School Counseling Case Conceptualization Form And Case Note ✓ Solved
School Counseling Case Conceptualization Form This Case Note
School Counseling Case Conceptualization Form This Case Note is used to assist you in developing and strengthening your ability to conceptualize cases. FOR THE WEEK 10 CASE CONCEPTUALIZATION FINAL
1. Based on the student you worked with in your Week 8 Skills Demonstration, respond fully and in paragraph form to the prompts below. Type your full responses in complete sentences and in the expandable cell within each section. The cell will lengthen as you type. Please note that the minimum length requirements for each section are slightly increased, as the information is now based on a real student and not on a case study. Once you have completed all sections of the form, save and upload into the Gradebook.
PART I
Counselor name, Student age, Student initials, Student race or ethnicity, # of sessions with student, Self-identified gender — Presenting Problem: To understand the presenting problem, describe the student past and present. Be sure to address each of the following elements: Demographic information, Employment history, Relevant legal problems, History of counseling, Reason for seeking counseling, according to the student, Onset and duration of concern, Frequency and intensity of symptoms, What the student wants to improve. Your discussion of the Presenting Problem should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:
Family and Developmental Factors: Students and their concerns are shaped by their family structure and stage of development. Be sure to address each of the following elements and their impact: Family of origin and role within; Family of choice, if different, and role within; Significant relationships/relationship patterns; Children, marriages, divorces; Current living arrangements; Major losses, traumas; Family mental health history; Family substance abuse history; Family violence or abuse history; Stage of development impacts, to include Piaget, Erikson, and Kohlberg; Developmental challenges. Your discussion of Family and Development Factors should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:
Multicultural Considerations: Students and their concerns are shaped by a multitude of multicultural considerations and their intersectionality. Be sure to address each of the following elements that apply and their impact on the person, the problem, and the counseling relationship: Race, ethnicity; Religion, spirituality, or faith; Ability limitations, impairments; Sexual, affectional orientation; Cisgender, transgender, or otherwise identified; Age, generation; Socioeconomic status, affluence, homelessness; Military upbringing, involvement, deployment; Criminal justice system, gang culture, drug culture; Immigration status, language preference; Geographic influences, environmental factors; Experiences of oppression or marginalization. Your discussion of Multicultural Considerations should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:
PART II
Narrative Summary: Take a step back and, through the lens of your education to this point, work to conceptualize the big picture. Consider the influence of all the information in Part I. Consider how it has all culminated and impacted who your student is and their worldview. Within that context, consider the problem they presented with for counseling and address each of the following elements: Describe your understanding of the problem; Describe your observations of the student; Describe your impressions of the student; Describe any factors contributing to or reinforcing the problem; Describe the purpose of the student’s behaviors; Describe themes and patterns that emerge or connect; Describe barriers to growth and coping; Describe strengths, assets, protective factors, and signs of resilience. Your discussion of the Narrative Summary should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:
Theoretical Orientation and Application: Your theoretical orientation influences your counseling approach. While you are likely still in the very early stages of considering and trying on different theoretical orientations, you have likely noticed that some seem to resonate with you more than others. While you have been trained in Person-Centered Theory, consider another orientation that most closely aligns with your understanding of human behavior and your approach to it. In doing so, respond to the following: State your preferred theoretical orientation and the original theorist; Describe what elements of this preferred theoretical orientation resonate with you; Explain how this preferred theoretical orientation approaches student problems; Explain how this preferred theoretical orientation approaches positive change; Describe how this preferred theoretical orientation would make sense of your student’s presenting problem; Now select another counseling theory and contrast how it would make sense of your client’s presenting problem differently. Your discussion of Theoretical Orientation should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:
Resources: It is important to recognize the positive impact that supports and resources can have on a student’s life. You will want to be intentional in identifying and linking the student with resources to further support and facilitate their growth. With this in mind, address each of the following elements: Describe the resources currently available to and being utilized by the student; Describe additional resources that would benefit and support the student. Examples include child protective services, medical doctor referral, peer support, crisis services, substance abuse referral, academic supports, school nurse, suicide hotline, mental health referral, and so on; Describe how these additional resources might help to stabilize, protect, and facilitate wellness in the student. Your discussion of Resources should include 3–4 well-formed paragraphs.
PART III
Intervention Planning: The nature of the intervention plan should coincide with the needs of the student. Additionally, treatment goals should be SMART (specific, measurable, attainable, realistic, and timely). Using your theoretical foundation of Person-Centered Theory coupled with your preferred theoretical orientation described in Part II, respond to the following elements: Short-term Academic SMART goal for treatment; Short-term Person/Social SMART goal for treatment; Short-term Systemic/Career SMART goal for treatment; Interventions, approaches, and techniques to work towards these goals; Long-term Academic SMART goal for treatment; Long-term Person/Social SMART goal for treatment; Long-term Systemic/Career SMART goal for treatment; Interventions, approaches, and techniques to work towards these goals; How will you involve school personnel in supporting the student?
Ethical and Legal Considerations: Reflect on ethical considerations such as transference/countertransference, court-ordered counseling, informed consent, boundary violations, limits of confidentiality, mandated reporting, etc. Using the ACA Code of Ethics, respond to the following: Describe potential ethical dilemmas present or potentially present; Identify your own barriers or challenges that may complicate the ethical dilemma; Explain the steps you should take to be intentional and proactive in your ethical approach.
Social Change Implications: Reflect on your student and their circumstances. Consider their efforts in relation to their successes and failures. Keeping in mind all of the information you have considered for this case and all of the insight you have gained, respond to the following elements: Address the systems and barriers the student experiences that impacted the current situation and outcomes; If changed or removed, identify what systems and barriers could impact positively upon this individual in the future; Discuss how your work with this student has informed your understanding of a larger social challenge or barrier; Identify steps you could take to effect positive social change in relation to this social challenge or barrier.
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Paper For Above Instructions
Overview and rationale. This paper melds case conceptualization with practical planning. Drawing on Part I, students present a comprehensive, evidence-based understanding of the case and the client’s worldview, focusing on presenting problems, developmental history, cultural context, and systemic influences. The narrative in Part II integrates theory with clinical observations to produce a coherent conceptualization that guides intervention planning in Part III. As you craft your analysis, anchor your discussion in established counseling frameworks while addressing ethical, legal, and social implications relevant to school-based practice. The following sections outline a structured approach to integrating knowledge from your coursework into a concrete, actionable plan for the student in your second semester case conceptualization.
Part I — Presenting Problem and Context
In this section you should provide a detailed description of the student’s presenting problem, along with contextual information drawn from Part I prompts. Synthesize demographic, developmental, familial, and cultural factors to explain how these elements contribute to the current presenting problem. Use 3–4 well-formed paragraphs to elaborate. Include your rationale for why this problem has emerged and how it has evolved over time, linking symptoms with functional impact on school performance and relationships. Integrate relevant literature to support your conceptualization.
Part II — Narrative Summary and Theoretical Orientation
Offer a narrative summary that links observed behaviors and self-report data to a coherent conceptualization. Identify the problem, your observations, your impressions, contributing factors, patterns, barriers, and strengths. In Part II, you also articulate your theoretical orientation and how it informs both assessment and intervention. Contrast your preferred orientation with another theory and discuss how each would interpret the presenting problem and necessary changes. Use in-text citations to ground your interpretation (for example, (Corey, Corey, & Corey, 2017)).
Part III — Intervention Planning and Ethics
Describe SMART goals across academic, social, and career domains for both the short and long term. Outline interventions, approaches, and techniques aligned with your theoretical stance and school-based resources. Include a plan for coordinating with school personnel and integrating families, teachers, and administrators where appropriate. In Ethical and Legal Considerations, identify potential dilemmas and steps to mitigate risk, citing the ACA Code of Ethics. Finally, discuss social change implications and steps you could take to address larger systemic issues revealed by the case.
References
- American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/knowledge-center/ethics
- American School Counselor Association. (2019). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: ASCA.
- Sue, D. W., & Sue, D. (2019). Counseling the Culturally Diverse: Theory and Practice (9th ed.). Wiley.
- Corey, G., Corey, M. S., & Corey, C. (2017). Theory and Practice of Counseling and Psychotherapy (9th ed.). Cengage.
- Rogers, C. R. (1961). On Becoming a Person: A Therapist's View of Psychotherapy. Houghton Mifflin.
- Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
- Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
- Miller, S. D., Duncan, B. L., & Hubble, M. D. (2008). The Heart and Soul of Change: What Works in Therapy. American Psychological Association.
- Norcross, J. C., & Wampold, B. E. (2011). Evidence-based psychotherapy relationships: Implications for practice. Journal of Clinical Psychology, 67(2), 142–156.
- American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). American Psychological Association.