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Learning Objectives
To integrate theory into a case study.
To research literature in support of a case conceptualization.
To implement case conceptualization, planning, and counseling interventions within a case study.
To identify how diversity, cultural and contextual frameworks, and factors influence conceptualization, goal setting, and treatment.
Purpose
This activity is designed to prepare students in conceptualizing a case that includes client background and context, relevant theoretical framework, preliminary assessments, and summaries of client’s presenting issues and goals. This activity is also designed to incorporate research and evidence based practices to support choices in a case conceptualization.
Instructions
Students will engage in formulating a case conceptualization for one case study provided by the professor. Please be mindful of details: 
1) The case study to be used is dictated by your professor. SHOULD YOU CHOSE A CASE STUDY THAT IS NOT DICTATED BY YOUR PROFESSOR AS AN APPROVED CASE STUDY TO USE, YOU WILL RECEIVE A ZERO ON THE ASSIGNMENT. 
2) The theory/frameworks used are to be ones found in the classroom and Young (2021) and Sperry and Sperry (2020) texts ONLY. These may include Solution Focused, Cognitive-Behavioral Theory, Person Centered, Biopsychosocial, Time Limited Dynamic Psychotherapy, Adlerian, and ACT. Should you wish to use another theory, you MUST get permission from your teacher. It is expected that you use the theory that best fits the case study – you are looking for alignment between client issues and the scientific evidence based practices. IF ANOTHER THEORY IS CHOSEN THAT IS NOT LISTED HERE AND/OR HAS NOT BEEN APPROVED BY YOUR PROFESSOR, YOU WILL RECEIVE A ZERO ON THE ASSIGNMENT. 
The case conceptualization will include client background and context, the selection of one (1) major counselling theory as the theoretical framework to illustrate the ability to identify how the client’s difficulties (specifically symptoms and problems in living) have developed and been maintained. Students will also identify theoretically-driven treatment goals with specific interventions (techniques) utilized in counselling to facilitate the client’s progress in treatment. Students will engage in a topical literature review of the current research that relates to the client’s presenting issue and background. 
Provide the following pieces in the final project: 
Introduction: Write a brief introductory paragraph that prepares the reader by identifying the purpose of the paper and providing the organization of the paper. Write in first person throughout. Consider that this is YOUR client and this is YOUR case conceptualization that you might share with a supervisor and/or in a clinical meeting.  
Client Background and Context: Describe the client and client’s history as provided in the case study. Do not add extra information. Only work with what you know. Briefly describe the client’s presenting issues and concerns that are provided in the case study. All symptoms are to be clearly identified. 
Theoretical Framework/Description of Relevant Theory: Identify and describe one counselling theory included in this class that provides the theoretical foundation for the treatment plan for counselling the client. Summarize the rationale for the selected counselling theory, incorporating the theory’s philosophy and constructs. Utilize research that supports and provides a rationale for the selected theory and incorporates the theory’s overarching philosophy. Consider the following points in your decision-making process for selecting and justifying the chosen counselling theory: What population/problem was it created to address? What are the underlying philosophies?; What propositions/ideas are at the foundation of the theory?; How does the theory describe a person’s distress?; How does the theory describe how a person moves from psychopathology to health?; Given the theory you have described, how do you as the counsellor understand the client’s distress?; Why is this the best choice for your client?; What is the impact of diversity (age, gender, social-cultural background, etc.) on the choices made? 
Diagnostic Impression and Assessment of Symptoms:
Diagnostic Impression: Utilize research to explore symptoms and how they relate to a possible, preliminary impression and assessment that will help guide your case conceptualization including treatment plan and goals. Provide a description of your rationale, with support, for making this diagnostic impression. For example, what information was influential in arriving at this diagnostic impression? Include scholarly literature. You must show support for any diagnostic impression given and note that this could change based on future work together. 
Assessment: Describe the assessment process for the chosen client that could be used to complete a comprehensive assessment of this client. Use specific instruments (such as self-report instruments, structured interviews, or psychological tests) and state what they are and the rationale for having selected them. Discuss any issues you will need to address regarding the relevance and biases of certain assessment tools with multicultural populations. Again, you should be using literature to uphold your choices.
Case Conceptualization Including Treatment Plan and Goals: Explore case conceptualizations within Sperry and Sperry (2020) as guidance. Your formulation may be presented in a chart as in Sperry and Sperry (2020) or as a narrative. As part of the conceptualization, present the client’s treatment plan to address the client’s presenting issues and concerns. Include the frequency of counselling sessions, what they will entail, and treatment interventions involved. Identify 1-2 long term goals and the short term goals that will build the foundation to the long term goals. What makes these goals feasible and sufficient to address the client’s presenting issues and concerns? Identify the interventions to be utilized in counselling sessions with the client that align with the selected counselling theory and the long-term treatment goals. How are these interventions appropriate and specific to the client at this time? Things to consider: How will you, the counsellor, and the client know when progress is being made toward a goal, or when a goal has been reached? What will be evident in the client’s thoughts, emotions, behaviors, interactions with others, et cetera? For short-term goals, what do the interventions look like? What will assist the client in making progress towards the short-term objective – and even broader – towards the long-term goal? Most importantly, describe the rationale for selecting these interventions and how they reflect effective practices. 
Literature Exploration: Throughout your paper, you are expected to support your work with empirical and/or professional literature. However, in this section, specifically, your focus will be on the research used to support your many decisions thus far as well as the considerations of the relevancy to your client and to the themes of your client’s case conceptualization. This is the time to dig in deeper to the literature. Do not repeat information already explored in other areas of your paper. Consider this section an extension of the research and dig in deeper to the nuances of your client within the case study. Things to consider: What research supports your plan for this client that have not already been considered in previous sections? What themes are present in this case that are specific to this client? How do they correlate to the client, the theory chosen, and the research used? What research upholds the treatment and goals in your case conceptualization that have not already been considered in previous sections? Highlight the connection between your unique client and the research. volved. Identify 1-2 long term goals. What makes these goals feasible and sufficient to address the client’s presenting issues and concerns? Identify the interventions to be utilized in counselling sessions with the client that align with the selected counselling theory and the long-term treatment goals. How are these interventions appropriate and specific to the client at this time? Provide empirical or professional literature support the selection of the interventions. 
Structure
Required components: Title page, reference page. An introduction and conclusion are required. Do not add an abstract, appendixes, or table of contents. Do not use a running head.
Length of Assignment: The text body of paper (i.e., not including references or title page) should consist of approximately 3,000 words, (i.e., 10-12 double-spaced typed pages, Times New Roman font size: 12).
Format: Please format your assignment in Word (files with extension .doc or .docx)
References: 10 recent (last 10 years), peer-reviewed journal articles must be included. All sources must be cited within your paper and be present in your references. In ADDITION to the 10 additional peer reviewed resources, you may cite any of the articles in the course readings and your texts or any older (older than 10 years) peer reviewed articles that support the overall topic.
Considerations
Please use the rubric as a guide. Write succinctly and from first person point of view – you are the counselor of this client case study.
Resources
Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations. 
All course materials used:
Textbooks
Shebib, B. (2022). Choices: Interviewing and counselling for Canadians. (8th ed.) Chapter 3.
OR 
Shebib, B. (2019). Choices: Interviewing and counselling for Canadians. (7th ed.) Chapter 2.  
(Please note that either edition (or coursepack for the chapter only) is acceptable; however, the chapter title referenced is different, depending on the edition.) This required information is at the bookstore site at https://bookstore.yorkvilleu.ca/collections/psyc-6246
Sperry, L., & Sperry, J. (2020). Case conceptualization (2nd ed.) Taylor & Francis.
This book is available as apart of our eBook Collection via the EBSCO Academic database at https://discovery.ebsco.com/c/4ax45t/details/mfsmpbtv4r?q=Case%20conceptualization
Young, M. (2021). Learning the art of helping: Building blocks and techniques (7th ed.). Pearson. This text is at the bookstore site at https://bookstore.yorkvilleu.ca/collections/psyc-6246  
Please note that these textbooks are also required for PSYC 7113 and 7203, the Practicum courses that accompanies the practicum portion of the program, and so you are advised to retain this textbook at least until completing your Practicum, if not beyond.
These are the references of choice for ensuring proper use of psychology terms. Please do not use Oxford, Merriam, or Dictionary.com etc. for psychological terms.
Gladding, S. T. (2018). The Counseling Dictionary. (4th ed.). American Counseling Association. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1561316&ebv=EB&ppid=pp_C1
Neukrug, E., Brace-Thompson, J., Maurer, C., & Harman, C. (2015). The SAGE Encyclopedia of Theory in Counseling and Psychotherapy. SAGE Publications, Inc. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1061337&ebv=EB&ppid=pp_C
Journal Articles
Flatt, S., & Curtis, S. (2013). Offering expert knowledge within a not-knowing solution-focused paradigm: A contradiction in terms or a helpful response to (some) real life conundrums? International Journal of Solution-Focused Practices, 1, 28–30. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=1806511c59ed32d97b475f803f9867f8c5dbc1f5
Granello, D. H. (2010). The process of suicide risk assessment: Twelve core principles. Journal of Counselling and Development, 88(3), 363-370. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=52425748&site=eds-live&custid=s7439054
Goldfried, M. R. (2007). What has psychotherapy inherited from Carl Rogers? Psychotherapy: Theory, Research, Practice, Training, 44(3), 249-252. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2007-14639-003&site=eds-live&custid=s7439054
Kim, J. S., & Franklin, C. (2015). Understanding emotional change in solution-focused brief therapy: Facilitating positive emotions. Best Practices in Mental Health: An International Journal, 11(1), 25–41.  http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=a9h&AN=103534839&site=eds-live&custid=s7439054
Negash, S., & Morgan, M. (2016). A family affair: Examining the impact of parental infidelity on children using a Structural Therapy Framework. Contemporary Family Therapy, 38(2), 198-209.  http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=114788666&site=eds-live&custid=s7439054
Parker, M. L., & Molteni, J. (2017). Structural family therapy and autism spectrum disorder: Bridging the disciplinary divide. American Journal of Family Therapy, 45(3), 135-148. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=123914019
Smith, I. C. (2011). A qualitative investigation into the effects of brief training in solution-focused therapy in a social work team. Psycholoogy & Psychotherapy: Theory, Research & Practice, 84(3), 335-348. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=pbh&AN=67611555 
Wachtel, P. L. (2007). Carl Rogers and the larger context of therapeutic thought. Psychotherapy: Theory, Research, Practice, Training, 44(3), 249-252. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2007-14639-010&site=eds-live&custid=s7439054
Videos
Branson, J. S. LPC, NCC. (2013, November 3). Case conceptualization HD [Video]. YouTube. https://www.youtube.com/watch?v=V49MUcECM9g
Kundla, M. (Director), & Kundla, M. (Producer). (2015). Theoretical case conceptualization and treatment planning [Video]. Microtraining Associates. https://search-alexanderstreet-com.libraryservices.yorkvilleu.ca/view/work/bibliographic_entity%7Cvideo_work%7C2875442
Lambertini, L.A. (2015, May 11). Case conceptualization [Video]. YouTube. https://www.youtube.com/watch?v=fMsBvPHs4Lc
Psychotherapy Practice Research Network. (2013, April 27). One case, two formulations: Psychodynamic and CBT perspectives [Video]. YouTube. https://www.youtube.com/watch?v=L83LegUbDHg