Multidimensional Assessment Paper In order to complete this assignment, students will view the film, What’s Eating Gilbert Grape. Students will complete a multidimensional assessment paper on Gilbert Grape, the main character. For the purpose of this assignment, students will assume the following scenario: Imagine that Gilbert is your client in a community mental health counseling center. You have been working with Gilbert on a weekly basis for two months. He initially sought services because his good friend Becky noticed that he seemed sad, lonely, and very angry at times. He has been discussing several issues with you: his anger outbursts, worries about providing for his family, uncertainties about securing a future career, and his overall feeling that “the world is falling apart.” Other than this basic information, the instructor is looking to see that you are thinking constructively about the client’s issues. Please use all the information in the movie to guide your assessment. Though, it is OK to use your imagination a bit to fully complete some of the paper requirements. For example, you may assume that your work with the client begins after or during the events of the movie. The multidimensional assessment must include the following. Please use the following as headings in your paper. 1. Demographic Desсrіption; this should be brief overview (i.e. age, race/ethnicity of the client, income level, brief overview of the client’s family system and community context, any other notable circumstances impacting the client’s current functioning) 2. Problem Identification (use the following as a guide: Problems and Challenges in Fig. 8-1 on page 189 of the course textbook) 3. Factors as Seen by the Client (use the following as a guide: Fig. 8-1 on page 189 of the course textbook) 4. Developmental Needs and Life Transitions (i.e. Here, think about the client’s age and the types of issues that impact a person in this age group; think about transitions in his life and within his family as well as losses her has endured) 5. Strengths and Resources (use the following as a guide: Fig. 8-1 on page 189 of the course textbook) 6. Previous Treatment History (you can use your imagination here; this can be the client’s first encounter with services or not) 7. Recommended Treatment Goals/Strategies (2 goals required + explanation about your choices) (you should be developing treatment goals based on your understanding of the client’s unique set or circumstances and needs; you should be thinking creatively and critically here; you should be using outside literature to develop your thoughts here) 8. Conclusion (identify further information that is needed to make accurate assessment, areas of difference between you and the client and any issues of possible countertransference, as well as any issues pertaining to diversity and cultural competency that may affect the client’s experience) This assignment should be written in an APA Style paper format (i.e. 1-inch margins, Times New Roman, title page, abstract, introduction, references, headings), including 8-10 pages of content in length, an integration of at least five peer-reviewed journal articles that help to explain and support the conclusions, interventions, and treatment goals developed through your assessment. A conclusion section that identifies further areas of information that are needed, areas of difference between you and the client and any issues of possible countertransference, as well as any issues pertaining to diversity and cultural competency that may affect the client’s experience. It is expected that each student’s paper will have significant differences such as types of articles selected, possible goals developed, issues of countertransference and diversity. Students are not to consult each other on the design and assessment conclusions of their papers. Students will be assessed on the depth, clarity, and accuracy of their assessments and goal development. Strong integration of professional literature is critical to support the assessment conclusions and treatment goals. Students are encouraged to include assessment tools such as an ecomap and/or a genogram to help provide a visual of the various systems at different levels that affect the client’s circumstances. The course content (i.e. reading, videos, podcasts) help to provide guidance for developing the multidimensional assessment yet students are encouraged to also pursue other resources (i.e. field placement supervisor, assessment samples). Grading Rubric Students will be graded on the following criteria: 1. Technical issues: Proper APA use, proper grammar, writing style/flow, inclusion of 5 or more peer reviewed journal articles, title page, abstract, reference page, use of headings, following directions for assignment- 10 points 2. Insight: level of thoughtfulness, creativity, and critical thinking throughout the paper (i.e. Did you provide a thorough overview of the client’s demographics and problem(s)? How about your assessment of the client’s strengths and weaknesses? Do your treatment goals make sense, in light of the client’s unique needs and circumstances and the scope of practice?)- 10 points 3. Cohesiveness: proper use of literature to explore elements of the paper, well developed paper with all parts connected, conclusion thoroughly assesses issues like transference/countertransference and cultural awareness (i.e. Are the elements of your paper connected? Does your conclusion address how your intervention may be impacted by cultural differences and transference/countertransference? Did you incorporate outside literature properly? Does the literature add to your assessment of the client and the problem areas?)- 10 points
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