Track Changes

LAPC MODEL 2

Comment by Imelda N. Bratton: Nice job on your cover page here.

Intervention Paper: LAPC Model and Kendrick

Shannen CarambiaName

Running head: LAPC MODEL 1

Southern New Hampshire University

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Kendrick started an affair with Stephanie while in his first semester. During his discussion with Stephanie about the relationship, Stephanie pointed out that she felt “happy and healthy” towards Kendrick. He revealed that the two spent almost every moment together, making each of them socially isolated from other friends as well as the family. There were marriage plans underway, Kendrick felt like their relationship was growing distant. Stephanie told Kendrick that she is not ready to get married, and she left their apartment and lost any contact among them.

Despite the occurrence, Kendrick did not report any health or psychological issue. His performance was exemplary and was allowed to skip grade two. Although his family was big, he struggled to cope up with social standards because he looked older compared to his peers. Now, he is undergoing a developmental crisis that has resulted from his academic success and isolation from friends. While reporting, he did not point out that he is self-medicating through alcohol consumption or not eating well. Comment by Imelda N. Bratton: You have a nice overview here. Make sure to identify what type of crisis this is.

Assess

Presently, the symptoms presented by Kendrick are in line with those of a depressed mood. His right emotional state is that of despair and hopelessness. These are subjecting him to a condition that is difficult to behave and function normally. Kendrick depicts no or little interest in doing any duty, because of his isolation. The nature of his relationship with Stephanie resulted in a communication barrier with his family members and friends. He still denotes that Stephanie's relationship is far much better than any other relationship available. Comment by Imelda N. Bratton: I know that this case study already included a diagnosis. When practicing as a counselor in the future, however, this will most often not be the case. When assessing Kendrick to determine a treatment plan, I would give assessments focused on anxiety and depression. Depression symptoms are very similar to grief, so it would be important to explain this to the client when overviewing assessment results with the client. We do not want to ever pathologize normal grieving, if that makes sense. However, if a client reported that they had depression symptoms prior to a breakup or if depression symptoms were significant or long lasting, then a depression diagnosis would be more likely. If assessments did show high levels of depression, anxiety, etc., we could work on these symptoms in our plan.

Plan

The major goal of intervention based on the case available involves assisting Kendrick recover and regain his normal life. He should be assisted in developing quick coping skills, that will allow him to have better control of his life. He needs to relink with his family members and friends. Secondly, he should build up good eating standards and good sleeping habits. Lastly, he should find a way of coping up with his education (American Psychiatric Association, 2013). This can be attained with the help of a therapist, family as well as friends. Comment by Imelda N. Bratton: I would also want to assess his drinking and/or other substance use, if it came out later that he was using other substances. While assessing for substance use, it is also often helpful to assess in other maladaptive behaviors, such as compulsive gambling, sexual behaviors, self-injury, ect. Comment by Imelda N. Bratton: Excellent! As a college counselor, I would often encounter students who had gotten behind on schoolwork, and this would often add to a sense of anxiety or depression for the student. It is helpful for the student to take some steps to determine whether the academic situation is resolvable or not resolvable. This is often best determined by talking to the professor. At SNHU, there is a culture that encourages faculty to work closely with students to help them to succeed whenever possible. This is one reason why I love working here. At other universities, this may not be the case. Professors might be more likely to work with a student if they know that the student is seeking out help. As a college counselor, I would talk to the student to find out if they thought that the situation could be resolved by them talking to the professor, and if they felt that they could do that in terms of anxiety. If so, we would plan out this meeting with the professor if needed the have the student complete a release form for each professor that needed to be contacted and draft a short letter to the professor very broadly explaining that the student was struggling with some emotional difficulties that were impacting academics. I would state that the student is now in counseling. I would often also state that the student is dedicated to the professor’s class and would like to talk to him or her about how the student can meet the requirements of the class. Doing this will sometimes lower a student’s anxiety about talking to the professor. This is helpful for younger students as well and teaches the client that it is OK to ask for help, and that many people would be willing to work with them if they communicate their needs, an important life lesson.

Commit

After completing the discussion, Kedrick agreed to commit to the suggestions that have been proposed. Involving an academic advisor on board will also be beneficial towards ensuring that his academic life has been attained. He looked motivated towards bringing the whole issue to place and promised to actively take part in the same. The primary recommendation is that Kendrick should keep on visiting a therapist for a follow-up checkup.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. Am Psychiatric Assoc, 21. Retrieved http://repository.poltekkes-kaltim.ac.id/657/1/Diagnostic%20and%20statistical%20manual%20of%20mental%20disorders%20_%20DSM-5%20%28%20PDFDrive.com%20%29.pdf