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These tasks involve using a formulation for a client (supplied to you) to:

• identify potential CBT treatment goals for the client and construct a CBT treatment plan
• describe how you would implement a specific CBT intervention mentioned in your plan
• describe how you might establish a homework task for this client
• explain how ACT could be used to construct a formulation for the same client, and what interventions would be most helpful to that client.

Important note: before undertaking this assignment, you should complete the university’s Academic Integrity modules.  Your assignment will be marked on the assumption you have done so.  You can find a link to these modules in the Academic Integrity section of Moodle.

 

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ASSESSMENT DESCRIPTION AND INSTRUCTIONS

Your first step is to read the provided information about a client and the associated formulation.  Once you have done this, address the following tasks, using the below headings in your assignment.

Goals and treatment plan

(a) State possible CBT treatment goals that you might establish with your client.

(b) Set out a CBT treatment plan for the client.  Justify/provide support for your plan throughout (which will include – but not be limited to – the use of references).

• Although your second reading for Week 8 (Ledley, Marx, & Heimberg, 2010) gives an example of a treatment plan on a session-by-session basis, please do notpresent your treatment plan in this manner (i.e., having particular goals or tasks tied to particular session numbers).
• Your treatment plan shouldn’t have tasks linked to session numbers because counselling practice does not usually follow a rigid timetable for what should be accomplished in which session.  In fact, such an approach may be un-ethical or at least constitute poor practice since it does not allow for the flexibility that is often required as new information comes to hand, or when events occur in a client’s life.
• Instead, just present your treatment plan (and goals) as what you would ideallylike to do and accomplish over the course of your counselling sessions with your client.  Work on the assumption that the counselling sessions continue until reaching a natural ending point.  Although counselling in practice generally involves some constraints in terms of the number of sessions, we want to see that you are able to construct a plan as if carried out in its entirety.
• Although your plan ought not to be tied to session numbers as explained above, present your plan in terms of the general order/sequence you would follow over the course of your counselling sessions.

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Implementation of a specific CBT intervention

Choose one your interventions mentioned in your treatment plan.  Describe in detail how you might use this intervention with your client – providing information on the process you would follow, as well as the outcome (e.g., any change in one or more relevant elements of the 5 part model).

Before you provide your description, give a clear statement of what you intend to accomplish with the intervention, linking it to your treatment plan and the formulation.  Your description should include an account of any appropriate preliminary steps you should take before commencing the intervention with your client.  (Note: the assessment criteria include your ability to decide on appropriate steps, so staff will not be giving you examples of such steps – it is up to you to identify these on the basis of unit materials).

Several interventions are covered in the lectures and in the textbook.  Remember that more than one intervention might be possible for the same goal/objective.  In this section, you might (for example),  describe a behavioural experiment that you establish with a client, along with how you worked with the client’s report on the outcome of this).  Another possibility is to provide a script of how you might go about using Socratic dialogue to bring about cognitive change.

As stated above, this section should commence with remarks about what you intend to accomplish with the intervention, linking it to your treatment plan and the formulation.  Depending on the intervention you use, what follows from that point may simply be an account of how you would provide the intervention.  Alternatively, you may want to offer some explanatory remarks (e.g., prior to providing a script of a Socratic dialogue) before presenting the description of your intervention.  You may want to have explanatory remarks interspersed throughout your description.

The above examples of interventions are just that – examples – and you are encouraged to consider other possibilities as well.  If you wish, you can use an intervention not covered in the lectures or textbook, but it must clearly be a specific CBT intervention.  If in doubt, check with your class lecturer.

In this section, you will need to provide some hypothetical information about the course and outcome of the intervention from the client’s perspective.  For example, you will need to provide information on how a client responds during your Socratic dialogue, or what happens when the client tries a behavioural experiment.

This hypothetical information should portray a positive but realistic course and outcome, not idealistic.  Hence, for example, during Socratic dialogue, the client might not initially respond to the discovery process as you might hope, or, in a behavioural experiment, the client encounters a small ‘negative’ result amidst the primarily positive result.  Presenting a realistic course of the intervention will also enable you to demonstrate related counselling skills, such as dealing with obstacles.

Any script you provide should follow the same format as described in Assignment 1 (i.e., indicating when the counsellor or client is speaking).  Apart from that, you can write in first person about how you might proceed, and how a client responds.

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Client homework task

Provide a script of how you might go about establishing a therapeutic homework task with a client which logically follows on from the intervention (and outcome) you described in section 2.

The homework task should aim to extend, reinforce, or strengthen the therapeutic work you described in section 2.  The task might be cognitive-focused, behaviourally-focused, or it might have some other target. It should ultimately relate to the treatment goals and formulation.  Given these guidelines, it is unlikely that the homework task will be a monitoring/measurement-related task unless it is clear that this will help in working towards a treatment goal.

You can establish any therapeutic homework task you like, with one exception: if you have already used a behavioral experiment in section 2, you cannot have one of these in this section.

Alternative formulation and intervention

(a) With the assistance of references, explain how ACT would conceptualise the client’s problems.  You should focus not so much on the nature of the client’s problems (i.e., describing them), but how/why the client is having them (explaining them).  It will, however, be necessary at times for your formulation to have a descriptive component in the course of providing the explanatory component.  Use references as needed to assist you.

(b) Describe specific ACT interventions that you think would be most helpful to help your client, and explain how they might be applied to your client.  Use references to make a case for your choices.  You do not need to provide a formal intervention plan here; rather, this section should be written more like a discussion