This assignment contains four parts, as identified and described below.
Please include four subheadings in your paper that clearly identifies
each part. In a 1,500-1,750-word paper, include the following:
Part 1: Intake
-
Read and review the Eliza intake document.
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Assess how you would use the Level 01 Cross-Cutting Measure (CCM-1), in
addition to what specific questions would need to be answered by the end
of the biopsychosocial assessment.
Part 2: Biopsychosocial Assessment
-
Review the completed biopsychosocial assessment for Eliza.
-
Provide an assessment related to client symptomology along with a DSM and ICD diagnosis
based on client assessment.
-
Provide the initial treatment goals and plan.
Part 3: Treatment Planning
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Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided.
-
Identify one additional assessment outside of those provided by the APA
that would measure what the future counselor is attempting to assess
based on treatment goals/plan.
-
Describe how you would convey the assessment findings to the client and family.
-
Include how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.
Part 4: Referral
-
Identify any possible referrals you might make and how you might address them with your client.
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How would you know who to make referrals to and how would you follow up with the referral after you make it?
Be sure to include three to five scholarly resources in your paper.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
PCN-610 Eliza D Psychosocial Example
Name:
Eliza Doolittle Date: *********
DOB: ********
Age: 18
Start Time: 1:15p
End Time: 2:00p
Identifying Information:
The
client is a Caucasian female with average height and slender build. The
client stated that she is currently a freshman in college, majoring in
engineering. The
client also stated that her family resides in a small town
approximately two hours away.
Presenting Problem:
At the onset of the session, the client stated
that she had come to counseling as a result of being caught
in a campus dorm with alcohol (it is an alcohol-free campus). Concerning
the incident, the client stated “the RAs were called because my friends
were being too loud in my dorm. When they
arrived, they saw us with alcohol, and we got in trouble.” The client
stated that her friends in the dorm were intoxicated but she was not,
adding, “I was just buzzed” and adding that she was drinking “because
they were” and “it’s just something to do.”
Life Stressors:
The
client identified school as a life stressor, adding “things came easy
to me in high school, I just figured it would be the same in college”.
The client went on
to state that, in addition to the difficulty in increased study
requirements, she had struggles in making friends, stating, “a lot of my
friends from high school have either gone to college somewhere else or
are doing other things,” although the client denied
feeling lonely.
The
client denied having a drug or alcohol problem, adding that she tried
marijuana once in high school but “I didn’t like how it made me feel”
and had not taken it
since. The client stated that she was introduced to alcohol in HS when
“friends asked me to drink it with them.” The client stated that “I
sometimes drink on the weekends with friends,” denying drinking in
excess or ever suffering symptoms of being hungover.
Addictions (i.e., Gambling, pornography, video gaming)
The
client stated that she occasionally plays a Massive Multiplayer Online
game. When asked how often the client played, the client stated “one or
two times a week”
for approximately “three to five hours” at a time. The client denied
gambling or pornography issues.
Medical/Mental Health Hx/Hospitalizations:
Any past mental health history or hospitalizations denied.
Abuse/Trauma:
The
client denied any current or past abuse, although stating in passing
that she did experience some level of teasing in HS, although the client
denied discussing
specifics.
Social Relationships:
The
client stated that she had quality relationships, but added that she
felt as though she was, at times, being taken advantage of. When asked
for details, the client
stated that her friends oftentimes pressure her to complete their
homework, as well as often push her to “party in my dorm.” When asked if
the client had ever talked with her friends about said issues, the
client stated that she had not, adding, “it’s not
that big of a deal.”
Family Information:
The
client stated that she was the only child in her family, describing her
mother as “kind of controlling” and her father as “a good guy.” The
client went
on to state that her mother required her to call approximately once a
week “or else she gets worried,” adding that during HS her mother “was
always asking where I was going or what I was doing.” The client stated
that her parents seemed to have a strained
relationship at times, stating, “when I call, I talk to my mom first,
and then she hands the phone off to my dad, and he goes into another
room to talk with me.” The client also stated that the two frequently
complain to the client about the current status
of their marriage. In the conversation, the client also acknowledged
sometimes feeling as though she were “the middle man” when living at
home.
Spiritual:
The
client identified as being an agnostic. The client also stated that her
parents are Irish Catholic, even though “they mostly only go to church
on Christmas and
Easter.”
Suicidal:
Denied.
Homicidal:
Denied.
Benchmark - Initial Treatment Plan: Eliza (Obj. 4.1, 4.2, and 4.4) - Rubric
No of Criteria: 14 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Less than Satisfactory
74.00 %
Part 1: Intake: Level 01 Cross-Cutting Measure (CCM-1)
Does
not demonstrate an understanding of the assignment; does not discuss or
incorrectly discusses how the
Level 01 cross-cutting measure (CCM-1) would be used and what specific
questions would need to be answered by the end of the biopsychosocial
assessment.
Includes
little understanding of the assignment directions. Vaguely or
incompletely discusses how the Level
01 cross-cutting measure (CCM-1) would be used and what specific
questions would need to be answered by the end of the biopsychosocial
assessment.
Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used and what
specific questions would need to be answered by the end of the biopsychosocial assessment.
Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure
(CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment.
Provides
a comprehensive discussion and includes relevant examples and scholarly
references to help discuss
how the Level 01 cross-cutting measure (CCM-1) would be used and what
specific questions would need to be answered by the end of the
biopsychosocial assessment.
Part 2:
Biopsychosocial Assessment: Client Symptomology Based on a DSM and ICD
Diagnosis C1.6: Identify an appropriate testing instrument, explain how
to administer the test, and interpret test results.
Does not demonstrate an understanding of the assignment; does not include a discussion that provides an
assessment related to client symptomology based on a DSM and ICD diagnosis.
Includes little understanding of the assignment directions. Vaguely or incompletely includes a discussion
that provides an assessment related to client symptomology based on a DSM and ICD diagnosis.
Includes a basic discussion that provides an assessment related to client symptomology based on a DSM and
ICD diagnosis.
Provides a thorough discussion and includes relevant information that provides an assessment related to
client symptomology based on a DSM and ICD diagnosis.
Provides a comprehensive discussion that provides an assessment related to client symptomology based on
a DSM and ICD diagnosis, and provides scholarly references to support the information provided.
Part 2: Biopsychosocial Assessment: Initial Treatment Goals and Plan
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses the initial
treatment goals and plan for the biopsychosocial assessment.
Includes little understanding of the assignment directions. Vaguely or incompletely discusses the initial
treatment goals and plan for the biopsychosocial assessment.
Provides a basic discussion about the initial treatment goals and plan for the biopsychosocial assessment.
Provides a thorough discussion and includes relevant examples about the initial treatment goals and plan
for the biopsychosocial assessment.
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss
the initial treatment goals and plan for the biopsychosocial assessment.
Part 3: Treatment Planning: Level 02 Cross-Cutting Measure (CCM-2)
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses how the
Level 02 cross-cutting measure (CCM-2) would be used.
Includes little understanding of the assignment directions. Vaguely or incompletely discusses how the Level
02 cross-cutting measure (CCM-2) would be used.
Provides a basic discussion about how the Level 02 cross-cutting measure (CCM-2) would be used.
Provides a thorough discussion and includes relevant examples about how the Level 02 cross-cutting measure
(CCM-2) would be used.
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss
how the Level 02 cross-cutting measure (CCM-2) would be used.
Part 3: Treatment Planning: Additional Assessment
Does not demonstrate an understanding of the assignment; does not identify an additional assessment outside
of those provided by the APA that could be used in the future.
Includes little understanding of the assignment directions. Vaguely or incompletely identifies an additional
assessment outside of those provided by the APA that could be used in the future.
Provides basic explanation and identification of an additional assessment outside of those provided by the
APA that could be used in the future.
Provides a thorough explanation and identification of an additional assessment outside of those provided
by the APA that could be used in the future, and provides examples to support the information provided.
Provides a comprehensive explanation and identification of an additional assessment outside of those provided
by the APA that could be used in the future, and scholarly references to support the information provided.
Part 3: Treatment Planning: Conveying Assessment Findings to Client and Family
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses how to
convey the assessment findings to the client and family.
Includes little understanding of the assignment directions. Vaguely or incompletely discusses how to convey
the assessment findings to the client and family.
Provides a basic discussion about how to convey the assessment findings to the client and family.
Provides a thorough discussion and includes relevant examples about how to convey the assessment findings
to the client and family.
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss
how to convey the assessment findings to the client and family.
Part 3: Treatment Planning: Prioritize Needs, Formulate Agreed Upon Outcomes, Measures, and Strategies
Does not demonstrate an understanding of the assignment; does not include how to prioritize the needs and
formulate agreed upon outcomes, measures, and strategies as appropriate for the client.
Includes little understanding of the assignment directions. Vaguely or incompletely includes how to prioritize
the needs and formulate agreed upon outcomes, measures, and strategies as appropriate for the client
Provides a basic inclusion of how to prioritize the needs and formulate agreed upon outcomes, measures,
and strategies as appropriate for the client
Provides a thorough explanation of how to prioritize the needs and formulate agreed upon outcomes, measures,
and strategies as appropriate for the client and provides a clear rationale for the plan and goals.
Provides a comprehensive explanation of how to prioritize the needs and formulate agreed upon outcomes,
measures, and strategies as appropriate for the client and provides scholarly references to support the information provided.
Part 4: Referral: Identify Possible Referrals
Does
not demonstrate an understanding of the assignment; does not identify
or incorrectly identifies any
possible referrals you might make; does not discuss or incorrectly
discusses how you might address the referrals with your client.
Includes little understanding of the assignment directions. Vaguely or incompletely identifies any possible
referrals you might make; vaguely or incompletely discusses how you might address the referrals with your client.
Provides a basic identification of any possible referrals you might make; provides a basic discussion about
how you might address the referrals with your client.
Provides a thorough identification of any possible referrals you might make; provides a thorough discussion
and includes relevant examples of how you might address the referrals with your client.
Provides
a comprehensive identification of any possible referrals you might
make; provides a comprehensive
discussion and includes relevant examples and scholarly references to
help discuss how you might address the referrals with your client.
Part 4: Referral: Making Referrals and Follow Up
Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses how to
make referrals to and how you would follow up with the referral after you make it.
Includes little understanding of the assignment directions. Vaguely or incompletely discusses how to make
referrals to and how you would follow up with the referral after you make it.
Provides a basic discussion about how to make referrals to and how you would follow up with the referral
after you make it.
Provides a thorough discussion and includes relevant examples about how to make referrals to and how you
would follow up with the referral after you make it.
Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss
how to make referrals to and how you would follow up with the referral after you make it.
Organization and Effectiveness
Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective
of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis
statement makes the purpose of the paper clear.
Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made.
Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws
in the logic. Some sources have questionable credibility.
Argument
is orderly, but may have a few inconsistencies. The argument presents
minimal justification of
claims. Argument logically, but not thoroughly, supports the purpose.
Sources used are credible. Introduction and conclusion bracket the
thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression
of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All
sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register),
sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures
and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
Template is not used appropriately or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting
is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous
formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free
of error.
| CapitalEssayWriting | | Sat, Feb 23, 6:17 PM (1 day ago) |
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| CapitalEssayWriting | | Sat, Feb 23, 6:25 PM (1 day ago) |
Hello, we will work on them, both of them will cost $180
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| lyn mccall | | Sat, Feb 23, 9:42 PM (21 hours ago) |
That is fine. Send me a pay pal request. I need this by tomorrow night please. Sent from my iPhone
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| CapitalEssayWriting | | 1:11 AM (17 hours ago) |
I have sent the payment link
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| CapitalEssayWriting | | 8:55 AM (10 hours ago) |
Would you have a copy of the DSM manual that you can send to us
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CapitalEssayWriting <capitalessaywriting@gmail.com>
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6:46 PM (23 minutes ago)
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We've done most of this assignment. However we need access to DSM and
ICD for diagnosis purposes. As a student you could have easy access to
this online via your library or OpenAthens. Would you please avail your
library or OpenAthens access details (username and password) so that we
can access the DSM and ICD manuals to complete the assignment
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