Treating Those With Mental Disorders A Comprehensive Approach To Case Conceptualization And Treatment 1st Edition by Victoria E. Kress

Instructor’s Resource Manual and Test Bank

For

Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment

2nd Edition

Victoria E. Kress, Youngstown State University

Matthew J. Paylo, Youngstown State University

Prepared by

Jessica A. Headley, The University of Akron

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Instructors of classes using Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment, by V. Kress, and M. Paylo, may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom use.

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Table of Contents

Course Syllabus 1

Chapter Discussion Questions and Activities 9

Chapter 1: Developing Effective Treatment Plans 9

Chapter 2: Real World Treatment Planning: Systems, Culture, and Ethics 9

Chapter 3: Safety-Related Clinical Issues and Treatment Planning 10

Chapter 4: Depressive, Bipolar, and Related Disorders 11

Chapter 5: Anxiety Disorders 11

Chapter 6: Obsessive-Compulsive and Related Disorders 12

Chapter 7: Trauma- and Stressor-Related Disorders 13

Chapter 8: Substance-Related and Addictive Disorders 14

Chapter 9: Personality Disorders 15

Chapter 10: Schizophrenia Spectrum and Other Psychotic Disorders 16

Chapter 11: Feeding and Eating Disorders 16

Chapter 12: Disruptive, Impulse-Control, Conduct, and Elimination Disorders 17

Chapter 13: Neurodevelopmental and Neurocognitive Disorders 18

Chapter 14: Dissociative Disorders and Somatic Symptom and Related Disorders 19

Chapter 15: Sleep-Wake Disorders, Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria 20

Additional Case Studies 21

Chapter 4 Case Study: Chad 21

Chapter 5 Case Study: Joseph 23

Chapter 6 Case Study: Cindy 25

Chapter 7 Case Study: Janet 27

Chapter 8 Case Study: Michelle 29

Chapter 9 Case Study: Courtney 31

Chapter 10 Case Study: Elena 34

Chapter 11 Case Study: Denine 36

Chapter 12 Case Study: Sachin 38

Chapter 13 Case Study: Tonya 40

Chapter 14 Case Study: Maria 42

Chapter 15 Case Study: Juan 45

Test Bank

Questions 47

Answer Key 92

Treating Those with Mental Disorders Course Syllabus

Created by Jessica Headley, PhD, LPC (Ohio)

Instructor Name / Rank: Office Hours:

Office Phone: E-Mail: Office:

Class Meeting – Time/Place:

Catalog Description: This course focuses on counseling theories of abnormal behavior and mental disorders throughout the lifespan. Specific evidence-based treatments for each mental health disorder will be examined, with a particular emphasis on developmental, strength-based, and culturally sensitive clinical practices.

Prerequisite: XXXXX

Required Text:

Kress, V. E, & Paylo, M. J. (2018). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). Columbus, OH: Pearson.

Required Readings:

XXXXXX

Requisite Knowledge, Skills, and Dispositional Bases:

In order to accurately conceptualize, diagnose, and treat mental disorders, students must develop knowledge, skills, and competencies that are informed by current standards and guidelines set forth by the profession.

Students must thoroughly understand the characteristics associated with various mental disorders, the etiology of these disorders, and the application of empirically derived treatment methods. Throughout the course, students will be expected to engage in reflective practice and adopt a critical lens to better understand the influence of the historical and sociopolitical context as it relates to client conceptualization, diagnosis, and treatment, so as to develop the necessary knowledge, skills, and competencies.

Course Learning Objectives:

Adhering to the designated 2016 CACREP Clinical Mental Health Counseling (CMHC) Standards, this course will provide an introduction to the following standards:

Student Learning Outcomes

CACREP

Standards

Assessment

Foundations

Theories and models related to clinical mental health counseling

CMHC 1.b

Treatment Paper Article Presentation

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Principles, models, and documentation format of biopsychosocial case conceptualization and treatment planning

CMHC 1.c

Treatment Paper Article Presentation

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Neurobiological and medical foundation and etiology of addiction and co-occurring disorders

CMHC 1.d

Treatment Paper Article Presentation

“5 Things” Announcement

Psychological tests and assessments specific to clinical mental health counseling

CMHC 1.e

Treatment Paper Article Presentation

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Contextual Dimensions

Roles and settings of clinical mental health counselors

CMHC 2.a

Treatment Paper Article Presentation

Treatment Plan Assignment Advocacy Presentation

“5 Things” Announcement Case Presentation

Final Paper

Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders

CMHC 2.b

Treatment Paper Article Presentation

Treatment Plan Assignment Advocacy Presentation

“5 Things” Announcement Case Presentation

Final Paper

Mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling service networks

CMHC 2.c

Article Presentation Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)

CMHC 2.d

Article Presentation Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Potential for substance use disorders to mimic and/or co- occur with a variety of neurological, medical, and psychological disorders

CMHC 2.e

Article Presentation Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Impact of crisis and trauma on individuals with mental health diagnoses

CMHC 2.f

Treatment Paper

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Impact of biological and neurological mechanisms on mental health

CMHC 2.g

Treatment Paper

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate referral and consultation

CMHC 2.h

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Legislation and government policy relevant to clinical mental health counseling

CMHC 2.i

Treatment Paper Advocacy Presentation

“5 Things” Announcement

Cultural factors relevant to clinical mental health counseling

CMHC. 2.j

Treatment Paper Article Presentation

Treatment Plan Assignment Advocacy Presentation

“5 Things” Announcement Case Presentation

Final Paper

Practice

Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management

CMHC 3.a

Treatment Paper Clinical Interview

Treatment Plan Assignment “5 Things” Announcement Case Presentation

Final Paper

Techniques and interventions for prevention and treatment of a broad range of mental health issues

CMHC 3.b

Creative Intervention Clinical Interview Treatment Plan Assignment Final Paper

Advocacy Presentation

“5 Things” Announcement Case Presentation

Strategies for interfacing with the legal system regarding court-referred clients

CMHC 3.c

Clinical Interview Advocacy Presentation

“5 Things” Announcement

Strategies for interfacing with integrated behavioral health care professionals

CMHC 3.d

Clinical Interview Advocacy Presentation

“5 Things” Announcement

Strategies to advocate for persons with mental health issues

CMHC 3.e

Clinical Interview Advocacy Presentation

“5 Things” Announcement

Instructional Methods:

To address the varied learning needs of students, this course will involve diverse instructional methods. Lectures will be used to enhance understanding of course content and will include the use of technology (e.g., PowerPoint presentations and applicable video clips). Additionally, students will be expected to engage in interactive classroom discussions, role-plays, and small group work (e.g., case vignettes, projects, and discussion). Internet resources will be utilized to facilitate student learning and classroom discussions. Readings from the text and professional journal articles will also be required throughout the course.

Possible Course Requirements:

Teaching and learning are considered to be dynamic and reciprocal processes that require the active participation of the instructor and the student. Students are thus expected to read the assignments, pose critical questions, and make thoughtful comments. In addition, students are encouraged to apply the theoretical constructs and ideas to their clinical cases by bringing in case material that relates to their experiences when appropriate. Instructional strategies in this course are aimed at facilitating this process.

• Students are expected to read course assignments prior to class and demonstrate their active engagement with the material by participating in class discussions (e.g., providing reflective comments and asking questions).

• Students will view videos/clips in class that demonstrate various treatment interventions. Case vignettes and small group interactions addressing complex issues will be used to enhance knowledge, skills, and competencies related to case conceptualization, diagnosis, and

• Students will complete a midterm and a final exam to demonstrate their ability to apply course material to multifaceted case vignettes and multiple-choice

Possible Assignments

1. Construct a Creative Intervention

• Construct your own creative activity (based in an evidence-based approach) to address a treatment goal for a specific population that you would like to eventually work with in the future. This activity should be approximately 1.5-2 pages in length and should utilize the following headers: Activity Name, Activity Overview, Treatment Goal Addressed, Directions, and Process Each chapter within the text has two examples of these creative activities. Please consult these for structure and style considerations.

2. My View of Clients and Treatment Paper

• Write a 4-5 page paper that addresses the following questions:
  • When do clients’ problems begin? Who/what is responsible for those problems? Where do those problems come from?
    • As part of your response, (a) identify and briefly describe counseling theories that align with your view and (b) briefly discuss how genetics, biological, and environmental factors contribute to mental
  • How should clients’ problems be treated? What is your ideal treatment plan/approach to clients? What is your role in the prevention of mental illness?
    • As part of your response, briefly discuss (a) the role of psychological tests and assessments in treatment and (b) current evidence on strategies for

• How do you view clients’ role in their treatment? How do you view your role in the treatment of your clients? How do you view the role of others (e.g., family members, friends, and community) when approaching treatment?
  • As part of your response, briefly discuss the importance of biopsychosocial case conceptualization and treatment
• How do cultural factors, legislation and government policy, and the impact of crisis and trauma impact case conceptualization and/or treatment?
  • As part of your response, briefly discuss current research and trends related to these considerations.

3. Article Presentation (group project)

• For your assigned disorder category, provide a 30-minute group presentation on an article which addresses an empirically supported treatment (e.g., an article discussing DBT for Borderline Personality Disorder). The presentation will be due on the day that the topic is scheduled to be discussed in
• Print an outline of the article and provide any resources related to the application of the treatment discussed in the
• Presentation must include some type of classroom activity that involves peers (e.g., if the treatment involves mindfulness, conduct a mindfulness exercise with the class).

4. Treatment Plan Assignment

• Part I: Develop a case vignette (like the ones at the start of each chapter). Please make sure the case vignette presents a DSM diagnosis with all criteria being outlined in the narrative. This section should be around 2 pages in
• Part II: Construct a Treatment Plan using the I-CAN-START model (like the ones at the end of each chapter). Please make sure the treatment plan outlines an evidence-based approach to treating that mental health diagnosis and provides sufficient SMART goals (for a review, see Chapter 1). Be sure to address the “I” aspect of the

5. Weekly Reaction Card

• Each student will turn in a weekly reaction card following the assigned reading. On each card, the student will provide a score for the following question: On a scale from 1-100%, how comfortable do I feel working on issues covered within this chapter with a future client?
• In addition, the student will provide a rationale for their score to address growing edges (e.g., reducing bias and gaining knowledge on topic) and their strengths (e.g., personal experience and extensive knowledge on topic).

6. Clinical Interview with a Licensed Professional

• Invite a counselor at a local agency to participate in a 30 minute in-person or phone interview. Please use the interview protocol provided below to guide the interview. Interviewee responses should be typed below each

• Can you please provide an overview of the services your agency provides?

• What is your role within the agency (e.g., title and duties)?

• What are the most prevalent diagnoses that you treat?

• How do you use diagnosis in your work?

• How important do you view diagnosis?

• What is an ethical dilemma you have faced that relates to diagnosis and/or treatment? And, how did you address the dilemma?

• What strategies do you utilize to determine a diagnosis and subsequent treatment?

• In what ways do you use advocacy and/or a strengths-based approach throughout the treatment process?

• In what ways do you collaborate with other behavioral health care professionals throughout the treatment process?

• In what ways do you collaborate with the legal system when working with court-referred clients?

• How do you stay abreast of professional issues related to diagnosis and treatment?

• What is one piece of advice that you would give me regarding case conceptualization, diagnosis, and treatment?

7. “5 Things You Can Do” (to learn more) Announcement

• Each student will be assigned to provide an announcement for a chapter. The announcement will serve as a student resource tool related to the assigned topic. The announcement will be accompanied by a one-page handout and will include:

• One publication that can be utilized to assist in treatment planning
• One online resource that can be utilized to gain more information on the topic
• A workshop or training to gain increased knowledge, skills, and competencies
• Information on an advocacy effort on the community level related to this topic
• Information on an advocacy effort on the national level related to this topic

8. Use of Assessment Data: Case Presentation (group project; pairs)

• Each group will be assigned one chapter from the text and the group will select one disorder from the chapter.

One student will be the counselor, and the other student will be the client. Students will engage in a 30-minute (live or video-recorded) mock session that will feature core characteristics of the selected diagnosis and the utility of an intake assessment and the mental status examination. Following the role- play, the students will facilitate a discussion that addresses the following categories:

• Identifying information (e.g., age, gender, and race/ethnicity)
• Chief complaint
• Symptoms
• Client history (e.g., substance use, childhood, education, employment, spirituality/religion, current stressors, coping, support, and strengths)
• Mental status examination
• Diagnosis
• Treatment recommendations

9. Advocacy Presentation (group project)

• Students will identify an advocacy effort related to treatment and diagnosis for one specific population (e.g., veterans, older adults, sexual minorities) and present a 30- minute group presentation that addresses the following:

• Introduction and background of the issue (e.g., history, key terms)
• Why this is a problem
• What is being done about it
• What is recommended to create change
• Summary and conclusions

10. Final Paper & Presentation (group project)

1. Your group will be assigned a disorder category below and choose 1 movie listed:
   • Neurodevelopmental Disorders (Rain Main, I am Sam, What’s Eating Gilbert Grape?, Forrest Gump)
   • Bipolar Disorders (Mr. Jones, The Hours)
   • Depressive Disorders (Prozac Nation)
   • Obsessive-Compulsive and Related Disorders (What About Bob?, As Good as it Gets)
   • Disorders of Behavior and Impulse Control (Lady Sings the Blues, Leaving Las Vegas)
   • Personality Disorders (The Aviator, Fatal Attraction)
   • Schizophrenia Spectrum and Other Psychotic Disorders (A Beautiful Mind)
   • Dissociative Disorders (Me, Myself, & Irene; Sybil)

B. Group Paper Contents:

• Develop a case history of the client including the following information: (you may infer to some degree to clarify your view of this client)
  • Demographic information (e.g., sex, age, ethnic background, physical characteristics, disability)
  • Developmental milestones
  • Social context(s) in which she/he grew up
  • Significant events in infancy, childhood, adolescence, adulthood
  • What he/she was like as a child, adolescent, adult
  • Relationships with parents and any siblings, past and present
  • Peer relationships, past and present
  • Significant others/partners
  • Sexuality
  • Favorite memories/most unpleasant memories
  • Educational history
  • Spirituality
  • Vocational history
  • Family history re: health, including mental health
  • Date of onset of each symptom
  • How she/he describes herself/himself
  • Mental status type information
  • Presenting complaint
  • Hobbies, priorities, habits, how he/she spends his/her time
  • Anything else that you think is important to know in order to understand one’s frame of reference

• Develop a Treatment Plan (using the I CAN START format presented in the text)
• Provide information of empirically supported treatment(s) for the disorder category (minimum of 3 research articles to support this section)
• Discuss challenges/difficulties in working with such a client specifically (from the movie) and a client in general diagnosed with such a disorder (e.g., things to avoid, things to be mindful of, and common misconceptions)

1. Group Project Summary: Provide the instructor with your group’s chosen movie, a brief summary of the identified character to be diagnosed, and a complete

Day of Presentation: Provide a PowerPoint presentation (no more than 2 pages of slides) presenting your client to the class (basically presenting the parts of your paper). Provide a hand-out to the class and instructor that contains a Reference Page containing at least 5 resources for working with a client with that particular disorder (Example: Client is diagnosed with Major Depressive Disorder. Your group may provide a resource on treating this disorder). Provide video clips to enhance your presentation.

COURSE SCHEDULE

**Course content/schedule is subject to change due to class participants and/ or situations surrounding it**

Date

Topic

Readings

Assignments Due

Activities

Week 1

Introduction

Developing Effective Treatment Plans Real World Treatment Planning: Systems, Culture, and Ethics

Ch. 1

Ch. 2

Week 2

Safety-Related Clinical Issues and Treatment Planning

Ch. 3

Week 3

Depressive, Bipolar, and Related Disorders

Ch. 4

Week 4

Anxiety Disorders

Ch. 5

Week 5

Obsessive-Compulsive and Related Disorders

Ch. 6

Week 6

Trauma- and Stressor-Related Disorders

Ch. 7

Week 7

Midterm Exam

Week 8

Substance-Related and Addictive Disorders

Ch. 8

Week 9

Personality Disorders

Ch. 9

Week 10

Schizophrenia Spectrum and Other Psychotic Disorders

Ch. 10

Week 11

Feeding and Eating Disorders

Ch. 11

Week 12

Disruptive, Impulse-Control, and Conduct, and Elimination Disorders

Ch. 12

Week 13

Neurodevelopmental and Neurocognitive Disorders

Ch. 13

Week 14

Dissociative Disorders and Somatic Symptom and Related Disorders

Ch. 14

Week 15

Sleep Wake Disorders, Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria

Ch. 15

Week 16

Final Exam

Chapter Discussion Questions and Activities

Chapter 1: Developing Effective Treatment Plans

Discussion Questions and Activities

1. List some of the potential factors that influence the outcomes of counseling Be sure to list at least three counselor variables, three client variables, and three treatment variables that directly impact counseling outcomes.

2. Briefly outline the five stages of the clients’ readiness for change model. Additionally, explain how counselors may aid and impact clients at each of these stages to promote clients’

3. Brainstorm some ways that you will attempt to strengthen and foster a positive therapeutic Specifically, what skills, attributes, and attitudes are essential in building a strong therapeutic relationship? What might get in your way?

4. Discuss what “good” treatment planning looks like in clinical Highlight a few of the facets of “effective” treatment planning.

5. Using Figure 1.2, construct a four-sentence statement that captures your own character strengths and resiliencies. Share your strengths statements with another classmate. If you have difficulties with this activity, try to start each statement with “I am …”

6. Utilizing Figure 1, 1.2, 1.3, and 1.4, construct a set of structured interview questions that can aid a counselor in addressing clients’ (a) strengths, capacities, and resources and (b) adheres to a clients’ cultural context. Share your set of questions with another classmate.

7. Discuss the I CAN START model of treatment planning. How will this model aid you in case conceptualization and treatment planning? List the strengths and limitations of this model in clinical practice. What other considerations might you add to the model to further enhance it?

8. Discuss the importance of the “I” in the I CAN START treatment planning process? Why do you think the “I” is first in the model? Talk about your “I” (i.e., who are you as a counselor/counselor trainee and how will that impact your counseling and treatment

Chapter 2: Real World Treatment Planning: Systems, Culture, and Ethics

Discussion Questions and Activities

1. Review the section on managed care systems. Using the Internet, find and review information on the Mental Health Parity When was it signed into law? What are key aspects of this legislation?

2. Imagine that you are in clinical practice and your supervisor requests that you upcode, or give a more restrictive diagnosis, to a client you are working with to ensure delivery of services. The suggested diagnosis does not accurately describe the client’s presenting issue. What do you do?

3. What qualities and characteristics are necessary for a counselor working on a treatment team with other professionals (e.g., psychiatrist, primary care provider)? Practice introducing yourself as a professional counselor to a mock treatment team with a

4. Identify three limitations of the DSM. How do these limitation impact clinical practice?

5. Review the section on ethics. Using the Internet, find and review the current American Counseling Association’s Code of Ethics. What are the core professional values of the counseling profession? What six main purposes does the Code of Ethics serve?

6. Review the case study of Anika (at the beginning of chapter) and briefly summarize the following components of the I CAN START model:
   • Reflect on your own (I) personal reaction to Manuel including his lived experiences, his problems/ difficulties, and his actions/behaviors
   • Describe his (C) contextual assessment
   • Describe his (A) assessment and diagnosis
   • Describe his (N) necessary level of care
   • Describe his (S) strengths, capacities, and resources (at the individual, family, and community levels)
   • List what (T) treatment approach seems most appropriate and outline three (A) aims/objects with the corresponding (R) research-based interventions
   • List any additional (T) therapeutic support services for Anika that may be useful

Compare and contrast your responses with the I CAN START model treatment plan application at the end of the chapter.

Chapter 3: Safety-Related Clinical Issues and Treatment Planning

Discussion Questions and Activities

7. Review the section on suicidal clients. What fears and worries do you have concerning work with a client who is suicidal? Describe some of the considerations and interventions that need to be utilized with a client who is

8. Using table 3.1 and 3.2, write a case vignette of a suicidal client. Share this narrative with a Discuss how you might work with this client and what would be your short-term and long-term treatment goals for the client.

9. Using Figure 3.7 (pp. 79-80), engage in role-play with a classmate as if one of you was a client experiencing homicidal ideation and the other was a professional counselor. Discuss how it felt to be in your role with your

10. Review the section on interpersonal partner violence victims. What fears and worries do you have about working with this population? Describe some considerations and interventions that need to be utilized with this

11. Review the case study of Toni (at the beginning of chapter) and briefly summarize the following components of the I CAN START model:
    • Reflect on your own (I) personal reaction to Manuel including his lived experiences, his problems/ difficulties, and his actions/behaviors
    • Describe his (C) contextual assessment
    • Describe his (A) assessment and diagnosis
    • Describe his (N) necessary level of care
    • Describe his (S) strengths, capacities, and resources (at the individual, family, and community levels)
    • List what (T) treatment approach seems most appropriate and outline three (A) aims/objects with the corresponding (R) research-based interventions
    • List any additional (T) therapeutic support services for Toni that may be useful

Compare and contrast your responses with the I CAN START model treatment plan application at the end of the chapter.

12. Construct a creative toolbox activity based on a treatment approach outlined in the chapter. The activity should be tailored for clinical practice and address a specific safety-related clinical issue (i.e., suicide, homicide, interpersonal partner violence). In constructing this activity, adhere to the following format:

(a) general overview; (b) treatment goals of the creative activity; (c) directions on how to implement the activity in clinical practice; and (d) process questions. Use the two creative toolbox activities within the chapter as a guide.

Chapter 4: Depressive, Bipolar, and Related Disorders

Discussion Questions and Activities

13. Consider a time when you felt down or depressed over the course of your lifespan. Reflect on how long you felt like this: were there any precipitating events?; how intense were your feelings/emotions?; what kinds of thoughts did you have during this time?; did you have sleep and/or appetite changes?; how was your level of energy and motivation during this time?; how did you interact and relate to others?; and, what aided and helped you in improving your mood? Considering these reflections, ponder how this may aid you in working with someone who is feeling down or

14. Compare and contrast the four evidence-based approaches (i.e., cognitive-behavioral therapy, mindfulness-based cognitive therapy, behavioral activation therapy, and interpersonal psychotherapy) for treating those with major depressive disorder. Be sure to pay attention to the similarities and differences of each of these

15. Review the seven categories of antidepressants (p. 105). Use the Internet (e.g., FDA, WebMD, Mayo Clinic) to compile a list of the potential side effects associated with each of these categories of antidepressants.

16. Review the section on disruptive mood dysregulation disorder (DMDD). Discuss the differential diagnosis with intermittent explosive disorder, oppositional defiant disorder, attention- deficit/hyperactivity disorder, and autistic spectrum disorder. Additionally, what are some of the basic tenets that will need to be considered in the treatment of those with DMDD?

17. Review the case study of Manuel (at the beginning of chapter) and briefly summarize the following components of the I CAN START model:
    • Reflect on your own (I) personal reaction to Manuel including his lived experiences, his problems/ difficulties, and his actions/behaviors
    • Describe his (C) contextual assessment
    • Describe his (A) assessment and diagnosis
    • Describe his (N) necessary level of care
    • Describe his (S) strengths, capacities, and resources (at the individual, family, and community levels)
    • List what (T) treatment approach seems most appropriate and outline three (A) aims/objects with the corresponding (R) research-based interventions
    • List any additional (T) therapeutic support services for Manuel that may be useful

Compare and contrast your responses with the I CAN START model treatment plan application at the end of the chapter.

18. Construct a creative toolbox activity based on a treatment approach outlined in the chapter. Tailor the activity to a specific clinical population. In constructing this activity, adhere to the following format:

(a) general activity overview; (b) treatment goals of the creative activity; (c) provide directions on how to implement the activity in clinical practice; and (d) process questions. Use the two creative toolbox activities within the chapter as a guide.

19. Review the case vignette provided in the instructor’s manual. Using the I CAN START model, construct a comprehensive treatment plan addressing every aspect of the model (Use the treatment plan application at the end of each chapter as a guide). Two considerations worth noting: (1) make sure your (A) aims/objectives are specific, measurable, attainable, results-oriented, and timely; and (2) make sure your (T) treatment approach aligns with the (A) aims/objectives and the (R) research-based interventions.