CNL 610 Eliza D Case Study Part Two: Directions Through This

Cnl 610 Eliza D Case Study Part Twodirectionsthrough This Course

Read part two of Eliza’s case study provided in the course materials to complete the assignments related to safety planning, re-assessment, considerations for notifying family, and arrangements for higher levels of care if needed. Use the information about Eliza’s recent suicide attempt, her expressions of distress, her current treatment plan, and her support system to develop a comprehensive clinical intervention plan. Ensure your plan includes a detailed description of the problem, clear goal statements, specific objectives, and corresponding interventions. Incorporate Eliza’s strengths and support network into the plan, and demonstrate awareness of factors such as escalating alcohol use and potential indicators for the need for more intensive treatment.

Paper For Above instruction

Eliza’s recent suicide attempt following academic and emotional distress highlights a critical need for a thorough and dynamic treatment approach that prioritizes safety, addresses underlying issues, and includes continuous reassessment. Her presentation includes signs of depression, hopelessness, and potential substance misuse, all of which require a coordinated plan that leverages her strengths and support system while preparing for possible escalation in care if her condition worsens.

Description of the Problem:

Eliza D., a college student, experienced an acute suicidal crisis characterized by intentional wrist cutting and alcohol overdose. Her recent academic setbacks, emotional distress, social withdrawal, and alcohol misuse suggest underlying depression, feelings of hopelessness, and inadequate coping mechanisms. Her reluctance to involve her family and her expressed desire to keep her struggles confidential complicate her treatment. The danger remains high due to her impulsivity, current substance use, and recent suicide attempt, emphasizing the need for close monitoring and possibly higher levels of care if her condition deteriorates.

Goals and Objectives:

Goal 1: Ensure Eliza’s safety and stabilization to prevent further self-harm or suicidal behavior.

• Objective 1A: Eliza will demonstrate understanding of her risk factors and warning signs of escalating distress during therapy sessions within the next two weeks.
• Intervention 1A: Conduct psychoeducation about warning signs of worsening mood and crisis planning skills in weekly individual therapy sessions.
• Objective 1B: Eliza will agree to an immediate safety plan that includes removing access to harmful objects and establishing contact with a crisis hotline if she experiences suicidal thoughts, within one week.
• Intervention 1B: Collaborate with Eliza to develop a personalized safety plan, including emergency contacts, coping strategies, and environmental modifications.

Goal 2: Address underlying emotional issues, including depression, academic stress, and alcohol misuse, to promote resilience and healthy coping skills.

• Objective 2A: Eliza will identify and articulate her emotional triggers and stressors in therapy sessions over the next month.
• Intervention 2A: Use cognitive-behavioral therapy (CBT) techniques to explore thoughts, feelings, and behaviors related to her stress and substance use.
• Objective 2B: Eliza will develop and implement alternative coping strategies, such as relaxation techniques or peer support, with her therapist’s guidance within four weeks.
• Intervention 2B: Teach stress management skills, problem-solving techniques, and alert her to the benefits of healthy social interactions and academic support services.

Additional Considerations for Reassessment and Higher Level of Care

If Eliza’s symptoms do not improve or worsen — indicated by increasing suicidal ideation, persistent substance misuse, or continued social withdrawal — a reassessment for higher level intervention is warranted. This may include outpatient intensive therapy, partial hospitalization, or inpatient psychiatric care. Continuous monitoring of her clinical status—including regular risk assessments and collateral information from her support network—is essential.

Support System Utilization:

Eliza’s supports include her roommate, therapist, campus counseling services, and potentially her academic advisors. Engaging her support system responsibly—while respecting her confidentiality—can aid in monitoring her wellbeing and ensuring her safety. Family notification should be considered carefully, weighing confidentiality against safety concerns, especially if her condition threatens her life or safety.

Coordination with Higher Level of Care:

Given the recent escalation in her distress and risk factors like alcohol overdose, ongoing alcohol use, and suicidal intent, institutional protocols suggest considering hospitalization or intensive outpatient services. Collaboration with mental health professionals specializing in adolescent and young adult psychiatry is crucial for developing a plan that ensures safety, promotes recovery, and aligns with her preferences and needs.

In conclusion, Eliza’s case requires an adaptive, safety-focused, and client-centered approach that incorporates continuous assessment and offers higher levels of intervention if necessary. By implementing structured goals, objectives, and evidence-based interventions, her support team can foster recovery and help her develop healthier coping mechanisms, ultimately reducing the risk of future crises.

References

• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).
• Castle, D. J., & Mann, A. (2019). Management of adolescent mental health issues: Safety and risk assessment. Australian & New Zealand Journal of Psychiatry, 53(4), 341-350.
• Johnson, J. G., & Goodwin, R. D. (2020). Clinical approaches to adolescent depression. Journal of Adolescent Health, 66(1), 16-22.
• Kirk, S. (2017). Safety planning and crisis intervention in young adults. Child and Adolescent Mental Health, 22(2), 69-75.
• Lozano, R., et al. (2019). Substance use and mental health in college students: Intervention strategies. Journal of College Student Psychotherapy, 33(4), 273-291.
• Miller, A. B., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
• Reynolds, C. R., & Kamphaus, R. W. (2015). Clinical assessment of child and adolescent personality and behavior. Springer.
• Salzman, S., & Gable, R. K. (2021). Suicide prevention and risk management in adolescents. Journal of Clinical Child & Adolescent Psychology, 50(2), 284-297.
• Spirito, A., et al. (2018). Managing adolescent suicide risk. Journal of Child and Adolescent Psychiatric Nursing, 31(4), 164-170.
• World Health Organization. (2014). Preventing youth suicide: A global imperative. WHO Publications.