Presentation on theme: " Assessment ◦ Making initial contact ◦ Problem Identification ◦ Gathering and assessing information Planning ◦ Develop complete picture of client ◦"— Presentation transcript:
Assessment ◦ Making initial contact ◦ Problem Identification ◦ Gathering and assessing information Planning ◦ Develop complete picture of client ◦ Plan development ◦ Arranging services Implementation ◦ Providing and coordinating services ◦ Problem resolution ◦ Monitoring service delivery
Blair's goal upon graduation: ◦ To work with the editor of his local newspaper to go to a local community collage paid for by the editor, receive a college degree and marry his girlfriend. Assessment ◦ Plan a visit with Blair ◦ Ask pertinent questions ◦ Gather information ◦ Identify any problems Planning ◦ Determine Blair’s strengths ◦ Review strategies ◦ Develop plan together ◦ Find resources to help
Strengths ◦ Already made a plan for himself ◦ Focused on ◦ In a great relationship Problem Areas ◦ Issues with his mothers relationships ◦ Possible anger or depression issues Focus of Strategy ◦ To focus on school while working with the local newspaper to help finance going to school, graduate college, and get married to his girlfriend. Services and Resources ◦ Counseling ◦ Local newspaper business
Reasoning for strategy ◦ Blair’s main issue is his past issues due to his mothers relationships. Blair will need to work on concentrating on himself and not his mother. For him to accomplish his goal he needs to stay focused, and not become angry to cause depression to take him off track. These strategies will give Blair the encouragement he needs to meet his goal and live a better life.
Joshua’s goal upon graduation: ◦ To continue his education for being a mechanic, finding a career, getting married, and being a eagle scout. Assessment ◦ Plan a visit with Joshua ◦ Gather information ◦ Find any existing problems Planning ◦ Examine his goal ◦ Determine possible resources ◦ Work on a plan together
Strengths ◦ Communication ◦ Education ◦ Mechanics Problem Areas ◦ Prioritizing ◦ Realistic goal making Focus of Strategy ◦ Continue his education and seek employment as a mechanic. Services and Resources ◦ Counseling ◦ School guidance ◦ National Eagle Scout Association ◦ College advisors
Reasoning for strategy ◦ Career choice is very important for Joshua Maclead, as he is a senior in high school. He will need to decide which goal is more important, and understand that one goal can help him reach other goals. By attending college after graduation, he will open up the possibility of becoming a mechanic that can support his future wife.
Latisha’s goal upon graduation: ◦ Latisha would like to go to the community college receive a degree in counseling and help other teens with an eating disorder. Assessment ◦ Schedule an appointment with Latisha ◦ Ask pertinent questions ◦ Gather information ◦ Identify any problems Planning ◦ Determine strengths ◦ Determine weaknesses ◦ Find services to help ◦ Discuss a plan together
Strengths ◦ Communication ◦ Education Problem Areas ◦ Eating disorder ◦ Depression Focus of Strategy ◦ Get Latisha the right resources to help her focus on getting healthy and continuing her education. Services and Resources ◦ Counseling ◦ Doctors ◦ Family counseling
Reasoning for strategy ◦ Latisha had wanted to lose weight in which she did. However she was diagnosed with anorexia. As long as Latisha continues to go to counseling she will be able to over come her illness, have a better relationship with her mom, and further her education. She wants to go to school to help other teens with the same disorder as hers. Latisha has met up with a guidance counselor about school and will soon start as a part time student. She is accomplishing her goals by staying healthy and furthering her education.
Heidi's goal upon graduation: ◦ To pursue her career as a cheerleader and attend a top ten college to follow in her parents footsteps. Assessment ◦ Plan a visit with Heidi ◦ Gather Heidi’s information ◦ Inquire about current problems Planning ◦ Examine goals ◦ Find resources ◦ Put a plan of action together
Strengths ◦ Strong communication skills ◦ Academically structured Problem Areas ◦ Needs reassurance from others to effectively progress Focus of Strategy ◦ To give her additional support systems for her relocation to college. Services and Resources ◦ School guidance ◦ College counseling department
Reasoning for strategy ◦ The reason I chose the strength-based approach for Heidi is because she has shown that she does well with praise, support, and acceptance from others. Focusing on all of the positive changes that she has made will boost her confidence level also. Giving her additional resources for a continued support system as she makes a transition to college, will allow the transition to be more comfortable and reassuring to Heidi.
Tara's goal upon graduation: ◦ To be happier at Kelsey High School to be able to perform her best in school, in her extra curricular activities, and finish school successfully. Assessment ◦ Plan a visit with Tara ◦ Ask pertinent questions ◦ Gather information ◦ Identify any problems Planning ◦ Determine strengths ◦ Determine weaknesses ◦ Find services to help
Strengths ◦ Intelligent ◦ Takes pride in dancing Problem Areas ◦ Difficulty socializing ◦ Emotional Impact on grades ◦ Low self-esteem Focus of Strategy ◦ To focus on her strengths to be more social and happier in school to reach her goal of dancing and successfully graduating. Services and Resources ◦ Request school records from both schools ◦ Interview Tara’s teachers and counselors ◦ Therapist
Reasoning for strategy ◦ Professionals requirements are to evaluate a client correctly, which will assist with coming up with an effective strategy that will help prepare a detailed plan of service to satisfy the needs of each client. Meeting client needs are the key intentions for reason for strategy when it comes to developing and helping prepare a plan that will aid clients to achieve their goals (McClam & Woodside, 2012).
Apollo Group, Incorporated. (2011). Virtual Organizations. Retrieved from: https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Educat ion/High/HighStuRecord.asp?stuId=17&grade=11 Corey, M.S., & Corey.G (2003). Becoming A Helper (4 th ED.). CA: Brooks/Cole. McClam, T., & Woodside, M. (2012). The helping process: Assessment to termination. Belmont, CA: Brooks/Cole. Student Profile Kesler, Blair. (2011). Retrieved from https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Educat ion/High/HighStuRecord.asp?stuId=14&grade=12 Student Profile Wayne, Latisha. (2011). Retrieved from https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Educat ion/High/HighStuRecord.asp?stuId=14&grade=12