Please See Attachment In The Final Case Assignment ✓ Solved
Please See Attachment In this Final Case Assignment, using
In this Final Case Assignment, using the same case study that you chose in Week 2 (Jake Levy), you will use the problem-solving model and a theory from the host of different theoretical orientations you have used for the case study. You will prepare a PowerPoint presentation consisting of 11 to 12 slides, and you will use the Personal Capture function of Kaltura to record both audio and video of yourself presenting your PowerPoint presentation.
To prepare: Review and focus on the case study that you chose in Week 2. Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook. In addition, review the article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239.
Identify the theoretical orientation you have selected to use.
Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
Discuss the problem definition and formulation based on the theoretical orientation you have selected.
Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
Describe the extent to which the client is able to mobilize the solutions for change.
Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
Evaluate how well the problem-solving model can be used for short-term treatment of this client.
Evaluate one merit and one limitation of using the problem-solving model for this case.
Your 11- to 12-slide PowerPoint presentation should follow these guidelines: Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides. Include a brief narration for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along). Record both audio and video for presentation. Be sure to identify and correctly reference the case study you have chosen. Use literature to support your claims. Use APA formatting and style. Include the reference list on the last slide.
Paper For Above Instructions
The case study of Jake Levy highlights the complexities involved in counseling veterans who face significant psychological and relationship challenges after returning to civilian life. This paper utilizes the problem-solving model outlined by D’Zurilla and integrates a cognitive-behavioral theoretical orientation. By applying the problem-solving steps, we aim to provide solutions tailored to Jake's experiences and perceptions of his situation.
Assessing the Problem Orientation of the Client
Jake Levy's case depicts a man struggling with post-traumatic stress disorder (PTSD) after his military service, compounded by familial issues related to his drinking habits. The assessment of Jake’s problem orientation centers on his perception of the dual crisis he faces: the possibility of losing his family due to his alcohol consumption and the emotional aftermath of his military experiences. His introspection reveals a recognition of both his responsibilities as a husband and father and his personal conflicts, making it crucial to evaluate his understanding of these problems through a cognitive-behavioral lens (Westefeld & Heckman-Stone, 2003).
Problem Definition and Formulation
The problem definition process should focus on identifying the root causes of Jake's substance abuse and emotional distress. Cognitive-behavioral therapy emphasizes the connection between thoughts, emotions, and behaviors. In Jake's case, we might formulate the problems as stemming from deep-seated beliefs about masculinity, emotional suppression, and the need for self-reliance, impacting his coping strategies (D'Zurilla, 2005). This formulation aligns with understanding Jake's childhood environment and the message he received about emotional vulnerability.
Identifying Solutions
In considering solutions, we propose two key interventions: individual therapy and family counseling. Individual therapy would involve cognitive-behavioral techniques to help Jake recognize and challenge his negative thought patterns, particularly those about alcohol and emotional expression. Family counseling would focus on enhancing communication skills between Jake and Sheri, fostering emotional intimacy and support within the family dynamics (Teyber & McClure, 2011).
Implementation of Solutions
Implementing these solutions requires structured steps. For individual therapy, Jake would attend weekly sessions where he explores his feelings about PTSD and alcohol use. Skills such as cognitive restructuring, mindfulness, and relapse prevention would be emphasized. Family counseling would commence alongside individual therapy, bi-weekly sessions with Jake and Sheri focusing on improving their interaction and addressing conflicts directly related to Jake's behavior (Burlingame et al., 2017).
Mobilization of Solutions for Change
Jake's ability to mobilize solutions hinges on his willingness to engage in therapy and process his experiences. Given his recognition of the problem and fear of losing his family, it is anticipated that he will actively participate in these interventions. However, continued motivation might be challenged by his preconceived notions about vulnerability and emotional expression.
Evaluating Outcomes
To evaluate whether outcomes have been achieved, specific metrics and self-reports can be used. Tools such as the PTSD Checklist (PCL-5) can be utilized to assess changes in symptom severity over time, allowing both Jake and his therapists to gauge progress. On a relational level, observing changes in Jake's interaction with Sheri and their children provides qualitative data on the efficacy of family counseling (Weiss & Eberly, 2016).
Assessment of the Problem-Solving Model's Use
The problem-solving model is particularly beneficial for Jake's short-term treatment, offering a structured framework for addressing his issues systematically. Its steps guide both the counselor and Jake through identifying problems, formulating definitions, and creating actionable plans. However, the model's somewhat linear process may not account for the multifaceted nature of Jake's PTSD, necessitating flexibility and adaptability in treatment (Burgess et al., 2018).
Merits and Limitations
One merit of using the problem-solving model is its empirical support in crisis interventions, demonstrating effectiveness in various populations, including veterans (Westefeld & Heckman-Stone, 2003). A limitation, however, is its reliance on structured steps which may not fully address the emotional complexities associated with Jake's trauma and substance use, indicating the need for iterative processes in treatment (Teyber & McClure, 2011).
Conclusion
Jake Levy's case illustrates the importance of applying a structured problem-solving model while acknowledging the necessity for flexibility in treatment methodologies. By utilizing cognitive-behavioral approaches integrated within this framework, we can work towards meaningful resolutions for both Jake and his family, promoting healing and growth.
References
- Burlingame, G. M., McClure, F. H., & Whitmer, H. J. (2017). Outcome assessment in individual and family therapy. The Counseling Psychologist, 45(1), 124-149.
- Burgess, A. W., & Auerhahn, K. (2018). Crisis intervention and offering support: A problem-solving approach. In Handbook of Crisis Intervention (pp. 35-52). Routledge.
- D'Zurilla, T. J. (2005). Problem-solving therapy: A social problem-solving approach to personal problems. New York: Springer Publishing.
- Teyber, E., & McClure, F. H. (2011). Interpersonal Process in Therapy: An Integrative Model. Cengage Learning.
- Weiss, J. A., & Eberly, J. A. (2016). Engaging families in the treatment of PTSD: A cognitive-behavioral approach. Family Process, 55(2), 245-261.
- Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239.
- Wong, Y. J., & Miller, I. S. (2019). The role of therapy and social support in the well-being of veterans: A review. Journal of Veterans Studies, 5(3), 12-24.
- Erbes, C. R., & Polusny, M. A. (2016). Implications of self-control for PTSD treatment outcomes in veterans. Military Psychology, 28(2), 97-104.
- O'Donnell, M. L., & & Creamer, M. (2016). The impact of PTSD treatment on family relationships: A systematic review. Australian & New Zealand Journal of Psychiatry, 50(5), 456-466.