SWK5014 [u10a1] Unit 10 Assignment 1

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Apr 28, 2024

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Campbell Family Case Angelique Vasquez School of Social Work, Capella University SWK5014: Advanced Generalist Social Work Practice Professor Brian Roland March, 2024

1 Campbell Family Case Identifying Information In this section I will be describing pertinent information about the client, Kali Campbell. Kali is a 17-year-old mixed race teenager who presents as quiet, agitated, and disengaged (Campbell Family Case Study). Kali has been arrested twice for drug use and possession of marjuana, is on probation, and says she is bisexual and in love with her current girlfriend who is 19 years old. (Campbell Family Case Study). Kali has never had an official diagnosis, however was referred to counseling for depression by her school counselor and probation officer (Campbell Family Case Study). Kali reports no desire to find a job, go to school, or obtain her GED (Campbell Family Case Study). Kali has expressed interest in possibly becoming a hairdresser in the future and leaving her home as soon as she turns 18. My rationale for selecting Kali Campbell is due to my current work profession, my current caseload are troubled teens ages 14 to 21 who may be dealing with depression, anxiety, bullying and some are part of the LGBT community. Working with Kali Campbell, exploring assessments, determining SMART goals and interventions can be carried out to my direct practice. Presenting Problem This section is to identify the client’s primary problem(s), the factors that led them to seek treatment, and whether or not she is a voluntary client or being compelled to treatment by another person or outside agency. Joe Campbell, Kali’s father, states he believes Kali is depressed but will not talk about, he reports Kali had stated to him she is not a mess like her mom and if she was depressed she would be like her “a stupid mess who does nothing but drink and sleep” (Campbell Family Case Study). As mentioned in the identifying information, Kali has

2 never had an official diagnosis, however was referred to counseling for depression by her school counselor and probation officer (Campbell Family Case Study). Kali has violated her probation by testing positive for marjuana, her father believes she is depressed and he believes that the reason she refuses to go back to school is due to being bullied for being bisexual. These factors are all included in leading the family to seek treatment for Kali. Kali is being compelled to treatment by her father, school counselor and probation officer. Other Assessments In this section I will describe the process I will use to complete a clinical assessment for this client, including any other assessments that I feel are pertinent. Using the DSM-5 Self-Rated Level 1 Cross-Cutting Symptom Measure-Child Age 11-17, these questions will ask about things that might have bothered the client and she will circle the number that best describes how much or how often it has been bothering her by each problem during the past two weeks (American Psychiatric Association). “This child-rated version of the measure consists of 25 questions that assess 12 psychiatric domains, including depression, anger, irritability, mania, anxiety, somatic symptoms, inattention, suicidal ideation/attempt, psychosis, sleep disturbance, repetitive thoughts and behaviors, and substance use. Each item asks the child, age 11–17, to rate how much (or how often) he or she has been bothered by the specific symptom during the past 2 weeks. The measure was found to be clinically useful and had good test-retest reliability in the DSM-5 Field Trials conducted in pediatric clinical samples across the United States” (American Psychiatric Association). Additional assessments would be pertinent as a follow-up due to a rating of mild or greater within two domains on the 5-point scale. The follow-up assessments include “Level 2-Depression-Child Age 11-17 (PROMIS Emotional Distress-Depression- Pediatric Item Bank)” and “LEVEL 2—Anger—Child Age 11–17 (PROMIS Emotional Distress

3 —Calibrated Anger Measure—Pediatric)” as well as “LEVEL 2—Substance Use—Child Age 11–17 (adapted from the NIDA-modified ASSIST)”. “The DSM-5-TR Level 2—Depression— Child Age 11–17 measure is the 14-item PROMIS Depression Short Form that assesses the pure domain of depression in children and adolescents. The PROMIS Depression scale was developed for and can be used with children ages 8–17; however, it was tested only in children ages 11–17 in the DSM-5 Field Trials. The measure is completed by the child prior to a visit with the clinician” (American Psychiatric Association). “The DSM-5-TR Level 2—Anger—Child Age 11–17 measure is the 6-item PROMIS Calibrated Anger Measure that assesses the pure domain of anger in children and adolescents. The PROMIS Calibrated Anger Measure was developed for and can be used with children ages 8–17. The measure is completed by the child prior to a visit with the clinician” (American Psychiatric Association). “The DSM-5-TR Level 2—Substance Use—Child Age 11–17 is an adapted version of the NIDA-Modified ASSIST. The 15-item measure is used to assess the pure domain of alcohol, tobacco/nicotine, prescription medicine, and illicit substance use in children and adolescents. It is completed by the child prior to a visit with the clinician” (American Psychiatric Association). The process utilized to assess the needs of Kali Campbell is utilizing DSM-5 assessment based on self reported answers. The rationale for the proposed process is that self-assessment prompts the skills of reflective practice and self- monitoring, develops self-directed learning and increases motivation ( Cornell University, 2024). Communication with other professionals will be the school guidance counselor and the probation officer as it will help with the intervention for Kali. SMART Goals In this section I will be identifying three short-term SMART goals that will develop in cooperation with the client. SMART goals are statements of the important results you are

4 working to accomplish and are designed in a way to foster a clear and mutual understanding of what constitutes expected levels of performance and successful professional development (University of California, 2016). The rationale for each of the following goals is to assist the client with developing coping skills for her depression, anger and build a support system within her family for the client. ● Specific: The client will meet with the clinician for therapy sessions once a week for at least the next two months to discuss substance use, help manage depression symptoms, and anger, and identify/develop coping skills. ○ Measurable: The client and clinician will determine personal growth and changes to mental health over the next two months by reusing previously used assessments. ○ Achievable: This goal is achievable for the client to meet with the clinician once a week for the next two months based on the client’s availability. ○ Relevant: This goal is relevant as seeking professional help helps boost mental health for a client who is suffering from depression, anger, and substance abuse. ○ Time-Bound: This goal is time-bound by meeting once a week for two months. ● Specific: The client will talk to at least one person in her family (Mother, Father, or brother) once a week for the next 6 weeks to discuss events and feelings of the past week that the client has been dealing with. ○ Measurable: This goal is measurable by the client and family member’s relationship growing into a trusted person in the client’s support system. ○ Achievable: This goal is achievable as the client decides on the trusted person she wishes to speak with that week.

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