Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Treatment Plan Goals and Objectives Review
Note: Always make objectives measurable, e.g., 3 out of 5 times, 100%, learn 3 skills, etc., unless they are measurable on their own as in “List and discuss [issue] weekly…”
Abuse/Neglect
Goal: Explore and resolve issues relating to history of abuse/neglect victimization
- Share details of the abuse/neglect with therapist as able to do so
- Learn about typical long term/residual effects of traumatic life experiences
- Develop two strategies to help cope with stressful reminders/memories
Alcohol/Drugs and Other Addictions
Goal: Be free of drug/alcohol use/abuse
- Avoid people, places and situations where temptation might be overwhelming
- Explore dynamics relating to being the [child/husband/wife] of an [alcoholic/addict] and discuss them each week at support group meetings
- Learn five triggers for alcohol & drug use
- Reach ____ days/months/years of clean/sober living
Adoption/Foster Care Placement
Goal: Explore and resolve issues related to adoption/out-of-home placement
- Discuss ongoing concerns and issues related to adoptive and/or biological parents during weekly sessions
- Talk about his/her wishes with regard to permanency planning
Anger
Goal: Increase and practice ability to manage anger
- Walk away from situations that trigger strong emotions (100%)
- Be free of tantrums/explosive episodes
- Learn two positive anger management skills
- Learn three ways to communicate verbally when angry
- Be able to express anger in a productive manner without destroying property or personal belongings
- Be able to express anger without yelling and using foul language
- Explore and resolve conflict with ____ (list triggers)
- Get through an entire day without an angry mood swing (or breaking/punching…)
- Get through a whole week without fighting with ____
- Take a time-out when things get upsetting
- Learn and practice anger management skills especially in situations where people are not treating him/her respectfully
Anxiety
Goal: Develop strategies to reduce symptoms, or
Reduce anxiety and improve coping skills
- Be free of panic episodes (100%)
- Recognize and plan for top five anxiety-provoking situations
- Learn two new ways of coping with routine stressors
- Report feeling more positive about self and abilities during therapy sessions
- Develop strategies for thought distraction when fixating on the future
Behavior Problems
Goal: Improve overall behavior (and attitude/mood), or
Maintain positive behavior (and attitude/mood)
- Be free of _____ behavior
- Develop a reward system to address ___ (target problem)
- Learn two ways to manage frustration in a positive manner
- Share two positive experiences each week in which X is proud of how he/she has behaved
- Stay free of fights
- Stay free of drug & alcohol use and abuse (100%)
- Be free of violent behavior
- Be able to keep hands and feet to self
- Be able to express anger in a productive manner without destroying property or personal belongings
- Be free of threats to self and others
- Complete daily tasks (e.g., chores, pet care, self-care, etc.)
- Avoid leaving clothing/toys/personal stuff all around the house
- Listen to parent and follow simple directions with one prompt
- Put all dishes, glasses, cups, and food items back in the kitchen after meals/snacks
- Clean up after himself/herself
- Admit and accept personal responsibility for own actions/behavior
- Be respectful of adults and avoid talking back
- Get through a whole week without fighting with ____
- Avoid behavior that would result in a loss of custody
- Be able to play with others peacefully for ____ minutes
- Come home each day by ______ (time)
- Keep parents informed about where you are and when you will be home
- Be in bed by _____ each night
- Be free of bedwetting
- Be free of wet/soiled underwear
- If an accident happens, be responsible and clean it up
- Be free of any behavior that could result in loss of job
- Remain free of behaviors which would lead to arrest
- Comply with all aspects of probation/parole and avoid behavior that could violate
- Eat/swallow only items intended to be food
Communication Skills
Goal: Learn and use effective communication strategies
- Talk nice or do not say anything at all
- Learn three ways to communicate verbally when angry
- Be able to express anger in a productive manner without destroying property or personal belongings
- Be able to express anger without yelling and using foul language
- Be able to express wants and needs through spoken language
- Be able to ask questions and talk about instances
- Be able to stick up for self assertively
- Speak in a clear and concise manner so others fully understand him/her
- Learn to express feelings verbally without acting out
Crime
Goal: Remain free of behaviors which would lead to arrest/violation
- Keep working and comply with all aspects of probation
- Be able to express anger in a productive manner without destroying property or personal belongings
- Be free of threats to self and others
- Comply with all aspects of probation/parole and avoid behavior that could violate
- Be free of violent behavior
- Stay free of drug & alcohol use and abuse (100%)
Decision Making
Goal: Improve decision making skills
- Make short and simple “to do” lists and complete three tasks each day
- Celebrate little successes each day using positive self-talk and/or journaling
- Be able to weigh options and make simple decisions within 5 minutes
- List three options for any major decisions and then discuss with therapist or family
Depression
Goal: Improve overall mood
- Be free of suicidal thoughts
- Call crisis hotline if having suicidal thoughts
- Report feeling more positive about self and abilities
- Get 7-8 hours of restful sleep every night
- Avoid napping/sleeping to escape other people and activities
- Shower, dress, and then do something every day
- Report feeling happy/better overall mood
- Make short and simple “to do” lists and complete three tasks each day
- Celebrate little successes each day using positive self-talk and/or journaling
- Get through a day/week without a crying spell
- Develop strategies for thought distraction when ruminating on the past
Eating Disorders
Goal: Resolve eating disorder
- Eat a balanced diet of foods and maintain good overall health
- Gain ____ pounds
- Loose ____ pounds
- Be free of binge eating/purging
- Remove junk foods from home and limit future purchases
- Recognize/list environmental and situational triggers and develop alternative behaviors for coping with them
- Recognize emotional triggers and develop alternative ways of strategies for meeting emotional needs
Enuresis and Encopresis
Goal: Be free of wetting/soiling
- Avoid drinking near bedtime
- Eat high-fiber foods and avoid foods that constipate
- Go to the bathroom before going out of the house
- Sit on the toilet for 10-15 minutes after meals
- Avoid hiding wet/soiled clothing
- Take responsibility for helping clean up (e.g., put wet/soiled items in soak bucket)
Expression of Feelings, Wants and Needs
Goal: Learn appropriate ways to express different feelings
- Share two positive experiences each week in which client is proud of how he/she has behaved
- Gain knowledge of different feelings
- Turn to adults for help when feeling sad, angry or negative feelings
- Express feelings verbally rather than whine and/or cry about them
- Learn to express feelings verbally without acting out
Family Conflict
Goal: Learn and use conflict resolution skills
- Recognize patterns of family conflict discuss weekly in therapy
- Avoid angry outbursts by walking away from stressful situations
- Get through X days out of 7 without fighting with siblings
- Be respectful of ____: Listen, follow directions and avoid talking back
- Be able to live together peacefully, free of all angry physical contact
- Learn three ways to communicate verbally when angry
- Be able to express anger without yelling and using foul language
- Explore and resolve conflict with ____
- Be able to stick up for self assertively, not aggressively
- Be respectful of adults/don’t talk back
- Get through a whole week without fighting with ____
- Speak in a clear and concise manner so others fully understand him/her
- Learn to express feelings verbally without acting out
Grief and Loss
Goal: Explore and resolve grief and loss issues
- Give sorrow words – discuss issues of grief weekly with therapist
- Continue to explore and resolve issues of grief/loss as they arise
- Get through a week without a crying spell
- Learn about the typical 2–7-year process of grieving the loss of a loved one
- Explore spirituality and the role it plays in redefining views about the meaning and purpose of life
- Create (write/draw) a soul sketch of the deceased loved one
- Plan a memorial service for the anniversary of the loss
- Develop appropriate rituals to remember and honor _____
Harm to self or others
Goal: Be free of thoughts of self-harm/self-mutilation, or
Be free of thoughts to harm to others
- Learn two ways to manage frustration in a positive manner
- Explore triggers of thoughts to harm self or others
- Call crisis hotline when needed
- Report feeling more positive about self and abilities
- Explore and resolve stress from ____
- Develop a crisis plan and share it with key people
- Remove weapons from the home [and other means]
- List three emergency contacts who will be able to stay with you till a crisis passes
Health Issues
Goal: Manage physical healthcare conditions and cope with related stress
- Learn as much as possible about the condition(s) and needed treatment
- Take medications/treatments as prescribed on a daily basis
- Attend all scheduled appointments with the doctor
- Maintain good overall physical health and healthcare practices
- Report any medication concerns to the prescribing doctor ASAP
- Seek additional advocacy services from _____
- Seek additional support from _____
Hyperactivity
Goal: Improve overall behavior, or
Maintain positive behavior
- Be able to keep hands and feet to self
- Complete daily tasks (e.g., chores, pet care, self-care, etc.)
- Listen to parent/teacher and follow simple directions with one prompt
- Behave in an age-appropriate manner
- Maintain passing grades
- Will be able to focus attention and complete school-related tasks each day
- Listen and take notes in all classes
- Will review homework and other projects with parents on the day they are assigned
- Be respectful of adults and avoid talking back
- Be able to play with others peacefully for ____ minutes
- Be free of any behavior that could result in detention/suspension
- Develop a reward system to address ____ (target problem)
Medication Management
Goal: Medication management
- Take medications as prescribed on a daily basis
- Attend all scheduled appointments with the psychiatrist
- Maintain good overall physical health and healthcare practices
- Report any medication concerns to the doctor ASAP
Mood Management
Goal: Maintain stability of mood, or
Improve overall mood, or
Maintain even mood, or
Increase ability to manage moods
- Learn two ways to manage frustration in a positive manner
- Be free of suicidal thoughts; call crisis hotline if having suicidal thoughts
- Report feeling more positive about self and abilities
- Report feeling happy/better mood (4 days out of 7)
- Get 7-8 hours of restful sleep every night
- Get through a week without a crying spell
Parenting
Goal: Improve parenting skills
- Set two limits and stick with a plan that will require more responsible behavior
- Focus on positive behavior and give attention then, rather than focus on negative things
- Learn and be able to effectively use transactional analysis to stay in “adult” mode
- Use “I” statements rather than You” when communicating with _____
- Develop and consistently use a behavior modification plan, to increase/eliminate _____
Personal Hygiene and Self-care
Goal: Improve personal hygiene and attentiveness to independent/age-appropriate self-care
- Brush teeth ____ times each day and floss _____
- Shower (take a bath) every day
- Use antiperspirant / deodorant every day after showering
- Brush/comb hair every morning
- Do a thorough job of wiping after toileting (100%)
Physical Health Issues
Goal: Cope with stress of physical health issues and chronic pain
- Explore and resolve thoughts and feelings that arise as a result of medical conditions and medications
- Learn two new strategies for coping with the above thoughts and feelings
- Reduce weight by _____ pounds
- Exercise for 20 minutes every day
- Learn strategies to advocate for him/herself with medical personnel
- Quit smoking (or drinking)
- Take medications as prescribed on a daily basis
- Attend all scheduled appointments with physicians
- Maintain good overall physical health and healthcare practices
- Report any medication concerns to the doctor ASAP
- Make and keep an appointment with _____ (dentist) for needed diagnosis and treatment
Relationships
Goal: Establish/maintain civil and supportive behavior
- Avoid angry outbursts by walking away from stressful situations
- Be free of affairs
- Be able to live together peacefully, free of all angry physical contact
- Learn three ways to communicate verbally when angry
- Explore peer and dating relationships to improve X’s chance of staying safe and legal
- Be able to keep hands to self
- Be able to express anger without yelling and using foul language
- Explore and resolve conflict with ____
- Be able to stick up for self assertively
- Be respectful of parents/don’t talk back
- Get through a whole week without fighting with ____
- Speak in a clear and concise manner so others fully understand him/her
- Be able to play with others peacefully for ____ minutes
- Learn to express feelings verbally without acting out
- Associate with healthy people and continue to make new friends
- Continue to explore relationship issues and slowly see new opportunities for dating
- Figure out why relationships fail and better plan for finding next partner
- Associate with people outside of work and make one or two new friends
School Issues
- Go to school every day
- Behave in an age-appropriate manner
- Maintain passing grades
- Will be able to focus attention and complete school-related tasks each day
- Listen and take notes in all classes
- Be free of suspensions and detentions
- Will review homework and other projects with parents on the day they are assigned
Self-Image
Goal: Explore and resolve issues related to self-image
- Discuss life events that led to and/or reinforce a negative self-image during weekly therapy
- Use positive self-talk daily
- Exercise daily (or _____ times per week)
- Drop _____ pounds
- Report feeling more positive about self and abilities
- Return to school and work on getting _____ (degree/diploma/GED)
- Change jobs to one that… (offers more pay and/or better suits skill set)
- Openly discuss issues relating to sexuality and become comfortable with sexual identity
- Explore spirituality and the role it plays in the meaning and purpose of life
- Engage in volunteer work and/or other meaningful activity at least three hours each week
Sleep Problems
Goal: Get 7-8 hours of restful sleep each night
- Limit consumption of food and drinks before bed
- Limit intake of caffeine (coffee, tea, soda) and chocolate after _____ (noon meal)
- Cut back on things that may impede normal sleep patterns (e.g., alcohol and some medications)
- Be in bed by _____ each night
- Have 30 minutes of quiet time before going to bed each night (e.g., read, meditate)
- Avoid overly stimulating shows/movies/video games before bedtime
- Avoid watching TV and chatting on the phone while in bed
- If not asleep in 20 minutes, get up and do something for a bit, rather than try to force sleep
- Leave a paper and pen to write worries down instead of ruminating on them
- Learn best practices for sleep (cooler room, limit caffeine, calming time before bed)
- Listen to relaxation/meditation music to aid falling asleep
Social Skills
Goal: Improve social skills
- Speak in a clear and concise way so others fully understand him/her
- Learn to express feelings verbally without acting out
- Make a new same-age friend
- Spend two hours playing with peers each week
Stress
Goal: Be able to cope with routine life stressors and take things in stride
- Assess personal risk traits and resiliency traits and discuss the role each plays in coping with daily stresses during the time between therapy sessions
- Learn two ways to manage frustration in a positive manner
- Get 7-8 hours of restful sleep every night
- Talk out routine stress events during weekly therapy sessions
- Explore and resolve residual stress from ____ (e.g., years as a first responder)
- Foster two new activities/interests that will help mitigate stress
- Exercise 20-30 minutes per day
- Learn and use meditation and relaxation techniques daily
Suicide
Goal: Be free of suicidal thoughts/attempts
- Explore and resolve stress from ____
- Call crisis hotline if having suicidal thoughts
- Develop a crisis plan and share it with key people
- Remove weapons from the home [and other means]
- List three emergency contacts who will be able to stay with you till a crisis passes
Thought Disorder
Goal: Improve ability to see world as others do
- Be free of false perceptions and [see/hear/smell/feel] things as others do
- Be free of false beliefs
- Be free of thoughts that others are out to get you
- Spend 2-3 hours each week visiting with others
- Visit the clubhouse and/or the consumer drop-in-center each week
- Report feeling comfortable spending time with others
Trauma
Goal: Explore and resolve issues related to ____ (traumatic event)
- Explore and resolve residual stress from ____ (e.g., years as a first responder)
- Share details of the trauma with therapist, as able to do so
- Reframe negative perceptions, when possible, and focus on finding meaning and drawing strength from the event
- Learn about typical long term/residual effects of traumatic life experiences
- Explore spirituality and the role it plays in life after traumatic events
- Learn about the typical 2–7-year process of rebuilding life after trauma
Vocational/Educational
Goal: Find a new job, or keep present job, or re-enter the work force
- Earn G.E.D.
- Explore options for returning to school/training
- Become an active member of a local clubhouse
- Complete college/technical school
- Develop a resume
- Seek two people who will serve as references
- Be free of any behavior that could result in loss of job/educational grants
- Find and settle into a new job
1
TREATMENT PLAN INTERVENTIONS (FOCUSING ON: ______)
- Acceptance (of limitations/reality)
- Accountability
- ACOA Issues
- Anger Management (e.g., punch bag/pillow)
- Art Therapy
- Assertiveness Training
- Behavior Modification (e.g., rewards)
- Best Practices for ____ (e.g., better sleep)
- Bibliotherapy
- Building on Strengths
- Career Counseling
- Coaching
- Cognitive-Behavioral Therapy
- Communication Skills
- Community
- Conflict Resolution
- Couples Therapy
- Crisis Planning
- Defusing/Debriefing
- Dignity/Self-worth
- Discipline
- Drug & Alcohol Referral
- Education (e.g., graduation/GED)
- Empathy
- Empowerment
- Encouragement
- Expression of Feelings
- Fair Fighting Skills
- Family Therapy
- Feedback Loops
- Forgiveness
- Gestalt Therapy
- Getting a Job (Better Job)
- Goal Planning/Orientation
- Good Choices/Bad Choices
- Good Touch/Bad Touch
- Gratitude
- Grief/Loss/Bereavement Issues
- Homework Assignments
- Humility
- Increasing Coping Skills
- Independence
- Journaling
- Letting Go
- Life Skills Training
- Listening
- Logical Consequences of Behavior
- Magic Question (3 wishes/magic wand)
- Making Friends
- MISA/MICA Issues (Dual Dx Treatment)
- Modeling Appropriate Behaviors
- Money Management
- Monitoring of _____
- Motivation
- Narrative Therapy
- Normalization
- Parent Effectiveness Training/Skills
- Partializing (breaking down goals into manageable pieces)
- Patience
- Perseverance
- Personal Hygiene
- Play Therapy
- Portion Control (Weight Control)
- Positive Self-talk
- Primal Screams
- Priority Setting
- Practice Exercises
- Processing _____ (e.g., guilty feelings)
- Psychodrama
- Psychoeducation
- Reality Therapy
- Recognizing _____ (e.g., self-destructive patterns of behavior)
- Refer to ______
- Reframing
- Rehearsal
- Relapse Prevention
- Relationship Issues
- Relaxation Techniques (e.g., breathing)
- Responsibility for Actions
- Role Playing
- Self-care Skills
- Self-direction (Independence)
- Sexual Identity Issues
- Sexuality
- Solution-focused Therapy
- Spiritual Exploration
- Starting Over
- Stop-Think-Act
- Strength Focus/Listing
- Stress Inoculation
- Stress Management
- Supportive Relationships
- Talk Therapy
- Therapeutic Stories & Worksheets
- Timeouts
- Transactional Analysis (P-A-C)
- Trigger Recognition
- Twelve Step
- Socialization
- Social Skills Training
- Social-Vocational Training
- Values Clarification
- Verbal Communication Skills
- Weight Control/Loss
- Workbooks
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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