professional portfolio 12.1316
TRANSCRIPT
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Table of Contents
Introduction/Credentials………………………………………………………………………………………………..…2
Resume…………………………………………………………………………………………………………….... 3
Licensure Information………………………………………………………………………………………….….....4
Transcript………………………………………………………………………………………………………..…...5
M.A. Diploma………………………………………………………………………………………………..………8
B.A. Diploma……………………………………………………………………………………….……………..….9
Letter of Recommendation Dr. Akins…………………………………………………………………….……….....10
Letter of Recommendation Dr. Stills…………………………………………………………………………...…....11
DC Resources LLC Credentials………………………………………………………………………...…………....12
DC Resources Business Plan…………………………………………………………………………………...…….13
DC-Resources.com Layout……………………………………………………………………………………….......19
CPR/ First Aide Certification…………………………………………………………………………………..……..20
Performance Evaluation 2015……………………………………………………………………………..…………..21
Employee of The Month 2016………………………………………………………………………………..……….24
Recent and Projects and Certifications…………………………………………………………………………..……25
Woman’s Group Counseling…………………………………………………………………………………………....…26
LGBTQ+ Groups…………………………………………………………………………………………………..….31
CSW Orientation Manuel…………………………………………………………………………………………..…32
Interventions for Therapy Notes………………………………………………………………………………………49
HIV/ HEP C Testing counselor certification……………………………………………………………………….…53
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Introduction
I am an LGPC working in NE Washington D.C. I am currently working as both a therapist and a care coordinator
for the new LGBTQ+ program at MBI Health Services. I am co-founder of DC Resources LLC, an organization that
connects resources to people in the DC community. I am passionate about working with under-served populations, social
justice, and applied existential psychology.
Credentials
Resume
o A composite of previous employment and experiences
Licensure Information
o Most recent Licensure documentation and expiration date
Transcript
o Masters in Counseling transcript
Letter of Recommendation Dr. Akins
o Graduate School Professor recommendation
Letter of Recommendation Dr. Stills
o Graduate School Professor recommendation
DC Resources LLC Credentials
o Legal Documents showing ownership of DC Resources LLC
DC Resources Business Plan
o Description of company and how it is organized
www.DC-Resources.com Layout
o Images of website layout
CPR/ First Aide Certification
o Current CPR forms including expiration date
Performance Evaluation 2015
o Most recent performance evaluation
Employee of The Month 2016
o Special recognition in August of 2016 with recommendation letter
HIV/ Hepatitis C counseling testing certification
o Trained and tested by the CDC in 2016
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RACHAEL M SHPAK, LGPC, NCC
1910 15thSt NW | Washington, DC 20009
(919) 667-3554 | [email protected]
__________________________________________________________________________________________
LICENSURE
Licensed Graduate Professional Counselor NCC, LGPC00118, Washington, DC
EDUCATION
The Chicago School of Professional Psychology, Washington, DC
M.A., Counseling Psychology, 2015; GPA 3.7
Focus: Trauma
LGBT Safe Zone Training
Michigan State University, East Lansing, MI
B.A., Psychology, 2012
Graduated with Honors; Active Member of PRIDE
University of Kent, Canterbury, United Kingdom
Psychology Program, Spring 2011
EXPERIENCE
DC Resources LLC, Washington, DC
Cofounder, CEO May 2016 – Present
Creating and managing DCResources.com, a site that uses a person-centered question matrix to connect DC residents to comprehensive resources. DC
Resources empowers the community to self-advocate for their needs by maintaining, evaluating, and connecting to personalized resources.
MBI Health Services, Washington, DC
Therapist, LGBT Program Care Coordinator January 2015 – Present
Conduct individual therapy sessions, with a focus on humanistic, existential, and person-centered skills. Facilitate group therapy, including intimate
partner violence, grief counseling, and coping skills. Complete treatment plans, diagnostic assessments, intake sessions, and mental status exams. Fully
trained in CBT, GAIN and LOCUS, and crisis interventions. Coordinate a team of Community Support Workers that focuses on the LGBT population.
Manage team compliance, quality assurance, and training in mental health competency.
Moon River Senior Care, Reston, VA
Residential Aid September 2013 – January 2014
Assisted a Northern Virginia senior population with daily personal and medical needs on a one-on-one basis.
Adapted plans to account for family dynamics and personal desires.
In particular, assisted with toileting, skin care, bathing, and eating.
Worked individualized behavior-based treatment plans into daily schedules.
Facilitated safe and positive home environments for residents while working as a team with superiors.
Tammy Lynn Center for Developmental Disabilities, Raleigh, NC
Habilitation Technician January 2013 – August 2013
Worked with a population with severe intellectual and physical disabilities in a residential institutional setting.
Assisted with nursing, toileting, skin care, bathing, and facilitating mealtimes.
Worked individualized behavior-based treatment plans into daily schedules.
Aided non-ambulatory, non-verbal, vision-impaired, and disabled residents with communication and other activities.
Established safe and positive home environments for residents while working as a team with other staff.
CBI Rehabilitations, East Lansing, MI
Community Behavioral Health Aid July 2011 – November 2012
Provided behavioral services in community settings and worked with children and young adults with developmental disabilities in their homes.
Acquired extensive experience implementing behavioral interventions in a variety of settings and a wide range of client populations.
The Listening Ear Crisis Center Lansing, MI
Crisis Interventionist and Sexual Assault Paraprofessional Counselor March 2010 – November 2013
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Official Academic Transcript from
The Chicago School of Professional Psychology
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Student Information Student Name: Rachael M Shpak Numeric Identifier: 12123450 Birth Date: Not Provided By the Sending School Student Email: [email protected]
Receiver Information Rachael Shpak [email protected]
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The Chicago School of Professional Psychology
901 15 th Street, NW Washin g ton, DC 20005
Rachael M Shpak Record of: 12123450 Student ID:
Page 2 of 2
10/16/2015
4/26/2015 1/12/2015 2015 SPRING COURSE QP ATTD ERND RPT GRD
Family Systems and Family Therapy
CC 529 12.00 A 3.00 3.00
Career Development and Counseling
CC 550 12.00 A 3.00 3.00
Practicum and Internship Seminar
CC 597# 0.00 P 3.00 3.00
24.00 9.00 9.00 4.00 3.68 TERM GPA: CUM GPA: 154.70 C UM Quality Pts:
Academic Standing: SAP Met
8/23/2015 5/11/2015 2015 SUMMER I COURSE QP GRD RPT ERND ATTD
Special Topics III: Sociopolitical A spects of Counseling LGBT Individuals t
CC 521 12.00 A 3.00 3.00
Methods of Research and Program Evaluation
CC 556 9.99 B+ 3.00 3.00
Internship Seminar CC 598# 0.00 P 3.00 3.00 Historical and Legal Developments in Addictions Disorders
CC 652 12.00 A 3.00 3.00
Traumatic Stress: Causes, Contexts and Effects
CC 670 12.00 A 3.00 3.00
45.99 15.00 15.00
3.83 3.72 TERM GPA: CUM GPA: 200.69 C UM Quality Pts:
Academic Standing: SAP Met
M.A. Counseling Psychology
Enrollment GPA: 3.72 Enrollment Credits Attempted: 70.00 Enrollment Credits Earned: 62.00
*** End of Enrollment ***
*** End of Transcript ***
Monisola Fakiyesi, Assistant Registrar
** Indicates a retaken course *** Indicates a non-repeated, override course
Not official unless signed by registrar.
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La Shonda S. Akins, Ed. D
(678) 464-6468 | [email protected]
September 11, 2014
Dear Mam/Sir,
It is with great pleasure that I write this letter of recommendation for Rachael Shpak, a student in the Chicago School of
Professional Psychology (CSPP) M A. in Counseling Psychology Program, Washington, DC Campus. I have had the
opportunity to work closely with Rachael as a counselor educator m several other foundational graduate courses,
including professional development. During this time Rachael has demonstrated strong potential in her scholastic and
clinical abilities, her clinical interviewing and theoretical case formulation skills are notable, as well as her presenting
skills.
Rachael has displayed strong interpersonal skills in the classroom and amongst her professors and peers. She uses her
skills to build rapport with those she interacts with in a manner that is trusting and empowering, which is essential in
the counseling profession. Rachael has assisted many other peers getting acclimated with various dynamics of clinical
settings based on her past professional and academic experiences. Through these interactions, she has gained greater
awareness and confidence personally, academically and professionally.
Rachael has petitioned for a practicum placement and based on her past and present education and experience, as a
counselor educator T highly recommend and support her Intent. Rachael has expressed a strong Interest in providing
counseling services to trauma survivors as well as other populations that will allow her to utilize her graduate academic
and clinical skills. She has worked with various populations and has demonstrated scholastically and clinically that she
understands human development over the lifespan as well as the unique dynamics that occurs within diverse clinical
settings, this has been further demonstrated through her ability to build rapport and utilize a
wide array of clinical techniques with her clients as exhibited during in-class case scenarios, role-plays and an hour
long recorded video demonstrating advanced counseling skills. Based on her current knowledge and skills, as well as
her advocacy and passion for the profession, Rachael is prepared to integrate these skills in a real world setting
While Rachael is highly aware of her strengths, she is also aware of her limitations and feels that this Will be an
opportunity to work through them closely with a clinical supervisor that is knowledgeable with the proposed
population. Rachael is able to receive constructive feedback, while fairly self-critiquing and properly applying the
feedback. She demonstrates the values associated with the Chicago School's Engaged Practitioner Model by
integrating education, innovation, service, and community, which is evident based on the content of her curriculum
vita (CV). Based on these values, as well as others mentioned above, I wholeheartedly recommend her for a practicum
placement as this will further increase her skills as a counselor in training and a future proficient clinical practitioner.
Please contact me at the above phone or email address if additional information is needed
Sincerely,
s. (ELECTRONIC SIGNATURE)
La Shonda S, Akins, Ed.D, LCPC, MHCA Adjunct Faculty-Counseling Department
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RE: Rachael Shpak
August 27, 2014
To Whom It May Concern:
It is with great pleasure and enthusiasm that I write this letter of recommendation for Rachael Shpak who has applied for
a practicum experience with your agency. Rachael is currently matriculating in the master's degree program in
counseling psychology at the Chicago School of Professional Psychology, Washington, DC campus. I found her to be an
extremely hard working student, and dedicated to the field of psychology. As a result of her taking 2 courses from me,
Diversity in Clinical Practice, and Psychology of the Lifespan, I became very much impressed with her high intellectual
performance and analytical abilities. Rachael is well grounded in the pedagogy, theory and practices of human
development, and counseling theories which will transfer well to her practicum experiences. During her small group role
play work in the courses, I observed her exceptional basic skill-set and unique ability to analyze clients' clinical issues
which lead to a quick empathic understanding of the problems and the unique ability to develop intervention strategies to
deal with their problems. Most impertinently, she is mature and receives constructive feedback well.
I have had several conversations with Rachael about her future career, and I have developed an enormous amount of
respect and admiration for her thought processes about her future in psychology. Her commitment and passion for her
studies is very evident from her detailed research papers and class preparation. She will come to you with the qualities of
a natural helper: genuineness, warmth, compassion and integrity. She is now ready to put theory into practice at your
practicum site.
I urge you to carefully consider Rachael Shpak's application who is a remarkable and promising star in the field of
psychology, and if you should need additional information, please contact me directly at (202) 580-5020*
Sincerely,
Aaron B. stills, Ph.D.
Professor of Counseling Psychology, Howard University
Adjunct Professor, The Chicago School of Professional Psychology
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Initial File #: L00005425858
GOVERNMENT OF THE DISTRICT OF COLUMBIA
DEPARTMENT OF CONSUMER AND REGULATORY AFFAIRS
CORPORATIONS DIVISION
C E R T I F I C A T E
THIS IS TO CERTIFY that all applicable provisions of the District of Columbia Business Organizations Code have
been complied with and accordingly, this CERTIFICATE OF ORGANIZATION is hereby issued to:
DC Resources L.L.C.
Effective Date: 4/24/2016
IN WITNESS WHEREOF I have hereunto set my hand and caused the seal of this office to be
affixed as of 5/2/2016 5:23 PM
Tracking #: xn1oMb9X
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BUSINESS PLAN
DC Resources
1910 15th St NW, Washington
District of Columbia
20009
May 1, 2016
Executive Summary
The Company
DC Resources began as an idea in 2016. Rachael Shpak, who worked at the time as a mental health therapist in NE/SE
DC, came together with Jonathan Pagano, who was at the time working in web development in Washington D.C. (DC),
to create a web application that connected resources to the DC community. The idea was to design a website that made
the process of connecting with resources as simple as possible. Together they organized a question matrix and matching
algorithm to quickly assess the client's needs and then generate individualized plans that help the client get the help they
need fast.
The Ownership
The Company will be structured as a limited liability company (L.L.C.).
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The Management
Jonathan Pagano- Owner, Manager and Chief Technology Officer
Rachael Shpak- Owner, Manager and Chief Executive Officer.
The Goals and Objectives
The first goal is to design a site that serves as a comprehensive database of resources in DC. The second goal is to create
a way for people to upload resources themselves so that the site is dynamic and growing with the city it reflects. The
third goal is to build a question matrix that is user friendly and simple to understand to quickly assess the client's needs.
The fourth goal is to perfect the client's individualized plan so that it is usable and helpful to the user. The next goal is to
connect to resources in the community to receive feedback as well as advertising the use of the site at those locations.
The next goal is to seek out grants, federal funding, or private funding so that the site can grow. When the organization
grows, new ideas for tools or ways to connect people with DC services can be designed and implemented.
Product Goals
o One: Create an easier way to connect clients to personalized resources
Objectives
Create comprehensive database of resources
Create website for interacting with resources
Create a question matrix that us user friendly and simple to quickly assess client’s needs
o Two: Create a system for maintaining personalized resources that is relevant and up to date with the city
Objectives
Create a way for any person to upload resources themselves
Create an easy way for any person to keep resources relevant and up to date
o Three: Streamline the process of interacting with resource
Objectives
Provide individualized plan to client assisting in interaction with resource
o Four: Empower the community to collectively regulate and assess the ability of the resources to provide
successful outcomes
Objectives
The Product
The service offered by the company is managing a website that helps people connect to DC services in a simpler way.
The Target Market
The company's target market is people in Washington DC who are having difficulty connecting to basic resources.
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Pricing Strategy
The Company is currently supplying a free service.
The Competitors
Professional social workers.
Capital Requirements
The company currently has to maintain payments for the domain name, server payments, LLC applications and renewals
as well as eventually advertisement.
Business Plan - DC Resources
The Company
Business Sector
The owners would like to start a business in the information technology sector.
Company History
DC Resources began as an idea in 2016. Rachael Shpak, who worked at the time as a mental health therapist in NE/SE
DC, came together with Jonathan Pagano, who was at the time working in web development in DC, to create a website
that connected resources to the DC community. The idea was to design a site that made the process of connecting with
resources as simple as possible. Together they organized a question matrix and client-to-resource matching algorithm to
quickly assess the client's needs and then generate individualized plans that help the client get the help they need fast.
Company Goals and Objectives
The first goal is to design a site that serves as a comprehensive database of resources in DC. The second goal is to create
a way for people to upload resources themselves so that the site is dynamic and growing with the city it reflects. The
third goal is to build a question matrix that is user friendly and simple to understand to quickly assess the client's needs.
The fourth goal is to perfect the client's individualized plan so that it is usable and helpful to the user. The fifth goal is to
connect to resources in the community to receive feedback as well as advertising the use of the site at those locations.
The sixth goal is to seek out grants, federal funding, or private funding so that the site can grow. When the organization
grows, new ideas for tools or ways to connect people with DC services can be designed and implemented.
Company Ownership Structure
The Company will be structured as a limited liability company (L.L.C.).
Ownership Background
Rachael Shpak (member):
Rachael Shpak is a Licensed Graduate Professional Counselor and a Care Coordinator for an LGBT program in the
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District of Columbia. She works full time at a mental health clinic in NE DC. The client's experience in mental health
and in managing community support gives her inside knowledge on the systems that exist in the district. She also has
experience working with underserved populations and uses her personal experience and knowledge of psychological
theory to help build the site’s question matrix.
Jonathan Pagano (member):
Jonathan Pagano is a dedicated software engineer with experience working as a full-stack developer in an agile software
development environment. He is passionate about user experience and creating a site that is simple, dynamic and
innovative.
Company Management Structure
Jonathan Pagano- Owner, Manager and Chief Technology Officer
Rachael Shpak- Owner, Manager and Chief Executive Officer.
Organizational Timeline
By November of 2016 our goal is to have the site be up and useable by a client or a client advocate. By January 1 of
2017 the goal is to have some form of funding, sponsorship or income so that the site can be self-sustaining. By January
1st of 2017 the site will have reached 500 users.
Company Assets
Experienced Therapist, bringing in psychology theory to help design the platform\Experienced
Software Developer, helping to build the platform
The www.dc-resources.com domain
The matching algorithm that connects clients to resources.
A web application providing clients and advocates with open and free access to the client-to-resource matching
algorithm.
The Product
The Product
The service offered by the company is managing a web application that helps people connect to DC services in a simpler
way.
Product Patents
The company has a domain name for the website, www.dc-resources.com.
Marketing Plan
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The Target Market
The company's target market is people in Washington D.C. who are having difficulty connecting to basic resources.
Location Analysis
The Company is located in the same place as the people it serves. It is important to the company that change comes from
within communities themselves so that the change can be tailored to personal needs.
Pricing
The Company is currently supplying a free service.
Advertising
The client will begin by using social media to advertise for the website. The company is also exploring ways to advertise
at the resource sites themselves.
Competitor Analysis
The Competitors
There are no competitors currently.
SWOT Analysis (Strengths/Weaknesses/Opportunities/Threats)
Strengths
The Company’s site design is strength. Its cause and the work ethic of its members is strength. The demand for this
service in The District is strength. The site's self-sustaining and simple model is a strength. Technological competency is
a strength. Knowledge of psychology and the population the company serves is a strength. The unique, client-to-resource
matching algorithm is a strength.
Weaknesses
The Company’s current prospects for capital. The company's lack of time or knowledge of the experience at each of the
resources. The client's limited personnel are a weakness.
Opportunities
The Company has opportunities to expand to other cities in other states because of the abundance of need in this country
currently.
Threats
Fiscal strain, and time management are threats to the company.
Operations
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Daily Operations
Currently the company is a side project. Members have weekly meetings and daily communications about day-to-day
operations. The client is currently able to sustain and progress with this model.
Staffing
The Company currently has 2 employees. Both members do not receive payment because the company is currently being
formed. Eventually the company may need to employ different staff that have competency with computer skills,
advertising, grant writing, knowledge of social services or mental health.
Capital Requirements Plan
Capital Requirements
The company currently has to maintain payments for the domain name, server payments, LLC applications and renewals
as well as eventually advertisement. As the company expands, further capital will be needed to support the salaries of
employees hired.
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A126581
Healthcare Provider BHLS/CPR/AED +
Standard First Aid
Rachael Shpak
06/14/2016 06/14/2018
21 MBI HEALTH SERVICES, LLC
PROFESSIONAL STAFF PERFORMANCE EVALUATION COVER SHEET IMPORTANT! Forward a copy of the completed evaluation to the Department of Human Resources.
PART COVER SHEET
STAFF MEMBER'S IDENTIFICATION
Name: Employee Number: MBI Department:
EVALUATOR'S IDENTIFICATION
Name: Department; Phone Number:
For Rating Perlod: May 1 —April 30
TYPE OF EVALUATION STATUS OF EMPLOYEE n Annual
Other (please specify) -
IA Probationary
OVERALL RATING [3 OUTSTANDING (0)
17VERY GOOD (V)
C] GOOD G)
C] IN NEED OF IMPROVEMENT (l)
C] UNSATISFACTORY (U)
CERTIFICATION OF SUPERVISOR i certify that I have completed the performance evaluation of the employee listed below and that I have made it available and discussed it with said employee on
In addition;.l have included a statement of goals, which we mutually prepared and reviewed In accordance
employee's job description (attached hereto), Next scheduled review date:
CERTIFICATION OF STAFF MEMBER
certify that I have been given copy of this performance evaluation and that I have reviewed It with the Identified supervisor, I have not appended written comments to this evaluation,
Employee’s Signature
Signature, Supervisor MB' Health Services, LLC. Date
DATE RECEIVED: FOR HUMAN RESOURCES
DATA ENTRY DATE: ONLY
INITIALS: 13
4. INTERPERSONAL
Suggested Standards of Performance
Permanent Date
Date
TitleCr-e,OAA
Date
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Is accessible/approachable
Establishes sound working relationships
Courteous to consumer population
Relates sensitively to other cultures
Other Standards of Performance (if applicable):
Comments (optional):
5. INDEPENDENT ACTION (OR INITIATIVE)
Rating:
Suggested Standards of Performance
Initiates and prioritizes work assignments
Learns from experiences and initiates productivity improvements Responds appropriately to crises and
initiates solutions when possible Exhibits creative and Innovative skills
Other Standards of Performance (if applicable):
Comments (optional):
6. PROFESSIONAL DEVELOPMENT Rating: A
Suggested Standards of Performance
Engages in professional self-improvement e Contributes to unit(s) through
professional activity
Identifies valuable educational/training opportunities
Other Standards of Performance (if applicable):
Comments (optional):
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PART Ill. PERFORMANCE NARRATIVE
Supervisor should include information on staff member s overall performance highlighting (1) areas of strength; (2) areas for
further development; and (3) areas for improvement. Evaluator may also comment on unique or extraordinary factors
contributing to this evaluation.
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(10b:
PART V. COMPLETE FOR PROBATIONARY EMPLOYEES ONLY
recommend that the above employee be continued In his/her probationary appointment
(6*Month Evaluation)
I recommend that the above employee be re-appointed as a permanent employee upon the completion of his/her probationary
period. (Final Evaluation)
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September 2016's Top Nominee - It is the pleasure of the Employee Retention Committee to announce that the top nominee of September 201 6 is Rachael whom is a licensed Care Coordinator under Team Allen
Dunham. Rachael has been recognized and nominated by over eight MBII-IS staff members in the last 2 months, including by her Clinical Manager. Below, we have included
statements that were submitted on behalf of Rachael Shpak.
Nomination Statement
'i l request that Rachael Shpak be considered for Employee of the Month, during my tenure at MBIHS, I have met numerous committed and dedicated individuals. However, I have
never met one quite like Rachael. The level of her work ethic is outstanding. her ability to possess a heart of compassion that is surrounded by the strength of an outstanding drive
to protect not only the consumers she personally serves but also those that she is remotely connected to is beyond belief, Rachael continues to amaze me with her ingenuity add
ability to assist others to work smarter and not harder. As her direct supervisor, during individual supervisions, I have watched Rachael grow in her critical thinking skills, which is
vital when serving the needs of her consumers as well as being a Care Coordinator in order to meet the needs of the Case Social Workers that are on our team, Rachael expresses
empathy, a drive to serve and a willingness to learn. I can think of no other individual who bares the standards of excellence that IMBI requests and expects of all of its
employees,"
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Recent Projects and Certifications
The section shows some of the projects I have helped to create at previous organizations as well as
independently. All projects center around mental health and simplifying processes within different agencies.
Projects
Woman’s group Counseling
o Group curriculum for a Women’s group that ran in 2015
LGBTQ+ Groups
o A flyer showing the groups created and organized for RESPECT at MBI
CSW Orientation Manuel
o A teaching tool for training new Community Support Workers at MBI
Therapy interventions
o Examples of interventions used for therapy notes
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Women’s Group Counseling Proposal
Psychoeducational Existential and CBT Counseling
Day and Time TBD. MBI, Hunt Place
Beginning Date TBD
Rachael Shpak
Jeff Cubeta
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Women’s Group Counseling
Day and Time TBD, Hunt Place
A support and education group
For Women
Open to all MBI Clients
Running weekly, facilitated by Jeff Cubeta and Rachael Shpak
[email protected], ext. 129
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Women’s Group Counseling Proposal
Description of the Group
This group is a psycho-educational process group, with a focus on helping clients understand the nature of
domestic violence and process their feelings and experiences. The group is designed for any client who has experienced
domestic violence or has been affected in some way by the experience of someone in their life regardless of how long
ago the experience occurred. Clients who have difficulty understanding, expressing, or living with their experiences with
Domestic Violence would benefit from this group
Basic Assumptions
A Woman’s therapy group is a proven effective therapy for people dealing with Domestic Violence because
Domestic Violence is a societal epidemic that affects women in an exponential way. Having a group or community who
are experiencing similar emotions can be validating and powerful. In this group, participants will have the opportunity to
connect with others and have their feelings normalized by other members of the group. Sharing their current and past
experiences will validate the experiences and emotions of the rest of the group. Having a well-rounded psycho-
educational element to the therapy will help women understand why they are feeling what they are feeling and how this
experience can be understood in a larger societal sense. Group therapy will benefit group member’s more than individual
therapy because it will demonstrate in a real way the importance of social support and connections during difficult times.
Group members will get the opportunity to work on themselves and build skills in communicating their experiences
which can help members overcome the pain of DV.
Theoretical Framework
Group Counseling Theory
The Theoretical Orientation of the group leaders will focus mostly on Existential and CBT. Existential will create
the guiding principles for the counseling as the group explores feelings associated with DV such as Freedom,
meaninglessness, and isolation. These universal human concerns will be explored and dealt with, with the use of CBT
techniques. Developing skills for managing the immediate and residual pain of DV and maintaining mental health going
forward will be the main function of in this group.
Orientation of the Co-Leaders
Jeff Cubeta’s orientation is described as using Cognitive Behavioral methodology with an Existential
orientation.
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Rachael Shpak’s Orientation is Existential/ Humanistic with a focus on Gestalt and Laing. She focuses on the
universal human experiences and meeting the client where they are emotionally. She is committed to supporting those
who are looking to make real deep changes and use practical skills and techniques to understand one’s self and the
potential; we all possess.
Goal and Objectives
The general theoretical construct of the group will be around educating consumers on what Domestic Violence is
and how to cope with the effects of DV, and specifically how it is similar and different from other types of trauma.
Clients will be encouraged to assess their current understanding of what DV looks like, how it is impacting their lives,
and how they can hope to move through it. This space will also serve as place to explore the very real and debilitating
feelings of grief and loss within their relationships. Through the education of what DV is and what I look like, Clients
will get a chance to better understand that what happened to them is not their fault and give the words to identify what
happened in order to overcome the things that are holding them back. The group will help build a support network and
daily structure to help with immediate symptoms of grief. . The group will also provide clients with an understanding for
how to involve others in their process in a way that is personally appropriate and useful. Additionally, the group will
provide general and DV-specific coping skills to help clients grow through their difficulties. There will also be plenty of
time and space for clients to share their individual experiences in a safe and non-judgmental environment.
Objectives:
1. Educate client’s regarding the nature of DV, with a special focus the double standard and marginalizing effects of
victim blaming
2. With the client’s, create a simple but informative plan on how build trust within the group and within their
personal lives to get through this time
3. Identify maladaptive thinking processes that can affect how the client views themselves in regard to DV
4. Provide clients with a structured, supportive space to assess, process, and evaluate their lives and worldview after
Experiencing DV
Procedures
The group is set on a revolving, six-week schedule, with one hour long meeting per week. If the demand is high, I
will add additional meetings per week. This group is open, so members are welcome to join at any time. However, the
curriculum is cumulative, meaning that clients will get the most from it by starting at the first session and attending
through all six in order. For those who attend all six groups, and complete the in-group activities and assignments, a
certificate of completion and group celebration will be provided.
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Topics to Be Discussed
1. Education on nature of DV
2. The many reactions to DV
3. Social Support
4. Exploring Power and the nature of the abuser
5. Future planning and learning about the cycle of abuse
6. Transitions Celebrations
Ethical Considerations
Informed Consent Form along with verbal during introduction
Psychological Risks of Group Members
Possible risks involved in the participation in group therapy are as follows:
1. The Time management stress of managing weekly group therapy has the potential to put strain on daily life of
clients
2. When a member of the group is singled out or “scapegoat” for the issues of other group members.
3. Misuse of confrontation could cause emotional distress
The group leaders will minimize the potential for these risks by setting clear boundaries monitoring closely the group,
the individuals, and co leader. Supervision can also minimize these risks.
Review and Evaluation
All clients will be provided with a pre-test for their first session and a post-test after attending six groups. This
assessment will allow me to understand the client’s growth, particularly in the educational aspects of the course. A
facilitator evaluation will also be provided to clients after six sessions, to help me understand my strengths and areas of
growth.
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Pizza & Chat Who: All members of the LGBTQ+ community When: The first and third Saturday of every month (except holidays) Where: MBI at the MLK campus next to the big chair This group is for everyone in the RESPECT program and their guests. It is facilitated by Allen Pittinger-Dunham, LICSW.
Women’s LGBTQ Group Who: All LGBTQ+ Women When: The second and fourth Friday of each month Where: MBI at the Minnesota Ave campus This group is for anyone who identifies as an LGBTQ+ woman and want to connect.
LGBTQ Men’s Group Who: All LGBTQ+ Men When: TBD Where: TBD
Trans/ Gender Explorers Who: All who identify as gender queer or trans When: TBD Where: TBD
“DUKE” Do you know everything? HIV/AIDS knowledge Who: All members of the LGBTQ+ community When: TBD Where: TBD
Workin’ It: Employment Preparedness Who: All members of the LGBTQ+ community When: TBD Where: TBD
Is This My Beautiful life? Open mic & open stories Who: All members of the LGBTQ+ community When: TBD Where: TBD
Too… (too much waiting… too much drinking… too much sex… etc.) Who: All members of the LGBTQ+ community When: TBD Where: TBD
It Ends with ME! Recovery, Resilience, & Relapse Prevention Who: All members of the LGBTQ+ community When: TBD Where: TBD
Livin’ The Life (wellness and recovery action plan) Who: All members of the LGBTQ+ community When: TBD Where: TBD
Parents of Children Who Are LGBTQ (a safe space for questions and understanding) Who: All members of the LGBTQ+ community as well as all family members of the LGBTQ+ Community When: TBD Where: TBD
LGBTQ+ Groups
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CSW Orientation Manuel
By Rachael Shpak
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CSW Orientation Checklist
What are a CSW’s Responsibilities
Navigating Credible
o Login
o Home page
o Employee Page
o Client Face Page
o Schedule
o Messaging staff
How to use the Schedule
How to make an “Info Note” (non-billable)
How to make a CSW “Encounter Note” (billable)
How to make a “Monthly” (non-billable)
What is a “Diagnostic Assessment”?
What is a “Treatment Plan”?
What is a “Crisis Plan”?
What is a “GAIN”?
What is a “Locus”?
X
Trainer
X
CSW
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CSW Responsibilities
Maintain regular contact and follow-up with all clients on caseload
Service clients in accordance with Treatment Plan and authorizations
Ensure and/or update current Treatment Plans, Diagnostic Assessments, LOCUS, Crisis Plan, GAIN-SS,
CAFAS/PECFAS in collaboration with clinical manager
Complete Monthly progress notes
Conduct and document care coordination (internal and external)
Complete Informational Notes on all non-billable services
Initiate discharge, outreach and/or transfers in collaboration with clinical managers
Participate in 4 hours monthly of supervision and attend all trainings
Advocate for clients and client needs (internal and external)
Maintain quality and timely documentation
Acts as an Ambassador of MBI in the community
Maintains compliance with HR Records
Participates in Performance Appraisals
(From MBI Procedures Manual)
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Credible
Credible is the electronic database used to store consumer’s protected medical records. This is where all notes
should be documented. Credible is also where all billing/payment is recorded and determined. Anything you do while
working for MBI should be recorded on this database.
Website: https://www.crediblebh.com/
Username: _________________
Password: _________________
Domain: MBI
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Glossary
Encounter Note: (billable) This is the note that explains what the CSW worked on with the consumer. The CSW must
be with the client face-to-face in order to complete this note. This is the most important note for a CSW. -Completed by
CSW
Monthly: (non-billable) This service is due on the 5th of each month. The “monthly” describes the status of the
consumer in all categories. It is to be completed in credible. Every consumer on your case load needs a monthly
regardless of if you are seeing them consistently. -Completed by CSW
Diagnostic Assessment: (billable) This service is completed by a licensed clinician. It is updated once a year. If your
client does not have a DA that was completed within the year, tell your Clinical Manager or Care Coordinator. If your
client’s DA is expired or going to expire, make an appointment for an update with your Care Coordinator. -Completed by
Licensed Clinician
Treatment Plan: (non-billable) This service is completed by a licensed clinician. It is updated once every six months.
The TX should be visible each time you write an encounter note on the left hand side of the page. If the plan does not
populate, contact your Care Coordinator because it is expired. The TX shows goals, objectives, and interventions for the
client in a six-month period of time. If you feel a goal or objective is inappropriate, contact your Care Coordinator. You
are responsible for getting the client in for an update so make sure to keep track of these dates. -Completed by Licensed
Clinician
Crisis Plan: (non-billable) This service is also completed in Credible by the CSW. This service expires every six months
and is best completed with the Treatment plan. This document is required for safety reasons. Emergency contact is
located on this service. -Completed by CSW
GAIN: (non-billable) This service is an assessment. It takes anywhere from 5-15 mins to complete. It should be
completed with the client present. The gain assesses severity of symptoms. This service expires every six months and
should be completed with the Treatment Plan. -Completed by CSW
LOCUS: (non-billable) This service measures the level of need for the client. The number the client receives determines
what services they are eligible for (CSW, Psychiatry, Therapy, Day program) and how many services they can bill. This
also expires every six months and should be completed with the Treatment Plan. -Completed by Licensed Clinician
Info Note (non-billable) This service used to document any notable detail about the consumer. If you call the consumer
and leave a message, you should make an info note. “If you don’t have info note, it didn’t happen. -Completed by CSW
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Diagnostic Assessment- 1 year
Treatment Plan- 6 months
Locus-6 months
Crisis- 6 months
Gain- 6 months
Monthly- 1 month
Encounter Note- weekly
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Home Page
Use this box to message MBI Staff
Use this box to Search for clients
This is all incomplete services; services you have started but have not submitted
This states all announcements for trainings and resources
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Consumer Face Page
Contact Information
Consumer’s Diagnosis
All Staff assigned to this consumer
List of services completed for this consumer
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Schedule
This is what a full schedule should look like.
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CSW Note
Part I.
Consumer Presentation: This is where you simply describe the CSW using clinical language. Please focus on behavior
and observable facts.
CSW met with consumer, consumer…
Appearance-appropriate, casual and neat, inappropriate, unkempt, disheveled, unusual, bizarre, poor hygiene
Behavior- cooperative, guarded, unusual, impulsive, aggressive, fearful, passive, dramatic, agitated
Thought stream- clear and coherent, fragmented, impoverished, disordered, rapid, loose, flight of ideas, tangential,
incoherent
Perceptual disturbances- overvaluing ideas, phobias, poverty of thought, paranoid ideation, delusions, obsessions
Affect- appropriate, inappropriate, expansive, illusions, tactile, derealization, olfactory, auditory, visual
Mood- euthymic, anxious, elevated, depressed, euphoric, dysphoric, angry, irritable, apathetic, apprehensive
Orientation- person, Place Time
Insight/Judgment- present, adequate, limited, impaired, faulty, good, fair, poor, and grossly inadequate
What was the consumer doing when you first walked in?
Goal:
Objective:
From treatment plan word for word!
From treatment plan word for word!
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Part II.
Intervention:
CSW Intervention Ideas
Part III.
Simple Rules for interventions
1. CSW continued to establish rapport should be first intervention, or some version of that.
2. In keeping with person centered model, collaborated with consumer on needs should be second intervention
always.
3. Mental health must be brought up at some point in the note. Try and tie non mental health related goals into
mental health. The reason they are at MBI is mental health services.
4. Must be under 90 minuets
5. Intervention per 15 min interval approximately, do not go over 21 mins unless you can prove in some way that
what you were doing lasts that long.
6. No 5s’ or 0’s when you identify the time of the intervention
Useful Verbs
Building, Constructed, Collaborated, Participated, Related, Interpreted, Developed, Fostered, Improved, Informed,
Modeled, Instructed, Formed, Shaped, Acknowledged, Accepted, Approved, Recognized, Discussed, Considered,
consulted with, Conversed, Helped, Accompanied, Advised, Assisted, Supported, Practiced, Advocated, Taught, Role
Played, Role Reversal, Role Rehearsal, Demonstrate, Educate, Comprehended, Reviewed, Summarized, Identified,
Actively Listened, Provided, Ensured, Reiterated, Re-Explained, Empathized, Engaged, Brainstormed, Normalized,
Stage of change
Pre-Contemplation- No intention of changing behavior.
Contemplation- Aware problem exists. No commitment to action.
Preparation- Intent upon taking action.
Action- Active modification of behavior.
Maintenance- Sustained change- New behavior replaces old
Relapse-Fall back into old behavior
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Examples of Interventions
This section gives you examples of interventions that have been used by our team already. They are good
examples of what a CSW intervention should look like and can be used as a basis for your interventions. It might be
helpful to keep these interventions as well as your own on a word document so that you can copy/paste and then tweak
for personalization. As I check notes, I will add more interventions to the list and give them to the team. If you see an
intervention on this document that you wrote, congratulations! That means your intervention was ideal.
General/ Mental Health
CSW met with the consumer to continue to establish a rapport as the writer followed up with consumer on how
consumer is feeling today. CSW used active listening and provided.
CSW continued to build rapport with Consumer.
CSW collaborated with the consumer to establish current needs of the consumer in accordance to a person centered
model. CSW asked the consumer open ended questions in reference to the source of why the consumer has been
feeling negative.
CSW explained the consumer to take medication responsibly and attend appointments with treatment team to assist the
consumer with maintaining mental stability.
CSW educated the consumer on how engaging in recreational activities can improve both mental and physical health.
CSW explained to the consumer that it is important to forgive rather than holding on to grudges, and anger.
CSW acknowledged Consumer as the consumer continues to verbalize feelings about the consumer’s emotions and
coping skills.
CSW discussed various coping skills and encouraged Consumer to take responsibility in practicing them.
CSW used questions and reflective listening to try to understand how the Consumer thinks about her life
circumstances and how those thoughts relate to problematic feelings and behavior.
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Depression/ Anxiety/ Bipolar
CSW explained and encouraged the consumer not to give up. CSW educated the consumer on how negative thinking
adds to depression and puts a negative spin on everything, including the way we see ourselves, situations we
encounter, and our expectations for the future.
CSW educated the consumer on self-help strategies to assist the consumer with challenging his negative thoughts for
future situations i.e., allow yourself to be less than perfect, stop being so hard on self and make a decision to solve the
problem.
CSW modeled and engaged the consumer in role playing to effectively assist the consumer with challenging negative
thoughts.
CSW explained to the consumer that consumer has to keep in mind that bad times don’t last always and the best way
to recover from them is to do advocate for self.
CSW educated the consumer on the importance of recognizing triggers that cause depressive feelings along with using
coping skills in order to remain stable.
CSW educated, modeled and engaged the consumer in learning coping skills to assist the consumer with coping with
his depressive feelings.
CSW educated the consumer on the importance of being able to identify what triggers moods changes and being able
to manage them.
CSW discuss with Consumer how generalized anxiety typically involves excessive worry about unrealistic threats,
various bodily expressions of tension, over-arousal, hypervigilance, and avoidance of what is perceived as threatening.
CSW and Consumer practiced relaxation skills (e.g., progressive muscle, guided imagery, slow diaphragmatic
breathing) and how to discriminate better between relaxation and tension; teach the consumer how to apply these skills
to daily life.
CSW explained to Consumer how treatment targets help anxiety symptoms by managing worry effectively, reducing
over arousal, and eliminating unnecessary avoidance.
CSW and assisted the Consumer by examining symptoms such as physical discomfort, anxious thoughts, and
bothersome behaviors and their solutions while providing education with regard to this domain in her treatment plan
CSW counseled Consumer and role-played on positive self-talk to reduce anxiety and feelings of being overwhelmed,
identifying stress triggers and healthy coping skills. CSW and Consumer practiced breathing technique.
CSW ensured a transfer of knowledge from role-play activity by having Consumer to engage in an in-vivo activity that
allowed Consumer to display her understanding.
CSW encouraged Consumer to continue taking her medications.
CSW engaged the consumer in a discussion in reference to how she feels and the importance of maintaining good
mental and physical health.
CSW modeled and engaged the consumer in role playing to effectively assist the consumer with challenging negative
thoughts.
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CSW explained to the consumer that consumer has to keep in mind that bad times don’t last always and the best way
to recover from them is to do advocate for self.
CSW educated the consumer on the importance of recognizing triggers that cause depressive feelings along with using
coping skills in order to remain stable.
CSW educated, modeled and engaged the consumer in learning coping skills to assist the consumer with coping with
his depressive feelings.
CSW educated the consumer on the importance of being able to identify what triggers moods changes and being able
to manage them.
CSW discuss with Consumer how generalized anxiety typically involves excessive worry about unrealistic threats,
various bodily expressions of tension, over-arousal, hypervigilance, and avoidance of what is perceived as threatening.
CSW and Consumer practiced relaxation skills (e.g., progressive muscle, guided imagery, slow diaphragmatic
breathing) and how to discriminate better between relaxation and tension; teach the consumer how to apply these skills
to daily life.
Legal/ Anger Management
CSW engaged the consumer in reviewing past negative decisions consumer has made and the consequences of actions.
CSW modeled and guided the consumer through role-play, using a scenario from a past experience the consumer
expressed in this session to assist in managing his anger.
CSW explained to the consumer on importance of being knowledgeable about his or her triggers to help cope with
feelings of depression. CSW educated the consumer on the benefits of following up with both a therapist and psychiatrist
and utilized role play scenario to teach consumer relaxation techniques to help in stressful situations.
Family
CSW explained and encouraged the consumer to try using these coping skills and worked on scheduling a date where
consumer could spend time with his family.
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Psychosis
CSW helped Consumer differentiate symptoms that are a direct effect on severe and persistent mental illness (e.g., a
product of delusion), as opposed to a separate diagnosis.
CSW advised Consumer that both real and delusional experiences can cause anxiety, providing support to Consumer.
Substance Abuse
CSW taught Consumer mediational and self-control strategies (e.g., "stop, listen, think, and act") to delay the need for
instant gratification and inhibit impulses to achieve more meaningful, longer-term goals.
CSW educated consumer on the effects of alcohol on his health resulting to instability and mood swings.
CSW explained and encouraged the consumer to refrain from alcohol and enhance his overall health.
CSW educated the consumer the importance of avoiding drugs and alcohol and how it is not a healthy way of coping.
CSW collaborated with the consumer to assist the consumer with identifying his triggers for using and activities that
The consumer would enjoy participating in instead of using substances.
CSW educated consumer on the distinction between lapse and relapse i.e. lapse is associated with an initial and
reversible return of symptoms or urges to use substances and a relapse is associated with the decision to return to
regular use of substances.
Physical Health
CSW assisted the consumer with processing and understanding the steps along with education to assist the consumer
with clarifying what good physical and mental health is. CSW quizzed the consumer on previous incidents of mental
instability and the negative effects.
Response:
Descriptive words- Hesitant, apathetic, takes initiative, slow to engage, cautious, expressive, cooperative, reserved,
argumentative, shy, tentative, compliant, forceful, joking, articulate, isolating, dependent, watchful, flippant, gracious,
assertive, sensitive, sense of humor, guarded, aggressive, sarcastic, suspicious, talkative, engaging, passive,
condescending, distrustful, critical, warm, agreeable, outspoken, superficial, submissive, dominating, provocative
Posture- tense, relaxed, rigid, open, closed, slouching, slumped, head down
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Encounter Note Example
Consumer Presentation
CSW Met with consumer in the consumer’s home. The client was in his pajamas watching TV
upon entry. Consumer appeared appropriate and his behavior was guarded. Consumer’s
thought stream was clear and coherent. Consumer’s affect was flat and his mood was
dysphoric. Consumer was oriented to person, place and time. Consumer’s judgment was fair.
Goals
Increase functioning in ADLS in a consistent and responsible manner.
Objective
Acknowledge ADL Deficits as a symptom of mental illness being adequately controlled or
treated.
Intervention
(4:45pm-4:59pm)
CSW met with the consumer to continue to establish a rapport as the writer followed up with
consumer on how consumer is feeling today. CSW used active listening and provided.
(4:59pm-5:11pm)
CSW collaborated with the consumer to establish current needs of the consumer in accordance
to a person centered model. CSW asked the consumer open ended questions in reference to the
source of why the consumer has been feeling negative.
(5:11pm-5:24pm)
CSW used questions and reflective listening to try to understand how the Consumer thinks
about her life circumstances and how those thoughts relate to problematic feelings and
behavior
(5:24pm-5:34pm)
CSW engaged the consumer in a discussion in reference to how she feels and the importance
of maintaining good mental and physical health.
(5:34pm-5:48pm)
CSW modeled and engaged the consumer in role playing to effectively assist the consumer
with challenging negative thoughts. connected to his depression and his issues with his ADLS.
Response
Consumer greeted CSW with low energy saying “What’s up”. Consumer reported that he
“didn’t feel like getting out of bed today”. Consumer was guarded when CSW asked about his
week and how he was feeling. Consumer struggled to build goals when we discussed the
client’s treatment. Consumer began to open up when CSW modeled possible options for goals.
Consumer became less guarded and more open when CSW engaged in active listening and
reflection. Consumer spoke with passion about wanting to maintain personal physical health.
Consumer reported “I want to work out because it helps me feel better”. Consumer was slower
during the role plays because of the client’s experience with ADHD. Consumer reported “I
find it difficult to concentrate. CSW and consumer scheduled a meeting in the community in a
few days.
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Monthly Example
Impression
Stable,
Consumer is compliant with medication and present to meet CSW.
Psychiatric/Behavioral
Medication Compliant,
Consumer self-reports taking his medication as prescribed and shows up to his psychiatry
appointment. Next appointment is 10/20/16
Housing
Homeless,
Consumer is homeless and staying at shelter. Consumer comes to open houses with CSW
weekly as well as continues to fill out housing applications.
Educational/ Vocational
Seeking employment,
The client is working with CSW to fill out all relevant job applications.
Substance Use
Drug of choice: Cocaine, Alcohol
Substance and alcohol free,
Client has been sober 4 months and continues to attend weekly AA/NA meetings
Medical/ Physical Health
Cooperates with treatment,
No upcoming doctors appointments, client will make one when next meets with CSW.
Money Management
Independent,
Needs assistance to access resources,
Actively participates,
Client manages his own money but does not currently have a source of income.
Consumer Ratings
Consumer’s progress rating: Fair
Recommended: Weekly
Plan for discharge: N/A at this time.
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Therapy Interventions
Rapport ongoing client
Therapist continued to build on rapport established in previous sessions. Therapist allows the client to be in control of
the trajectory of the session as per person-centered.
Rapport first time client
Therapist established rapport to connect with the client and begin to build trust. Therapist allows the client to be in
control of the trajectory of the session as per person-centered treatment.
First session explaining therapy
Therapist explained what therapy is and the ways it can be helpful for some. Therapist discussed the boundaries of the
therapeutic relationship and that it can sometimes take time to build trust and rapport. Therapist discussed the client’s
privacy and protections under law as well as the therapist’s requirements as a mandated reporter. Therapist discussed the
length of sessions and frequency of meetings. We discussed the policy for no shows, cancelations, and lateness.
Therapist’s discussed places that can be reached in an emergency and therapist’s office hours.
Risk assessment
Therapist conducted a risk assessment. Therapist asked the client directly about the client’s suicidal/ homicidal thoughts.
Therapist asked if the client had a plan to carry those thoughts out. Therapist asked the client about previous attempts on
the client’s life or the lives of others. Therapist was able to empathize with the client’s emotions around previous
experiences while assessing the client’s current need for emergency intervention.
Connecting treatment plan goals
Therapist discusses here and now goals connecting them to goals from previous sessions and on the treatment plan.
Self-esteem
Therapist explored the client’s feelings of low self-esteem and empathizes with the emotions felt. Therapist also links the
client to past events that the client has previously mentioned being proud of.
Trauma
Therapist explores the client’s experience with past trauma by first having the client be the person to bring up the
subject. Therapist reminds the client that the client does not have to talk about anything she is not comfortable with, but
that therapy is a safe place to explore her experiences and emotions without judgment.
Trauma self-blame
Therapist confronts the client’s feelings of low self-worth and self-blame by telling the client what happened was not the
client’s fault. Therapist continues to validate the client’s feelings while exploring the nature and pathology of abuse.
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Complicated Grief
Therapist explored the client’s symptoms of complicated grief over the loss of loved ones and time spent with them
while normalizing the client’s experience. Therapist reminds the client that everyone grieves differently and this is a safe
space to explore that grief.
Treatment plan update
Therapist sat down with the client today and engaged in a person-centered planning meeting. We discussed what a
treatment plan is and how it is used by the client’s mental health team to guide them in the client’s treatment. We
discussed the way the plan can be an opportunity for the client to self-advocate the client’s own needs as well as voice
concerns regarding the client’s current services. We discussed the client’s previous plan and the goals the client
accomplished as well as some of the obstacles the client has faced. We created an updated treatment plan that reflects the
progress the client has made. We kept goals from the previous plan that the client has yet to reach.
Crisis update
Therapist collaborated with the client to complete the client’s Crisis assessment. Together we were able to identify an
action place in the event of a crisis. We were able to identity the client’s emergency contact and what methods this
therapist can use to help the client regain control.
Gain update
Therapist completed the Gain assessment. We were able to assess the client’s level of need and risk together in an open
and honest questionnaire. The assessment was explained so that the client can better understand its purpose and benefit.
Locus update
Therapist completed the Locus assessment. Therapist was able to assess the client’s level of need while explaining to the
client the purpose of the assessment. Therapist explained the way the assessment is used to determine the amount of
services the client requires and the type of service the client would most benefit from.
Ending the session
Therapist ended the session by checking in with the client to assure that the client felt safe emotionally after their
discussing. Therapist reminded the client of their upcoming appointment and made sure the client had this therapist’s
proper contact information.
Substance abuse
Therapist discussed the client’s experiences with substance abuse as led by the client. The client expressed level of
current use as well as experiences of past use. Therapist discussed harm-reduction focused goals as well as the
therapeutic space as an area for non-judgment. Therapist reiterated that we work on the things the client wants to work
on when they feel they are ready to work on it, as per a person-centered approach.
Computer literacy career counseling
Therapist worked with the client on some basic computer literacy skills. We were able to work together on
communication and professional development as form of career counseling. Therapist was able to empathize and support
the client with frustrations and feelings of inadequacy in a technological world.
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Empathetic listening
Therapist used empathetic listening to validate and normalize the client’s feelings and experiences. Therapist used
reflection and summarization to help the client feel heard without minimizing the client’s experience.
Visual display: Bipolar I, Bipolar II, Depression
Therapist used a visual display to explain the differences between a diagnoses of depression, bipolar I and bipolar II.
Therapist was able to illustrate the cycles of these mood disorders. Therapist was able to show the way many of the
symptoms of these three disorders overlap and the ways they differ. Therapist connected some of the symptoms the
client self disclosed feeling with some symptoms of their diagnosis.
Diagnosis
Therapist inquired about what the client knows about their own diagnosis or what a diagnosis is. Therapist explained
how diagnosis is determined and the ways it can be used as a tool for recovery. Therapist worked to de-stigmatize
diagnosis by explaining how it is not a “label” but a word that can be used for communication if the client is comfortable
using it.
Therapy and Psychiatry
Therapist educated the client on the difference between Psychiatry and Therapy. Therapist discussed how therapy is a
safe space to talk and make positive changes in a non-judgmental space. Therapist explained that Psychiatry is for
medication management and assessment. Therapist explained that Psychiatry appointments are typically short and focus
on the client’s symptoms. We discussed the way both services work hand in hand to help the client treat their mental
health issues.
Advocate for own needs
Therapist encouraged the client to advocate for their own needs within their personal life as well as with their mental
health services. Therapist discussed the agency the client has as well as the rights they have to obtain the services that
they feel would be most helpful to them. Therapist identified incidents the client has shown strength in self advocacy as
an example of their personal capabilities.
Discussing ROI
Therapist discussed with client their stated wishes in regards to their release of information, Therapist and client went
over the information that would be released to a specific party and allowed the client to express their feelings on the
therapist’s words.
Psychoeducation Readings
Therapist used a worksheet/ reading to help the client learn about themselves/others in a non-judgmental environment.
Therapist asked open-ended questions to allow the client to express emotions regarding the subject of the readings as
those emotions arise
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Health issues
Therapist assessed the client’s pain level using a Likert scale in regards to the client’s chronic health issues and chronic
pain. Therapist safety checked to make sure the client was able to be in session at this time. Therapist engaged the client
on the client’s experience with pain and the effects it has on the client’s emotions and mental health.
Relationships
Therapist inquired about the client’s personal romantic relationships. The client explored the client’s past and current
romantic relationships in the manor the client felt most comfortable. Therapist used open-ended questions and
empathetic listening to conceptualize the client’s current view of others.
Sexual Orientation/ Gender Identity
Therapist explored the client’s sexual orientation and gender identity, at the prompting of the client. Therapist explored
their history with these different identities and the ways they affect the client’s daily life. Therapist created a safe place
of non-judgment for the client to explored their different intersectionalities.
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