: Social Work Practice With Children and Adolescents Treatment Plan TemplatePART A Instructions: Use this template to create a treatment plan. Provide your response to each area in the box below: I. Identify a list of problems reported to you by the client and/or caregiver(s). II. As you are able, identify a provisional primary psychiatric diagnosis you believe may be present and may need to be addressed. (Note: Refer to the DSM-5 for diagnostic criteria for specific problems listed.)
  • 2. III. Identify the level of care needed to address the presenting problem(s). This could include: a. Inpatient b. Residential treatment c. Partial hospitalization d. Intensive outpatient counseling e. Outpatient counseling IV. Identified strengths: When identifying goals, include strengths that will help client achieve long-term goal(s) (e.g., supportive family). Client should help identify strengths. Initially, it may be difficult to help client identify more than one or two strengths, but as the course of treatment continues,
  • 3. more should become evident. V. Identified problems/deficits: Includes factors in client’s life that may impede successful recovery. VI. Explain one treatment intervention you might use in the case you selected and justify the use of the intervention. Next select a treatment modality— individual counseling, group counseling, family counseling, or a combination of these.
  • 4. Support your recommended intervention and modality with evidence from scholarly resources. (Note: Consider researching evidence-based treatments or treatment outcomes that you can use to help guide your recommendations for treatment.) VII. Identify and describe how you will tailor the treatment to the client’s unique individual and cultural background. VIII. Explain how you would involve the parents/guardians in the treatment plan and why their involvement might be important. PART B: Based on the answers provided above, create a treatment plan by describing the counseling goals in the most measurable way possible (e.g., how will you and the client be able to recognize
  • 5. that the problem has been reduced or the goal has been partially or completely met?). Complete row 3 in the template below. Identify 1-3 long-term goals and the associated short-term goals, objectives, strategies, and expected outcomes. Long-Term Goal(s): Short-Term Goals Objectives Strategies Expected Outcome (With Time Frame) Stated as broad desirable outcome that will be broken down into short-term goals and objectives; usually, one long-term goal will be adequate for first year. Series of time-limited goals that will lead to achievement of long-term goal Statements of what client will do to achieve short-term goal. Stated in measurable, behavioral terms How objective will be carried out or accomplished Objective, measurable desirable outcome with timeframe Example: Goal 1: `John will remain abstinent from use of heroin and all other mood-altering substances and behaviors for 1 year, as demonstrated by negative random drug screens and self-report. Example:
  • 6. John will successfully complete residential treatment. Example: 1. John will attend and actively participate in all individual and group counseling sessions. 2. John will admit he has an addiction problem. Example: 1. Schedule one individual counseling session and five group counseling sessions weekly. 2. John will complete Step One of the Twelve Steps. Example: 1. Staff and self-report of regular attendance and active participation in individual and group counseling sessions (30 days). 2. Self-report to counselor and members of group sessions (30 days). Goal 1: Goal 2: Goal 3:
  • 7. © 2018 Laureate Education, Inc. Page 3 of 7 Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse © 2014 Laureate Education, Inc. Page 1 of 2 Week 9: Case 1, Sexuality Loretta is a 17-year-old white female. She is a student in a partial-day treatment center focusing on vocational and social skill development. Loretta has a wide range of disabilities related, at least in part, to a brain injury she suffered as a toddler. She has specific learning disabilities in the areas of writing and reading. Despite her challenges, Loretta is a hard worker. Because of her positive attitude and work ethic within the day treatment setting, Loretta has a good reputation for being dependable and trustworthy. However, over the past 6 months, Loretta has decided she likes sex. She has been caught having sexual contact at the treatment center and also at home in the evenings
  • 8. and on the weekends. This behavior is concerning to Loretta’s parents. They are worried about her sexual safety, potential pregnancy, sexually transmitted diseases, and Loretta’s behavior is outside their comfort zone. They have tried lecturing, grounding her, and other threats and punishments. Loretta does not see anything wrong with her behavior. Apparently, the pleasure she associates with sex more than offsets the consequences she has gotten from her parents, and she seems relatively oblivious to the additional potential consequences of sexually transmitted diseases and pregnancy. Week 9: Case 2, Sexual Orientation Patrick is a 9-year-old African American boy enrolled in the fourth grade in a private Christian school. Patrick is exceptionally intelligent and very academically successful. However, based on reports from his parents and from his teachers, he has always struggled in the social domain. Most recently, Patrick has been causing a disturbance in the classroom by telling teachers and students that one of the other male students in the class is his boyfriend and insisting that he loves boys, not girls. This behavior has been extremely difficult for his parents to accept as they hold a rather traditional Christian perspective. The thought of their son being gay is very disturbing for them. You initially were contacted by Patrick’s parents, who made it
  • 9. clear to you they think Patrick is acting out in an effort to gain attention from his peers. They also make it clear that they are either unwilling or unable to consider the possibility that Patrick might be gay. When the three of them show up in your office, the parents dominate the conversation and tell Patrick he needs to work with you to get things straightened out. Their goal is for you to work with Patrick so he will put a stop to his silly and disturbing claims of having romantic feelings for boys. Patrick refuses to offer any goals for counseling. When you meet with him alone, he slowly opens up and you end up somewhat convinced that this boy really does feel he is gay and likely needs to explore his sexual orientation, and yet you are at a loss as to how to work effectively with him and his parents. Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse © 2014 Laureate Education, Inc. Page 2 of 2 Week 9: Case 3, Substance Use Marcus is a 15-year-old boy who was seen 2 weeks previously in the emergency room for a huffing incident. While his parents were away and after Marcus had mowed the
  • 10. lawn, he put the lawn mower and gasoline back into the shed and began sniffing gasoline. His parents came home and discovered him passed out in the shed next to the gasoline can and immediately transported him to the hospital emergency room. Marcus was treated and released, and his parents were concerned, but Marcus insisted this was a one-time incident. However, the next week his parents found several aerosol cans in their son’s room. During his first session, Marcus admits to sneaking around and huffing whatever he can whenever he can. He reports feeling out of control. He says he loves the instant high and cannot help himself. Week 9: Case 4, Substance Use Lindsey is a 12-year-old white female referred to counseling for substance abuse problems. Lindsey lives in a foster home. She was removed from her mother and stepfather’s home at age 7, when the federal authorities conducted a raid and discovered a methamphetamine lab in the home. Lindsey and her foster mother report that Lindsey initially was given alcohol by her mother and stepfather at age 4. She began smoking cigarettes at age 7, just before the police raid. Lindsey was returned to her mother’s care at age 9. She began smoking pot shortly thereafter. At age 11, she tried methamphetamines and cocaine, had a bad experience, and
  • 11. ended up hospitalized and, once again, removed from her mother’s care. She is now in permanent foster care. The foster mother is very concerned about Lindsey’s well- being. Although there have not been any incidents of methamphetamine or cocaine use, Lindsey has been caught smoking cigarettes and pot on several occasions. Lindsey was also caught at school selling a small amount of pot and sent to the local juvenile drug court. The drug court referred her for counseling. When you meet with Lindsey alone, she insists that pot is not a problem. She refers to it as an “herb” and as “all natural.” She says she would never go down the road that he mother went down but that pot is different and it just keeps her mellow and out of trouble. She claims that pot is her medicine and that she needs it to function at home and at school. © 2014 Laureate Education, Inc. Page 1
  • 12. of 2 Sex, Sexuality, and Substance Abuse In the DSM-IV, the chapter titled “Sexual and Gender Identity Disorders” included a diagnosis of gender identity disorder. This diagnosis has been eliminated and recategorized into its own diagnostic class. The new grouping— gender dysphoria— reflects substantial changes in conceptualization. Substance-related disorders have also been substantially changed in the DSM-5. The most significant changes are related to diagnostic labels, criteria, and defining terminology. A brief summary of key changes in these two diagnostic classification groups are provided below. Gender Dysphoria This new DSM-5 classification represents an evolution in the understanding of the interrelationship between sex and gender. The diagnostic group is categorized by an incongruence between assigned gender and the experience of gender. There are only
  • 13. three diagnoses in this group: gender dysphoria, other specified gender dysphoria, and unspecified gender dysphoria. Both other specified gender dysphoria and unspecified gender dysphoria include significant clinical distress or impairment in their diagnostic criteria but do not meet full criteria for a specific diagnosis in this class. Clinicians should use other specified gender dysphoria and add the specific reason for the more general diagnosis (e.g., insufficient duration to meet gender dysphoria diagnosis). The latter diagnosis— unspecified gender dysphoria—is used when clinicians cannot (or choose not to) identify reasons for the inability to make a more specific diagnosis, yet clearly observe multiple criteria from the gender dysphoria criteria. Gender Dysphoria Distinct criteria sets for the presence of this disorder in children, adolescents, or adults are outlined in the DSM-5. Language has been altered to include and clarify cultural and environmental influences as well. The resulting gender dysphoria diagnosis is more narrow and specific than the former gender identity disorder. In addition, specifiers have changed dramatically. Those pertaining to sexual orientation previously part of the gender identity disorder diagnosis have been removed, as it was
  • 14. determined they were not relevant to the diagnosis of gender dysphoria. A developmental specifier addressing the potential influence of a biological component was added. In addition, a specifier reflecting the stage or status of transition was added. Substance-Related and Addictive Disorders There are significant differences in this classification, most prominently in the © 2014 Laureate Education, Inc. Page 2 of 2 conceptualization and association of criteria. This category of disorders is marked by activation of the brain reward system—an intensive experience that may interfere with
  • 15. desire to partake in normal activities and/or make pro-social or healthy decisions. This diagnostic classification is divided into substance-related disorders and non-substance- related disorders. The former is further divided into substance use disorders and substance-induced disorders. These categorizations aid in the clinician’s conceptualization of the diagnosis itself as well as treatment planning options. This chapter includes specific reference to 10 classes of drugs as well as a new behaviorally based addition—gambling addiction. The DSM-5 also makes reference to other addictive behaviors, though notes that at this time, insufficient research exists to support a firm diagnosis of these. As in the DSM-IV, the DSM-5 provides a descriptive table identifying associations between specific substance use and other DSM-5 disorders, such as the potential relationship between caffeine abuse and sleep disorders. Additional clarifying language has been added to this table to aid in diagnosis, helping to clarify not only comorbid diagnoses but also applicable specifiers for the substance use diagnosis The most significant change to this diagnostic group has been the elimination of the two-tiered abuse and dependence diagnoses. These have been merged into a single
  • 16. use diagnosis, with severity and frequency specifiers. The criteria for recurring substance-related legal problems has been deleted, and a criteria regarding presence of craving or urge to use the substance has been added. Severity and frequency specifiers include mild (2–3 symptoms present), moderate (4–5 symptoms present, and severe (6 or more symptoms present). In addition, new specifiers have been added to reflect remission status and circumstances, such as being in early remission and in a controlled environment (limited access). Lastly, polysubstance abuse—present in the DSM-IV—has been deleted. New diagnoses include cannabis withdrawal, caffeine withdrawal, and tobacco use. Reference: • American Psychiatric Association (2013). Highlights of changes from DSM-IV- TR to DSM-5. Retrieved from http://www.dsm5.org/Documents/changes%20from%20dsm-iv- tr%20to%20dsm-5.pdf