Blooming Park – Case Study Intervention Plan PDF

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Running head: CASE STUDY INTERVENTION PLAN

Blooming Park – Case Study Intervention Plan Student name Course name – number Instructor Date submitted

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CASE STUDY INTERVENTION PLAN BIOPSYCHOSOCIAL ASSESSMENT FORM Student Demographic Data Name: Dakota Age: Approximately 13 years (7 grader) Gender: Female Social-Cultural Information Dakota is a Native American female. Her family faces multiple financial challenges. She has few people to interact within the family because her mother is busy in her work, and her sister rarely finds time for her because she (the sister) spends most of her time with friends away from home. She rarely interacts with other students in school and rarely takes part in extracurricular activities. Her family lives on a reservation, but she attends a school, which is not in the reservation. Current Grade Level: Seventh (7) grade. Presenting Problem Developmental Crises Dakota finds it hard to interact with her family members. She rarely sees her father. Her mother is usually busy at work because she works long days. Her older sister does not have time to interact with her because she is usually seeing her friends away from home. Dakota finds it hard to take part in extra-curricular activities and social interactions in school. She lives in reservations but attends a public school, away from the reservation. She has very few friends in public school. The family faces financial difficulties. As a result, she is usually bullied in school because she does not have nice things (her mother cannot afford to buy her such things). She stays isolated in school. Dakota’s performance in school is getting worse.

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CASE STUDY INTERVENTION PLAN Disabilities: NA. Previous Mental Issues/Treatment Dakota has not had any mental issues or treatment in the past. Situational and environmental factors impacting the problem Various situational and environmental factors trigger Dakota’s problem. For instance, in the case, it is noted that Dakota’s family encounters numerous financial challenges. This results in the family’s inability to cater for Dakota’s needs. It leads to Dakota’s failure to acquire nice things that she requires in school. Her friends bully her because she does not have nice things. Also, the aspect of the mother spending the majority of her time at the workplace influences Dakota’s ability to utilize socialization skills. Also, the failure of her older sister to spend time with her at home contributes to Dakota issue of embracing social interactions. Another situational factor that affects Dakota’s element of social interactions is that of her father is unavailable at home. The father’s unavailability prevents Dakota from benefiting from the fatherly love which would help her to have confidence in life. Family History The family has both the mother and father. Dakota has an elder sister. Family environment The family environment is not conducive for Dakota as a child in her seventh grade. The mother is always committed and is not available to spend time with her daughter. The father is rarely available to spend time with Dakota. The older sister is busy with her friends and does not have to spend with Dakota as her younger sister.

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Special circumstances/events The family cannot afford to purchase for Dakota nice things to use in school. Hence, she is bullied by her peers in school. Dakota is usually left alone at home. Dakota indicates that she does not feel like she belongs in the school. Siblings Dakota has an older sister, who does not find time to spend with. The older sister is usually busy with her friends outside the family. Current Living Situation and Environment Housing Dakota lives with her family on the reservation. She lives with her sister, who is barely available. She also lives with her father, who is rarely at home. The mother spends most of her time working. Social Connections Dakota has adverse social connections. At school, she rarely talks to her friends. She has nobody to talk to at her home. She does not talk part in extra-curricular activities. Financial Situation Dakota’s family has financial challenges. This makes Dakota to be bullied by her peers at school because she cannot afford to purchase nice things that her classmates use. The family struggles to pay monthly bills. Personal History Major Life Events: NA History of trauma

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There are no severe trauma instances concerning Dakota. The major challenge influencing Dakota in school is being bullied by her peers. She does not obtain the necessary family care that she should receive. Physical/Medical Information Relevant physical/medical history: NA Current/medical state Dakota is currently under no medical concern. Her physical and medical state is stable and positive. Use of medication Dakota is under no medication. She does not suffer any disease and is therefore not using any medication. Substance Abuse/Addiction History and Current Situation Dakota does not abuse any substances. Emotional/Psychiatric History Previous psychological issues Dakota stated that she does not feel like she belongs. She has little interactions and loves keeping to herself, without engaging in social connections with other people. Previous therapy; hospitalizations: NA Family history of mental/psychological issues Dakota’s family does not depict any mental or psychological issues. Current Symptoms

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Dakota does not engage in extra-curricular activities in school. She has little social interactions. She usually says that she does not feel like she belongs. She often stays alone when in school. Her grades have started dropping significantly. Other Information: Dakota has nobody to talk to in her family. Consultations with Other Professionals: NA MINI Mental Status Exam Administered: NA TREATMENT PLAN Student presents with: Family based-trauma and bullying in school. As evidenced by: Dropping academic performance (declining grades), being isolated in school, not being involved in extra-curricular activities, stating that she does not feel like she belongs, and participating in little social interactions. Due to: lack of enough funds in her family to purchase her nice things similar to that of her peers, bullying in school, and absence of social connections at home since her mother is busy at work, the father is barely available, and her sister is busy with her friends. Other Assessments to Aid in Making Diagnosis There are various aspects that Dakota’s mother should consider as a parent to understand her daughter better. In this context, Dakota’s mother should interact with other children in the reservation and understand how they interact with her daughter. This implies that the mother will assess how Dakota interacts with her peers away from school. Some of the variables that she may assess include; does she react violently with her friends in the reservation? Does she keep to herself in the reservation? Is she quickly aggravated? Understanding these variables will help to understand if Dakota depicts such problems at school or she portrays the same issues while at home.

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Dakota should be assessed by a neurologist. The neurological assessment will be aimed at assessing her sensory neuron and motor responses, to identify if her nervous system is impaired (Ligsay et al., 2018). The process of neurological examination entails a physical examination and review of Dakota’s medical history. The tool employed when undertaking the neurological assessment is the Glasgow Coma Scale (GCS). This tool will score the client’s various areas include motor response, verbal response, and eye-opening. The highest score from the GCS is 15, which indicates that a person is fully aware and alert. However, the lowest possible score is three which shows that an individual is unconscious (Ligsay et al., 2018). The score will be used to determine if Dakota has any additional challenges, besides the ones presented in her biopsychosocial history. Theoretical Foundation The selected theoretical approach is cognitive-behavioral therapy (CBT). This form of theoretical approach treats problems and enhances happiness through the modification of dysfunctional emotions, thoughts, and behaviors (Wright et al., 2017). The rationale for using CBT is because it focuses on solutions, encourages a person to challenge distorted thoughts, and modify destructive patterns of behavior. CBT holds on the concept that perceptions and thoughts affect a person’s behavior. One of the significant assumptions of CBT is that feeling distressed, in most instances, might distort a person’s perception of what happens in reality (Parritz & Troy, 2018). As a result, the theory focuses on identifying unwanted thoughts, evaluate if they accurately depict reality, and if they do not, utilize techniques to challenge and overcome harmful thoughts. Various CBT techniques will be used to counteract Dakota’s negative thinking. For instance, it is essential to write self-statements to counteract adverse thoughts. After locating the

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issues influencing Dakota’s thinking, it is crucial to establish positive aspects which can counter the adverse thoughts. Another CBT techniques are learning to accept disappointment as a normal segment of life (Wright et al., 2017). This will entail Dakota writing down what happened, what she learned from the experience, what she can do differently in the future, and how to identify adverse thoughts in her life. Short-Term Goals Various short-term goals have developed in line with Dakota for support during school. For instance, Dakota will learn techniques on how to cope with stressful situations while at school. This will ensure that the student can cope with bullying by not having nice things (Dobson & Dobson, 2018). The other short-term goal is to ensure that Dakota can overcome emotional trauma associated with the conditions at home. It will be essential for Dakota to eradicate negative thoughts that have negative impacts on her learning and performance. Long-Term Goals The primary long-term goal is to ensure that Dakota improves her performance in this school. The goal is essential because it provides that Dakota can recognize herself and start developing in her studies. It will be pivotal toward the improvement of her dropping grades. This will be attained by using the concept “knowledge is power” as a foundation of cognitivebehavioral therapy (Dobson & Dobson, 2018). The goal will be attained on the basis that a proper understanding of a psychological problem assists in dismissing unfounded fears, which will aid in easing anxiety and other adverse feelings. Community Resources and Social Supports Regarding community resources and social supports, the counselor is mandated to play an advocacy role (Parritz & Troy, 2018). This role is based on the perspective that as a minority

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group in the U.S., Dakota, a Native American, may lack access to vital resources in her educational and other aspects of life. From the case study, it is evident that Dakota does not utilize community resources and social support. However, there are various community resources and social supports that she can employ. For example, Dakota may seek help from Family Service Agencies. These would help in providing financial support and ensure that she can afford nice things in the same way as her friends. The other social support is Child Guidance Clinics that would help Dakota to deal with bullying. The benefit of these resources and supports is that they would assist Dakota to deal with her adverse family setting and develop social interactions with other people (Lush, 2018). The major setback of the resources and supports is that they may entail complex procedures and might prove problematic to use. Legal, Ethical, and Other Considerations There is a need to ensure that multicultural and diversity knowledge, skills, and awareness are incorporated in the treatment planning process (Baruth & Manning, 2016). This means that the counselor should be aware of their own cultural biases and values which may interfere with the entire treatment plan. The counselor should recognize that their own racial and cultural heritage may trigger adverse stereotyping, racism, and discrimination. Regarding diversity during counseling, the counselor should be aware of the client’s worldview (Baruth & Manning, 2016). This implies that the counselor should understand that the client has a different point of view than their own. One of the legal considerations that should be adopted during the treatment is informed consent (Tribe & Morrissey, 2015). This indicates that formal permission should be obtained from the client. In the case, since the client is a minor, Dakotas’ mother or father will be consulted to receive offer the necessary consent. An ethical consideration would be the

CASE STUDY INTERVENTION PLAN maintenance of confidentiality. According to Sori and Hecker (2015), the counselor should not reveal the client’s privacy. The counselor should respect and limit access to Dakota’s personal information.

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Baruth, L. G., & Manning, M. L. (2016). Multicultural Counseling and Psychotherapy. Taylor & Francis. Dobson, D., & Dobson, K. S. (2018). Evidence-Based Practice of Cognitive-Behavioral Therapy. Guilford Publications. Ligsay, A., Bain, J. M., Veenstra-VanderWeele, J., & Hagerman, R. (2018). Pediatric and Neurological Assessment and Targeted Treatments. Autism Spectrum Disorders, 143. Lush, B. D. (2018). The Child Guidance Clinic. In Child Psychotherapist and Problems of Young People (pp. 63-85). Routledge. Parritz, R. H., Troy, M. F. (2018). Disorders of Childhood: Development and Psychopathology (3rd Ed.). Boston, MA: Cengage Learning Sori, C. F., & Hecker, L. L. (2015). Ethical and Legal Considerations when Counselling Children and Families. Australian and New Zealand Journal of Family Therapy, 36(4), 450-464. Tribe, R., & Morrissey, J. (Eds.). (2015). Handbook of Professional and Ethical Practice for Psychologists, Counsellors and Psychotherapists. Routledge. Wright, J. H., Brown, G. K., Thase, M. E., & Basco, M. R. (2017). Learning Cognitive-Behavior Therapy: An Illustrated Guide. American Psychiatric Pub....