For this final assignment, apply what you have learned in this course to complete the Case Study Treatment Plan media presentation, using the client informat

Running head: TREATMENT PLAN FOR JARED

11

TREATMENT PLAN FOR JARED

Treatment Plan for Jared

Patrice Scope

COUN/5254

Professor: Kevin Fiesthamel

10/27/2024e

Treatment Plan for Jared

Introduction

The client chosen for the project is Jared. He is a 5-year-old male from the African American ethnicity. The client attends kindergarten and is showing behavioral challenges. For instance, when he is frustrated, Jared becomes aggressive and starts cursing and hitting. His school principal and teachers describe him as a “very angry little boy”. He has reportedly thrown chairs when intensely frustrated. A tearful apology usually follows this. Jared’s behavioural patterns show that his emotional profile is complex, and he may not fully manage or comprehend it on his own. The purpose of this paper is to come up with a treatment plan that is based on biopsychosocial factors using tools such as an ecomap and a genogram to contextualize Jared’s behaviour and environment. The paper also looks at legal and ethical considerations to draft an individualized and thoughtful plan that will help solve Jared’s problems.

Biopsychosocial Information for Case Conceptualization

Biological Factors

Developmental stage analysis would help in understanding the behavioral issues of Jared. At five years, Jared is at a stage where foundations, social and emotional skills are just forming, as for any other five-year-old child. Physiologically, children who are at his age tend to have underdeveloped frontal lobes which are attributed to their impulsive actions and challenges in self-regulation. Though Jared's profile does not reveal a significant physical health issue, it is important to understand his hereditary and genetic influences. His maternal grandfather was reported to have struggled with aggression and anger issues. The implication of this is that Jared is genetically predisposed to emotional dysregulation. In addition to this, Jared could be having minor developmental problems, such as difficulties in sustained attention and mild hyperactivity. These two factors have a negative effect on impluse control and frustration resilience (Avdibegović & Brkić, 2020). His outbursts when undegoing stressful moments are a sign of sensory sensitivity, which causes overstimulation and behavioural incidents.

Psychological Factors

The client's aggressive behaviours mean that he has psychological challenges. Aggressive tendencies mean that the client has difficulty managing frustrations. This is an issue that many young children struggle with. This is especially so if they have not yet learned strategies for coping with frustrations (Sumargi et al., 2020). According to his teachers, Jared shows intense remorse immediately after his outbursts. What that means is that he does have a sense of right and wrong, but he simply isn't in control to be able to govern his own behavior and consider alternatives.

In social settings, Jared experiences frustration and heightened anxiety. He is unable to express his feelings constructively. A psychosocial examination of Jared reveals certain stressors, such as the fear of failure or low self-esteem. These stressors are the triggers that make him react aggressively to defend himself. Things that have been going on his family have contributed to his emotional struggles. When at home, he feels that he must suppress his emotions. These bottled-up emotions make him unable to practice processing and managing them. This explains his explosions while at school. Subjecting Jared to regulation and coping techniques that are appropriate for his age would help him manage his emotions.

Social Factors

Social factors play a vital role in the behavioural development of children. As a black American male, Jared is likely to face implicit societal biases, especially in school environments where black males are given harsher punishments compared to their white peers. The implication of this is that Jared may feel misunderstood and alienated, and this contributes to his frustrations. Jared’s behaviour also appears to have been influenced by his family. His father is a strict disciplinarian compared to his grandmother, whose style is more permissive. This contrast creates confusion regarding behavioural expectations. At school, the teachers have brander Jared as "angry". Such kind of branding reinforces negative behaviour because the victim starts to have a self-concept about themselves based on external perceptions (Arslan et al., 2021). This emphasizes the importance of a consistent and supportive approach to help Jared feel understood and safe both at home and school. Social training would also equip Jared with the necessary skills for interacting with peers, creating positive relationships, and understanding better and more appropriate ways of expressing frustration.

Genogram

A genogram diagrammatically depicts the relationships of generations in a family regarding family patterns and influences on behavior and mental health to provide background information on the client. The details therein are useful while seeking to understand a client's background.

Jared’s Genogram Analysis

The created genogram for Jared spanned over three generations, providing a clear peek into the family's dynamics. His maternal side of the genogram shows that his maternal grandfather experienced anger management issues. In contrast, his maternal grandmother was known to have been nurturing but passive when it came to family conflicts. Though his mother is supportive, she is rarely available since her job is demanding. These patterns may play a role in Jared's behavior since he subconsciously reacts to the emotional environment that is established by the family mentioned above traits.

On his paternal side, Jared's father is quite strict, forcing Jared to suppress his emotions due to fear. His paternal grandmother, who takes care of him once in a while, is more lenient and gives Jared the freedom that he needs. The problem with this discrepancy arising from the manner in which the two adults handle Jared is that he will grow up with inconsistencies regarding what constitutes acceptable behaviour. Jared receives mixed messages about how to behave from different family members; therefore, it's hard for him to reconcile these various sets of behavioral expectations. Accordingly, by analyzing the genogram, it could be ascertained that Jared has received mixed messages about behavioral expectations and the regulation of emotions. These two factors contribute significantly to his aggression and frustration.

Ecomap

An ecomap is used to diaplay the different relationships and stressors that are in the social environment of a client. It uses lines of different colours to depict supportive, tenuous, or stressful relationships. This would help the practitioner determine the social dynamics behind the client's issues. Jared's ecomap indicates positive relationships with his grandmother (Blue Line) and cousin, while tenuous relationships with his sister (Yellow Line) result in sibling rivalry leading to small fights during meetings. His connection with teachers and fellow students can also be said to be mixed since his aggressive tendencies create varying degrees of understanding and patience.

Jared's relationship with his father is classified under Negative Relationships (Red Line) because the strictness of his father makes him more frustrated. Jared feels that his punishments are punitive instead of constructive. When interacting with authority figures at school, Jared experiences some level of tension as a result of the disciplinary measures that are taken against him when he misbehaves. Furthermore, the client’s exposure to societal stereotypes makes him feel rejected and misjudged (Ip et al., 2024). Jared's ecomap shows that he needs support and consistency in his relationships. He needs to overcome his sources of tension and learn how to express emotions.

Legal and Ethical Considerations

Some of the things that Jared has been doing, including throwing chairs, fall under mandatory reporting requirements for schools so as to ensure safety. Such incidents should be documented in order to keep track of the behavioral patterns of the client and keep the school community safeguarded. Further, Jared's behaviour calls for enrollment in an Individualized Educational program (IEP). This would ensure that he receives the requisite treatments while simultaneously receiving support for behavioural management and emotional support within an educational setting. Lastly, since Jared is a minor, any intervention accorded to him must have the consent of his parents. The only problem with this kind of approach is that the parents may not support the suggested treatments . This would call for mediation that aimed at a balance of Jared's best interests and parental rights (Boomsma, 2021).

Ethical Issues

Jared’s privacy is important. Sensitive details, such as his treatment, family history, and behaviour, should be kept confidential and only be shared with authorized individuals who have a role to play in his care. This ensures that ethical guidelines have been adhered to. The second ethical issue that should be taken into consideration is cultural sensitivity. This is because Jared is an African-American male, and all interventions should respect his culture’s approach regarding behaviour and discipline (Arslan et al., 2021). Finally, though Jared is young, everything done unto him should be child-centred. His autonomy should be respected by ensuring that he is involved in age-appropriate decisions that will foster trust and make him feel empowered (Ip et al., 2024).

Annotated Bibliography

1. Arslan, İ. B., Lucassen, N., Van Lier, P. A., De Haan, A. D., & Prinzie, P. (2021). Early

childhood internalizing problems, externalizing problems and their co-occurrence and (mal) adaptive functioning in emerging adulthood: a 16-year follow-up study. Social psychiatry and psychiatric epidemiology, 56, 193-206.

This article examines the connection between internalizing and externalizing behaviours in early childhood and adult adaptive functioning. The respondents were followed up for a period of 16 years, after which it was established that individuals with the two types of behaviour had problems in social and occupational settings during adulthood. Since both predict maladaptive outcomes later in life, early interventions addressing the two are important; this points to the need to address behavioral issues in childhood if better developmental outcomes are to be expected in adulthood, as well as prevent psychiatric approaches for young people.

2. Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences. Psychiatria

Danubina, 32(suppl. 3), 337-342.

Avdibegović and Brkić looked into the causes and effects of behaviour, focusing on its

impact on mental and emotional development. They highlight socioeconomic deprivation, psychiatric problems in parents, and social support as major risk factors. The article also reports that neglected children are bound to suffer from cognitive and emotional underdevelopment, which makes them prone to behavioural problems. It calls for the need for early intervention programs focused on high-risk families and community support systems. This article provides evidence that strategies at the level of society designed to prevent neglect should be implemented to ensure the protection of children's welfare and support their development in a stable and stimulating environment.

3. Boomsma, D. I. (2021). Genetic association study of childhood aggression across raters,

instruments, and age. Translational psychiatry, 11(1), 413.

Boomsma's genetic association study investigates genetics and childhood aggression, as rated by multiple raters and measured with multiple tools over time. The results emphasize the importance of genetic influences in aggressive behaviour patterns, although environmental influences have a very significant role as well. This would mean that these studies underline the necessity to understand both biological and social contributors to childhood aggression-that suggest early, tailored interventions might mitigate negative outcomes. Boomsma's contribution represents part of a bigger picture knowledge about how genetic predisposition affects behavior.

4. Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., …

& Siann, G. (2024). Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.

The article analyzes aggression, looking at biological, environmental, and social factors influencing behaviour. It explores genetic, social, and individual influences on aggression and violent tendencies, emphasizing integrative intervention strategies for prevention. Early intervention and tailored approaches are crucial.

5. Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on

child problem behaviours. Jurnal Psikologi, 19(3), 269-285.

Sumargi and co-authors avered that, it is only through authoritative parents that children behave in a good manner, while lenient parenting creates problems. They stressed on the need for a balance of warmth and discipline in parenting and creation of healthy ways for the emotional and social development in children.

Conclusion

The case of Jared is a good example of how important biopsychosocial and comprehensive approaches are in dealing wi9th behavioral issues. Through looking into biological, psychological, and social factors, one can easily understand a client's frustrations and aggression. The ecomap and genogram are good tools that provide crucial information into the family history of Jared as well as his social relationships, highlighting specific areas in which he needs support. These are the areas that guide his treatment plan. Considering legal and ethical issues the created plan will prioritize impulse control, emotional regulation, and peer interactions. As the treatment goes on, support from school and the involvement of his family will create a foundation for his long-term emotional and behavioural development.

References

Arslan, İ. B., Lucassen, N., Van Lier, P. A., De Haan, A. D., & Prinzie, P. (2021). Early

childhood internalizing problems, externalizing problems and their co-occurrence and (mal) adaptive functioning in emerging adulthood: a 16-year follow-up study. Social psychiatry and psychiatric epidemiology, 56, 193-206.

Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences. Psychiatria

Danubina, 32(suppl. 3), 337-342.

Boomsma, D. I. (2021). Genetic association study of childhood aggression across raters,

instruments, and age. Translational psychiatry, 11(1), 413.

Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., …

& Siann, G. (2024). Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.

Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on

child problem behaviours. Jurnal Psikologi, 19(3), 269-285.

,

Running head: DIAGNOSIS AND GOAL SETTING

15

DIAGNOSIS AND GOAL SETTING

Diagnosis and Goal Setting

Patrice Scope

Coun/5254

Instructors: Kevin Fiesthamel

Date: 11/10/2024

Diagnosis and Goal Setting for the Child

Client Name: Nathan

Client age: 7 years.

Item	Description
Appropriate DSM-5 Diagnosis 1. Disruptive, Impulse-Control, and Conduct Disorder 2. Intermittent Explosive Disorder (IED) 3. Oppositional Defiant Disorder (ODD)	Nathan’s behavioral patterns are an indicator of Disruptive Impulse-Control and Conduct disorder. Further, his impulsive, aggressive tendencies when interacting with his peers suggest that he may also have IED and ODD. Intermittent Explosive Disorder, or IED, shows itself as unexpected outbursts that are way too intense compared to what set them off. Nathan loses his cool quickly when another kid tries to disturb him, which matches what happens in IED. But if he keeps up this kind of pushback attitude a lot, then maybe Oppositional Defiant Disorder (ODD) could be what the problem is. Right now, it looks like IED is what's going on since his aggressive snaps and trouble with keeping his impulses in check are all over the place (First et al., 2022).
Appropriate long-term goals. A. Managing Aggressive Impulses B. Enhancing Social Skills C. Promoting Emotional Regulation	Nathan needs to learn to manage his angry outbursts and find some good ways to deal with anger. He should also work on his people skills to make and keep suitable friendships. He must learn how to keep his emotions in check and use them in a positive way.
Appropriate short-term goals for each identified long-term goal. Goal 1: Managing Aggressive Impulses A. Short-term Goal 1: recognize early signs of anger or frustration. B. Short-term Goal 2: replacing physical responses with verbal communication Goal 2: Enhancing Social Skills A. Short-term Goal 1: Take part in group activities. B. Short-term Goal 2: Increase tolerance for other children. Goal 3: Promoting Emotional Regulation A. Short-term Goal 1: Attend weekly therapy sessions. B. Short-term Goal 2: Create a "feelings chart."	To manage aggressive impulses, the client should identify early signs of frustration or anger and implement self-soothing strategies (e.g., deep breaths, counting to ten) before his anger escalates. He will also engage in at least one role-play scenario each week with a counselor, practicing replacing his physical response with verbal communication (i.e., instead of becoming physical during conflicts (Gill et al., 2024). To enhance his social skills, Nathan will engage in small group sessions with the assistance of a counselor, practicing taking turns, sharing, and listening. He will also practice tolerating his peers when interacting with them, beginning with five minutes during structured play or social settings and increasing this duration over time (Sarmiento & Lau, 2020). Nathan will attend play therapy sessions once a week during which he identifies and names his emotions so that he can express them adaptively. He will also implement a "feelings chart" to keep track of his emotions throughout the day and discuss them with his parents or therapist for further emotional growth.
Current and potential legal issues may impact the client's counseling treatment. 1. Confidentiality of the IEP 2. Right to a Safe Educational Environment 3. Mandated Reporting Requirements	The Individualized Education Plan (IEP) contains sensitive information regarding Nathan's mental health needs. This information is confidential and is considered protected. Institutions must be cautious and not reveal personal information to others (First et al., 2022). The school is not doing a great job of providing the required safe environment for its students. But if Nathan is violent, then the school has to weigh his right to education against the rights of every other student who might be injured in one of his attacks. Suppose Nathan displays behaviors that may mean he will harm himself or someone else. In that case, school personnel may be required to report those concerns to local authorities or seek additional assistance because of mandatory reporting laws (Sarmiento & Lau, 2020).
Current or potential ethical issues may impact the client's treatment in counseling. 1. Balancing Nathan’s Needs with Classroom Safety 2. Respecting Cultural Sensitivity. 3. Avoiding Labeling or Stigmatization.	Nathan's right to an education needs to be weighed against the need to protect other kids and adults from harm. The school will want to ensure they are not punitive while providing a safe learning environment. Advisors and educators should consider cultural contexts when interacting with families or implementing discipline practices. Calling Nathan "aggressive" or "impulsive" opens him up to stigmatization in and out of school (Collins et al., 2020). Professionals should carefully weigh their words when discussing Nathan’s behavior with peers and staff to avoid using negative labels.
Journal articles.	Colins, O. F., Van Damme, L., Hendriks, A. M., & Georgiou, G. (2020). The DSM-5 with limited prosocial emotions specifier for conduct disorder: A systematic literature review. Journal of Psychopathology and Behavioral Assessment, 42, 248-258. First, M. B., Yousif, L. H., Clarke, D. E., Wang, P. S., Gogtay, N., & Appelbaum, P. S. (2022). DSM‐5‐TR: Overview of what’s new and what’s changed. World Psychiatry, 21(2), 218. Gill, C. S., Dailey, S. F., Karl, S. L., & Minton, C. A. B. (2024). DSM-5-TR Learning Companion for Counselors. John Wiley & Sons. Sarmiento, C., & Lau, C. (2020). Diagnostic and statistical manual of mental disorders: DSM‐5. The Wiley Encyclopedia of Personality and Individual Differences: Personality Processes and Individual Differences, 125-129.

Diagnosis and Goal Setting for the Adolescent Client

Client Name: Edward

Client age: 12 years

Item	Description
DSM-5 Diagnosis A. Major Depressive Disorder (MDD) B. Co-occurring Substance Use Disorder.	Considering Alex's behaviors, symptoms, and reported nature of substances used, a possible indicative DSM-5 diagnosis could be Major Depressive Disorder (MDD) with Possible Co-occurring Substance Use Disorder. Common symptoms of Major Depressive Disorder include a persistent low mood, loss of interest in hobbies, withdrawal from social activities, and irritability. His substance use may be a form of self-medication or a maladaptive strategy for coping, which is often the case with adolescents suffering from depression. Furthermore, if his behavioral problems have caused substantial difficulties in his social or academic life, Conduct Disorder (CD) may also be diagnosed (First et al., 2022). Considering his symptoms and age, Major Depressive Disorder with Substance Use is the most fitting diagnosis at the moment.
Long-term goals. 1. Enhancing Emotional Regulation and Coping Skills. 2. Improving Academic and Social Engagement. 3. Reducing and Managing Substance Use.	Alex will learn and apply skills to manage and express his emotions so he can be aware of, make sense of, and deal with his feelings constructively. Due to the increase in school involvement and positive peer relationships, Alex will decrease his negative behaviors, such as truancy from school and encounters with law authorities. Alex will replace alcohol with new coping mechanisms while addressing the underlying issues without the use of substances.
Short-term goals for each identified long-term goal. Goal 1: Enhancing Emotional Regulation and Coping Skills. A. Short-term Goal 1: Identify and discuss his emotions. B. Short-term Goal 2: Participate in Cognitive Behavioral Therapy (CBT). Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions. Review the?APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse PopulationsLinks to an external site..?Think How do I consider using the four challenges of change in Stroh’s (2015) systems thinking framework to better understand the social problem of inclusion for i Related Posts Social Science What are your thoughts on creating a treatment plan for the child or adolescent client you created for the Week 9 assignment (and his or her family, Social Science Submit a reflection on the Myths and Facts activity. In your reflection: ? Identify at least one myth that you had previously believed to be true. Is it Social Science The spread of international jihadi terrorism over the last two decades has played a key role in shaping perceptions of Muslims in both North America and Eu Leave a Reply Cancel reply Your email address will not be published. Required fields are marked * Comment * Name * Email * Website Save my name, email, and website in this browser for the next time I comment. All Rights Reserved Terms and Conditions College pals.com Privacy Policy 2010-2018