Students will write a 5-7 page treatment plan of a client from a movie, book, or documentary film. Students must address the following prompts in their papers:
Identify and prioritize problems to address with the client in treatment.
Identify potential players on the treatment team and assign roles.
Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.
Identify potential solutions to the problem and articulate descriptions for solution planning.
Identify and address potential strengths and barriers to solutions.
Identify potential traumatic reminders/stressors
Grading Criteria
Your paper will be graded based on following criteria:
Criteria Points Description
Identify and prioritize problems to address with the client in treatment. 40 The Student will identify and prioritize the most important problems to address in treatment with the traumatized youth. Students should prioritize at least 4 problems to address and provide a rationale for why they have chosen these problems.
Identify potential players on the treatment team and assign roles. 40 The student will identify key individuals who will take part in the treatment plan. Students will assign roles to each “player” on the team and provide a rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment. 40 Students will use the trauma assessment tool to identify where they will begin their intervention will clients. Students will provide a rationale for the factors that they considered in making the determination.
Identify potential solutions to the problem and articulate descriptions for solution planning. 40 Students will identify the solutions to the problems addressed in the treatment plan. Students will provide a thorough description of the solution and make strong links explaining how each solution addresses the problem identified.
Identify and address potential strengths and barriers to solutions. 40 Students will identify the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Students must provide a strong rationale for why they view these as strengths or barriers.
Identify potential traumatic reminders/stressors 30 Students will create a list of potential traumatic reminders/stressors and provide a strong rationale for why they have identified each potential reminder/stressor.
Clarity of Writing 10 The paper is well organized and completely free of any writing errors.
Total 240 A quality assignment will meet or exceed all of the above requirements.
Detailed grading rubric can be found below.
Rubric
Trauma Treatment Plan Rubric
Trauma Treatment Plan Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIdentify and prioritize problems to address with the client in treatment.
40 pts
Highest Level of performance
The student identifies and prioritizes the most important problems to address in treatment with the traumatized youth. The student selects at least 4 problems to address and provides an excellent rationale for why they have chosen these problems.
34 pts
Very Good or High Level of Performance
The student identifies and prioritizes the most important problems to address in treatment with the traumatized youth. The student selects at least 3 problems to address and provides a strong rationale for why they have chosen these problems.
30 pts
Acceptable Level of Performance
The student identifies and prioritizes problems to address in treatment with the traumatized youth. The student selects at least 2 problems to address and provides a moderate rationale for why they have chosen these problems.
0 pts
Failing Level of Performance
The student does not identify problems to address and prioritize with clients.
40 pts
This criterion is linked to a Learning OutcomeIdentify potential players on the treatment team and assign roles.
40 pts
Highest Level of performance
The student identifies key individuals who to take part in the treatment plan. The student assigns roles to each “player” on the team and provides an excellent rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
34 pts
Very Good or High Level of Performance
The student identifies key individuals who to take part in the treatment plan. The student assigns roles to each “player” on the team and provides a strong rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
30 pts
Acceptable Level of Performance
The student identifies some individuals who to take part in the treatment plan. The student assigns roles to each “player” on the team and provides a weak rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
0 pts
Failing Level of Performance
The student does not identify potential “players” to part in the treatment team.
40 pts
This criterion is linked to a Learning OutcomeUse the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.
40 pts
Highest Level of performance
The student uses the trauma assessment tool to identify the accurate place to begin their intervention with a child and provide an excellent rationale addressing why they chose this phase of intervention.
34 pts
Very Good or High Level of Performance
The student uses the trauma assessment tool to identify the accurate place to begin their intervention with a child and provide a strong rationale addressing why they chose this phase of intervention.
30 pts
Acceptable Level of Performance
The student uses the trauma assessment tool to identify the place to begin their intervention with a child and provide a weak rationale addressing why they chose this phase of intervention.
0 pts
Failing Level of Performance
The student does not address the trauma assessment tool in making a determination on where to begin treatment with a child.
40 pts
This criterion is linked to a Learning OutcomeIdentify potential solutions to the problem and articulate descriptions for solution planning.
40 pts
Highest Level of performance
The student identifies the solutions to the problems addressed in the treatment plan. The student provides an excellent description of the solutions and make links explaining how each solution addresses the problem identified.
34 pts
Very Good or High Level of Performance
The student identifies the solutions to the problems addressed in the treatment plan. The student provides a strong description of the solutions and make links explaining how each solution addresses the problem identified
30 pts
Acceptable Level of Performance
The student identifies some solutions to the problems addressed in the treatment plan. The student provides description of the solutions and make links explaining how each solution addresses the problem identified
0 pts
Failing Level of Performance
The student offers no solutions to the problems identified in the treatment plan.
40 pts
This criterion is linked to a Learning OutcomeIdentify and address potential strengths and barriers to solutions.
40 pts
Highest Level of performance
Identifies the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Provide a strong rationale for why they view these as strengths or barriers.
34 pts
Very Good or High Level of Performance
Identifies some interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Provide a rationale for why they view these as strengths or barriers.
30 pts
Acceptable Level of Performance
Identifies weak interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Provide a weak rationale for why they view these as strengths or barriers.
0 pts
Failing Level of Performance
Does not identify interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Lacks rationale for why they view these as strengths or barriers.
40 pts
This criterion is linked to a Learning OutcomeIdentify potential traumatic reminders/stressors
30 pts
Highest Level of performance
The student provides an extensive list of potential traumatic reminders/stressors and provide an excellent rationale for why they have identified each potential reminder/stressor.
26 pts
Very Good or High Level of Performance
The student provides list of potential traumatic reminders/stressors and provide a strong rationale for why they have identified each potential reminder/stressor.
23 pts
Acceptable Level of Performance
The student provides a list of potential traumatic reminders/stressors and provide some rationale for why they have identified each potential reminder/stressor.
0 pts
Failing Level of Performance
The student does not provide a list of potential traumatic reminders/stressors
30 pts
This criterion is linked to a Learning OutcomeClarity of Writing
10 pts
Highest Level of performance
Paper was extremely well organized and completely free of errors
9 pts
Very Good or High Level of Performance
Paper was well organized and nearly free of errors
8 pts
Acceptable Level of Performance
Paper was somewhat organized and had multiple errors
0 pts
Failing Level of Performance
Paper was disorganized and had numerous errors
10 pts
Total Points: 240
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