Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your paper under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 01/26/19 at 6pm.

Discussion – Week 9

Application: Substance Abuse Interventions

Substance use is another common problem among many adolescents. An important consideration is severity of use—mild, moderate, or severe—which helps counselors distinguish reductions or increases in frequency of use, as well as potential physiological impacts. For example, an adolescent might drink alcohol every weekend to the point of intoxication but not become chemically dependent. An adolescent who is using heroin on a daily basis is likely to develop a physiological dependency on the drug, and to require detoxification as part of the treatment process. Treatment for any level of severity can be a long process, and there are several things to consider. First, treatments must be individualized to meet the needs of the child or adolescent. Second, treatment needs to be accessible and address an array of issues beyond just the substance abuse. For example, an adolescent trauma survivor might be using substances as a coping mechanism. In order to maintain sobriety, the trauma issues must be addressed. Third, counselors must continually monitor and update treatment plans, monitor for changes in substance use frequency and amount, and facilitate both individual and group counseling. Fourth, a child or adolescent must stay in treatment for an extended period of time, whether it is outpatient or inpatient. Treating substance use takes time, particularly if the child or adolescent does not believe he or she has a problem. Finally, substance use treatment should include monitoring of medical conditions such as infectious diseases, as many adolescents tend to become promiscuous when using substances. Keep in mind that recovery from substance use is a life-long process. Relapse rates are very high for adolescents, and it is important to encourage them to engage in a life-long commitment of sobriety.
For this Application Assignment, select one of the substance use case studies (Case Study #3 or Case Study #4) located in this week’s Learning Resources. Devise a treatment plan, including a diagnosis, intervention, and prevention technique for the child or adolescent. Consider how you might include the parents/guardians in the treatment plan.

The assignment (2–3 pages):

• Select one substance use case      study studies (Case Study #3 or Case Study #4). Identify a provisional      diagnosis for the case you selected.
• Using the Treatment Plan      Guidelines template, devise a treatment plan for the case study you      selected.
• Explain one treatment      intervention you might use in the case you selected, and justify the use      of the intervention.
• Explain one intervention you      might use to prevent relapse and one intervention you might use to involve      the parents/guardians in the treatment plan.
• Justify your treatment plan      using evidence-based research.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

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Required Resources

Readings

• Flamez, B. & Sheperis,      C. J. (2015). Diagnosing      and treating children and adolescents: A guide for clinical and school      settings. Hoboken, NJ: John      Wiley & Sons, Inc.

o Chapter 15 “Gender Dysphoria”

o Chapter 17 “Substance-related Disorders”

• Hermann, M. A., & Herlihy,      B. R. (2006). Legal and ethical implications of refusing to counsel      homosexual clients. Journal of Counseling & Development,84(4),      414–418.
  Retrieved from the Walden Library databases.
• Horn, S. S. (2006). Heterosexual adolescents’      and young adults’ beliefs and attitudes about homosexuality and gay and      lesbian peers  . Cognitive Development, 21(4),      420–440.
  © 2006 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS.      Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via      the Copyright Clearance Center.

  Reeves, T. Horne, S. G., Rostosky, S. S, Riggle, E. D. B., Baggett, L. R.,      & Aycock, R. A. (2010). Family members’ support      for GLBT issues: The role of family adaptability and cohesion  . Journal of GLBT      Family Studies, 6(1), 80–97.
  © 2010 by TAYLOR & FRANCIS INFORMA UK LTD. Reprinted by      permission of TAYLOR & FRANCIS INFORMA UK LTD. via the Copyright      Clearance Center.

• Ryan, C., Russell, S. T.,      Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in      adolescence and the health of LGBT young adults  . Journal of Child and      Adolescent Psychiatric Nursing, 23(4), 205–213.
  © 2010 by BLACKWELL PUBLISHING. Reprinted by permission of      BLACKWELL PUBLISHING via the Copyright Clearance Center.
• Document:Child and Adolescent      Counseling Cases: Sex, Sexuality. and Substance Abuse 
• Document:Treatment Plan Guidelines 
• DSM-5 BridgeDocument:Sex, Sexuality, and      Substance Abuse 

Optional Resources

• Burrow-Sanchez, J. J. (2006).      Understanding adolescent substance abuse: Prevalence, risk factors, and      clinical implications. Journal of Counseling & Development, 84(3),      283–290.
  Retrieved from the Walden Library databases.
• Castellanos-Ryan, N.,      O’Leary-Barrett, M., & Conrod, P. (2013). Substance use in childhood      and adolescence: A brief overview of developmental processes and the      clinical implications. Journal of the      Canadian Academy of Child & Adolescent Psychiatry, 22(1),      41–46.
  Retrieved from the Walden Library databases.
• Lemoire, S. J., & Chen, C.      P. (2005). Applying person-centered counseling to sexual minority      adolescents. Journal of Counseling & Development, 83(2),      146–154.
  Retrieved from the Walden Library databases.
• Tan, E. S. N., & Yarhouse, M. A.      (2010). Facilitating congruence between religious beliefs and sexual      identity with mindfulness. Psychotherapy: Theory, Research,      Practice, Training, 47(4), 500–511.
  Retrieved from the Walden Library databases.Week 9: Case 1, Sexuality

  Loretta is a 17-year-old White female. She is a student in a partial day treatment center focusing on vocational and social skill development. Loretta has a wide range of disabilities related, at least in part, to a brain injury she suffered as a toddler. She has specific learning disabilities in the areas of writing and reading. Despite her challenges, Loretta is a hard worker. Because of her positive attitude and work ethic within the day treatment setting, Loretta has a good reputation for being dependable and trustworthy. However, over the past six months Loretta has decided she likes sex. She has been caught having sexual contact at the treatment center and also at home in the evenings and on the weekends. This behavior is concerning to Loretta’s parents. They are worried about her sexual safety, potential pregnancy, sexually transmitted diseases, and Loretta’s behavior is outside their comfort zone. They have tried lecturing, grounding her, and other threats and punishments. Loretta does not see anything wrong with her behavior. Apparently the pleasure she associates with sex more than offsets the consequences she has gotten from her parents, and she seems relatively oblivious to the additional potential consequences of sexually transmitted diseases and pregnancy.

  Week 9: Case 2, Sexual Orientation

  Patrick is a 9-year-old African American boy enrolled in the 4th grade in a private Christian school. Patrick is exceptionally intelligent and very academically successful. However, based on reports from his parents and from his teachers, he has always struggled in the social domain. Most recently, Patrick has been causing a disturbance in the classroom by telling teachers and students that one of the other male students in the class is his boyfriend, and insisting that he loves boys, not girls. This behavior has been extremely difficult for his parents to accept as they hold a rather traditional Christian perspective. The thought of their son being gay is very disturbing for them.

  You initially were contacted by Patrick’s parents, who made it clear to you they think Patrick is acting out in an effort to gain attention from his peers. They also make it clear that they are either unwilling or unable to consider the possibility that Patrick might be gay. When the three of them show up in your office, the parents dominate the conversation and tell Patrick he needs to work with you to get things straightened out. Their goal for counseling is for you to work with Patrick so he will put a stop to his silly and disturbing claims of having romantic feelings for boys. Patrick refuses to offer any goals for counseling. When you meet with him alone, he slowly opens up and you end up somewhat convinced that this boy really does feel he is gay and likely needs to explore his sexual orientation, and yet you are at a loss as to how to work effectively with him and his parents.

  Week 9: Case 3, Substance Use

  Marcus is a 15-year-old boy who was seen 2 weeks previously in the emergency room for a huffing incident. While his parents were away and after Marcus had mowed the lawn, he put the lawn mower and gasoline back into the shed and began sniffing gasoline. His parents came home and discovered him passed out in the shed next to the gasoline can and immediately transported him to the hospital emergency room. Marcus was treated and released, and his parents were concerned, but Marcus insisted this was a one-time incident. However, the next week his parents found several aerosol cans in their son’s room.

  During his first session Marcus admits to sneaking around and huffing whatever he can whenever he can. He reports feeling out of control. He says he loves the instant high and cannot help himself.

  Week 9: Case 4, Substance Use

  Lindsey is a 12-year-old White female referred to counseling for substance abuse problems. Lindsey lives in a foster home. She was removed from her mother and stepfather’s home at age 7, when the federal authorities conducted a raid and discovered a methamphetamine lab in the home. Lindsey and her foster mother report that Lindsey initially was given alcohol by her mother and stepfather at age 4. She began smoking cigarettes at age 7, just before the police raid. Lindsey was returned to her mother’s care at age 9. She began smoking pot shortly thereafter. At age 11 she tried methamphetamines and cocaine, had a bad experience and ended up hospitalized and, once again, removed from her mother’s care. She is now in permanent foster care.

  The foster mother is very concerned about Lindsey’s well-being. Although there have not been any incidents of methamphetamine or cocaine use, Lindsey has been caught smoking cigarettes and pot on several occasions. Lindsey was also caught at school selling a small amount of pot and sent to the local juvenile drug court. The drug court referred her for counseling. When you meet with Lindsey alone, she insists that pot is not a problem. She refers to it as an “herb” and as “all natural.” She says she would never go down the road that he mother went down, but that pot is different and it just keeps her mellow and out of trouble. She claims that pot is her medicine and that she needs it to function at home and at school.

Review the Topic 2: Vargas Family Case Study. Write a 750-1,000-word   paper in which you demonstrate how therapists apply psychoanalytic and

PCN-521 Topic 2: Vargas Case Study

Elizabeth arrives on time with Frank and Heidi for the second session. Elizabeth appears somewhat frazzled and tells you that she had just heard from Bob who said he would be “a little late” because he “lost track of time.” You note Elizabeth’s frustration which she confirms by saying this is “typical.” She proceeds to share that she feels “completely disregarded,” especially after having shared with Bob the night before how important these sessions are to her. You notice that Heidi seems upset as well and looks as if she has been crying. You ask her how her day is going and she tearfully tells you that Frankie tore up her school paper with the gold star on it. Elizabeth elaborates that Frank had become angry and ripped up the picture that Heidi was proudly sharing with her. Frank, who had gone directly to the Legos, appears oblivious to the others in the room. When you ask him about his sister’s sadness, he replies, “Who cares? She always gets gold stars!”

As you were about to further explore these feelings, Bob arrives stating, “She probably told you I’m always late, but hey, at least I’m consistent.” You notice Elizabeth’s eye rolling and direct your attention to the children, asking them about what brought them to your office. Heidi says, “I’m good but Frankie’s bad at school, and it makes Mommy and Daddy fight.” Frank, who had helped himself to one of your books to use as a car ramp argues, “I hate school. It’s boring and my teacher is mean.” Bob attributes Frank’s boredom to being “too smart for the second grade…what do they expect?” Elizabeth responds that they, like her, expect him to follow rules and be respectful, and suggests that Bob should share those same expectations. Bob dismisses Elizabeth’s concerns by saying, “He’s a normal boy, not like all your friends from work who you say are ‘creative.’”

You notice Elizabeth’s reaction and decide to redirect your attention to Frank. You ask him what bothers him most about school, to which he replies, “I get in trouble, then I don’t get to have all the recess time, then I can’t play soccer because they already started and they won’t let me play.” You notice Frank’s interest in sports and probe for more information. You learn that he is quite athletic and has been asked to join a competitive youth soccer team that plays on Saturdays and Sundays. You discover another source of discord when Elizabeth shares that Bob “feels strongly” that Sundays are to be spent only at church and with family. Bob confirms that after church on Sundays, they spend the rest of the day with his parents, siblings, nieces, and nephews. Elizabeth says that Sunday mornings are the only time she gets to be by herself and that she typically joins the family around 1:00 p.m. Bob adds, “Apparently Liz needs time to herself more than she needs God and her family,” and suggests she should appreciate his family more because “it’s the only family she has.”

As the session comes to a close, you share your observations of the family by noting their common goal of wanting to enjoy family time together. You also suggest that while Frank’s behavior challenges are concerning, perhaps you could focus next week on learning more about each parent’s family of origin in hopes of gaining a better understanding of the couple’s relationship.

© 2016. Grand Canyon University. All Rights Reserved.

© 2016. Grand Canyon University. All Rights Reserved.

cognitive-behavioral theories to analyze the presenting problem(s) and   choose appropriate interventions.

Be sure to answer the following questions in your paper:

1. What are the two main presenting problems for the Vargas   family?
2. How are the problems maintained?
   • From       the psychoanalytic perspective
   • From the       cognitive-behavioral perspective
3. What interventions     would you plan to use in your next session?
   • From the       psychoanalytic perspective (identify and describe your plan for       two interventions)
   • From the cognitive-behavioral       perspective (identify and describe your plan for two     interventions)
4. What is the role of the     counselor in the change process?
   • From the       psychoanalytic perspective
   • From the cognitive-behavioral     perspective

Cite at least three academic sources (peer-reviewed journal   articles, books, etc.).