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Lapc Model2noteto Complete This Template Replace The Bracketed Tex

Assess, Plan, and Commit: Documenting crisis intervention steps with Kendrick in case note format, guided by LAPC model questions, using information from the case study and imagined session interactions. This includes listening to what Kendrick is saying and not saying, assessing his emotional state, behavior, thoughts, support system, devising reasonable plans, and ensuring his commitment to follow-up resources.

Paper For Above instruction

In addressing Kendrick's crisis through the LAPC model—Listen, Assess, Plan, Commit—it is imperative to adopt a structured, empathetic, and client-centered approach that aligns with the principles outlined in crisis intervention literature. The following case note reflects a detailed session with Kendrick, emphasizing his verbal and non-verbal expressions, emotional and cognitive states, and creating a viable plan to facilitate his recovery.

Step 1: Listen

The initial phase revolves around establishing rapport and understanding Kendrick's immediate needs and feelings. Kendrick appears introverted and visibly distressed, often crying or withdrawing. During the session, he reports feelings of despair due to the recent breakup, lack of motivation, and fear of academic and future failure. He primarily communicates that he feels overwhelmed by loss and loneliness. Non-verbal cues include tearfulness, slumped posture, and minimal eye contact, suggesting low self-esteem and hopelessness. What Kendrick is not explicitly saying pertains to his fears about his academic performance and career prospects, which are underlying concerns he may suppress or avoid discussing directly. It is crucial to listen attentively to these unspoken cues, note any hesitations or contradictions, and validate his experiences to build trust and open lines of communication.

Step 2: Assess

The assessment phase involves evaluating Kendrick’s emotional state, thought patterns, behavior, and support system. He exhibits symptoms consistent with significant emotional distress—crying, withdrawal, and sleeping or medicating excessively—indicating sadness, hopelessness, and despair. His thoughts are centered around his perceived failures—loss of his relationship, academic jeopardy, and future uncertainty—which spawn feelings of helplessness. Although he denies suicidal ideation, the depth of his despair warrants cautious assessment of his coping capacity. Kendrick reports limited social interactions outside his family, and his estrangement from close friends and family magnifies his isolation. His extended family, especially his parents and cousins, have historically been supportive, but his recent withdrawal has strained these bonds. His social support network appears limited, primarily confined to his immediate family, which may contribute to his vulnerability. The assessment also indicates that Kendrick's current crisis has significantly impaired his functioning, evidenced by his absences from classes and neglect of self-care.

Step 3: Plan

The overarching goal of intervention is twofold: to stabilize Kendrick emotionally and to empower him with a practical plan for recovery. The immediate plan focuses on restoring a sense of normalcy and hope. This involves setting small, achievable goals—such as attending a few classes, eating regularly, and maintaining a sleep routine—while ensuring he has access to ongoing support. Reasonable plans include encouraging Kendrick to reconnect with his family, especially his parents, and consider engaging with university counseling services or support groups for individuals experiencing breakup grief. A key component is fostering a sense of purpose through structured activities, perhaps beginning with brief daily routines, which he can gradually expand. The plan must be tailored to Kendrick’s circumstances, recognizing his academic pressures and limited social network, and should include scheduled follow-up to monitor his progress and adjust interventions.

Step 4: Commit

During this phase, the focus shifts to ensuring Kendrick’s commitment to the plan and identifying resources needed to sustain his recovery. Kendrick demonstrates a willingness to consider treatment options, acknowledging his distress and the impact on his life. He agrees to attend counseling sessions regularly and reconnect with his family for emotional support. To facilitate adherence, he might benefit from a weekly check-in with the counselor and participation in peer support groups. Other resources include academic support services, mental health clinics, and possibly referral to a psychiatrist if symptoms persist or worsen. The structured follow-up ensures ongoing engagement and allows the counselor to reinforce coping strategies, address barriers, and celebrate small successes, fostering hope and self-efficacy.

Conclusion

Applying the LAPC model in Kendrick’s case underscores the importance of empathetic listening, comprehensive assessment, tailored planning, and fostering commitment for effective crisis intervention. By focusing on both immediate emotional stabilization and long-term empowerment, the intervention aims to facilitate Kendrick’s resilience, reconnect him with his support network, and promote recovery from his current distress.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
• Caplan, G. (1964). Principles of preventive psychiatry. Basic Books.
• James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Brooks/Cole Publishing Company.
• Everly, G. S., & Mitchell, J. T. (1999). The HEADS model of crisis intervention. Journal of Clinical Psychiatry, 60(8), 581–587.
• Roberts, A. R. (2005). Workbook of crisis intervention. Oxford University Press.
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