D. Becker, M. Corwin, and J. Martin

Course Description:

The purpose of this first semester of a two-semester course is to examine the major theoretical principles and skills of clinical social work practice. The processes of engagement, assessment, intervention planning and implementation, evaluation of practice effectiveness, and termination will be considered from an ecosystemic and strengths perspective within the framework of a vulnerability, risk and resilience model of adaptation. The course will assist students in the development of skills in multisystemic differential assessment, goal setting, and intervention as well as in the differential use of self. We will pay special attention to the sociocultural context of practice and to issues that arise when worker and client differ in terms of gender, age, race, ethnicity, class, or sexual orientation. Principles and techniques of time-limited practice, along with issues of managed care and the need for accountability, will be introduced throughout the course as aspects of the contemporary context for clinical social work practice.

Course Objectives:

Participants in this course will:

• Build on their liberal arts background to advance and deepen their understanding of the ecological person-environment perspective;
• Consider factors that facilitate or impede the formation of a positive working alliance and learn the principles, techniques and art of effective clinical interviewing;
• Address such issues as the involuntary or reluctant client, cross-cultural misunderstandings, and the impact of various forms of oppression on the worker-client relationship;
• Assess the nature of the client’s strengths, vulnerabilities, and psychosocial stressors in the context of the risk and protective factors in their micro, meso, and macro environments;
• Refine skills in working collaboratively with clients toward the development of goals that are
• both meaningful to clients and tap their strengths;
• Critically select from among intervention models and modalities strategies that make
• optimal use of the clinical relationship to enhance clients' problem-solving skills and modify emotions and cognition’s that no longer advance coping and adaptation;
• Employ the principles of empirically based practice to develop a plan for evaluating the effectiveness of interventions;
• Sharpen their awareness of transference, countertransference and other dynamics of the therapeutic relationship;
• Explore the impact of ethical, legal and value dilemmas on the clinical social work process.

Methods:

Assigned reading, discussion, lecture, case-focused student presentations, role-play, audio-visual material, and written assignments designed to foster integration between theory and practice.

Attendance and Class Participation:

Expectations are set by individual course instructors. See course Addendum

Required Texts:

Brandell, J. R. (Ed.). 1997. Theory and practice in clinical social work. New York: Free Press.

Budman, S. H., & Gurman, A. S. (1988). Theory and practice of brief therapy, New York:

Guilford Press

Lukas, S. (1993). Where to start and what to ask: An assessment handbook, New York:

W. W. Norton. Philadelphia, PA.

Shea, C. S. (1998). Psychiatric interviewing: The art of understanding (2nd. Ed.). Philadelphia,

PA: W. B. Saunders Co.

Recommended Texts

Each instructor will provide additional recommendations.

Assignments:

I. Bio-Psycho-Social Assessment -- DUE: October 24 or 25, 2000

Using a case you have seen for at least two (2) sessions, write a bio-psycho-social assessment paper that includes the following components:

Case summary: including (1) Agency setting; (2) identifying data (e.g., age, sex, race, physical appearance, behavior, affect, social class, nationality, religion, marital status, occupation, education, present living situation); (3) presenting problem, including referral source, precipitant for seeking help, and feelings about seeking help; (4) relevant history; (5) diagnostic formulation - impressions/hypotheses about biological, psychological/developmental, and social/situational factors influencing the presenting problem - include either a DSM IV and/or one of the other formulation model (Shea provides some suggestions); (6) intervention goals and plan; (7) a brief synopsis of the clinical process to date.

Process notes: Illustrate the interaction between you and your client. This section should be done in a split-page format. On the left-hand side of the page, report what you and the client said. On the right-hand side, report what you were thinking and/or feeling, i.e., your dynamic formulations, impressions, countertransference reactions, etc. One or two pages, highlighting an important interaction will be sufficient.

Theoretical integration: Discuss your theoretical understanding of the clinical process to date in the case, including relevant concepts gleaned from your readings and/or class discussion..

Evaluation plan: Propose a plan for evaluating the effectiveness of your intervention, including measurement procedures and/or instruments. Discuss issues of reliability and validity as they relate to your measurement approach. Think about intervention evaluation in the context of managed care requirements.

The paper should be between 10-15 double-spaced pages.

II. Oral Presentation

Each member of the seminar is expected to make a formal one-hour case presentation once during the year. The case chosen should be related to a content area outlined in the syllabus. So that there is ample time for discussion, the formal part of the presentation should not exceed 30 minutes.

Students are to write up and distribute copies of the case report, not to exceed two (2) pages, one week prior to the date of the presentation. Identifying data, presenting problem, and a brief synopsis of the case process to date should be followed by three (3) questions that you want the seminar participants to address.

You are expected to locate, copy, and distribute with your case report one (1) article that has particular relevance for your case (permission for Xeroxing can be arranged with the instructor). This article should come from a recent (after 1995) peer-reviewed, social work (or other behavioral science) professional journal.

Students in Jim Martin's class will make one informal presentation each semester - the requirements will be discussed in class.

In class, you can amplify details of the case report as necessary and comment on other aspects of the case and the clinical process not included in the report. You are required to present a video or audio-taped segment of your work with the client(s). (For those whose agency will not allow you to tape, a video taped role-play simulation will suffice.) Seminar participants will then address the questions you posed in the report and discuss other clinical questions or concerns related to the case, including the impact of socio-cultural diversity on the clinical process.

As in all other instances when case material is discussed in this course, clients' names should be omitted and other pertinent identifying data should be disguised so as to preserve confidentiality.

Paper Integrating Clinical Material with Theoretical Concepts

The size of the class makes it impossible for each student to present during each semester. Students not making a formal presentation during the first semester are expected to submit, on Nov. 14 or 15, 2000, an 8-10 page paper using case material to illustrate a clinical treatment area or theoretical concept. Specifically, select a case with which you are having difficulty, and (1) briefly review essential psychosocial data; (2) describe the difficulty or clinical issue in detail; (3) go to the professional literature and explore theoretical and/or empirical material related to the issue you have chosen (a minimum of three current journal references are required); (4) discuss transference and counter-transference dynamics as they bear on the difficulty you're experiencing; (5) pay special attention to the impact of diversity on the clinical relationship; (6) offer ideas and suggestions related to how you plan to address the difficulty.

The same plan will apply for the second semester, with the expectation that any student

who did not make an oral presentation the first semester will do so at the beginning of

the second semester. The due date for written clinical material the second semester will be March 20 or 21, 2001.

Take-home Exam: The material will be handed out Nov. 14 or 15 and will be DUE Dec. 5 or 6, 2000.

The instructor will provide questions/case materials for analysis with the expectation that students will support analyses with appropriate references to the literature.

1. Sept. 5-6: Introduction to the Seminar, the Teacher, and Each Other

• The co-construction of course objectives.
• The person-environment perspective.

2. Sept. 12-13: The Clinical Social Work Process: History and Current Theoretical

Perspectives

• Historical overview of clinical social work.
• The value of systematic scientific knowledge.
• Feminist theory as it informs clinical social work practice.
• The ecological paradigm in practice.
• The person in environment perspective
• Multi-person interventions

Required

Brightman, B. K. (1983). Narcissistic issues in the training experience of the Psychotherapist.

International Journal of Psychoanalytic Psychotherapy, 10, 293-317.

Goldstein, E. (1996). What is clinical social work? Looking back to move ahead. Clinical

Social Work Journal, 24, 89-104.

Other Readings

Belenky, M. F. et al. (1986). Connected teaching. In Women's ways of knowing (pp. 214-229).

New York: Basic Books.

Blythe, B. J., & Jackson-White, G. (1997). Should social workers attempt to apply specific

interventions for clients with specific problems. In Controversial issues in social work

practice (pp. 70-80).

Laird, J. (1995). Family-centered practice in the postmodern era. Families in Society, 76 (3),

150-162.

Saleebey, D. (1989). The estrangement of knowing and doing: Professions in crisis. Social

Casework, 70 (9), 556-563.

3. Sept. 19-20 Engagement: The Initial Contact

• The clinical interview as a collaborative human encounter.
• Special issues in engaging hard-to-reach clients - a focus on adolescents.
• Issues of social class, age disparity, racial/ethnic difference, and other dimensions of diversity as they influence engagement.

Required

Shea, C. S. (1998). Psychiatric interviewing: The art of understanding. Philadelphia:

W. B. Saunders. Chapter 1: Interviewing: The principles behind the art, pp. 3-55.

Budman, S., & Gurman, A. (1988). Theory and practice of brief therapy, Chapter 1:

The practice of brief therapy, pp. 1-25

Lukas, S. (1993). Where to start and what to ask: An assessment handbook. Chapters 1,

4, 5, and 7. (First Interviews).

Other Readings

Katch, M. (1988). Acting-out adolescents: the engagement process. Child and Adolescent

Social Work Journal, 10, 113-122.

4. Sept. 26-27. Engagement: Setting the Clinical Process in Motion

• The "no-show" and other impediments to initial engagement.
• Ethnic, gender, class, and sexual orientation dynamics in engagement.
• Cross-cultural issues in engagement.

Required

Budman & Gurman, Chapter 2, Initiating brief therapy, pp. 26-61.

Shea, Chapter 2, The dynamic structure of the interview, pp. 57-143.

Prochaska, J. O., DiClemente, C. C. (1998). Stages of change: Prescriptive guidelines for

Other Readings

Greene, B. (1994). Lesbian women of color: Triple jeopardy. In L. Comas-Diaz &

B. Greene (Eds.), Women of Color: Integrating ethnic and gender identities in

psychotherapy (pp. 389-427). New York: Guilford Press.

Greene, G. J., Jensen, C., & Jone, D. H. (1996). A constructivist perspective on clinical

social work practice with ethnically diverse clients. Social Work. 41 (2), pp. 172-180.

Kupers, T. A. (1982). Public therapy. New York: The Free Press. Chapter 3: The no-show.

5. Oct. 3-4: Exploration, Differential Assessment, Intervention Planning

• The competence vs. the deficit model of social work assessment.
• Special issues in assessment with gay and lesbian clients.
• An ecological approach to cross-cultural assessment.
• The use of assessment instruments in clinical practice

Required

Brandell, Chapter 14, Clinical social work in the context of managed care, pp. 404-422.

Budman & Gurman, Chapter 3, Common foci in brief therapy and some basic

assumptions, pp. 62-73.

Lukas, Chapter 2 (pp. 13-31); Chapter 13 (pp. 162-171).

Shea, Chapter 4, Assessment perspectives: Pathways to effective treatment planning,

pp. 191-222.

DeJong, P., & Miller, S. D. (1995). How to interview for client strengths. Social

Work. 40 (6), 729-736.

Other Readings

Congress, E. P. (1994). The use of culturegrams to assess and empower culturally

diverse families. Families in Society, 531-538.

Lukas, S. Chapters 3 and 6.

Rubenstein, E. (1991). An overview of adolescent development, behavior, and clinical

interventions. Families in Society, 72, 220-225.

6. Oct. 10-11: An Introduction to Multi-Person Interventions: A Focus on Group

Interventions

• Historical development of group-based clinical interventions.
• Application of group theory and methods in social work practice.
• Issues of diversity in the application of group practice.
• Assessment and evaluation of group methods in clinical practice.
• Application of group methods with special populations.

Required:

Brandell, Chapter 11, Group treatment with adults, pp. 315-342.

Reid, K. (1997). Worker in the group. In Social work practice with groups: A clinical

perspective (pp. 97-114). Belmont CA: Brooks/Cole.

Other Readings

Travers, A. (1996). Redefining adult identity: A coming out group for lesbians. In

October 17-18: FALL BREAK

7. Oct. 24-25: Evaluation of Intervention Effectiveness

• Clinical social work: Science or art?
• Empirically based clinical practice.
• Sociocultural and other diversity issues in measurement.

Required

Other Readings

Applegate, J. S. (1992). The impact of subjective measures on nonbehavioral practice

research: Outcome vs. process. Families in Society, 73(2), 100-108.

Collins, P. M., Kayser, K., & Platt, S. (1994). Conjoint marital therapy: A practitioner’s

approach to single-system evaluation. Families in Society, 75 (3), 131-141.

Franklin, C., & Jordan, C. (1995). Qualitative assessment: A methodological review.

Families in Society, 76 (5), 281-295.

Slonim-Nevo, V. (1997). Evaluating practice: The dual roles of clinician and evaluator.

Families in Society, 78, 228-238.

8. Oct. 31-Nov. 1 : Adapting the Clinical Process to the Client in Crisis

• The holistic, phenomenological approach to the client-in-crisis situation.
• Assessment of the nature of the stressor(s), client strengths and/or maladaptive responses.
• Strategies of crisis intervention: focus selection, problem resolution, symptom relief, mobilizing support network, and mobilizing community resources.
• Attending to the specific needs of vulnerable clients-in-crisis, e.g., the rape victim, chronically mentally ill, and multi-problem family.

Required

Lukas, Chapters 8 & 9.

Meichenbaum, D., & Fitzpatrick, D. (1993). A constructivist narrative perspective

on stress and coping: Stress inoculation applications. In L. Goldberger &

S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects

(pp. 706-721). New York: Free Press.

Other Readings

Nelson, B. S., & Wright D. W. (1996). Understanding and treating post-traumatic stress

disorder symptoms in female partners of veterans with PTSD. Journal of Marital and

Family Therapy, 22, 455-467.

Myer, R. A., & Hanna, F. J. (1996). Working in hospital emergency departments:

Guidelines for crisis intervention workers. In A.R. Roberts (Ed.), Crisis

management & brief treatment: Theory, technique, and application (pp. 37-59).

Chicago: Nelson-Hall.

Roberts, A. R. (1996). Epidemiology and definitions of acute crisis in American society.

In A. R. Roberts (Ed.), Crisis management & brief treatment: Theory, technique, and

applications (pp. 16-34).

9. Nov. 7-8: The Intervention Phase

• Strategies for intervening at the environmental, interpersonal, and individual system levels.
• Case management, advocacy, enhancing social support networks, education, problem solving, conflict resolution, communication skills enhancement, supportive/sustaining techniques, and exploratory/ego modifying techniques.
• The skills of implementing change strategies, enhancing motivation with involuntary or mandated clients, mobilizing clients' strengths for change, and resolving obstacles to change.
• The skill of maintaining a flexible, responsive stance; the differential use of self.
• Intervention effectiveness when race, gender, and class are salient.

Required

Shea, Chapter 10, The art of moving with resistance, pp. 575-621.

Rooney, R. H. (1988). Socialization strategies for involuntary clients. Social Casework, 69,

131-140.

Berg, I. K. (1994). Developing cooperation. In I. K. Berg Family based services: A solution-focused approach. New York: W. W. Norton.

Other Readings

Berg, I. K., & Miller, S. D. (1992). Working with Asian-American clients: One person

at a time. Families in Society, 73 (6), 356-363.

Butler, S. F., Strupp, H. H., & Binder, J. L. (1992). Time-limited dynamic psychotherapy.

In S. Budman, M. Hoyt, & S. Friedman (Eds.), The first session in brief therapy

(pp. 87-110).

Mays, M., & Croake, J. W. (1997) Treatment of depression in the new ecology. In Treatment of depression in managed care (pp. 82- 101). New York: Brunner/Mazel.

10. Nov. 14-15: The Clinical Relationship

• The examination of resistance as a transactional process between worker and client.
• The impact of differential power and authority issues on the clinical relationship.
• The impact of gender, race, class, sexual orientation, and age differences on the establishment and maintenance of the clinical relationship.
• The skills of managing intense affects, aggression, dependency, and manipulation.
• The impact of the agency context on worker attitudes, motivation, stress and on the worker-client relationship.

Required

Brandell, Chapter 8, Psychoanalytic psychotherapy with adults, pp. 202-253.

Comas-Diaz, L., & Jacobsen, F. M. (1991). Ethnocultural transference and countertransference

in the therapeutic dyad. American Journal of Orthopsychiatry 61, 392-402.

Goldstein, E. G. (1997). Clinical practice with lesbians. In J. R. Brandell (Ed.), Theory

and practice in clinical social work (pp. 578-598). New York: Free Press.

Other Readings

Berg, I. K., & Miller, S. D. (1992). Working with Asian-American clients: One person

at a time. Families in Society, 72, 356-363.

Dally, A., Jennings, J., Beckett, J. O., & Leashore, B. (1995). Effective coping strategies

of African Americans. Social Work, 40, 240-248.

Franklin, A. J. (1992). Therapy with African-American men. Families in Society, 73 (6),

350-355.

Grossberg, S. H., & Brandell, J. R. (1997). Clinical social work in the context of managed

care. In J. Brandell (Ed.), Theory and practice in clinical social work (pp. 404-422).

New York: Free Press.

Roth, S. Psychotherapy with lesbian couples: Individual issues, female socialization

and the social context. Journal of Marital and Family Therapy, 11, 273-286.

11. Nov. 21-22: The Clinical Relationship: Special Issues

• The dynamics of transference and countertransference.
• Countertransference issues when worker and client differ along the dimensions of gender, class, race, sexual orientation, age, and chronic illness.
• Countertransference issues with difficult, demanding, or personality disordered clients.

Required

Goldstein, E. G. (1994). Self-disclosure in treatment: What therapists do and don’t talk

about. Clinical Social Work Journal, 22, 417-433.

Schamess, G. (1981). Boundary issues in countertransference: A developmental

perspective. Clinical Social Work Journal, 9, 244-257.

Shea, Chapter 3, Nonverbal behavior: The interview as mime, pp. 145-189.

Other Readings

Walsh, J. (1995). Clinical relatedness with persons having schizophrenia: A symbolic

interactionist perspective. Clinical Social Work Journal, 23, 71-85.

12. Nov. 28-29: Interrupting or Ending the Clinical Process

• Understanding and utilizing the psychology of separation and loss.
• The dynamics and stages in the transfer or termination process.
• The stresses and potential for growth in the termination process.
• The emphasis on the transfer of interpersonal skills from the therapeutic relationship
• to the client's ongoing relationships
• Utilization of the support network in the termination process.

Required

Budman & Gurman, Chapter 11, Time and termination, pp. 283-301.

Sanville, J. (1982). Partings and impartings: Toward a nonmedical approach to

interruptions and terminations. Clinical Social Work Journal, 10 (2), 123-131.

Other Readings

Lebow, J. (1995). Open-ended therapy: Termination in marital and family therapy. In

13. Dec. 5-6: Dealing with Interpersonal Violence

• The intergenerational impact of violence on family functioning, child development and the formation of psychopathology.
• Gender, differential power and the phenomenon of domestic violence.
• Intervention strategies of empowerment, self-care, safety, mourning, narrative reconstruction, anger management, and mobilization of community resources

Required

Brandell, Chapter 12, Family violence and clinical practice, pp. 345-379.

Lukas, Chapter 8, pp. 101-111.

Walker, L. E. (1994). What is survivor therapy? In Abused women and survivor therapy.

Washington, DC: American Psychological Association.

Other Readings

Burman, S. & Allen-Meares, P. (1994). Neglected victims of murder: Children’s witness

to parental homicide. Social Work. 39, 28-34.

Carlson, B. (1997). Mental retardation and domestic violence: An ecological approach

to intervention. Social Work , 42, 79-89.

Krugman, S. (1987). Trauma in the family: Perspectives on the inter-generational

transmission of violence. In B. A. van der Kolk (Ed.), Psychological Trauma

(pp. 127-151). Washington, DC: American Psychiatric Press, Inc.

Sgroi, S. M., & Bunk, B. S. (1988). A clinical approach to adult survivors of child sexual

abuse. In S. M. Sgroi (Ed.), Vulnerable populations (p. 137-186). Lexington, MA:

Lexington Books.

Reid, K. S. (1996). The "alienated" partner: Responses to traditional therapies for adult

sex abuse survivors. Journal of Marital and Family Therapy, 22, 443-453.

14. Dec. 12-13 : Course Review with Special Consideration of the Influence of Ethical,

Legal, and Value Dilemmas on the Clinical Process

• Placing ethical, legal, and value dimensions within Sociocultural contexts.
• Understanding and resolving legal responsibilities and ethical/value tensions.
• Dealing with issues of prejudice, discrimination, and oppression with clients and within agencies.
• Dealing with conflicts between social work values and clinical practice, e.g., self-determination and mandated clients.

Required

National Association of Social Workers (1995). Revised code of ethics Washington, DC.

Hartman, A., & Laird, J. (1998). Moral and ethical issues in working with lesbians and

gay men. Families in Society, 79, 263-276.

Reamer, F. (1997, Jan./Feb.). Managing ethics under managed care. Families in Society,

Other Readings

Abramson, M. (1996, April). Reflections on knowing oneself ethically: Toward a

working Framework for social work practice. Families in Society, 195-201.

Dean, R. G., & Rhodes, M. L. (1992). Ethical-clinical tensions in clinical practice.

Social Work, 37, 128-132.

Strom-gottfried, K. (1998). Is "Ethical managed care" an oxymoron? Families in

Society, 79, 297-307.

This guide is to be used selectively according to the client (s)’ situation or the agency’s structure/purpose. It is intended to be used with for the assessment of an individual, but it may be modified to be used for a couple or family. If the case assessment is of a couple or family, the focus should be on the interpersonal dynamics and family or couple interaction structure. Differentiate between fact and inference. The body of the assessment should contain what is factual or reported. Your inferences and hypotheses should be placed in the case conceptualization section where you draw conclusions about the nature of a client’s problems. In this section you will provide the evidence or rationale for the conclusions reached, e.g., your interpretation of the data or your theoretical orientation about what is creating and maintaining the problems.

Observe confidentiality by disguising references to the client. Present information about the agency context or policy issues as they affect the client and/or your work with the client. It is not necessary to use the paragraph headings suggested here, but it is strongly recommended that beginning workers follow a structured format (some agencies provide similar assessment guidelines and you might prefer to use it) in order that you learn to think in a comprehensive, organized way about the assessment process and learn to present the data in a clear, concise manner.

1. IDENTIFYING INFORMATION:

This section contains information that will help identify the client and place him/her within a social, environmental, and developmental context, e.g., gender, age, ethnicity/culture, marital status, occupation, workplace, domicile, and medical/disability status. A description of the client’s family, social support system, and community (resources and deficits) should be noted here. Significant medical history including medications, substance abuse, and hospitalizations are described here.

1. PRESENTING PROBLEM(S):

The client’s view of the problem (in couple or families, each member’s view), reasons for seeking help at this time and additional information from collateral or referral sources are included here. The client’s expectations of help, i.e., his/her view of a positive outcome or resolution of problem and how this should occur (indicate cultural beliefs when relevant). Include also the precipitating events, your understanding of "why now?" and an assessment of client’s readiness for change or motivation level.

1. HISTORY OF CURRENT PROBLEM(S)

Here you describe the origin and development of the client’s concerns, problems, and needs. Attempts at solution, including previous social service and clinical contacts and client’s experience of and response to treatment are placed in this section. Duration and severity of problems/symptoms, periods of exacerbation or remission, periods of substance and periods of successful coping or adequate functioning are reported here.

1. PSYCHOSOCIAL/DEVELOPMENTAL HISTORY

This section includes an assessment of the client’s past and present levels of functioning in family and social roles and in academic/work roles. The client’s pattern of responses to developmental milestones and/or normative life transitions, major life events (e.g., trauma, sociopolitical events), and sociocultural influences are noted here. Connections to the community or points of stress can also be reported here.

1. FAMILY HISTORY:

Family dynamics, role performance, structure, cross-generational issues, as well as family history of psychiatric medical, or substance abuse problems can be described in this section. Current family stresses that are meaningful to the client should be noted.

1. MENTAL STATUS EVALUATION/BEHAVIORAL ASSESSMENT

In this section is included the worker’s observations of the client’s cognitive, affective and behavioral functioning. The following core elements are usually included in this assessment:

1. Appearance, general behavior, and rate of movement.
2. Interviewer’s reactions to client.
3. Expression of mood and affect (tolerance for painful affects and mood regulation capacity).
4. Characteristics of speech and language.
5. Current thoughts and perceptions (coherence, preoccupations, omissions, distortions, or delusions).
6. Client’s understanding of his/her situation (insight, judgment, reality testing, and capacity for self-observation).
7. Cognitive functioning, including attention, concentration, memory, and fund of knowledge,
8. Quality of interpersonal relatedness.
9. Behavioral excesses or deficits (overall risk assessment for self-harm, harm to others, and ability to care for self).
10. Defenses and coping mechanisms.

1. CASE CONCEPTUALIZATION:

DSM IV diagnosis and your assessment of the client’s current and past functioning and of the factors creating and maintaining the problem(s) are summarized here. This summary should include both strengths and problems in functioning and both family/community resources and points of stress/deficit, and what you think would be the most important and effective points of intervention (personal, environmental or both). A clear statement of your assessment of the degree of risk or level of impairment should be included. Cultural and personal meaning systems that will affect the helping process should also be summarized here.

1. INTERVENTION PLAN

The problem(s) that you and the client have agreed to work on, the agreed upon methods (modality and techniques of practice), goals, time frame, and preferred outcomes should be included here. Intervention strategies should be clearly related to the identified problems and the client’s level of need or impairment. The method for evaluating change or progress toward goal accomplishment should also be described here.