CNL-610 Eliza D Case Study Part Two Directions ✓ Solved

CNL-610 Eliza D Case Study: Part Two Directions:

Throughout this course you will be reviewing a case study about Eliza D. The information from the case study will be used to complete several different course assignments. Read part two of Eliza’s case study below for the completion of your Topic 4 and 5 assignments.

Four Week Later: You receive a call from Campus Police that Eliza was found unresponsive in her dorm room that morning when her roommate alerted them she could not wake her from sleep. Visible cuts are on both wrists, and an empty wine bottle is beside her in the bed.

Upon further searching, the police also find a half empty bottle of Tylenol PM in the bathroom. The roommate reports Eliza was very upset yesterday after class when she found out two of her grades in main Engineering classes dropped to a C average, so instead of going to tutorials, she went to a bar and had too much to drink. The roommate said a mutual friend called her to pick up Eliza and drive her back to campus, which she did, and got her safely in the dorm. The roommate said that when she left to get dinner around 9pm, Eliza was still asleep, but when she got back around 1am, Eliza was sitting up in bed drinking wine from the bottle and was still visibly upset. The roommate said Eliza had been ignoring calls from her parents all evening and called to cancel her counseling appointment for the next day.

The roommate said they turned off the lights around 2am, and she doesn’t recall hearing Eliza get up during the night. She called the RA and campus police when she tried to wake Eliza at 7am to get ready for their 8am class and saw the empty wine bottle and couldn’t get Eliza to wake up. Following transport to the hospital and examination, Eliza regains consciousness and admits to you she attempted suicide because ‘she just couldn’t take it anymore…. everything is too hard.’ She is adamant she does not want her parents to know, but also admits she’s not sure if she can go back to classes after spring break.

Upon review of her case with Campus Life and Student Affairs’ personnel over residence life, Eliza is allowed back to school on academic probation with the condition of attending tutoring twice per week (instead of going every day, which was causing stress); attending counseling twice per week at the University Counseling Center; and attending alcohol education classes once per week for the rest of the semester.

Paper For Above Instructions

The case study of Eliza D exemplifies the critical need for mental health awareness and intervention in academic settings. Eliza's situation raises various concerns, especially considering her suicide attempt linked to academic pressure and personal issues. This paper will explore components such as safety planning, re-assessment, considerations for notifying her family, and arrangements for higher levels of care if needed.

Understanding the Context

Eliza's struggles are emblematic of many college students who face high academic expectations and personal challenges. The combination of academic stress, substance use, and feelings of hopelessness can lead to severe outcomes such as self-harm or suicidal ideation. After being found unresponsive, it is critical to engage in safety planning that addresses immediate and long-term needs (National Institute of Mental Health, 2022).

Safety Planning

Safety planning is an essential first step in Eliza's recovery. According to the Suicide Prevention Resource Center (2020), a safety plan is a prioritized list of coping strategies and resources that individuals can utilize during times of crisis. For Eliza, this plan might include establishing a support network and identifying coping strategies that can help her navigate her academic stress. This should involve engaging her roommate, friends, and counselors so they can provide support and monitor her wellbeing (Wagner et al., 2021).

Re-Assessment

Following her recovery, a re-assessment of Eliza's mental health state is pivotal. This process may involve regular evaluations by mental health professionals to monitor any ongoing risk of self-harm and to determine the effectiveness of her counseling and tutoring efforts. The use of standardized assessment tools, such as the Beck Depression Inventory or the Generalized Anxiety Disorder assessment, could be useful in periodically gauging her emotional and mental health status (Beck et al., 2020).

Considerations for Notifying Family

Eliza's insistence that her parents remain uninformed of her suicide attempt presents a sensitive ethical dilemma. Confidentiality is a crucial aspect of counseling; nonetheless, the counselor and medical staff have a duty to ensure Eliza's safety (American Psychological Association, 2017). Discussing her condition and obtaining her consent before involving her parents may be beneficial. The counselor should evaluate her capacity to handle her mental health matters and emphasize family support systems that could aid her recovery (Steinberg et al., 2021).

Arrangements for Higher Levels of Care

If Eliza's drinking escalates and her mental health deteriorates, arrangements for higher levels of care may be necessary. Hospitalization or intensive outpatient programs may be warranted depending on her needs and risk assessment outcomes (National Institute on Alcohol Abuse and Alcoholism, 2021). Heightened care levels provide more structured support and facilitate the treatment of co-occurring disorders, such as anxiety or depression intertwined with substance abuse issues.

Client Education

Education on coping strategies and the repercussions of substance abuse is essential for Eliza's recovery. Programs that outline the risks of combining alcohol with over-the-counter medications can help curb her impulsivity and reinforce her commitment to sobriety (Centers for Disease Control and Prevention, 2021). Furthermore, promoting self-care habits like mindfulness, physical activity, and social engagement can aid in boosting her resilience.

Conclusion

Eliza's case serves as a stark reminder of the pressures faced by students. It highlights the urgent need for effective mental health resources, support systems, and preventive measures within educational institutions. By implementing a comprehensive and collaborative approach to her care, including safety planning, regular reassessments, family involvement, and education, it becomes feasible to help Eliza navigate her academic life safely while prioritizing her mental health.

References

• American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. Retrieved from https://www.apa.org/ethics/code
• Beck, A. T., Steer, R. A., & Brown, G. K. (2020). Manual for the Beck Depression Inventory. San Antonio, TX: Harcourt.
• Centers for Disease Control and Prevention. (2021). Alcohol Use and Your Health. Retrieved from https://www.cdc.gov/alcohol/fact-sheets/alcohol-use.htm
• National Institute of Alcohol Abuse and Alcoholism. (2021). Treatment for Alcohol Problems: Finding and Getting Help. Retrieved from https://www.niaaa.nih.gov/publications/brochures-and-fact-sheets/treatment-alcohol-problems-finding-and-getting-help
• National Institute of Mental Health. (2022). Suicide Prevention. Retrieved from https://www.nimh.nih.gov/health/topics/suicide-prevention
• Steinberg, H., et al. (2021). Family Involvement in Patient Care: Perceptions of Patients and Healthcare Providers. Journal of Family Nursing, 27(3), 313-323.
• Suicide Prevention Resource Center. (2020). Safety Planning Intervention: A Guide for Mental Health Professionals. Retrieved from https://sprc.org/resources-programs/safety-planning-intervention-guide-mental-health-professionals
• Wagner, B., et al. (2021). Social Support Required to Prevent Depression in Adolescents. Journal of Youth and Adolescence, 50(5), 879-895.