Case Conceptualization (6 pages)
In this section, the student will integrate, understand, and interpret information gleaned from counseling
sessions with the client and a review of any collateral information to provide evidenced-based
explanations about the causes, precipitants, progression, and maintenance of the client’s psychological,
interpersonal, and/or behavioral problems. The case formulations will serve as a (a) blueprint to guide the
student’s counseling or vocational interventions, (b) marker for change, and (c) structure that enables the
student to understand the client better.

Students will describe a traditional counseling theory (Psychodynamic and cognitive-Behavioral, Integrative Model) and their key components. Students will then integrate relevant client data into the
theoretical framework to explain and understand the client’s psychological, interpersonal, and/or
behavioral problems. Please note that original source material must be used. For example, you may not
cite Corey’s text, Theory, and Practice of Counseling and Psychotherapy, summarizing that material.
Instead, retrieve the text Corey cites.

Throughout the case conceptualization, the student will consider the role of the client’s cultural variables.
The student will consider how culture can influence the client’s presenting problem, symptoms, or
behaviors. Think of how culture may aid in understanding the client’s presentation. For example,
can a behavior or symptom be normalized due to the client’s culture? The student may also consider the
client’s cultural experience and how that may influence behaviors. In considering culture, the student
should identify at least 3 main cultural variables that may help better to understand the client and the
client’s presentation.

Treatment/Intervention (4 pages)
In this section, the student details the treatment plan and its interventions, which should flow logically
from the client’s diagnosis and the way the student conceptualized the client. The student should identify
the treatment objectives and goals that guided and continue to guide work with the client. The student
should explain the type of treatment provided, the mode in which it was delivered (e.g., individual, group,
family, couple), and the frequency and duration of the treatment. The student will discuss the specific
therapeutic or intervention techniques utilized and why (e.g., what is the research to support your
technique(s) given the client’s issues?). If the type of treatment provided or the techniques implemented
are different from the theories used to conceptualize the client, explain why. The rationale for your
decisions should be supported with client data and the professional and empirical literature. Students will
identify the behavioral indicators of change/progress that helped them to determine whether the
treatment or intervention was helpful. They also should include an understanding of what the client’s
(internal and external) obstacles to change might involve allowing a greater depth of understanding and
empathy as well as better informed treatment planning.

The student must supply a full projected treatment plan regardless of the current phase of treatment. As
of the time of the Capstone, describe future course of work with the client, including plans for termination,
referral, or continued counseling/assessment as appropriate. The student will consider the role of the
client’s cultural variables throughout the treatment/intervention.

Ethical and Legal Considerations (2 pages)
In this section, students will discuss one ethical and one legal issue that warranted consideration during
treatment. The information contained in this section and the basis for understanding the issues should be
guided by state statutes and administrative rules, the American Counseling Association Code of Ethics
(ACA; www.counseling.org), the American Mental Health Counselors Association Code of Ethics (AMHCA
is a division of ACA; www.amhca.org), the professional and empirical literature, and respective site
information. Examples of issues that may have warranted consideration include risk of harm to
self/others, mandated reporting, multiple relationships, informed consent, confidentiality, continuity of
care, termination/referral, medication compliance, and/or pending legal action. Students will explain the
issues within the context of the applicable statutes, regulations, codes of conduct, professional practice
guidelines, and/or site policies and procedures, and how the issues were resolved.