Psychological Treatment Plan 8 page report no later than 8pm tomorrow TEXT ME 6366978375 for resources

The case of Julia Anorexia Nervosa,

It is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner (Jongsma, Peterson, & Bruce, 2014) for additional assistance in completing this assignment

I HAVE ATTACHED THE LINKS BELOW YOU MUST USE RESOURCES PROVIDED IN THE WORK

This is what needs to be in the paper

Clinical and counseling psychologists utilize treatment plans to document a client’s progress toward short- and long-term goals. The content within psychological treatment plans varies depending on the clinical setting. The clinician’s theoretical orientation, evidenced-based practices, and the client’s needs are taken into account when developing and implementing a treatment plan. Typically, the client’s presenting problem(s), behaviorally defined symptom(s), goals, objectives, and interventions determined by the clinician are included within a treatment plan.

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for the Psychiatric Diagnosis assignment in PSY645.

A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

  • Define the client’s presenting problem(s) and provide a diagnostic impression.
  • Identify how the problem(s) is/are evidenced in the client’s behavior.
  • List the client’s cognitive and behavioral symptoms.

Long-Term Goal

  • Generate a long-term treatment goal that represents the desired outcome for the client.
    • This goal should be broad and does not need to be measureable.

Short-Term Objectives

  • Generate a minimum of three short-term objectives for attaining the long-term goal.
    • Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

  • Identify at least one intervention for achieving each of the short-term objectives.
  • Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.
  • Explain the connection between the theoretical orientation and corresponding intervention selected.
  • Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.
  • Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

It is a best practice to include outside providers (e.g., psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) in the intervention planning process to build a support network that will assist the client in the achievement of treatment goals.

Evaluation

  • List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.
    • Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.
  • Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

  • Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.
  • Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

EXAMPLE ONLY THIS GIVE YOU BACKGROUND ON JULIA

  • Problem Formulation:

    Julia a 17 year old who grew up in a stationary living situation in a northeastern suburban town is experiencing problems. She is in her first year of college and is having difficulty relating to others. She has an eating disorder that is affecting her health conditions emotionally and physically. She in not coping with stress with her involvement in track and cross-country because she gained an extra 15 lbs. Her coach asks her to change her diet and watch the junk foods that she consumes. Julia is seeking treatment at this time from pressure from her college. Julia was mandated to attend therapy. Her Dean instructed her to go to the counseling and health center for an evaluation before she could continue practicing with her team. Her current coping skills are not working for her. She is avoidant with her relationships with her roommate, friends and family. She is experiencing insomnia. She is in denial about the extent of her problem. She has started lying to her family and constructing ways not to go home for the holiday. Julia has low self-esteem. My hypothesis is that she has Anorexia Nervosa, insecurity issues, along with severe anxiety disorder. She has pent up emotions that reflect anger turned inward toward self.
    2. Treatment Focus:
    Julia’s has a history of maladaptive patterns of trying to please her parents and others at the expense of herself. Her internal working model is that she needs to be perfect and be a super achiever.…

  • She strived to be a perfectionist taking advanced classes in high school. She engaged in sports because her parents wanted her to do something athletic. She did not join the track program because it was something that she wanted to do. She wanted to find a way to lose the baby fat. She felt badly about her body image because she was chubby. She was not coordinated enough for soccer and this further devalued her sense of self-esteem. Julia feels that no matter what she does that she just does not measure up to the “gold standard.” 3. Developmental Context: Julia’s parents were not nurturing parents. She was not comfortable with “touchy-feely” situations. She expressed that “It’s always a little awkward when they have to hug our grandparents on holidays.” Her parents had an authoritarian parenting style, which was overbearing with checking up on her whereabouts when she was not in her own home.
  • Problem Formulation:

    Julia a 17 year old who grew up in a stationary living situation in a northeastern suburban town is experiencing problems. She is in her first year of college and is having difficulty relating to others. She has an eating disorder that is affecting her health conditions emotionally and physically. She in not coping with stress with her involvement in track and cross-country because she gained an extra 15 lbs. Her coach asks her to change her diet and watch the junk foods that she consumes. Julia is seeking treatment at this time from pressure from her college. Julia was mandated to attend therapy. Her Dean instructed her to go to the counseling and health center for an evaluation before she could continue practicing with her team. Her current coping skills are not working for her. She is avoidant with her relationships with her roommate, friends and family. She is experiencing insomnia. She is in denial about the extent of her problem. She has started lying to her family and constructing ways not to go home for the holiday. Julia has low self-esteem. My hypothesis is that she has Anorexia Nervosa, insecurity issues, along with severe anxiety disorder. She has pent up emotions that reflect anger turned inward toward self.
    2. Treatment Focus:
    Julia’s has a history of maladaptive patterns of trying to please her parents and others at the expense of herself. Her internal working model is that she needs to be perfect and be a super achiever.…

  • She strived to be a perfectionist taking advanced classes in high school. She engaged in sports because her parents wanted her to do something athletic. She did not join the track program because it was something that she wanted to do. She wanted to find a way to lose the baby fat. She felt badly about her body image because she was chubby. She was not coordinated enough for soccer and this further devalued her sense of self-esteem. Julia feels that no matter what she does that she just does not measure up to the “gold standard.” 3. Developmental Context: Julia’s parents were not nurturing parents. She was not comfortable with “touchy-feely” situations. She expressed that “It’s always a little awkward when they have to hug our grandparents on holidays.” Her parents had an authoritarian parenting style, which was overbearing with checking up on her whereabouts when she was not in her own home.

I HAVE ATTACHED MY PAPER FROM PSY645 WHERE I WROTE ON JULIA YOU WILL NEED TO READ THE PAPER SO YOU CAN GET MORE INFORMATION IT A GREAT REFERENCE


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