Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the identified client also could be identified as a client. If so, describe who and why.

Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective clinician who works with children, adolescents, and families.This Final Project is a 6- to 8-page paper and will be due Day 3 of Week 11. Include the following sections in your Final Project:Section One:Choose one of the three Case Studies focusing on a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. In your project, do the following:Identify the client and the presenting problem or symptoms.
Briefly describe any underlying problems or potential mental health diagnoses contributing to the primary problem that should be noted as you proceed with the client.
Briefly describe the presenting problem from the familys perspective and what theoretical perspective you will use to assess, analyze, and develop a treatment plan for this case.
Identify the unique needs of each individual in the family.
Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.
Briefly explain the child and adolescent culture and at least one general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
Describe one intervention you might use for the identified client that would address the presenting problem and any related psychosocial factors.
Justify your intervention with evidence-based research to support the use of the interventions you have identified.
Briefly describe one preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.
Section Two:Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families.Explain any areas of strength you identified as you worked on this course that will assist you in working with children, adolescents, and families.
Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families.
Explain any insights you had or conclusions you drew as you worked on this course regarding your interest in becoming a clinician that works with children and adolescents.*** Here is the case study for the project***
Final Project Case Study
2014 Laureate Education, Inc. Page 1 of 1
Working With Families: The Case of the Cooper Family
The Cooper family consists of Susan (age 42), Matthew (age 41), Savannah (age 16),
and Milton (age 9). Susan works in the computer division of a telephone company.
Matthew is a graphic artist who runs a private business out of their home.
There are a number of issues that precipitated a family crisis and led them to consult
with you for counseling. Susan and Matthew are experiencing marital problems. Susan
is a strong and achievement-oriented woman who works very long days and makes
approximately four times the salary of Matthew. Although Matthew takes care of the
family home and most of the childrens daily needs, he is chronically oversensitive and
edgy about his place in the family hierarchy.
Both Susan and Matthew are somewhat perfectionistic. This style has clearly affected
Savannah. Savannah is a straight-A student who has never even been close to having
even the most minor school-related behavioral problem. She loves to feel in control.
Unfortunately, she has begun obsessing not only about her academic performance but
also about calorie counting. She has begun compulsively exercising and weighing
herself several times a day. Both Susan and Matthew have observed Savannahs
hyper-concern about her weight but are at a complete loss as to how to deal with this
problem.
Milton is the opposite of Savannah. He is slightly overweight, will eat consistently, and
does not seem to understand the word No. Matthew gets calls about his misbehavior
at school almost daily. The problems often are trivial, and Matthew has let the school
know this, but Milton continues to get into trouble for slapping other students, not
completing his homework, not paying attention, calling the teacher a sexist Nazi, and
carving his initials into the bus seat. Susan and Matthew also struggle with Miltons
behavior at home: They cannot get him to stop playing violent video and computer
games, and Milton is always into something, whether it is pestering the family dog or the
next-door neighbors.
The final incident prompting counseling occurred about a week ago. Savannah had a
large school project due on a Friday and came home from band practice to find that
Milton had destroyed her project. After a series of wailing screams, Savannah
proceeded to the privacy of her bedroom and began cutting on her left arm with a pair of
scissors. The cuts were small and not dangerous, but the incident made Susan and
Matthew panic and become desperate to make things right again in their family.

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