Learning Objectives
Students will:
1). Assess client families presenting for psychotherapy
2). Develop genograms for client families presenting for psychotherapy
To prepare:
1). Select a client family that you have observed or counseled at your practicum site.
2). Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
3). Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.
ASSIGNMENT
Part 1: Comprehensive Client Family Assessment
Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:
1). Demographic information
2). Presenting problem
3). History or present illness
4). Past psychiatric history
5). Medical history
6). Substance use history
7). Developmental history
8). Family psychiatric history
9). Psychosocial history
10). History of abuse and/or trauma
11). Review of systems
12). Physical assessment
13). Mental status exam
14). Differential diagnosis
15). Case formulation
16). Treatment plan
Part 2: Family Genogram
Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).
Rubric Detail
Quality of Work Submitted:
The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.–
Excellent (90-100) 27 (27%) – 30 (30%)
Good (80-89) 24 (24%) – 26 (26%)
Fair (70-79) 21 (21%) – 23 (23%)
Poor (0-69) 0 (0%) – 20 (20%)
Quality of Work Submitted: The purpose of the paper is clear.–
Excellent (90-100) 5 (5%) – 5 (5%)
Good (80-89) 4 (4%) – 4 (4%)
Fair (70-79) 3.5 (3.5%) – 3.5 (3.5%)
Poor (0-69) 0 (0%) – 3 (3%)
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Understand and interpret the assignment’s key concepts.–
Excellent (90-100) 9 (9%) – 10 (10%)
Good (80-89) 8 (8%) – 8 (8%)
Fair (70-79) 7 (7%) – 7 (7%)
Poor (0-69) 0 (0%) – 6 (6%)
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–
Excellent (90-100) 18 (18%) – 20 (20%)
Good (80-89) 16 (16%) – 17 (17%)
Fair (70-79) 14 (14%) – 15 (15%)
Poor (0-69) 0 (0%) – 13 (13%)
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.–
Excellent (90-100) 18 (18%) – 20 (20%)
Good (80-89) 16 (16%) – 17 (17%)
Fair (70-79) 14 (14%) – 15 (15%)
Poor (0-69) 0 (0%) – 13 (13%)
Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.–
Excellent (90-100) 8 (8%) – 8 (8%)
Good (80-89) 7 (7%) – 7 (7%)
Fair (70-79) 6 (6%) – 6 (6%)
Poor (0-69) 0 (0%) – 5 (5%)
Written Expression and Formatting
English writing standards: Correct grammar, mechanics, and proper punctuation–
Excellent (90-100) 7 (7%) – 7 (7%)
Good (80-89) 6 (6%) – 6 (6%)
Fair (70-79) 5 (5%) – 5 (5%)
Poor (0-69) 0 (0%) – 4 (4%)
