The therapy model you will implement with the family and rationale for the selected model.

#1 For this assignment, you will be developing a family therapy plan for a family dealing with a substance use disorder. Part 1 : Write a 300-700-word counseling scenario for a family dealing with a substance use disorder. Please note the scenario should be hypothetical and lend itself to one of the brief substance use disorder therapy models discussed in CSAT TIP #34. Include information about his/her life circumstances and add family members with descriptive information about each family member and about the family's interactions to the scenario. Part 2: Write a 750-1,250-word paper to provide brief therapy to the hypothetical client and his/her family using one of the brief therapy models described in CSAT TIP #34. Your plan should include the following: The therapy model you will implement with the family and rationale for the selected model. Two to four initial counseling goals that you hope to achieve using this model. Planned frequency and duration of counseling. A description of three counseling activities, exercises, or homework assignments that you will use (one in the initial session, one in a subsequent session, and one at termination) that are consistent with the model you have selected. While APA style is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Brief Therapy Plan - Rubric   No of Criteria: 10 Achievement Levels: 5   Criteria Achievement Levels Description Percentage Unsatisfactory 0.00 % Less than Satisfactory 74.00 % Satisfactory 79.00 % Good 87.00 % Excellent 100.00 % Content 70.0           Part 1: Detailed Hypothetical Scenario 20.0 Essay does not include a hypothetical scenario for a family dealing with a substance use disorder that relates to one of the models in the CSAT TIP #34. Essay does not demonstrate understanding of the topic. Essay vaguely includes a hypothetical scenario for a family dealing with a substance use disorder that relates to one of the models in the CSAT TIP #34. Essay demonstrates poor understanding of the topic. Essay fully includes a hypothetical scenario for a family dealing with a substance use disorder that relates to one of the models in the CSAT TIP #34. Essay demonstrates a basic understanding of the topic. Essay provides an advanced description of a hypothetical scenario for a family dealing with a substance use disorder that relates to one of the models in the CSAT TIP #34. Essay demonstrates understanding that extends beyond the surface the topic. Essay provides a comprehensive description of a hypothetical scenario for a family dealing with a substance use disorder that relates to one of the models in the CSAT TIP #34. Essay demonstrates an exceptional understanding of the topic. Part 2: Therapy Model Implementation and Rationale 15.0 Essay does not include a discussion about the therapy models the student would implement with the family as well as the rationale for the selected model. Essay does not demonstrate understanding of the topic. Essay vaguely includes a discussion about the therapy models the student would implement with the family as well as the rationale for the selected model. Essay demonstrates poor understanding of the topic. Essay fully includes a discussion about the therapy models the student would implement with the family as well as the rationale for the selected model. Essay demonstrates a basic understanding of the topic. Essay provides an advanced discussion about the therapy models the student would implement with the family as well as the rationale for the selected model. Essay demonstrates understanding that extends beyond the surface the topic. Essay provides a comprehensive discussion about the therapy models the student would implement with the family as well as the rationale for the selected model. Essay demonstrates an exceptional understanding of the topic. Part 2: Initial Counseling Goals 10.0 Essay does not include a description of two to four initial counseling goals. Essay does not demonstrate understanding of the topic. Essay vaguely includes a description of two to four initial counseling goals. Essay demonstrates poor understanding of the topic. Essay fully includes a description of two to four initial counseling goals. Essay demonstrates a basic understanding of the topic. Essay provides an advanced description of two to four initial counseling goals. Essay demonstrates understanding that extends beyond the surface the topic. Essay provides a comprehensive description of two to four initial counseling goals. Essay demonstrates an exceptional understanding of the topic. Part 2: Frequency and Duration of Counseling 10.0 Essay does not include a discussion about the planned frequency and duration of counseling. Essay does not demonstrate understanding of the topic. Essay vaguely includes a discussion about the planned frequency and duration of counseling. Essay demonstrates poor understanding of the topic. Essay fully includes a discussion about the planned frequency and duration of counseling. Essay demonstrates a basic understanding of the topic. Essay provides an advanced discussion about the planned frequency and duration of counseling. Essay demonstrates understanding that extends beyond the surface the topic. Essay provides a comprehensive discussion about the planned frequency and duration of counseling. Essay demonstrates an exceptional understanding of the topic. Part 2: Three Counseling Activities, Exercises, or Homework Assignments 15.0 Essay does not include a description of three counseling activities, exercises, or homework assignments that you will use: one in the initial session, one in a subsequent session, and one at termination that are consistent with the model selected. Essay does not demonstrate understanding of the topic. Essay vaguely includes a description of three counseling activities, exercises, or homework assignments that you will use: one in the initial session, one in a subsequent session, and one at termination that are consistent with the model selected. Essay demonstrates poor understanding of the topic. Essay fully includes a description of three counseling activities, exercises, or homework assignments that you will use: one in the initial session, one in a subsequent session, and one at termination that are consistent with the model selected. Essay demonstrates a basic understanding of the topic. Essay provides an advanced description of three counseling activities, exercises, or homework assignments that you will use: one in the initial session, one in a subsequent session, and one at termination that are consistent with the model selected. Essay demonstrates understanding that extends beyond the surface the topic. Essay provides a comprehensive description of three counseling activities, exercises, or homework assignments that you will use: one in the initial session, one in a subsequent session, and one at termination that are consistent with the model selected. Essay demonstrates an exceptional understanding of the topic. Organization and Effectiveness 20.0           Thesis Development and Purpose 7.0 Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of Essay. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of Essay is contained within the thesis. Thesis statement makes the purpose of Essay clear. Argument Logic and Construction 8.0 Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. Format 10.0           Paper Format (use of appropriate style for the major and assignment) 5.0 Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage   #2 Resource: “Creating Effective PowerPoint Presentations” from the Writing Center. Select one ethnic or cultural group as the focus of this paper. Create a 10-15-slide PowerPoint presentation describing how substance use disorder family-centered therapy can be adapted to meet the needs of the ethnic or cultural group you selected. Include the following in your presentation: A title slide A description of how substance use disorder family-centered therapy can be adapted to meet the needs of the selected group. Integrate the concepts of family structure or process, treatment outcome predictors, and basic counseling skills. A reference slide with a minimum of two scholarly references in addition to the Cultural Issues section of CSAT TIP #34 and Chapter 8 (minimum of four total references). Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50 words. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Culturally Adapted Family Treatment Presentation - Rubric   No of Criteria: 8 Achievement Levels: 5   Criteria Achievement Levels Description Percentage Unsatisfactory 0.00 % Less than Satisfactory 74.00 % Satisfactory 79.00 % Good 87.00 % Excellent 100.00 % Content 100.0           Substance Use Disorder Family-Centered Therapy 35.0 Presentation does not include a description of how substance use disorder family-centered therapy can be adapted to meet the needs of the selected group. Presentation does not demonstrate understanding of the topic. Presentation vaguely includes a description of how substance use disorder family-centered therapy can be adapted to meet the needs of the selected group. Presentation demonstrates poor understanding of the topic. Presentation fully includes a description of how substance use disorder family-centered therapy can be adapted to meet the needs of the selected group. Presentation demonstrates a basic understanding of the topic. Presentation provides an advanced description of how substance use disorder family-centered therapy can be adapted to meet the needs of the selected group. Presentation demonstrates understanding that extends beyond the surface the topic. Presentation provides a comprehensive description of how substance use disorder family-centered therapy can be adapted to meet the needs of the selected group. Integration of Concepts 30.0 Presentation does not include a discussion that integrates the concepts of family structure or process, treatment outcomes predictors, and basic counseling skills. Presentation does not demonstrate understanding of the topic. Presentation vaguely includes a discussion that integrates the concepts of family structure or process, treatment outcomes predictors, and basic counseling skills. Presentation demonstrates poor understanding of the topic. Presentation fully includes a discussion that integrates the concepts of family structure or process, treatment outcomes predictors, and basic counseling skills. Presentation demonstrates a basic understanding of the topic. Presentation provides an advanced discussion that integrates the concepts of family structure or process, treatment outcomes predictors, and basic counseling skills. Presentation demonstrates understanding that extends beyond the surface the topic. Presentation provides a comprehensive discussion that integrates the concepts of family structure or process, treatment outcomes predictors, and basic counseling skills. Presentation demonstrates an exceptional understanding of the topic. Detailed Speaker Notes 10.0 The presentation does not contain speaker notes. The presentation contains vague speaker notes and/or inaccurate or poorly written speaker notes. The presentation?s speaker notes are present and are generally competent. The presentation contains advanced speaker notes that indicate what might be said if giving the presentation in person. The presentation includes comprehensive speaker notes that give a complete picture of what would be said if the presentation was given in person. Presentation of Content 5.0 The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Layout 5.0 The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0 Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written academic English. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are not documented. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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