Treatment Plan Based On Week 4 Information

Treatment Plan Based on the information collected in Week 4, complete the following treatment plan for your client Eliza.

Develop a comprehensive treatment plan for Eliza, incorporating a detailed description of her presenting problems, goals, objectives, and specific interventions. Ensure the plan considers her personal strengths and support system to promote effective therapeutic outcomes.

Include relevant mental health issues such as substance use, stressors, relationship dynamics, family interactions, and coping strategies based on the client’s background and current experiences. The treatment plan should be tailored to her developmental and cultural context, aiming for achievable progress and recovery.

Sample Paper For Above instruction

Introduction

Eliza is a young college student experiencing several psychosocial stressors, including adjustment to college life, family dynamics, and social pressures. Despite her relatively stable mental health history, she faces challenges related to substance use, peer relationships, and familial expectations. Developing a comprehensive treatment plan carries the potential to address these issues holistically, fostering resilience and improved functioning.

Presenting Problems

Eliza reports recent experimentation with alcohol, which occurred during a dorm incident where her friends were intoxicated. Although she denies problematic substance use, her social drinking raises concerns about her ability to navigate peer pressures and develop healthier coping strategies. She also reports occasional engagement in online gaming, which, while not problematic, signifies her attempts to manage stress. Furthermore, she experiences challenges adjusting to the academic rigor of college life and maintaining meaningful social relationships. Her family relationships are strained, with perceptions of control and emotional distance exacerbating her stress levels.

Goals and Objectives

Primary Goals

  • Enhance Eliza’s coping skills to manage college-related stress and social pressures effectively.
  • Reduce any potential risky behaviors associated with alcohol use and online gaming.
  • Strengthen her support system and improve communication within her family relationships.
  • Foster resilience and self-awareness to improve self-esteem and independence.

Specific Objectives

  • Eliza will identify and implement alternative stress reduction techniques, such as mindfulness or relaxation exercises, within four weeks.
  • She will set personal boundaries regarding social activities and online gaming, monitoring her behavior for three months.
  • Eliza will articulate her feelings about her family dynamics and develop strategies for open communication during therapy sessions.
  • Her participation in peer support groups or campus counseling will increase her sense of community and belonging.

Interventions

The treatment interventions should be evidence-based and culturally sensitive, aimed at empowering Eliza and aligning with her developmental stage.

  • Cognitive-Behavioral Therapy (CBT): To address maladaptive thought patterns related to self-esteem, peer pressure, and family relationships. CBT can help Eliza reframe negative beliefs and develop healthier coping mechanisms.
  • Motivational Interviewing (MI): To explore her readiness for change, especially regarding substance use and online gaming, fostering intrinsic motivation to adopt healthier behaviors.
  • Family Therapy Sessions: To improve communication patterns with her parents, address perceptions of control, and build support networks.
  • Skill Training: Including stress management, assertiveness training, and boundary-setting techniques to enhance her autonomy and resilience.
  • Support System Enhancement: Encouraging participation in campus peer groups, student organizations, or counseling services to foster social connectedness.
  • Relaxation and Mindfulness Techniques: Implemented regularly to help manage anxiety and emotional regulation.

Frequency of Interventions

  • Individual CBT and skill training: Weekly sessions for three months, with reassessment thereafter.
  • Family therapy: Bi-weekly sessions for the first two months, then as needed based on progress.
  • Participation in support groups and campus counseling: Ongoing, with frequency tailored to her needs and scheduling.

Conclusion

By integrating these interventions within a tailored treatment plan, Eliza can develop healthier coping mechanisms, improve her familial and peer relationships, and enhance her overall psychological resilience. Continuous assessment and flexibility in the treatment approach will ensure that her unique needs are met, fostering her growth and well-being during her college years.

References

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  • Osilla, K. C., et al. (2012). Online gaming and its relationship to mental health: A review. Journal of Behavioral Addictions, 1(3), 207-216.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and self-regulation in college students: A development perspective. Educational Psychology Review, 32(4), 1049-1072.
  • Shin, L., et al. (2021). College student mental health: Challenges and interventions. Journal of Counseling Psychology, 68(2), 182–193.
  • Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 300–307.
  • Vogel, D. L., et al. (2014). Social support and mental health in college students: The role of peer relationships. Journal of College Counseling, 17(2), 156-168.
  • Walters, K. L., & Turner, S. (2008). The importance of family in therapy. Family Journal, 16(2), 124–130.
  • Zinbarg, R. E., et al. (2015). Anxiety and depression in college students: Interventions and outcomes. Journal of Clinical Psychology, 71(12), 1233–1249.

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