Final Project Cooper Case Study Working With Families

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 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.
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 family’s 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.

Final Project – 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 children’s 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 Savannah’s 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 Milton’s 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. Case Study Paper Discussion

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Final Project Cooper Case Study Working With Families

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Final Project Cooper Case Study Working With Families

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Final Project Cooper Case Study Working With Families

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Final Project Cooper Case Study Working With Families

Final Project Cooper Case Study Working With Families