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As you explored in this week’s Discussion, assessment becomes more complex if a couple or family member shows signs of pervasive mental illness or a significant health concern. Using theory-based interventions may help you navigate this challenging terrain.

For this Assignment, consider a couple/family where one member has a severe and persistent mental illness. (Note: This may be a fictitious case or a case from your professional experience). Think about how you would conceptualize the couple’s/family’s problems using the lens of your chosen theoretical orientation. Using the Walden Library, locate two evidence-based journal articles that support interventions for the present issue.

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The Assignment (2–3 pages)

  • Identify the pervasive mental illness or health concern present in the couple/family.
  • Conceptualize the couple’s/family’s problem through your chosen theoretical orientation.
  • Design a treatment plan including short- and long-term goals.
  • Explain two evidence-based interventions you would use to address the couple’s/family’s issues and how you would use them. (Note: The interventions may not emerge from your chosen theoretical orientation.)
  • Justify the intervention you selected with two evidence-based research articles.

Required Readings

Aymer, S. R. (2010). Intimate partner abuse: A case study involving a father and a son.
Clinical Case Studies, 9(1), 3–17.

Note: You will access this article from the Walden Library databases.

Chambless, D. L. (2012). Adjunctive couple and family intervention for patients with anxiety disorders.
Journal of Clinical Psychology, 68(5), 536–547.

Note: You will access this article from the Walden Library databases.

Martin, C., Southall, A., Liveley, K., Shea, E., & Whitehead, K. (2009). Multisystemic therapy applied to the assessment and treatment of poorly controlled Type-1 Diabetes: A case study in the U.K. National Health Service.
Clinical Case Studies, 8(5), 366–382.

Note: You will access this article from the Walden Library databases.

Rosenfield, B. M., Ramsay, J. R., & Rostain, A. L. (2008). Extreme makeover: The case of a young adult man with severe ADHD.
Clinical Case Studies, 7(6), 471–490.

Note: You will access this article from the Walden Library databases.

Sautter, F. J., Glynn, S. M., Thompson, K. E., Franklin, L., & Han, X. (2009). A couple-based approach to the reduction of PTSD avoidance symptoms: Preliminary findings.
Journal of Marital and Family Therapy, 35(3), 343–349.

Note: You will access this article from the Walden Library databases. recognizes that students often encounter challenging assignments that may be beyond their current skill level or require more time than they can spare due to their busy schedules. The platform steps in to provide valuable academic support by offering assistance with a wide range of assignments. Whether it’s a complex research paper, a challenging math problem set, or a literary analysis, ensures that students receive the guidance they need to excel. Every student is unique, and so are their academic needs. recognizes this and offers customized solutions. Students can communicate directly with their assigned writers, providing specific instructions and guidelines. This personal touch ensures that each assignment reflects the student’s individual style and preferences. Meeting deadlines is a critical aspect of academic success. understands this and prioritizes punctuality. The platform is known for its ability to deliver assignments promptly, even when facing tight schedules. This reliability allows students to submit their work on time, relieving them of the stress associated with late submissions.

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