Diagnostic Formulation

by | Jul 12, 2021 | Uncategorized | 0 comments

Diagnostic Formulation (4pages)In this section, the student assigns their client a DSM-5 diagnosis and the corresponding code. The student should provide client data to support each element of the diagnosis. The goal is to link explicitly the client data from the previous sections of the paper with the criteria for the assigned diagnosis. The rationale and reasoning should be clear and obvious. If more than one diagnosis is assigned, this level of detail should be provided for each diagnosis. In addition, at least one reasonable alternative diagnosis should be explained and the rationale (by detailing client data and diagnostic criteria) for its elimination provided. If no diagnosis is warranted, this information should be provided and at least two reasonable alternative diagnoses should be explained and the rationale for their elimination provided. The student will consider the role of the client’s cultural variables throughout the diagnostic formulation.
Case Conceptualization (5 pages)In this section, the student will integrate, understand, and interpret information gleaned from counseling sessions with the client and a review of any collateral information in order to provide evidenced-based explanations about the causes, precipitants, progression, and maintenance of the client’s psychological, interpersonal, and/or behavioral problems. The case formulations will serve as a (a) blueprint to guide the student’s counseling or vocational interventions, (b) marker for change, and (c) structure that enables the student to understand the client better.Students will describe a traditional theoryof counseling(e.g., Psychodynamic, Cognitive, Behavioral, Cognitive-Behavioral, Systems, Person-Centered) and its key components. Students will then integrate relevant client data into the framework of the theory to explain and understand the client’s psychological, interpersonal, and/or behavioral problems. Please note that original source material must be used. For example, you may not cite Corey’s text, Theory and Practice of Counseling and Psychotherapy, which summarizes that material. Instead, retrieve the text Corey cites.Throughout the case conceptualization, the student will consider the role of the client’s cultural variables. The student will consider how culture can influence the client’s presenting problem, symptoms, or behaviors. Think of how culture may aid in the understanding of the client’s presentation. For example, can a behavior or symptom be normalized due to the client’s culture? The student may also consider the client’s cultural experience and how that may influence behaviors. In considering culture, the student should identify at least 3 main cultural variables that may help to better understand the client and the client’s presentation.
Treatment/Intervention(4pages)In this section, the student details the treatment plan and its interventions, which should flow logically from the client’s diagnosis and the manner in which the student conceptualized the client. The student should identify the treatment objectives and goals that guided and continue to guide work with the client. The student should explain the type of treatment provided, the mode in which it was delivered (e.g., individual, group, family, couple), and the frequency and duration of the treatment. The student will discuss the specific therapeutic or intervention techniques utilized and why (e.g., what is the research to support your technique(s) given the client’s issues?). If the type of treatment provided or the techniques implemented are different from the theories used to conceptualize the client, explain why. The rationale for your decisions should be supported with client data and the professional and empirical literature. Students will identify the behavioral indicators of change/progress that helped them to determine whether the treatment or intervention was helpful. They also should include an understanding of what the client’s (internal and external) obstacles to change might involve so as to allow a greater depth of understanding and empathy as wellas better informed treatment planning.The student must supply a full projected treatment plan regardless of the current phase of treatment. As of the time of the Capstone, describe future course of work with the client, including plans for termination, referral, or continued counseling/assessment as appropriate.The student will consider the role of the client’s cultural variables throughout the treatment/intervention.

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