Please find below the psychology case study. Phil is a 67-year-old male who reports that his biggest problem is worrying. He worries all of the time and about "everything under the sun." For example, he reports equal worry about his wife who is undergoing treatment for breast cancer and whether he returned his book to the library. He recognizes that his wife is more important than a book and is bothered that both cause him similar levels of worry. Phil is unable to control his worrying. Accompanying this excessive and uncontrollable worry are difficulty failing asleep, impatience with others, difficulty focusing at work, and significant back and muscle tension. Phil has had a lifelong problem with worry, recalling that his mother called him a "worry wart." His worrying does wax and wane and worsened when his wife was recently diagnosed with breast cancer. He also reports symptoms including concentration difficulties, periods of irritability, and sleep difficulties. Below is a guide that should be used. Quick Guide to Treatment Plans You can use this as a guide to help you develop a treatment plan: Client’s Name: ______________________________________ Date: _______________________ Problem: ______________________________________________________________________________ As evidenced by: _______________________________________________________________________ Long term goal: ________________________________________________________________________ Short Term Objectives: 1.) ______________________________________________________________ 2.) ______________________________________________________________ 3.) ______________________________________________________________ Problem: ______________________________________________________________________________ As evidenced by: _______________________________________________________________________ Long term goal: ________________________________________________________________________ Short Term Objectives: 1.) ______________________________________________________________ 2.) ______________________________________________________________ 3.) ______________________________________________________________ Problem: ______________________________________________________________________________ As evidenced by: _______________________________________________________________________ Long term goal: ________________________________________________________________________ Short Term Objectives: 1.) ______________________________________________________________ 2.) ______________________________________________________________ 3.) ______________________________________________________________ Strengths:_______________________________________________________ Guidelines for Objectives (the HOW of therapy): Objectives are SMART: Simple or straightforward, Measurable, Achievable, Realistic, Time framed Objectives can be also be remembered via RUMBA: Realistic, Understandable, Measurable, Behavioral Attainable Goals (the WHAT of therapy) are broad: Mr. Smith will learn new coping strategies for his anxiety (note that this does not tell us HOW she will learn it) Objectives: Smith will attend group meetings for anxiety sufferers one time per week for 6 weeks. (what he will do, when and for how long…) Smith will learn how to express his feelings, as evidenced by his expressing at least 2 feeling words in therapy while he attends therapy. (what he will do, when and for how long) Strengths Areas of strength might include interests (e.g., sports, music, extended family); abilities (art, listening skills, making new friends); activities (hunting, church, family reunions); and capacities (empathy, pride). Therapists need to be careful to avoid including “disguised weaknesses” such as “performs well if highly supervised.” Also, strengths need to be specific and unique. People reading the strengths section should be able to recognize the child and the child’s family from the description. Therapists looking to identify strengths might look toward the interests, abilities, activities, and capacities that make the individual a pleasure to work with. The strengths sections articulate and document these perceptions. A narrative example follows; however, strengths could be listed separately, in phrases rather than single words. Example: Tony is interested in rap music ( Snoop Doggy Dog), motor cycles (Harleys) and social injustice. He relates to older adult males, and participates in activities with his sisters. He writes rap lyrics, makes friends easily (both male and female), and knows how to relate to the opposite gender. Tony’s family members look out for each other and defend each other in public. Tony’s mother is interested in her children graduating from high school.

Please find below the psychology case study. Phil is a 67-year-old male who reports that his biggest problem is worrying. He worries all of the time and about "everything under the sun." For example, he reports equal worry about his wife who is undergoing treatment for breast cancer and whether he returned his book to the library. He recognizes that his wife is more important than a book and is bothered that both cause him similar levels of worry. Phil is unable to control his worrying. Accompanying this excessive and uncontrollable worry are difficulty failing asleep, impatience with others, difficulty focusing at work, and significant back and muscle tension. Phil has had a lifelong problem with worry, recalling that his mother called him a "worry wart." His worrying does wax and wane and worsened when his wife was recently diagnosed with breast cancer. He also reports symptoms including concentration difficulties, periods of irritability, and sleep difficulties. Below is a guide that should be used. Quick Guide to Treatment Plans You can use this as a guide to help you develop a treatment plan: Client’s Name: __________________________ Date: _ Problem: ________________________________ As evidenced by: _ Long term goal: Short Term Objectives: 1.) 2.) 3.) Problem: ______ As evidenced by: _ Long term goal: Short Term Objectives: 1.) 2.) 3.) Problem: ______ As evidenced by: _ Long term goal: Short Term Objectives: 1.) 2.) 3.) Strengths:___________________ Guidelines for Objectives (the HOW of therapy): Objectives are SMART: Simple or straightforward, Measurable, Achievable, Realistic, Time framed Objectives can be also be remembered via RUMBA: Realistic, Understandable, Measurable, Behavioral Attainable Goals (the WHAT of therapy) are broad: Mr. Smith will learn new coping strategies for his anxiety (note that this does not tell us HOW she will learn it) Objectives: Smith will attend group meetings for anxiety sufferers one time per week for 6 weeks. (what he will do, when and for how long…) Smith will learn how to express his feelings, as evidenced by his expressing at least 2 feeling words in therapy while he attends therapy. (what he will do, when and for how long) Strengths Areas of strength might include interests (e.g., sports, music, extended family); abilities (art, listening skills, making new friends); activities (hunting, church, family reunions); and capacities (empathy, pride). Therapists need to be careful to avoid including “disguised weaknesses” such as “performs well if highly supervised.” Also, strengths need to be specific and unique. People reading the strengths section should be able to recognize the child and the child’s family from the description. Therapists looking to identify strengths might look toward the interests, abilities, activities, and capacities that make the individual a pleasure to work with. The strengths sections articulate and document these perceptions. A narrative example follows; however, strengths could be listed separately, in phrases rather than single words. Example: Tony is interested in rap music ( Snoop Doggy Dog), motor cycles (Harleys) and social injustice. He relates to older adult males, and participates in activities with his sisters. He writes rap lyrics, makes friends easily (both male and female), and knows how to relate to the opposite gender. Tony’s family members look out for each other and defend each other in public. Tony’s mother is interested in her children graduating from high school.

Ciccarelli: Psychology_5 (5th Edition)

5th Edition

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:Saundra K. Ciccarelli, J. Noland White

Chapter1: The Science Of Psychology

Section: Chapter Questions

Problem 1TY

See similar textbooks

Quick Guide to Treatment Plans

You can use this as a guide to help you develop a treatment plan:

Client’s Name: ______________________________________ Date: _______________________
Problem: ______________________________________________________________________________
As evidenced by: _______________________________________________________________________
Long term goal: ________________________________________________________________________
Short Term Objectives: 1.) ______________________________________________________________
2.) ______________________________________________________________
3.) ______________________________________________________________
Problem: ______________________________________________________________________________
As evidenced by: _______________________________________________________________________
Long term goal: ________________________________________________________________________
Short Term Objectives: 1.) ______________________________________________________________
2.) ______________________________________________________________
3.) ______________________________________________________________
Problem: ______________________________________________________________________________
As evidenced by: _______________________________________________________________________
Long term goal: ________________________________________________________________________
Short Term Objectives: 1.) ______________________________________________________________
2.) ______________________________________________________________
3.) ______________________________________________________________

Strengths:_______________________________________________________

Guidelines for Objectives (the HOW of therapy):

Objectives are SMART:

Simple or straightforward,
Measurable,
Achievable,
Realistic,
Time framed

Objectives can be also be remembered via RUMBA:

Realistic,
Understandable,
Measurable,
Behavioral
Attainable

Goals (the WHAT of therapy) are broad: Mr. Smith will learn new coping strategies for his anxiety (note that this does not tell us HOW she will learn it)

Objectives:

Smith will attend group meetings for anxiety sufferers one time per week for 6 weeks.

(what he will do, when and for how long…)

Smith will learn how to express his feelings, as evidenced by his expressing at least 2 feeling words in therapy while he attends therapy.

(what he will do, when and for how long)

Strengths

Areas of strength might include interests (e.g., sports, music, extended family); abilities (art, listening skills, making new friends); activities (hunting, church, family reunions); and capacities (empathy, pride). Therapists need to be careful to avoid including “disguised weaknesses” such as “performs well if highly supervised.” Also, strengths need to be specific and unique. People reading the strengths section should be able to recognize the child and the child’s family from the description. Therapists looking to identify strengths might look toward the interests, abilities, activities, and capacities that make the individual a pleasure to work with. The strengths sections articulate and document these perceptions.

A narrative example follows; however, strengths could be listed separately, in phrases rather than single words. Example: Tony is interested in rap music ( Snoop Doggy Dog), motor cycles (Harleys) and social injustice. He relates to older adult males, and participates in activities with his sisters. He writes rap lyrics, makes friends easily (both male and female), and knows how to relate to the opposite gender. Tony’s family members look out for each other and defend each other in public. Tony’s mother is interested in her children graduating from high school.

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