Psychosocial Assessment; Rachel (The Girl on the Train): integrated case analysis

Psychosocial Assessment; Rachel (The Girl on the Train): integrated case analysis 150 150 Affordable Capstone Projects Written from Scratch

This assignment is an integrated case analysis written in a report format. Students will complete a comprehensive assessment that will include background information on the client, problem list (identify acute vs. chronic illness), bio-psych-social analysis, identify what would be helpful from a prevention perspective and diagnosis (s) with an integrated treatment plan (integrated intervention approach). Students will identify problem areas, necessary and appropriate psychological testing that will assist in the development of the diagnosis, possible health related illnesses and appropriate referrals. The treatment plan should also identify prevention areas and interventions that would improve the quality of the client’s life (Rachel). This assessment should be six to eight pages in content (does not include cover page). Students are required to use at least 8 references, APA guideline and headings. Overall components should include:

  • Discuss psychological concerns on this case regarding Rachel
  • Discuss health related illnesses (biological) concerns on this case regarding Rachel
  • Discuss social concerns on this case regarding Rachel
  • Discuss spiritual concerns on this case regarding Rachel
  • List Rachel’s problem list as shown in the case presentation
  • Identify three top target symptoms and impact of these symptoms on wellness (brain and body)
  • Discuss and provide a clinical case analysis
  • Discuss Rachel’s diagnosis (es) and provide supportive information for the diagnosis
  • Discuss what psychological test should be used to confirm or rule-out diagnosis or symptoms that negatively impact her life
  • Discuss impact of domestic violence on wellness (mind, body, social and spiritual)
  • Create and discuss an integrated treatment plan to include referrals
  • Discuss what primary, secondary and tertiary preventions that would be helpful for Rachel following your comprehensive assessment
  • Discuss your ability to work with someone who was found guilty of murder or a violent crime, in addition please include information regarding counter-transference. Please note some students may not experience a counter transference emotion and this also an acceptable response but please explain.

Use the following headings for this assignment

Biological ConcernsDiscuss and give examples of any real or potential physical health related illnesses regarding Rachel

  1. Genetic Considerations
  2. Medical Considerations (including brain functioning and medications)

 

Psychological Concerns –Discuss and give examples any psychological concerns

  1. Affect and mood
  2. Thought content and thought processes
  3. Consciousness, concentration and memory
  4. Coping skills (ability to manage emotions, goal setting, problem solving, &communication skills)
  5. Insight and Judgment
  6. Self esteem and resilience
  7. Grief and loss

 

Social ConcernsDiscuss and give examples any social concerns

  1. Family – marriage; children; parents, siblings
  2. Friends
  3. Socioeconomic status; employment and living situation
  4. Substance abuse
  5. Violence; domestic violence
  6. Legal issues
  7. Community connection

 

Problem List – Identify all problematic issues and behaviors noted from your observations of the biological, psychological and social concerns of this client

Target Symptoms – Identify three top target symptoms from the problem list for your clinical intervention. Fully discuss the impact of these symptoms on wellness (brain and body)

Case Analysis: This section of the report is rich with information pertaining to the student’s clinical summary. The student has included facts, quotations and supportive data points to support clinical summary. The student should use at least two scholarly references, presenting a well-rounded, writing an in-depth examination of the case.

Measurement tools – Discuss what psychological test should be used to confirm or rule-out diagnosis &/or symptoms that negatively impact her life

  1. Describe and explain your choice of measurement tools
  2. When would you administer them?

Diagnosis – What diagnosis would you give to this client? Give scholarly support and examples from the case for your choice. What rule-outs would you assess?

Impact of domestic violence on wellness – This section of the report is rich with information pertaining to the domestic violence. The student should address how symptoms related to domestic violence negatively impact (mind, body, social and spiritual). The student should use at least one reference.

Treatment Plan – Be sure to provide scholarly support to: Identify, describe and rationalize Treatment Intervention choice(s). What referral/resources would you provide along with therapy?

Prevention Level Plan – Identify and explain prevention level of treatment  (Primary, Secondary or Tertiary) This section of the report is organized in a logical fashion that addresses each level of prevention as they  may pertain to Rachel.  Each level of prevention should be paired with an explanation. At least one reference is needed.

 

Counter-Transference: Discuss your ability to work with someone who was found guilty of murder or a violent crime, in addition please include information regarding counter-transference.  Please note some students may not experience a counter transference emotion and this also an acceptable response but please explain.

Reminder: This assessment should be six to eight pages in content (does not include cover page and reference page).

  1. Students are required to use at least 8 references and follow APA guidelines including  headings.
  2. The paper should be written in third person narrative with the only exception being the counter-transference section which can be written in first person.
  3. The paper should be in full narrative mode and NOT outline format.

 

Scoring Rubric for the Case on Rachel

For a total of 140 possible points

(10 is maximum point for each prompt)

  1. Discussion of the Biopsychosocial-spiritual concerns: This section of the report provides all the elements of this model in a clear and concise theme. The student will list the biological concerns, psychological concerns, social concerns and spiritual concerns of Rachel as depicted in the film.

10   9  8  7  6  5 4 3 2 1

  1. Problem List: This section of the report has discussed and organized problem list in a logical fashion. The ideas of each problem clearly pertain to the information presented in the film presentation of the case.

10   9  8  7  6  5 4 3 2 1

  1. Target Symptoms: This section of the report has discussed and organized target symptoms in a logical fashion. Each target symptom listed clearly pertains to the information presented in the film presentation of the case. Fully discuss these target symptoms on Rachel’s overall wellness (brain and body)

10   9  8  7  6  5 4 3 2 1

  1. Case analysis: This section of the report is rich with information pertaining to the students clinical summary. The student has included facts, quotations and supportive data points to support clinical summary. The student should use at least two references, presenting a well-rounded, writing an in-depth examination of the case (as opposed to a grossly biased or superficial discussion of the case).

10   9  8  7  6  5 4 3 2 1

  1. Diagnosis: This section of the report is rich with information pertaining to the diagnosis. The student should include data points i.e. symptoms and durations to support diagnosis. The student should use at least one reference per diagnosis, presenting a well-rounded and accurate diagnosis. Student should also provide rule out diagnosis if appropriate.

10   9  8  7  6  5 4 3 2 1

  1. Selection of Psychological Testing: This section of the report list and discuss useful psychological testing that could aid in the diagnosis and measure treatment outcomes. The student should use at least two references, presenting a well-rounded, writing an in-depth examination of these tests and their use in the assessment phase.

10   9  8  7  6  5 4 3 2 1

  1. Discuss impact of domestic violence on wellness: This section of the report is rich with information pertaining to the domestic violence (mind, body, social and spiritual). The student should address how symptoms related to domestic violence negatively impact (mind, body, social and spiritual). The student should use at least one reference.

10   9  8  7  6  5 4 3 2 1

  1. Integrate Treatment Plan: This section of the report is organized in a logical fashion. Each item in the treatment plan should be paired with an explanation. Each item listed in the treatment plan should have a particular focus and purpose and the body paragraphs are well developed and concise. At least one reference is needed.

10   9  8  7  6  5 4 3 2 1

  1. Prevention Plan (primary, secondary and tertiary): This section of the report is organized in a logical fashion that addresses each level of prevention.  Each level of prevention should be paired with an explanation. Each level of prevention listed should have a particular focus and purpose and the body paragraphs are well developed and concise. At least one reference is needed.

10   9  8  7  6  5 4 3 2 1

  1. Counter-Transference:  Student provided a reflective and comprehensive report of transference related to working with Rachel.  Each student should provide thoughts and feelings related to their ability to work with someone who has committed a violent crime or murder.  Please note some students may not experience counter-transference and this can be an accepted as an answer but each student should provide a response to the violent crime prompt.

10    9  8  7  6  5 4 3 2 1

  1. ORGANIZATION/FOCUS: The report is organized in a logical fashion. The ideas of each body paragraph clearly pertain to the requirements and never stray off task. Each body paragraph has a particular focus and purpose, and the body paragraphs are well developed and concise.

10   9  8  7  6  5 4 3 2 1

  1. STYLE:  The student utilizes academic language and professional tone. That being said, the writing is succinct, engaging, and original. The paper contains the perfect amount of sources per requirements throughout the paper

10   9  8  7  6  5 4 3 2 1

  1. CITATIONS: The student properly cites information from outside sources with clear signal phrases that smoothly transition into facts when appropriate and with correctly-formatted parenthetical APA in-text citations. When paraphrasing, the student effectively alters the wording to make it his or her own phrasing entirely.

10   9  8  7  6  5 4 3 2 1

  1. MECHANICS: The report demonstrates a mastery of the English language through impeccable grammar (spelling, punctuation, sentence structure, etc). The report adheres to the conventions of APA format (heading-wise, title-wise, font-wise, spacing-wise, pagination-wise)

10   9  8  7  6  5 4 3 2 1

Total points earned ___________

Example:  If a student earned 125 points out of 140 (125/140 x 100%) = 89.2%.


 

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