Description
The final project for this course is an intervention plan with recommendations for the treatment of a child or adolescent who has been affected by the legal system and now is showing signs of a mental or behavioral disorder. The final project requires students to fully define and implement a treatment intervention plan. You will not apply your intervention plan in this course, but it should be a plan you could apply in the future. The finished product will apply theories and concepts taught in the course to substantiate the following criteria:An examination of the factors that would affect specific treatment in the case (familial, environmental, etc.)An evaluation of various treatment options, outlining their appropriatenessA recommendation of one or more intervention strategies with justification about why they selected the one(s) they didAn evaluation of potential ethical issues to consider or guard against and how their plan does soMilestone Four: Ethical IssuesIn Module Six, evaluate potential ethical issues to consider or guard against, explaining how the detailed plan has addressed the ethical issues. The format will be a 3- to 4-page paper. I have provided all the information for this assignment, but I would need you complete the ethical issues part of the assignment to be very in-depth, when it comes to this portion.
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Milestone One: Intervention Plan
Purpose of the Intervention Plan
Intervention Plans are designed to help children and teenagers who have been affected by
the judicial system with their behavioral and mental health issues. As part of this, their particular
legal situations must be recognized and addressed, taking into account their psychological
requirements and the possible negative effects of going to court on their well-being.
Chosen Diagnosis Description
The specified diagnosis addresses the psychological effects of juvenile courts, prison, and foster
care involvement. This diagnosis suggests legal encounters may cause PTSD, behavioral
disorders, sadness, or anxiety. A complete understanding requires reviewing the person’s legal
history, symptoms, and psychological processes.
Treatment Plan
A thorough treatment plan that promotes individual and family therapy is needed for lawaffected youth with mental or behavioral health issues. A thorough and individualized legal and
psychological strategy is the goal.
Potential Treatment Plan
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Personalized for specific behavioral or mental health issues, individual therapy gives
teens a safe space to express and understand their feelings.
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Family therapy addresses dysfunctional tendencies, promotes open communication, and
supports recovery.
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Psychoeducational therapies identify and build resilience. Understanding legal,
psychological, and coping skills requires them.
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Teamwork with educators, social workers, and attorneys is needed to solve complex
situations.
Ethical Implications
Creating and implementing a treatment plan requires ethical concerns. Privacy, informed
consent, cultural sensitivity, and the child’s best interests are some.
Considering Ethics
Cultural Competence: Ethical practice necessitates recognizing and honoring diverse origins,
beliefs, and values in order to foster recovery that is more inclusive and compassionate for
everyone.
Optimal for children: Ethical considerations prioritise the development and safety of youth
while making decisions. Additionally, they acknowledge that they are growing more self-reliant,
educate them age-appropriate things, and cherish their rights.
Secrets and Privacy: Legal and child welfare interactions must combine confidentiality and
collaboration with clear information flow standards.
Active participation: Children, teens, and their families have agency, understanding, and active
participation with informed consent.
Value of Ethical Decision-Making
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Building and maintaining trust: It is a result of making moral decisions, and a confidential and
productive therapeutic relationship depends on it.
Empowerment and Autonomy: Children and teenagers gain greater agency and participate in
their own care when they make moral judgments.
Laws and workplace regulations: Ethics preserve therapy, ensure that individuals abide by the
norms, and maintain the good reputation of the therapist.
Milestone Two: Outside Factors and Effective Treatment
Culture’s Impact
Communication: For open therapy to work, the therapist must understand body language and
speech.
Cultural norms: Mental illness stigma must be reduced by allowing people to seek treatment
without shame. Therapeutic safety is assured.
Family Dynamics and Treatment Results
Communicating honestly keeps families together and builds loyalty. Conflict and stress in
families: Treatment includes understanding and fixing these issues.
Recognizing that judicial procedures may affect mental health and using contextual remedies is
crucial.
Generational and cultural factors: Family traditions and generational bonds must underpin any
successful solutions.
Family Issues in Treatment
In organized family therapy, family members solve problems, improve communication, and
develop relationships.
Psychoeducation reduces mental health and legal stigma by helping families understand these
issues. Awareness and medical procedure adherence are stressed.
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Milestone Three: Intervention Strategies
Treatment Options
Family Therapy:
Rationale: Recognizes the family’s vital role in child development.
Evaluation: Systemic family therapy improves communication, resolves problems, and bonds
families. Fits family friction, communication difficulties, and custody changes.
Individual Treatment:
Evaluation: Helps with anxiety, depression, and trauma by expressing thoughts and feelings,
especially around legal participation. Addressing unique experiences creates a customized
strategy.
Relating Treatment Options to Specific Issues
Family Therapy for Conflict Resolution:
Behavioral/Psychological Issues: Legal proceedings-related family conflict.
Treatment rationale: Systematically resolves difficulties, improves communication, and
supports families, minimizing pressures that worsen behavioral disorders.
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Individual trauma treatment includes behavioral/psychological issues and legal trauma
symptoms.
Treatment rationale: Customizes trauma treatment to coping, emotion processing, and
resilience to recognize individual experiences and facilitate recovery.
Family therapy for coping skills development addresses behavioral/psychological issues,
including difficulty adapting to custody changes.
Treatment Rationale: Helps families cope with legal changes and build resilience.
Individual Anxiety/Depression Treatment: Behavioral/Psychological Issues: Legal pressures
creating anxiety or depression.
Rationale: Treats anxiety and depression with cognitive-behavioral therapy and emotional
regulation.
Justification
Using academic resources to enhance individual and family therapy supports an
intervention approach for juvenile offenders.
Family Therapy Justification
Research supports Mitchell et al., (2019) Family-centric approach, which highlights the influence
of family dynamics on behavior.
Rationale: Minuchin’s systemic family therapy eliminates legal concerns that cause family
stress, enhances communication, and strengthens the family as a support structure.
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Holistic Issue Understanding: Scholarly Support: Walsh (2016) emphasizes the role of family
systems in treating individual challenges.
Rationale: Walsh’s holistic approach addresses legal stress impacting the whole family, allowing
family therapists to evaluate how legal issues affect family relationships and behavioral and
psychiatric illnesses.
Justification for Individual Treatment
Personalized Trauma-Focused Therapies: Mitchell et al., (2019). suggest tailored traumafocused therapy.
Rationale: Loeber & Slot (2007) trauma-focused approach promotes tailored therapy to treat
trauma symptoms and recover.
Coping mechanisms: (Mowbray & Holter, 2002) Stress individualized coping.
Rationale: Focus on tailored coping skills efficiently addresses legal pressures creating anxiety
or melancholy by adapting therapy to behavioral and psychological problems (Mowbray &
Holter, 2002).
Milestone Four: Ethical Issues
Evaluation of Ethical Issues
1. Confidentiality Issues
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Ethical Evaluation: Legal circumstances may challenge confidentiality and collaboration with
legal professionals, posing privacy and compliance difficulties for children.
Addressing confidentiality problems is essential for ethical mental health treatment to build trust
and make children and adolescents feel secure sharing sensitive information.
2. Getting informed consent from minors
Ethical evaluation: Children’s growing independence makes it harder to judge their informed
consent. Legal care and autonomy both pose moral problems.
Informed consent must include both the minor’s and legal parents’ points of view. This
encourages openness and teamwork.
3. Cultural competence and bias:
An ethical assessment: Even though cultural competence is very important, therapists may add
biases without meaning. It is moral to recognize and get rid of these biases (Mowbray & Holter,
2002).
Cultural competence is important for ethical and successful treatment because it makes sure that
therapies are polite, include everyone, and are relevant to the culture of the child or teen and their
family.
4. Competing interests and having two jobs:
Ethical Evaluation: Therapists may be hired by the court to do evaluations, which can cause
problems that make treatment less effective.
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Ethical practice requires professional boundaries. Managing competing responsibilities protects
the therapeutic process and emphasizes the child or adolescent’s well-being.
Importance of Addressing Ethical Considerations
Therapeutic trust depends on ethics: Trust is essential to effective therapy, and morality
ensures that the child or adolescent feels safe, respected, and valued.
Legal and professional standards: Professional and legal ethics apply. Ethical principles
protect the therapist’s reputation by legalizing the treatment plan.
Respecting Diversity and Independence: In ethics, diversity and autonomy are linked. Ethics
guarantee that therapies are respectful, acceptable for the child or adolescent’s culture, and suited
to the family’s needs (Mowbray & Holter, 2002).
Ethical Plan
Key strategies include:
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Concerns about confidentiality
Strategy: Stress privacy and communicate confidentiality restrictions.
Implementation: Explain information-sharing situations, gain informed consent, and document
ethical and legal confidentiality violations in early sessions.
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Minors and informed consent
Strategy: Create a complete consent procedure that respects minor and legal guardian autonomy.
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Implementation: Explain intervention aims, risks, and benefits in age-appropriate language in
separate sessions for minor and guardian permission. Communication should continue.
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Cultural Competence and Bias
Strategy: Implement regular training and reflection to reduce prejudices.
Implementation: Regular cultural competency professional development promotes team
communication. Discuss and provide comments during supervision to address biases.
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Dual Roles and Conflicts of Interest
Strategy: Establish explicit limits and norms.
Implementation: Clarify roles with everyone. Share disputes and lessen them. Complex dualrole circumstances require communication with colleagues or ethical review bodies to ensure
ethical judgments.
Mitigating Ethical Challenges
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Continuous Training
Strategy: Provide the therapy team with ethical principles for continued professional growth.
Implementation: Hold frequent ethics training and case discussions for affected youngsters.
Therapists should continue training.
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Framework for ethical decision-making
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Strategy: Structure ethical decision-making.
Implementation: Provide therapists with step-by-step guidance focusing on child welfare.
Supervisory and training sessions should include the framework.
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Conduct regular ethical audits
Strategy: Audit ethical guidelines regularly.
Implementation: Assign a supervisor or committee to evaluate case documentation and apply
ethics. Improve training and supervision via audit feedback.
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References
SCHOR, E. L. (2021). Developing a Structure of Essential Services for a Child and Adolescent
Mental Health System. The Milbank Quarterly, 99(1), 62–90.
https://www.jstor.org/stable/48636174
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting Students With Emotional or
Behavioral Disorders: State of the Field. Behavioral Disorders, 44(2), 70–84.
https://www.jstor.org/stable/26660777
Loeber, R., & Slot, W. (2007). Serious and Violent Juvenile Delinquency: An Update. Crime
and Justice, 35(1), 503–592. https://doi.org/10.1086/650188
Mowbray, C. T., & Holter, M. C. (2002). Mental Health and Mental Illness: Out of the Closet?
Social Service Review, 76(1), 135–179. https://doi.org/10.1086/324611
https://www.apa.org/practice/guidelines
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