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    Case Presentation

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    Kaitlyn Thomas is a 23-year-old undergraduate student experiencing extreme anxiety due to recent deaths in her family. She is having difficulty coping with the loss and is suffering from severe panic attacks that are affecting her grades. She is receiving counseling services from CAPS and tutoring. Assessment goals include weekly group sessions focusing on time management, stress reduction, and CBT techniques. The recommendation is for her to continue counseling services and seek help from CAPS if needed.

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    Case Presentation

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    80 views10 pages
    Kaitlyn Thomas is a 23-year-old undergraduate student experiencing extreme anxiety due to recent deaths in her family. She is having difficulty coping with the loss and is suffering from severe panic attacks that are affecting her grades. She is receiving counseling services from CAPS and tutoring. Assessment goals include weekly group sessions focusing on time management, stress reduction, and CBT techniques. The recommendation is for her to continue counseling services and seek help from CAPS if needed.

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    Kaitlyn Thomas is a 23-year-old undergraduate student experiencing extreme anxiety due to recent deaths in her family. She is having difficulty coping with the loss and is suffering from severe panic attacks that are affecting her grades. She is receiving counseling services from CAPS and tutoring. Assessment goals include weekly group sessions focusing on time management, stress reduction, and CBT techniques. The recommendation is for her to continue counseling services and seek help from CAPS if needed.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    80 views10 pages

    Case Presentation

    Uploaded by

    api-394486857
    Kaitlyn Thomas is a 23-year-old undergraduate student experiencing extreme anxiety due to recent deaths in her family. She is having difficulty coping with the loss and is suffering from severe panic attacks that are affecting her grades. She is receiving counseling services from CAPS and tutoring. Assessment goals include weekly group sessions focusing on time management, stress reduction, and CBT techniques. The recommendation is for her to continue counseling services and seek help from CAPS if needed.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    Case Presentation

    Kaitlyn Thomas
    SWK 4910 400: Integrative Field Seminar
    Professor: Jody Thomas
    Background Information

    ● Female
    ● 23 years of Age
    ● Undergrad
    ● Sophomore
    ● The identification of the individual is not being disclosed due the aspect of
    confidentiality.
    ● The client describes themselves as a good individual who is just going through
    some hard times at the moment. They Come from a well off family, however
    the client stated how they had to grow up at an extremely young.
    Problem Statement

    ● Student States that she is experiencing an extreme case of anxiety due to the
    recent deaths in her family.
    ● She is having a hard time coping with the loss of her family members thus
    causing severe panic attacks.
    ● The panic attacks ultimately are causing her grades to suffer as well.
    Services Strengths and Limitations

    The students is receiving academic Strengths: Good self awareness,


    counseling as well as: optimism, and openness.

    ● CAPS
    ● Tutoring Limitations: Lack of support, social
    connections, decrease motivation,
    organizational skills.
    Assessment Goals and Specific Interventions
    with Timeframes.

    ● Group Sessions
    ● Each week there is a different factor that the student has achieved or works
    on. Such assignments are given such as time management skills, how to
    become organized, release stressors etc.
    ● CBT Techniques are used throughout the sessions as well such as the
    mindfulness and psycheducation.
    Questions
    1. What are some biases you had going into the interview?
    ● I believed that the student was going to be very closed off and would not
    speak.
    ● I thought maybe the student would feels as if I was prying into their personal
    life.
    ● I thought maybe we would not have much income.

    1. What were some value differences between you and the client?
    ● Some value differences would be how we choose to handle situations at
    times.
    ● The student had a different upbringing, thus having different life experiences.
    ● Close to family.
    Questions Cont’d
    3. What events or life experiences have shaped them into the person they
    are?
    ● The deaths in her family have altered how she now views the world.
    Individual discussed how men her past would try to take advantage her
    as a child due to her fast development.

    4. What is the staff recommendation about diagnosis, Interventions or


    treatment?
    ● STAR does not do much of diagnosing, however they recommended the
    individual to speak to them about anything if necessary.Also refereded
    the individual to seek assistance from CAPS.
    Questions Cont’d
    5. What does research say on their diagnosis/problem/treatment?
    ● Research shows how extreme factors such as a loss of a loved one can cause:
    Anxiety, depression, panic attacks, and may cause an individual to have a hard
    time with coping.
    ● It stated that it was rather normal to experience this type of grief after a loss,
    however it maybe called anxiety- related mental health disorder.
    ● Coping methods: Finding positive outlooks, speak to someone and have a
    support system, if it doesn’t get better in a responsible time please seek
    professional help immediately (Heal Grief, 2016).
    Questions Cont’d

    6. What changes do recommend for the agency or service (Needs of agency,


    changes, and rights issues)? Report those to supervisor.
    ● One does not see much of an issue with the STAR Program, maybe more
    group sessions could be added, or students can stay on one topic longer
    rather it changing weekly.

    Competencies/Behaviors used: 1.1, 2.1, 2.3,4.1, 4.2, 4.3, 6.1, 6.2, 7.1, 7.2, 7.3,
    7.4, 8.1, 8.2, 8.5, 9.1, 9.2, 9.3, 9.4
    Work Cited

    Heal Grief. (2016). “How to take care of your mental health after a loss”.
    Retrieved from https://healgrief.org/how-to-take-care-of-your-mental
    -health-after-a-loss/.

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