Case Conceptualization

by


School Counseling

CASE CONCEPTUALIZATION FORM

This Case Conceptualization Form has been used in several ways this quarter to assist you in developing and strengthening your ability to conceptualize cases.

 

FOR THE WEEK 10 CASE CONCEPTUALIZATION FINAL                                     

  1. Based on the student you worked with in your Week 8 Skills Demonstration, respond fully and in paragraph form to the prompts below.
  2. Type your full responses in complete sentences and in the expandable cell within each section. The cell will lengthen as you type. Please note that the minimum length requirements for each section are slightly increased, as the information is now based on a real student and not on a case study.
  3. Once you have completed all sections of the form, save and upload into the Gradebook.

 

PART I                                                                                                                                  

Counselor name: Shonti Liggins Student age:11
Student initials: IH Student race or ethnicity: Hispanic
# of sessions with student: 4 Self-identified gender: Female (She/Her)

 

Presenting Problem

To understand the presenting problem, describe the student past and present. Be sure to address each of the following elements:

  • Demographic information
  • Employment history
  • Relevant legal problems
  • History of counseling
  • Reason for seeking counseling, according to the student
  • Onset and duration of concern
  • Frequency and intensity of symptoms
  • What the student wants to improve
Your discussion of the Presenting Problem should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:

 

Ingrid is an 11-year-old Hispanic female who sought out counseling due to concerns related cutting. Ingrid has been cutting for the last six to seven months due to rude statements made on behalf of her father. She acknowledges Ingrid stated, “my parents have always fought it and it can be overwhelming.” At home, she reports to “always be alone.” Two weeks prior, after her graduation from her fifth-grade ceremony, she last cut. Ingrid acknowledges suicidal ideas, but suicidal intentions or plans are denied. Ingrid reported feelings of low self-esteem, confidence, unusual sleep patterns, irritability, and loss of social inclusivity. There is no history of psychiatric disorders, psychiatric treatment, or hospitalizations. Psychiatric history to include substance abuse in closely related family members has been denied. Ingrid wishes to build her self-confidence so she can again be more socially inclusive.

 

 

Family and Developmental Factors

Students and their concerns are shaped by their family structure and stage of development. Be sure to address each of the following elements and their impact:

  • Family of origin and role within
  • Family of choice, if different, and role within
  • Significant relationships/relationship patterns
  • Children, marriages, divorces
  • Current living arrangements
  • Major losses, traumas
  • Family mental health history
  • Family substance abuse history
  • Family violence or abuse history
  • Stage of development impacts, to include Piaget, Erikson, and Kohlberg
  • Developmental challenges
Your discussion of Family and Development Factors should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:

 

Ingrid was born and raised in Maryland and is the middle child to her younger brother (9) and older sister, age 19. Her mother had both she and her older sister from a prior relationship. Her mother married Ingrid’s step-father eight years prior and Ingrid cannot recount her biological father during session. The younger sibling is biologically from the union formed from her mother and step-father. At home, Ingrid can often hear her parents arguing about her for which she often reports guilt. Ingrid reports not to “love” her father and often avoids conversation that she feels will result in conflict. During many interactions, she feels he is “too hard” and often “stubborn” on she and her siblings. During a family session, her mother stated to feel conflicted as she wants to leave her husband, but her youngest does not wish for the family to be separated.

 

 

 

Multicultural Considerations

Students and their concerns are shaped by a multitude of multicultural considerations and their intersectionality. Be sure to address each of the following elements that apply and their impact on the person, the problem, and the counseling relationship:

  • Race, ethnicity
  • Religion, spirituality, or faith
  • Ability limitations, impairments
  • Sexual, affectional orientation
  • Cisgender, transgender, or otherwise identified
  • Age, generation
  • Socioeconomic status, affluence, homelessness
  • Military upbringing, involvement, deployment
  • Criminal justice system, gang culture, drug culture
  • Immigration status, language preference
  • Geographic influences, environmental factors
  • Experiences of oppression or marginalization
Your discussion of Multicultural Considerations should include 3–4 well-formed

paragraphs. In response to the prompts above, begin typing here:

 

 

 

 

 

 

 

 

 

PART II                                                                                                                                 

Narrative Summary

Your discussion of the Narrative Summary should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:

 

 

 

Theoretical Orientation and Application

Your theoretical orientation influences your counseling approach. While you are likely still in the very early stages of considering and trying on different theoretical orientations, you have likely noticed that some seem to resonate with you more than others. While you have been trained in Person-Centered Theory, consider another orientation that most closely aligns with your understanding of human behavior and your approach to it. In doing so, respond to the following:

  • State your preferred theoretical orientation and the original theorist
  • Describe what elements of this preferred theoretical orientation resonate with you
  • Explain how this preferred theoretical orientation approaches student problems
  • Explain how this preferred theoretical orientation approaches positive change
  • Describe how this preferred theoretical orientation would make sense of your student’s presenting problem
  • Now select another counseling theory and contrast how it would make sense of your client’s presenting problem differently
Your discussion of Theoretical Orientation should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:

 

 

 

Resources

It is important to recognize the positive impact that supports and resources can have on a student’s life. You will want to be intentional in identifying and linking the student with resources to further support and facilitate their growth. With this in mind, address each of the following elements:

  • Describe the resources currently available to and being utilized by the student
  • Describe additional resources that would benefit and support the student. Examples include child protective services, medical doctor referral, peer support, crisis services, substance abuse referral, academic supports, school nurse, suicide hotline, mental health referral, and so on.
  • Describe how these additional resources might help to stabilize, protect, and facilitate wellness in the student
Your discussion of Resources should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:

 

 

 

 

 

 

PART III                                                                                                                                

Intervention Planning

The nature of the intervention planshould coincide with the needs of the student. Additionally, treatment goals should be SMART (specific, measurable, attainable, realistic, and timely). Using your theoretical foundation of Person-Centered Theory coupled with your preferred theoretical orientation described in Part II, respond to the following elements:

  • Short-term Academic SMART goal for treatment
  • Short-term Person/Social SMART goal for treatment
  • Short-term Systemic/Career SMART goal for treatment
  • Interventions, approaches, and techniques to work towards these goals
  • Long-term Academic SMART goal for treatment
  • Long-term Person/Social SMART goal for treatment
  • Long-term Systemic/Career SMART goal for treatment
  • Interventions, approaches, and techniques to work towards these goals
  • How will you involve school personnel in supporting the student?
Your discussion of Intervention Planning should include complete-sentence, bulleted responses to each of the prompts. In response to the prompts above, begin typing here:

 

 

 

Ethical and Legal Considerations

Nearly all students and every situation present the possibility for ethical concerns and dilemmas. It is important to be proactive and intentional in our consideration of what those might be. Ethical challenges can arise in a number of ways, including transference/countertransference, court-ordered counseling, informed consent, boundary violations, poor self-care, limits of confidentiality, and mandated reporting, to name a few. Using the ACA Code of Ethics, reflect on your work with the student and respond to the following:

  • Describe potential ethical dilemmas present or potentially present
  • Identify your own barriers or challenges that may complicate the ethical dilemma
  • Explain the steps you should take to be intentional and proactive in your ethical approach
Your discussion of Ethical and Legal Considerations should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here:

 

 
Your discussion of Social Change Implications should include 3–4 well-formed paragraphs. In response to the prompts above, begin typing here: