Review chapter two of Friedberg and McClure’s Clinical Practice of Cognitive Therapy with Children and Adolescents, with particular attention to the case conceptualization examples, and Wonders’ chapter, Purposeful Application of Theory to Case Conceptualization and Treatment Planning. Reference throughout paper when applicable 2. Identify a child or adolescent, a fictional character (again, a child or adolescent) from a book or movie of your choosing. 3. Utilize the grading rubric using a professionally written voice to describe what is known about the fictional client. 4. If the information is not known to you yet, either within your interaction with the client or presented to you within the book or movie, use your verbal professional voice and enter a prompt or question you might ask to elicit this information. Distinguish the verbal voice from your written voice by placing your verbal prompts in quotation marks. You can also emphasize this differentiation with an alternative font color to make this distinction. Do not bypass any prompt because the information is not directly available to you from the client or the book or movie. This will result in loss of points. 5. Reflect upon the data you have collected before completing the provisional formulation section of this form. This is the most important section of your assessment document. For full credit, address each of the components. It is in this section where you demonstrate your role as the professional and knowledgeable practitioner that you are by clearly articulating how you will apply your knowledge of theory and social work practice skills specifically to your work with this particular child or adolescent. Obviously, this section of the document goes far beyond a restatement of the presenting problem and related demographics. 6. Include a treatment plan that is clearly linked to your provisional formulation, provides direction and specifies a clearly defined path for clinical progress; details the sequence and provides a specific timeline of interventions, and includes examples of interventions that are known to address the problem. Rubric to follow: -Name and demographics: Specific information regarding age, gender, ethnicity, academic placement, family structure and living arrangements -Presenting problem, general Broad statement regarding purpose of therapy; define in a way that reflects the unique situation of the child and his/her family; the presenting problem is written from the client’s perspective. What do the client and caregivers say are the reasons for seeking services? -Presenting problem, particular: What do the client and caregivers report in each of the following domains: behavioral, emotional, interpersonal, physiological, cognitive? -Cultural context variables: Ethnicity influences, racial identity, level of acculturation, poverty, oppression, marginalization, prejudice, institutional racism, sexism. (All persons are influenced by their culture.) -History and developmental milestones: Places the presenting problem in context; includes information about prenatal and early development; establishes the frequency, intensity, and duration of the child’s problems; includes information about the child’s caretakers, family relationships and disciplinary practices; school and peer relationships; includes previous treatments, substance use, and legal history. When there is no history of previous treatments, substance use and/or legal history, make a statement indicating that there is no history. -Cognitive structures: Here is where your professional voice shifts from reporting the data that you have collected from others to a synthesis of what you know about CBT and human behavior in general and what is occurring with your client. You should be able to hear and feel the shift in your professional voice as you continue to write this document. -Automatic thoughts; schemata; cognitive distortions; self-defeating behavior patterns; cognitive, emotional and behavioral avoidance; schema compensation. -Behavioral antecedents and consequences Link antecedent stimuli (stressors such as parents’ divorce, teacher’s criticisms, peer’s taunts) to related outcomes (e.g. acting out or avoidant behaviors) -Provisional formulation Provides a personalized psychological portrait; offers an explanatory hypothesis; theoretically driven; includes multiple interpretations of the data; synthesizes all components of the case conceptualization process; include a discussion of the expected obstacles to success and how the clinician might address each potential obstacle -Treatment plan: Clearly linked to provisional formulation; provides direction and specifies a clearly defined path for clinical progress; details the sequence and provides a specific timeline of interventions; includes examples of interventions that are known to address the problem
Last Completed Projects
| topic title | academic level | Writer | delivered |
|---|