Read Eliza’s case study

Read Eliza’s case study: Part two and review your completed Biopsychosocial Assessment about Eliza. This assignment has four parts:

Treatment Plan Development
Problem Identification and Diagnostic Decision Making
Theoretical Approach
Progress Monitoring

In a 1,500-1,750-word paper and treatment plan, include the following:

Part 1: Treatment Plan Development

Develop a treatment plan for Eliza using the attached treatment plan template. Be sure to complete each component of the treatment plan:

Diagnosis
Problem Description
Goal
Objective
Intervention
Target Date

Part 2: Problem Identification and Diagnostic Decision Making

Discuss how you would use the Level 01 Cross-Cutting Measure (CCM-1) to inform the treatment plan development process.
Identify and describe Eliza’s diagnosis and the process utilized in determining a final diagnosis using the most current version of the DSM and the ICD.

Part 3: Theoretical Approach

Discuss what treatment theory you would use with Eliza. Be sure to discuss how your theory of choice describes the formulation of problems, the change process, and the utilizations of its therapeutic techniques as intervention and prevention strategies.
Provide a description of how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through the lens of your counseling theory of choice.

Part 4: Progress Monitoring

Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided.
Identify one additional assessment or test that would measure the symptoms you are attempting to assess based on the treatment goals/plan. Discuss the standardization of the assessment, its appropriateness for the case, how it’s administered, and the interpretation of the results.
Describe how you would convey the assessment findings to the client and her family.
Include how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Be sure to include 8 to 10 scholarly resources in your paper.

Submit the paper and treatment plan template to your instructor.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

Table of Contents

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
CNL-610	CNL-610-O500	CNL-610 Benchmark – Treatment Plan and Progress Monitoring: Eliza (Obj. 4.1, 4.2, 4.3, 4.5 and 4.6)	150.0
Criteria	Percentage	Unsatisfactory (0.00%)	Less Than Satisfactory (74.00%)	Satisfactory (79.00%)	Good (87.00%)	Excellent (100.00%)	Comments	Points Earned
Content	70.0%
Part 1: Treatment Plan Development	20.0%	Does not demonstrate an understanding of the assignment; does not include or incorrectly includes the diagnosis, problem description, goal, objective, intervention, and target date in the treatment plan for Eliza based on the case information. Treatment Plan does not demonstrate understanding of the topic.	Includes little understanding of the assignment directions. Vaguely or incompletely includes the diagnosis, problem description, goal, objective, intervention, and target date in the treatment plan for Eliza based on the case information.Treatment Plan demonstrates a poor understanding of the topic.	Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment.Treatment Plan demonstrates a basic understanding of the topic.	Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment. Treatment Plan demonstrates an understanding that extends beyond the surface of the topic.	Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss how the Level 01 cross-cutting measure (CCM-1) would be used and what specific questions would need to be answered by the end of the biopsychosocial assessment. Treatment Plan demonstrates an exceptional understanding of the topic.
Part 2: Problem Identification and Diagnostic Decision-Making (C1.5)	15.0%	Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay does not demonstrate understanding of the topic.	Includes little understanding of the assignment directions. Vaguely or incompletely discusses how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information.Essay demonstrates a poor understanding of the topic.	Provides a basic discussion about how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information.Essay demonstrates a basic understanding of the topic.	Provides a thorough discussion and includes relevant examples about how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay demonstrates an understanding that extends beyond the surface of the topic.	Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss how the Level 01 cross-cutting measure (CCM-1) would be used to inform the treatment development process and the diagnosis and process utilized in determining a final diagnosis for Eliza based on the case information. Essay demonstrates an exceptional understanding of the topic.
Part 3: Theoretical Approach (C1.6)	15.0%	Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay does not demonstrate understanding of the topic.	Includes little understanding of the assignment directions. Vaguely or incompletely discusses what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice.Essay demonstrates a poor understanding of the topic.	Provides a basic discussion of what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice.Essay demonstrates a basic understanding of the topic.	Provides a thorough discussion and includes relevant examples about what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay demonstrates an understanding that extends beyond the surface of the topic.	Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss what treatment theory you would use with Eliza and how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through your counseling theory of choice. Essay demonstrates an exceptional understanding of the topic.
Part 4: Progress Monitoring	20.0%	Does not demonstrate an understanding of the assignment; does not discuss or incorrectly discusses what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay does not demonstrate understanding of the topic.	Includes little understanding of the assignment directions. Vaguely or incompletely discusses what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.Essay demonstrates a poor understanding of the topic.	Provides a basic discussion about what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.Essay demonstrates a basic understanding of the topic.	Provides a thorough discussion and includes relevant examples about what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay demonstrates an understanding that extends beyond the surface of the topic.	Provides a comprehensive discussion and includes relevant examples and scholarly references to help discuss what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided, one additional assessment provided by the APA that would measure the symptoms you are attempting to assess, how you would convey the assessment findings to the client and her family, and how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies. Essay demonstrates an exceptional understanding of the topic.
Organization and Effectiveness	20.0%
Thesis Development and Purpose	7.0%	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction	8.0%	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
Format	10.0%
Paper Format (use of appropriate style for the major and assignment)	5.0%	Template is not used appropriately or documentation format is rarely followed correctly.	Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	Appropriate template is used. Formatting is correct, although some minor errors may be present.	Appropriate template is fully used. There are virtually no errors in formatting style.	All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	5.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%