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Graduate (MSW) students will complete a 7- to 9-page paper in which they will present a trauma case (fictional or based on a real client, with no identifying client information that would break confidentiality) and then choose an intervention to be used to treat the client. Students will be expected to thoroughly research the intervention to support why they chose it for this particular case, using 6-8 references from academic/scholarly journal articles or books. No websites should be used except those from .gov resources. For example, if you choose to use EMDR or TFCBT, cite the reasons why this would be beneficial to the client in this case. You can choose to use an intervention we haven’t covered in class as long as it is evidence-based AND you have emailed me to get approval. Also I do not want anyone using basic cognitive behavioral therapy or dialectical behavior therapy as their intervention for this paper. However, there are several effective trauma therapies under the CBT umbrella that you may use, including CPT, PE, and TFCBT. There is not an expectation that you know how to practice the intervention or therapy chosen, but based on the research you do it is reasonable for you to make a recommendation for your client and give examples of how that might look. For instance, if you had a client who was sexually abused in childhood and you chose to use the Internal Family Systems Model to help them, you could talk about the wounded child exile part, and the different protective parts that developed to protect that exile. The following outline is a guide on how you can construct your paper:
Introduce the case
Identifying information: Age, race, marital status, employment, etc.
Presenting Problem: This may be a “little t or big T” trauma.
Past Treatment Information, if applicable.
Social History: Family history, history of abuse/trauma, work history, legal, financial, family history of mental illness/substance abuse/trauma.
Behavioral/Emotional Symptoms: Psychosis, anxiety, OCD, mania, PTSD, panic, eating disorder, sleep problems, anger problems, depression, substance abuse, homicidal and suicidal information, etc.
Biophysical Information: Health problems and medications.
Mental Status Exam: Appearance, speech, affect and mood, orientation, thought, judgment, insight, memory.
Example: Client appeared to be her stated age; she was disheveled, unkempt, wearing a white t-shirt and worn-out jeans. She spoke slowly and was cooperative throughout the evaluation. Her affect was congruent and her thoughts organized/intact. She had a depressed mood and was oriented to the present. She appeared to have insight into her problems and her memory was age appropriate.
Diagnostic Impression: Using DSM V.
Integrated Summary and Initial Plan: Concerns for therapy, treatment approach, initial goals.
Intervention
Describe the chosen intervention and its history.
Describe how it is used to treat trauma, and its efficacy.
Referring to your case, describe how this intervention might help resolve your client’s trauma, i.e., “the desensitization helped eliminate triggers associated with my client’s auto accident.”
Conclusion
Imagined treatment outcome and prognosis for your client as a result of the intervention chosen.
The quality of the writing as well as the content is important, so students should check spelling and grammar as well as sentence and paragraph construction. It is a very good idea to write a draft of your papers and then make an outline of your draft before preparing final versions. This helps ensure that your paper is flowing in a coherent manner and that you are effectively making and supporting your main points.
Written work should meet basic standards of writing proficiency, and should conform to accepted standards of citation. The format found in the Publication Manual of the American Psychological Association (APA) should be used for all papers. Remember that plagiarism is a serious offense and violates the standards for academic integrity. Written assignments are graded based on the following criteria:
thoroughness and completeness of content;
clarity and logic of presentation;
evidence of critical thought;
quality of writing.

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