Change Project (Out Of 15 Points; Worth 15%)

Change Project (out of 15 points; worth 15% of your grade)

Below is a mock case study. You are to write a treatment plan. Your plan must include and consider information about the patient’s background. You must prioritize treatment goals, and determine a course of action for the mock patient to help the patient attempt to make changes. You will provide a 2-page write-up for the patient that you choose, written in past tense (as if the treatment has been completed), including the information in the grading criteria: Requirements and Instructions: 2 pages maximum for assignment 2 (single spaced). Any assignment that exceeds the maximum page limit will be docked 2 points. Use Times New Roman, 12 pt font, and 1-inch (2.5cm) margins. Type your name and student ID number at the top of the page in the right-hand corner. Please do not turn in a cover or title page. You do not need to include reference sections, but you should cite the sources you use for ANY definitions or specific information from articles or chapters. Any assignment that does not follow these instructions will be docked points. Submit the paper at the beginning of class on the due date. Any assignment that is late will be docked 2 points for each day late. “Late” is defined as any assignment handed in after 8:30 a.m. on the due date. Please plan ahead to complete these assignments, as extensions will not be granted.

Grading Criteria: This assignment will be graded out of 15 points, divided as follows: 3 points – Clearly stated therapy goals, discussion of priority setting and rationale; 7 points – Appropriate therapy or intervention for each target, justification, description of therapy components, specific techniques, and reasoning; 2 points – Consideration of ongoing assessment issues, including symptoms to monitor and initial assessment areas; 3 points – Writing quality, including clarity, grammar, conciseness, and proper formatting.

Paper For Above instruction

This paper details the therapeutic intervention for Jackie, a 35-year-old woman facing significant anxiety and depression, based on a comprehensive understanding of her background, presenting problems, and life circumstances. Her case exemplifies the complex interplay between mental health issues and socio-family dynamics, requiring a carefully prioritized treatment plan that integrates evidence-based interventions tailored to her unique needs.

The primary goal of therapy was to reduce Jackie’s severe anxiety, especially her phobia of leaving the house, which impeded her daily functioning and her capacity to meet her responsibilities as a mother and caregiver. Given her history of panic attacks, avoidance behaviors, and social withdrawal, cognitive-behavioral therapy (CBT) was identified as the most effective approach. CBT’s structured methods and proven efficacy for anxiety disorders would facilitate her gradual exposure to feared situations while addressing catastrophic thinking and automatic thoughts related to her fears. Techniques such as systematic desensitization, cognitive restructuring, and exposure therapy were employed. Sessions involved gradual exposure to real-life situations, starting with short, controlled outings, and progressing to more challenging errands, always tailored to her comfort level. The use of relaxation training, including diaphragmatic breathing and mindfulness exercises, complemented exposure sessions to help manage immediate symptoms of panic.

Prioritization of treatment goals was guided by her current highest distress: her profound avoidance of leaving the house. Next, addressing her depressive symptoms, including anhedonia, sleep disturbances, and suicidal ideation, was essential to improve her overall mood and motivation. To target depression, interpersonal therapy (IPT) techniques and behavioral activation were integrated into her treatment plan. IPT focused on strengthening her social supports and resolving grief related to her childhood trauma and caregiver role, while behavioral activation encouraged her to re-engage in pleasurable and meaningful activities incrementally.

During her ongoing assessment phase, specific symptoms such as panic frequency, severity, and triggers were regularly monitored through self-report diaries and clinician assessment to tailor her exposure hierarchy. Her depressive symptoms—mood, energy levels, and suicidal thoughts—were assessed using standardized tools like the PHQ-9, with regular reviews assisting in adjusting treatment strategies. Initial assessment of her support system, particularly her relationship with her husband and her social contacts, was crucial for planning intervention components aimed at improving her support network.

The treatment was delivered through weekly 50-minute individual sessions over a period of 16 weeks. Sessions emphasized skill acquisition in anxiety management and mood regulation. Family involvement was considered, especially with her husband, to foster understanding and reduce conflict around her avoidance behaviors and her depression. Group therapy options were discussed as adjuncts to enhance social skills and reduce isolation, aligning with her comfort and resource considerations. Overall, the treatment plan was rooted in cognitive-behavioral principles, emphasizing practical, skills-based techniques tailored to reduce her anxiety, improve her mood, and re-engage her in daily life activities.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Cognitive Behavioral Therapy for Anxiety Disorders. (2019). National Institute of Mental Health. https://www.nimh.nih.gov
• Hofmann, S. G., Asnaani, A., Vonk, J. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427–440.
• Marks, I. M. (2017). Fears, phobias, and rituals: Context, character, and experimental psychiatry. Guilford Publications.
• Mitte, K. (2005). A meta-analytic review of the efficacy of cognitive behavioral therapy for adult anxiety disorders. Journal of Consulting and Clinical Psychology, 73(3), 464–470.
• Hatzenbuehler, M. L., & Pachankis, J. E. (2016). Structural stigma and health inequalities: Research evidence and implications for clinical practice. American Psychologist, 71(1), 51–60.
• Beck, A. T., & Clark, D. A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behaviour Research and Therapy, 35(6), 49–58.
• Leahy, R. L. (2017). Cognitive and behavioral therapies. The Guilford Press.
• Foa, E. B., Huppert, J. D., & Cahill, S. P. (2006). Emotional processing theory: An update. Clinical Psychology: Science and Practice, 13(4), 310–315.
• Kliem, S., Nordt, C., & Heller, J. (2018). Efficacy of group cognitive-behavioral therapy for adults with anxiety disorders: A meta-analysis. Journal of Anxiety Disorders, 55, 21–30.