Celebrity Whitney Houston Student Will Briefly Reit

Celebrity Name Whitney Houstoneach Student Will Briefly Reiterate One

Celebrity Name: Whitney Houston Each student will briefly reiterate one of the theories and present how this theory was applied to the selected case. You will pick a celebrity or someone “famous” of your choice (do not use any clients or family members). Each student is expected to diagnosis the mental disorder using DSM 5 criteria and develop a comprehensive treatment plan. If the person you choose is no longer living, please create a theoretical treatment plan, as if they were under your care. The purpose of this assignment is to enable you to better understand that there are many approaches to trauma in social work.

Each student will select a common specific treatment option in Trauma practice as outlined below or get approval for another topic by the professor: DBT Narrative Therapy Vagus Therapy EMDR Medication Alternative care (Yoga, Mindfulness, Acupuncture, Nutrition). Must address the following topics: Background/Assessment Information The first section will present your client's background. Who is the client? Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, cultural background, socioeconomic status, sexual orientation, religion, occupation/grade level, marital/family status, education goals and coping skills and weaknesses.

Family history - Past and present. Include marital status of parents and any dates of family structure changes or deaths. Include a description of relationships with family members, living arrangements, parents’ occupations. Include statement affirming/denying substance abuse, physical abuse, or sexual abuse among family members, if appropriate. Social relationship history - Past and present. Include a statement affirming/denying any unwanted sexual experience, physical abuse, trouble with the police. How are relationships with friends, peers, coworkers, teachers? How were they before the onset? Academic/work history - Past and present. What was/is school like? Academic aspirations? How was experience and performance before the onset? Medical history - Past and present medical conditions, hospitalizations, prescription medicines, problems with eating, sleeping, weight control, alcohol, and substance abuse. When was the last physical? Counseling history - For what issue(s)? Was this voluntary or involuntary? List provider names, dates of service. Include self-help groups like AA - incorporate a summary of experiences. Description of the Presenting Problem In the next section of your case study, you will describe the problem or symptoms that the client presented with. Describe any physical, emotional or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported. Estimated date of onset, concurrent events, intensity, frequency, changes in symptoms. How long has this been going on? How often? Magnitude? Diagnosis (DSM-V) Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the clients symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis. Please describe the observations that support each diagnosis if there are multiple. Be sure to cite evidence from your on-line research and from your textbook. Give rationale by using the facts to justify your definitions of the problem.

Treatment Intervention Plan This will focus on the intervention used to help the client. Please pick a particular theoretical approach and describe the following: Historical Developments School or perspective (e.g., psychodynamic, behavioral, trait, etc.) Theoretical underpinning(s) for the therapy Major theorists Major assumptions about human behavior and development Key concepts The Therapeutic Relationship Primary target system Goals for therapy Characteristics of an effective therapeutic relationship Therapeutic process Therapeutic techniques/methods Ethical implications for using this treatment approach. What adjunct services could be utilized? Who else could be involved in working with the client (school nurse, teacher, special education teacher, gay and lesbian support group, etc.)

Conclusion Discuss whether your findings on the therapeutic method were complementary or conflicting with the client's needs. Describe possible prognosis.

Paper For Above instruction

In this paper, I will explore the case of Whitney Houston, a globally renowned singer and celebrity who struggled publicly with substance abuse, mental health issues, and traumatic experiences. By examining her background, presenting problems, diagnosis, and a suitable treatment intervention, this analysis aims to demonstrate the application of trauma-informed social work practices and addiction treatment models.

Whitney Houston was born in 1963 and gained fame with her extraordinary vocal talent. Her career was intertwined with numerous pressures including intense media scrutiny, personal loss, and substance dependency. Analyzing her background involves considering her family environment, history of trauma, and social circumstances that contributed to her struggles. Houston experienced familial instability, including her mother's career pressures and her own battles with substance abuse, which is well documented. Her family history revealed a pattern of substance use and mental health issues, which are critical in understanding her vulnerability to trauma's effects.

Her social relationships, academic pursuits, and health history further inform her psychological profile. Despite her fame, Houston battled feelings of self-doubt, depression, and anxiety, often attempting to manage her distress through substances. Her medical history indicated periods of physical health deterioration linked to her substance use. Her counseling records, though limited publicly, suggest ongoing struggles with addiction and trauma-related symptoms that echoed unresolved grief and emotional pain.

The presenting problem in her case was primarily characterized by substance dependency, binge eating, mood instability, and signs indicative of depression and anxiety. She reported feelings of worthlessness, episodes of emotional distress, and physical symptoms such as fatigue and sleep disturbances. Diagnostic assessments, including clinical interviews and history, support a diagnosis aligned with DSM-5 criteria for Substance Use Disorder and Major Depressive Disorder, with comorbid anxiety aspects.

Specifically, her diagnosis included Substance Use Disorder (F11.20) and Major Depressive Disorder (F33.2), based on criteria such as impaired functioning, persistent symptoms, and patterns of substance dependency. The diagnosis was supported by her behavioral patterns, clinical signs, and reports from her close circle. Difficulties in diagnosis stemmed from overlapping symptoms and her fluctuating mental states, which made definitive diagnosis complex but achievable through comprehensive assessment.

The therapeutic intervention plan adopted for Houston centered around trauma-informed care with elements of Narrative Therapy combined with pharmacotherapy management and mindfulness practices. Narrative Therapy was selected for its focus on restructuring her personal story, addressing trauma, and empowering her to redefine her identity outside her addiction and emotional struggles. The approach’s historical development traces back to Michael White and David Epston, emphasizing storytelling and re-authoring narratives to foster change.

The theoretical underpinning of Narrative Therapy rests on social constructivism, asserting that individuals construct meanings through social interactions. Key concepts include rewriteable narratives, externalization of problems, and re-authoring identities. The therapeutic relationship is collaborative, with the therapist acting as a partner in the client's storytelling process, fostering trust and empowering her voice. Goals of therapy include reducing shame, restructuring her self-perception, and developing adaptive coping strategies.

In practice, therapeutic techniques involve exploring alternative stories, externalizing problems, and encouraging new, empowering narratives. Ethical considerations include maintaining confidentiality, respecting Houston’s autonomy, and addressing cultural sensitivities related to her identity as an African American woman and a public figure.

Adjunct services such as medication (antidepressants and anti-addiction medications), yoga, mindfulness training, and nutritional counseling could support the recovery process. Involving family members, close friends, and support groups like Alcoholics Anonymous would provide a comprehensive network reinforcing her therapeutic gains.

In conclusion, the selected therapeutic approach complements Houston’s needs by addressing her trauma’s narrative components and fostering empowerment through re-authorship of her life story. Although her prognosis was guarded due to the chronic nature of her struggles, such integrated treatment offers a meaningful path toward recovery and self-understanding.

References

• Epston, D., & White, M. (1990). Narrative Means to Therapeutic Ends. Norton & Company.
• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).
• Najavits, L. M. (2002). Seeking Safety: A Treatment for Posttraumatic Stress Disorder and Substance Abuse. Guilford Press.
• Levine, P. (2010). In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness. North Atlantic Books.
• Courtois, C. A. (2014). Treatment of Complex Trauma: A Sequenced, Relationship-Based Approach. Guilford Publications.
• Shapiro, F. (2018). Eye Movement Desensitization and Reprocessing (EMDR) Therapy: Basic Principles, Protocols, and Procedures. Guilford Publications.
• Siegel, D. J. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. Guilford Publications.
• Linehan, M. M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. Guilford Press.
• Pennebaker, J. W. (1997). Opening Up: The Healing Power of Expressing Emotions. Guilford Press.
• Herman, J. L. (1997). Trauma and Recovery: The Aftermath of Violence--From Domestic Abuse to Political Terror. Basic Books.