Professor Selected Treatment Not Working: What Would You Do?

Professorselected Treatment Not Workingwhat Would You Do If You Selec

Professor: Selected Treatment Not Working What would you do if you selected an evidenced based treatment to address a specific client diagnosis but the client is making little to no progress on their treatment plan? My response: Re: Topic 4 DQ 2 (Obj. 4.4) Treatment plans and interventions should be based on best outcomes aimed at necessity, improvement, and potentiality (Scwitzer & Rubin, 2014). Different theories can provide different outcomes and a theory should be chosen based on the client’s needs and high likelihood of success. It is also important to take into account the client’s ability for frequency and duration.

Understanding how the client learns can help decide treatment theories. If they’re a visual learner, it may be beneficial to write out goals. Type of therapy is also important. If a family is being seen for difficulties with their teenage son, it may be beneficial to have family sessions as well as individual session with the parents and child separately. On the other end, if you are seeing a client who would benefit from family or couple counseling, it may be important to refer them to a therapist for that counseling type.

Schwitzer, A. M., & Rubin, L. C. (2014). Diagnosis and treatment planning skills: A popular culture approach (2nd ed.). Los Angeles, CA: Sage Publications. ISBN-13: My response:

Paper For Above instruction

When a selected evidence-based treatment for a client proves ineffective, it is crucial for mental health professionals to adapt and re-evaluate their approach to ensure optimal client outcomes. The inability of a treatment to produce significant progress indicates the need for a comprehensive reassessment of the treatment plan, the underlying issues, and the client’s unique characteristics. This process involves examining the reasons for limited progress, considering alternative interventions, involving the client in decision-making, and ensuring flexibility in therapeutic strategies—aiming ultimately at the client’s well-being and growth.

Firstly, understanding the reasons behind the lack of progress is essential. According to Schwitzer and Rubin (2014), treatment success hinges on aligning interventions with client needs, readiness, and contextual factors. If a client is not responding as anticipated, it could be due to misalignment between chosen interventions and their specific circumstances, learning styles, or motivation levels. For example, a cognitive-behavioral therapy (CBT) approach might not be effective for individuals who learn better through visual means or experiential activities. Hence, a thorough assessment should be part of the ongoing process to identify barriers to progress.

In addition, revisiting the therapeutic alliance—the collaborative relationship between therapist and client—is vital. A strong alliance fosters trust and openness, which are critical for engagement and adherence (Norcross & Wampold, 2011). If the alliance is weak, the client may be disengaged or resistant to intervention, necessitating strategies to strengthen rapport or explore alternative engagement techniques.

When initial treatment proves ineffective, clinicians should consider modifying the intervention rather than abandoning it altogether. For instance, if individual therapy is not yielding improvements, integrating family therapy or group sessions might address systemic issues more effectively (Goldenberg & Goldenberg, 2012). For adolescents, involving parents or guardians can enhance treatment adherence and outcomes. Similarly, if a client benefits from a family or couples context, referring them to specialists in those areas ensures appropriate support structures are in place (Nichols, 2013).

Moreover, cultural competence plays a significant role in treatment effectiveness. A therapeutic approach must be culturally sensitive and tailored to the client’s background, beliefs, and values (Paniagua, 2013). Failure to consider these factors can lead to misunderstandings or resistance, limiting progress. Thus, ongoing cultural assessment and adaptation of interventions are necessary.

Another important step is setting realistic and achievable goals. When progress stalls, it’s beneficial to review and modify treatment goals collaboratively with the client, ensuring they are specific, measurable, attainable, relevant, and time-bound (SMART). This process helps maintain motivation and provides clear markers of progress, even if gradual, which is encouraging (Schwitzer & Rubin, 2014).

Finally, continuous monitoring and feedback are critical. Employing progress measures, such as session ratings or standardized tools, can help clinicians and clients identify slow or stagnant progress early. If no improvement is observed despite these efforts, considering other evidence-based modalities—such as dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), or medication management—may be warranted, especially for complex cases (Linehan, 2014; Hayes et al., 2012).

In conclusion, if an evidence-based treatment is ineffective, mental health practitioners should adopt a flexible, client-centered approach. By assessing barriers, revising treatment plans, strengthening the therapeutic alliance, involving relevant family or specialists, tailoring interventions culturally, setting realistic goals, and utilizing continuous feedback, clinicians can enhance the likelihood of successful outcomes. This dynamic and responsive approach ensures that treatment aligns with the client's unique needs and context, ultimately fostering recovery and well-being.

References

• Goldenberg, I., & Goldenberg, H. (2012). Family therapy: An overview (8th ed.). Thomson Higher Education.
• Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change. Guilford Press.
• Linehan, M. M. (2014). DBT® Skills Training Manual (2nd ed.). Guilford Publications.
• Nichols, M. P. (2013). Family therapy: Concepts and methods (10th ed.). Pearson.
• Norcross, J. C., & Wampold, B. E. (2011). A new therapy I: Evidence-based humanistic- integrative therapies. Journal of Psychotherapy Integration, 21(3), 251-255.
• Paniagua, F. A. (2013). Handbook of multicultural counseling (3rd ed.). SAGE Publications.
• Schwitzer, A. M., & Rubin, L. C. (2014). Diagnosis and treatment planning skills: A popular culture approach (2nd ed.). Sage Publications.