Students will conceptualize a client system using a particular model and create a treatment plan based on the conceptualization. Conceptualization includes family history, genogram, problem history, client goals, DSM5 diagnosis, safety issues, contextual considerations, and a theory-informed systemic diagnosis. Treatment plan includes intervention targets, interventions, and indicators of progress.
The primary purpose is for students to learn how to synthesize data to develop a theory-informed systemic diagnosis and treatment plan. The activity also reinforces clinical writing skills, assessing progress, and identifying factors that affect treatment such as safety, diversity, and client goals. Learning outcomes might include: Students will be able to apply theory to develop a systemic diagnosis; develop interventions based on client history, symptoms, and contextual considerations; summarize clinical data.
Case Conceptualization and Treatment Plan template (attached)
Assign this activity as a graded assignment with two or three due throughout the semester so students may receive feedback and improve their performance. Providing an example either in class or as part of the syllabus is helpful. Assignment can also be part of another assignment, e.g., writing their theory of trauma and then applying it in the case conceptualization and treatment plan. Example instructions for syllabus: Students will create 2 case conceptualizations and treatment plans using the provided template. Cases must be real clients unless given permission to use a fictional family. One case must have an IP under the age of 12 and use directive play therapy and the other must have an IP that is an adolescent, young adult, or is a stepfamily. In addition to the conceptualization and treatment plan, students will include a ½-1-page, single-spaced reflection on their implementation of at least one of the interventions. The reflection should include what went well, anything that didn’t go well, and what they will do next time to improve/keep up the good work. One conceptualization may be submitted as a video; the video must use the headings in the template to make it easy to follow along. Written submissions should be single-spaced and 2- to 4-pages long. Assignments will be graded on how well the student followed directions, professionalism (neat, well-written), and the depth and accuracy of their conceptualization/plan.
Assignment can be modified based on student’s current knowledge, e.g., skipping the DSM5 diagnosis if they haven’t learned that yet or applying to a case study if they do not have clients. Assignment can be tailored to specific client types, theories, or applications.
Case conceptualization sections are assessed on clinical writing ability and appropriateness of information, i.e., did they include sufficient detail and is it under the correct heading; treatment plan is assessed on accuracy of the application of theory and development of interventions. See example grading instructions.
