Assignment Contains Four Parts As Identified And Described B

Assignment Contains Four Parts As Identified And Described Bel

This assignment contains four parts, as identified and described below. Please include four subheadings in your paper that clearly identify each part. In a 1,500-1,750-word paper, include the following:

Part 1:

Intake Read and review the Eliza intake document. Assess how you would use the Level 01 Cross-Cutting Measure (CCM-1), in addition to what specific questions would need to be answered by the end of the biopsychosocial assessment.

Part 2:

Biopsychosocial Assessment Review the completed biopsychosocial assessment for Eliza. Provide an assessment related to client symptomology along with a DSM and ICD diagnosis based on client assessment. Provide the initial treatment goals and plan.

Part 3:

Treatment Planning Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided. Identify one additional assessment outside of those provided by the APA that would measure what the future counselor is attempting to assess based on treatment goals/plan. Describe how you would convey the assessment findings to the client and family. Include how you would prioritize the needs and formulate agreed-upon outcomes, measures, and strategies.

Part 4:

Referral Identify any possible referrals you might make and how you might address them with your client. How would you know who to make referrals to and how would you follow up with the referral after you make it? Be sure to include three to five scholarly resources in your paper. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Paper For Above instruction

This paper systematically addresses the four specified parts, beginning with an assessment of the intake process using the Level 01 Cross-Cutting Measure (CCM-1). It then proceeds to analyze the completed biopsychosocial assessment for Eliza, offering symptoms analysis, diagnosis according to DSM and ICD standards, and formulating initial treatment goals and plans. The third part discusses the selection of future

assessment tools, including the Level 02 Cross-Cutting Measure and an additional external assessment, safely conveying results to the client and family, and prioritizing treatment outcomes. The final part considers potential referrals, criteria for choosing appropriate professionals, follow-up procedures, and integrating scholarly references to support these clinical decisions.

Part 1: Intake and Use of CCM-1

In the initial intake process with Eliza, reviewing the provided intake document reveals key insights into her presenting issues, history, and current mental state. The utilization of the Level 01 Cross-Cutting Measure (CCM-1) serves as an essential standardized screening tool that broadens the assessment scope to include general psychiatric symptoms, functioning levels, and comorbidities. CCM-1 covers domains such as mood, anxiety, substance use, psychosis, and trauma-related symptoms, providing a comprehensive overview to guide further investigation.

Specifically, CCM-1 would be administered early in the assessment to identify prominent symptom clusters that require detailed exploration. Preemptively, questions would include prompts about mood stability, frequency and severity of anxiety episodes, substance use patterns, as well as psychotic or dissociative experiences. The responses from CCM-1 help define the focus areas for in-depth biopsychosocial inquiry, ensuring that any urgent or high-risk concerns are prioritized. By the end of the biopsychosocial assessment, critical questions to be answered include the scope of Eliza’s psychological symptoms, potential triggers, functional impairments, and the presence of any risk factors for self-harm or harm to others.

Part 2: Biopsychosocial Assessment and Diagnosis

Reviewing Eliza’s completed biopsychosocial assessment provides a detailed depiction of her mental, emotional, social, and biological factors influencing her current state. Her presentation indicates symptoms such as persistent feelings of sadness, episodes of heightened anxiety, difficulty concentrating, and some reports of sleep disturbances. Cognitive and behavioral patterns suggest underlying depressive and anxiety components, compounded by stressors in her social environment, family dynamics, and recent life changes.

Based on these findings, preliminary diagnoses can be formulated using the DSM-5 criteria, such as Major Depressive Disorder (MDD), Moderate, recurrent episodes, and Generalized Anxiety Disorder (GAD). Correspondingly, ICD-10 coding, such as F33.1 for recurrent depression and F41.1 for GAD, would be

applied. It is critical to corroborate these diagnoses with clinical judgment during subsequent sessions, considering differential diagnoses and ruling out any medical or substance-related etiologies.

Initial treatment goals include stabilization of mood, reduction in anxiety levels, enhancement of functioning, and development of coping skills. The primary plan involves cognitive-behavioral therapy (CBT) to address cognitive distortions, behavioral activation, and stress management techniques. Pharmacological intervention may be considered if severity persists, with referrals made accordingly.

Part 3: Future Assessment and Client Communication

For ongoing evaluation, the Level 02 Cross-Cutting Measure (CCM-2) would be employed to monitor changes and treatment progress. CCM-2 offers a more specific and detailed assessment of targeted domains, such as severity of depressive symptoms, anxiety intensity, or functional impairments. An additional assessment outside the APA offerings might include the Beck Depression Inventory-II (BDI-II) to measure depression severity quantitatively or the Generalized Anxiety Disorder 7-item scale (GAD-7) for anxiety tracking.

Conveying assessment findings to Eliza and her family involves clear, empathetic communication emphasizing that these tools help quantify symptoms and monitor progress rather than stigmatize or label her. Visual aids, progress charts, and plain language explanations foster understanding and collaboration. Prioritizing needs involves joint discussions to establish achievable treatment outcomes, setting measurable objectives like symptom reduction percentages, improved daily functioning, and skill acquisition. Strategies include regular reassessment, feedback sessions, and incorporating client and family input into treatment adjustments.

Part 4: Referrals and Follow-up

Potential referrals for Eliza include psychiatrist consultation for medication management, trauma specialists if trauma-related symptoms are prominent, or social services for environmental support. Selection criteria hinge on symptom severity, safety concerns, and client preferences. For instance, if pharmacological intervention is warranted, a psychiatrist or psychiatric nurse practitioner would be appropriate, while trauma-focused therapy might involve specialist trauma psychologists or counselors.

Follow-up involves establishing communication channels with referral sources, obtaining progress updates, and integrating new information into ongoing treatment. Ethical considerations include informed

consent for referrals, confidentiality, and coordination across service providers. Regular check-ins to evaluate the effectiveness of the referral and adjustments as needed are crucial, ensuring that Eliza’s evolving needs are met effectively.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). World Health Organization. (2019). International Classification of Diseases (11th ed.).

Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Beck Depression Inventory–II.

Spitzer, R. L., Kroenke, K., Williams, J. B., & Lowe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092–1097.

Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping People Change (3rd ed.).

Strupp, H. H., & Hadley, S. W. (2018). Psychotherapy process and outcome: Perspectives on the efficacy of therapy.

Norcross, J. C., & Wampold, B. E. (2011). Evidence-based therapy relationships: Research conclusions and clinical practices. Psychotherapy, 48(1), 98–102.

Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59(1), 12–19.

Kroenke, K., Spitzer, R. L., & Williams, J. B. (2001). The PHQ-9: Validity of a brief depression severity measure. Journal of General Internal Medicine, 16(9), 606–613.

National Institute of Mental Health. (2020). Psychotherapies. https://www.nimh.nih.gov/health/topics/psychotherapies