SOCW 6101 WEEK 9 WRITING A TREATMENT PLAN

WRITING A TREATMENT PLAN

Everything that social workers do is an intervention; therefore, social workers develop treatment plans so that they can outline the purpose of treatment, assist in giving the client direction in the treatment process, allow the social worker to collaborate with the client, and help social workers and clients mark progress toward goals. Depending on where you work as a social worker, your funding source may be dependent upon your treatment plan.

In this Assignment, you develop a treatment plan for a client. In real practice, you should never create a treatment plan without conducting a more thorough assessment and then collaborating with the client to mutually agree on goals and steps to implement the plan. For the purpose of this Assignment, however, you explain how you might go about this process.

Required Readings

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.

Chapter 6, “Planning in Generalist Practice” (pp. 224–254)

Chapter 16, “Recording in Generalist Social Work Practice” (pp. 599–656)

Barsky, A. (2017, Winter). Ethics alive! To record or not to record: The ethics of documentation.Links to an external site. The New Social Worker. https://www.socialworker.com/feature-articles/ethics-articles/to-record-or-not-to-record-the-ethics-of-documentation/

TO PREPARE PLEASE ANSWER THE 9 QUESTIONS BELOW IN YOUR

Watch the video case study found in the Learning Resources.

Then, consult the Learning Resources and/or go to the Walden Library to find information related to interventions for this type of client or problem.

Use this information to help develop an individual or family treatment plan for the identified client (Amy, Mrs. Bargas, or Bargas family) with whom you have chosen to work from the case study.

For help with this assignment, refer back to the Library recommendations in Week 3.

Helpful tip: Try other keywords including:

treatment programs

intervention

Try using the AND and OR connectors. For example:

drug addiction OR drug abuse OR substance abuse OR drug use

senior citizen OR older people OR elderly OR aging

intervention AND alcoholism

Learn more about AND, OR, and NOT (Boolean operators) in the guide below.

Guide: Keyword Searching: BooleanLinks to an external site.

Write a generalist treatment plan that includes all of the following:

1. Identify the client...

2. Describe the problems that need to be addressed.

3. Explain how you would work with the client to identify and prioritize problems.

4. Identify the related needs based on the identified problems.

5. Describe how you would utilize client strengths when selecting a strategy for intervention.

6. Identify at least two treatment plan goals.

7. Create at least one measurable objective to meet each goal.

8. Explain the specific action steps to achieve objectives.

9. Describe what information is important to document in a treatment plan and explain why.

PLEASE READ AND FOLLOW THIS GRADING RUBRIC TO MAKE SURE THE PAPER IS INLINE WITH WHAT SHE IS ASKING BELOW

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Client

7.5 to >6.68 pts

Exceeds Expectations

Student correctly identifies the client as demonstrated based on treatment plan. Student provides an in-depth description of two or more of the problems that need to be addressed.

6.68 to >5.93 pts

Meets Expectations

Student correctly identifies the client as demonstrated based on treatment plan. Student provides an accurate description at least one problem that needs to be addressed.

5.93 to >5.18 pts

Fair

Student incorrectly identifies the client as demonstrated based on mismatch between client and treatment plan. Student provides a description at least one problem that needs to be addressed, but description may lack detail.

5.18 to >0 pts

Needs Improvement

Student does identify the client or the client identified is unclear. Student may identify problems but not describe them, or student may inaccurately identify a problem.

7.5 pts

This criterion is linked to a Learning OutcomeWorking with the client to identify and prioritize problems

7.5 to >6.68 pts

Exceeds Expectations

Student provides in-depth and detailed explanation of how they would work with the client to identify and prioritize problems. Explanation includes specific examples and rationale for prioritization.

6.68 to >5.93 pts

Meets Expectations

Student provides a good explanation of how they would work with the client to identify and prioritize problems

5.93 to >5.18 pts

Fair

Student provides a somewhat cursory or superficial explanation of how student would work with the client to identify and prioritize problems, or student prioritizes the problems without client involvement.

5.18 to >0 pts

Needs Improvement

Student provides little if any explanation of how they would work with the client to identify and prioritize problems. Or provides an explanation that does not align with appropriate social work practices.

7.5 pts

This criterion is linked to a Learning OutcomeIdentification of related needs

7.5 to >6.68 pts

Exceeds Expectations

Student accurately identifies a related need based on each identified problem. Student explains how the needs are related to the problems.

6.68 to >5.93 pts

Meets Expectations

Student accurately identifies a related need based on general problem identification.

5.93 to >5.18 pts

Fair

Student identifies a related need based on problem identification, but need may be somewhat misaligned from the problem.

5.18 to >0 pts

Needs Improvement

Student does not identify any needs based on problem identification or needs identified are not related to the problem identified.

7.5 pts

This criterion is linked to a Learning OutcomeUtilization of strengths

7.5 to >6.68 pts

Exceeds Expectations

Student provides an excellent description of how they would utilize the identified client's strengths when selecting a strategy for intervention. Explanation includes specific examples of strengths of this specific client and how the student would use those in an intervention.

6.68 to >5.93 pts

Meets Expectations

Student provides a good description of how they would utilize the identified client's strengths when selecting a strategy for intervention. Student provides a general example to the identified client.

5.93 to >5.18 pts

Fair

Student provides a somewhat description of how they would utilize client strengths when selecting a strategy for intervention, but description is vague or generic and does not specifically apply to the identified client.

5.18 to >0 pts

Needs Improvement

Student provides a cursory or superficial description of how they would utilize client strengths when selecting a strategy for intervention.

7.5 pts

This criterion is linked to a Learning OutcomeTreatment plan goals and objectives

22.5 to >20.02 pts

Exceeds Expectations

Student does all of the following:... 1) Identifies least two treatment plan goals that apply the clients identified problems... 2) Creates at least one measurable objective to meet each treatment plan goal (Student explains how goal will be measured or use SMART goal setting.)... 3) Explains the specific action steps of both the social worker and client to achieve objectives

20.02 to >17.78 pts

Meets Expectations

Student does all of the following:... 1) Identifies least two treatment plan goals that apply the clients identified problems... 2) Creates at least one measurable objective to meet each treatment plan goal ... 3) Explains the specific action steps of either the social worker or the client to achieve objectives

17.78 to >15.52 pts

Fair

Student provides some information that does at least two of the following or does one to two insufficiently:... 1) Identifies least two treatment plan goals that apply the clients identified problems (Student may identify one treatment goal related to the identified problems and not related to the identified problems.)... 2) Creates at least one measurable objective to meet each treatment plan goal (Student may create an objective but that objective is not clearly measurable.)... 3) Explains the specific action steps to achieve objectives (Explanation needed more detail to fully explain action steps.)

15.52 to >0 pts

Needs Improvement

Student provides some information that does at least one of the following or does two to three insufficiently:... 1) Identifies least two treatment plan goals that apply the clients identified problems (Treatment goals may not align to identified problems.)... 2) Creates at least one measurable objective to meet each treatment plan (Student objective is not measurable.)... 3) Explains the specific action steps to achieve objectives (Explanation is superficial or unclear.)

22.5 pts

This criterion is linked to a Learning OutcomeImportance of documentation

7.5 to >6.68 pts

Exceeds Expectations

Student provides an excellent explanation of:... 1) What information is important to document in a treatment plan (Explanation identifies specific information that should be included.) ... 2) Why it is important to document that specific information in a treatment plan

6.68 to >5.93 pts

Meets Expectations

Student provides a good explanation of:... 1) What information is important to document in a treatment plan... 2) Why it is important to document information in a treatment plan

5.93 to >5.18 pts

Fair

Student provides a some explanation of the following, but explanation is lacking in detail. ... 1) What information is important to document in a treatment plan... 2) Why it is important to document information in a treatment plan

5.18 to >0 pts

Needs Improvement

Student provides a cursory or superficial explanation of only one of the following:... 1) What information is important to document in a treatment plan... 2) Why it is important to document that information in a treatment plan

7.5 pts

This criterion is linked to a Learning OutcomeWriting

15 to >13.35 pts

Exceeds Expectations

Meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. ... Paper appropriately paraphrases sources, using one or less quotes. ... Tone and presentation of ideas are free from bias and objective.

13.35 to >11.85 pts

Meets Expectations

The paper is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. ... Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. ... Tone and presentation of ideas are free from bias and objective.

11.85 to >10.35 pts

Fair

The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (five to 10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. ... Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student's own words. ... Tone and presentation of ideas are free from bias and objective.

10.35 to >0 pts

Needs Improvement

The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. ... Paper rely excessively on quoting (five or more quotes) or three or more long quotes (over 40 words), and/or uses quoted material with paraphrasing or referencing the source of the material. ... Tone and presentation of ideas reveal bias and subjectivity.

15 pts

Total Points: 75