Socw 6446 Social Work Practice With Children And Adolescents

Socw 6446 Social Work Practice With Children And Adolescentstreatment

Use this template to create a treatment plan. Provide your response to each area in the box below:

  1. Identify a list of problems reported to you by the client and/or caregiver(s).
  2. Identify a provisional primary psychiatric diagnosis you believe may be present and may need to be addressed, referring to the DSM-5 for diagnostic criteria.
  3. Identify the level of care needed to address the presenting problem(s), such as inpatient, residential treatment, partial hospitalization, intensive outpatient counseling, or outpatient counseling.
  4. Identify the client’s strengths, including those that will help achieve long-term goals. The client should assist in identifying strengths, which may become more evident as treatment progresses.
  5. Describe the problems or deficits in the client’s life that may impede recovery.
  6. Explain one treatment intervention you might use, justify its use, and select a treatment modality—individual, group, family counseling, or a combination—supported by scholarly evidence.
  7. Describe how you will tailor the treatment to the client’s individual and cultural background.
  8. Explain how to involve parents/guardians in the treatment plan and why their involvement is important.

Paper For Above instruction

The development of an effective treatment plan for children and adolescents requires a comprehensive understanding of the client’s presenting problems, strengths, and environmental context. In this scenario, a 13-year-old client, Emily, presents with symptoms of depressive mood, social withdrawal, and academic decline, reported by both her caregiver and school counselors. The probable provisional diagnosis, based on DSM-5 criteria, is Major Depressive Disorder, moderate severity, considering her persistent low mood, loss of interest, and diminished energy over the past two months (American Psychiatric Association, 2013).

To address Emily’s needs, a partial hospitalization level of care is recommended initially. This provides intensive support while allowing her to remain connected to her family and community, which is essential for treatment adherence and environmental assessment. Her strengths include a supportive family environment, her willingness to engage in therapy, and her academic capabilities, which can serve as motivators in her recovery process. Identifying these positive aspects helps to structure therapy goals and instill hope.

Conversely, Emily’s deficits—such as her social withdrawal, declining academic performance, and possible emotional regulation difficulties—must be addressed concurrently. These factors might hinder her recovery if left untreated. An evidence-based intervention, such as Cognitive-Behavioral Therapy (CBT), is justified given its proven efficacy in adolescent depression (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012). A combined modality of individual counseling for emotional regulation and family counseling to improve communication and support is optimal, supported by research emphasizing family involvement's role in adolescent mental health outcomes (Mazurek, 2020).

Tailoring the treatment involves culturally sensitive modifications, recognizing Emily’s cultural background, including language, family dynamics, and cultural attitudes toward mental health. For example, integrating culturally relevant activities and involving family members in sessions respects her cultural context and enhances engagement (Shores et al., 2010).

Parental involvement is crucial; including her parents in psychoeducation about depression, developing supportive parenting strategies, and involving them in therapy sessions helps create a nurturing environment conducive to Emily’s recovery. Their participation ensures continuity of care, reinforcement of therapeutic gains, and early identification of potential setbacks (Kaslow et al., 2018).

Treatment Plan with Goals, Objectives, and Outcomes

Long-term Goal: Emily will exhibit improved mood, increased social engagement, and academic functioning within one year, demonstrating resilience and adaptive coping skills.

  • Short-term Goal 1: Emily will demonstrate decreased symptoms of depression, as measured by standardized assessments, within three months.
  • Objectives:
    • Emily will attend and participate actively in weekly individual therapy sessions.
    • Emily will identify and challenge negative thought patterns with her therapist.
  • Strategies:
    • Implement CBT sessions focusing on cognitive restructuring and behavioral activation.
    • Encourage engagement in pleasurable activities and social skills training.
  • Expected Outcomes: Emily will report fewer depressive symptoms, demonstrated by scores on the Children’s Depression Inventory (CDI) decreasing by at least 50% within three months, and observable increased participation in social activities.

Long-term Goal 2: Emily will develop effective emotional regulation and interpersonal skills within six months, fostering healthier relationships and academic improvement.

  • Short-term Goal 2: Emily will utilize coping skills learned in therapy to manage emotional distress and minimize social withdrawal.
  • Objectives:
    • Emily will learn and practice relaxation techniques during sessions.
    • Emily will role-play social situations to improve communication skills.
  • Strategies:
    • Introduce mindfulness exercises and emotional regulation strategies.
    • Use role-playing and social stories to enhance interpersonal skills.
  • Expected Outcomes: Emily reports increased use of coping skills, evidenced by her diary entries and therapist reports, with reduced instances of social withdrawal and emotional outbursts within six months.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427-440.
  • Mazurek, M. O. (2020). Family involvement in treatment outcomes for children with depression. Child and Adolescent Mental Health, 25(1), 3-9.
  • Shores, J., Grogan-Kaylor, A., & Dababnah, S. (2010). Culturally competent interventions for adolescent depression: A review. Journal of Community Psychology, 38(8), 1010-1027.
  • Kaslow, N. J., et al. (2018). Family-inclusive interventions for adolescent depression. Journal of Clinical Child & Adolescent Psychology, 47(4), 524-536.

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