General Instructions: Most Of You Will Have Never Worked In

General Instructionsmost Of You Will Have Never Worked In A Therapy Se

Most of you will have never worked in a therapy session with a client or clients. There is no way to prepare you for that experience unless you begin to think as if you were in that situation. Theories are important to know, but how you will implement the constructs of the theories is so much more crucial. Using the two scenarios below, complete a treatment plan for each one. When you are finished, you should have two completed treatment plans.

There are no exact answers because each treatment plan could be approached from dozens of directions. Your outline should be consistent from top to bottom as you think about each scenario. For example, if you state in the beginning of the treatment plan that the client(s)’ presenting issue is depression, then, at the bottom of the outline you should not state that you will be seeing that person once a month. For 99% of the population being treated for depression, once a month would be of very little help. Keep in mind that, even though there might be three or four blanks for you to provide information, you might need less or more blanks to fill in the information that you think is necessary.

You have been provided with a sample Treatment Plan, but you may not use information from that plan in either of the scenarios below. Note: If specific information is not provided in the scenarios below, you can devise the information if it stays consistent with the other facts. For example, in Scenario #1, you can presume that the client has a Catholic background or a Protestant background; you can presume ethnicity if you deem it relevant.

Sample Paper For Above instruction

Scenario for Treatment Plan #1: A family comes to your practice for help. The family includes Mom, Dad, and three children: a 16-year-old girl, a 12-year-old boy, and a 10-year-old boy. The girl is a straight-A student, well-liked, involved in arts and theatre, with no behavioral issues. The 12-year-old boy struggles with defiance, school refusal, and behavioral problems, such as fighting and blaming others, which escalate with no consistent pattern. The 10-year-old boy is academically successful, socially liked, but displays signs of dependency, such as crying and seeking comfort from his mother when distressed.

Scenario for Treatment Plan #2: A couple seeks pre-marital counseling. The woman has two children from previous marriages, and her ex-husbands and their involvement vary. She receives significant alimony, and her future remarriage may affect her financial support. The man has one child, with a history of juvenile court issues related to inappropriate behavior, and his ex-wife is absent from the child's life. The couple is concerned how to introduce their children to each other and how to communicate about their relationship and future plans.

[The actual assignment instructions are to develop detailed treatment plans for each scenario, including presenting symptoms, supporting information, theoretical approaches, modalities, goals, techniques, evaluation frequency, and progress indicators. The focus is on creating comprehensive, consistent, and contextually appropriate plans for each case scenario, applying relevant psychological theories and treatment strategies.]

Sample Paper For Above instruction

Case Study 1: Family Therapy with a Multi-Child Family Experiencing Behavioral Challenges

Introduction

The scenario depicts a family presenting with a spectrum of behavioral issues, primarily centered around the middle child’s defiance and aggression, along with the younger child's dependency. The family dynamics, individual behaviors, and developmental considerations guide the formulation of a tailored treatment plan. The selected theoretical approach combines Family Systems Theory with Cognitive-Behavioral Therapy (CBT) to address systemic interactions and individual behaviors effectively.

Presenting Symptoms and Issues

• A. Defiant and aggressive behaviors exhibited by the 12-year-old boy, including fighting, refusing school work, and blaming others.
• B. The younger child's excessive dependency, characterized by crying and seeking maternal comfort when distressed.
• C. The older sister's compliant and well-adjusted behavior, indirectly affected by sibling dynamics.

Supporting Information

• A. The 12-year-old's inconsistent behavioral patterns, with periods of trouble and compliance, indicate underlying emotional regulation issues and behavioral disorders such as Oppositional Defiant Disorder (ODD) (Barkley, 2013).
• B. Teachers and parents observe the boy's defiance, suggesting environmental triggers and family interaction patterns exacerbate his behavior (Minuchin, 1974).
• C. The sibling relationship dynamics and parental responses, such as spanking and time-outs, influence behavioral manifestations, aligning with systemic family theories (Goldenberg & Goldenberg, 2013).

Theoretical Treatment Approach

The primary approach combines Family Systems Theory, emphasizing patterns, boundaries, and hierarchies within the family, with Cognitive-Behavioral Therapy to target individual behaviors and cognitive distortions (Nichols, 2013). This eclectic approach enables addressing systemic issues and individual behavioral manifestations, fostering healthier interactions and emotional regulation.

Treatment Modalities

• A. Family therapy sessions to restructure family interactions and boundaries.
• B. Individual counseling for the 12-year-old to develop emotional regulation and behavior management skills.
• C. Parental coaching to enhance communication, discipline techniques, and consistency in responses.

Reasons for Modalities

• A. Family therapy addresses systemic patterns and communication issues directly affecting the child's behavior.
• B. Individual therapy provides a safe space for the child to explore emotional issues and develop coping strategies.
• C. Parental coaching ensures consistent discipline and reinforcement of positive behaviors, vital for systemic change (Kaslow et al., 2012).

Session Frequency

• A. Family sessions: weekly for the first three months, then biweekly as progress stabilizes.
• B. Individual therapy: biweekly sessions with the child for targeted emotional regulation skills.
• C. Parental coaching: monthly sessions to reinforce strategies at home.

Measurable Goals

• A. The child will demonstrate increased emotional regulation by reducing defiant episodes by 50% within three months.
• B. Parents will utilize consistent reinforcement strategies, enhancing family discipline effectiveness, as evidenced by decreased behavioral incidents.
• C. Siblings will develop healthier interactions, with fewer conflicts as reported in family assessments.

Techniques from Theoretical Approaches

• A. Structural family therapy techniques, such as mapping family hierarchies and boundaries (Minuchin, 1974).
• B. Cognitive restructuring to challenge and modify maladaptive thoughts related to anger and defiance.
• C. Reinforcement strategies for positive behaviors and timeout techniques adapted to individual needs.

Evaluation Frequency

• A. Behavioral assessments twice a month to monitor reduction in defiant behaviors.
• B. Parental feedback at each session to evaluate consistency and application of discipline strategies.
• C. Sibling interactions observed monthly in family sessions.

Defining Progress

• A. Reduction in incidents of defiance and aggression demonstrated through behavioral charts and reports.
• B. Improvement in parental discipline consistency as reported by parents and observed in session.
• C. Enhanced sibling interactions, characterized by cooperative behaviors and fewer conflicts.

Conclusion

By integrating systemic and behavioral strategies, this treatment plan aims to foster healthier family dynamics and improve individual behaviors, ultimately contributing to a more harmonious and functional family environment.

References

• Barkley, R. A. (2013). Defiant children: Scientifically supported behavioral intervention. Guilford Publications.
• Goldenberg, H., & Goldenberg, I. (2013). Family therapy: An overview. Cengage Learning.
• Kaslow, N. J., McKay, M. M., Noser, A., & Highet, N. (2012). Family-based intervention and prevention programs for children and adolescents. In M. J. Lambert (Ed.), Handbook of psychotherapy and behavior change (6th ed., pp. 192-225). Wiley.
• Minuchin, S. (1974). Families and family therapy. Harvard University Press.
• Nichols, M. P. (2013). The essential family therapy (5th ed.). Pearson.