| Course | MSW 505 Direct Practice I (Individuals and Families) |
|---|---|
| Week | 6 |
| Paper type | Treatment plan |
| Length | About 540 words, 5 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | Master of Social Work (MSW) |
| Updated | October 2026 |
Free sample paper for MSW 505 Week 6
Treatment Plan for J. and R.: Two Goals With Observable Objectives, an Intervention Attached to Each for a Stated Reason, Named Practice Rather Than Intention, Who Is Responsible and By When, the Confidentiality Tension Inside the Plan and Agreement Recorded
Student Name
Chamberlain University
MSW 505: Direct Practice I (Individuals and Families)
Instructor Name
Month Day, Year
Treatment Plan for J. and R.: Two Goals With Observable Objectives, an Intervention Attached to Each for a Stated Reason, Named Practice Rather Than Intention, Who Is Responsible and By When, the Confidentiality Tension Inside the Plan and Agreement Recorded
Goal 1, in J.'s Words: "Math stops being the worst part of my day."
Objective 1a: J. will attend math class on at least 3 of 5 days in each of the next 4 weeks, measured by the school attendance record.
Intervention: graded exposure, starting with arriving for the second half of math in week 1 and building to the full class, chosen because avoidance with anxiety responds to gradual return rather than all-at-once demands (Kearney & Graczyk, 2014).
Responsible: J., with the school counselor arranging a pass for late arrival; worker reviews weekly. By: November 13.
Objective 1b: J. will meet the math teacher once for a catch-up plan by October 30. Responsible: school counselor to arrange; J. to attend.
Goal 2, in R.'s Words: "Mornings without the panic call from the truck."
Objective 2a: J. and R. will use a written morning plan on school days, recorded on a shared chart, for 4 weeks. Intervention: a morning routine with a 07:15 text from J. to R. instead of the 07:30 call; chosen because the call currently happens at the moment of greatest anxiety. Responsible: J. and R.; worker sets up the chart. By: starts October 23.
Objective 2b: R. will book a medical visit for J.'s stomach pain by October 30. Responsible: R.
Named Practice, Not Intention
Each intervention is named: graded exposure, a morning routine with a scheduled text, a medical check. None reads "support J." or "work on anxiety."
Naming the practice also tells the next worker what to look for if the plan stalls: whether the exposure steps were too large, whether the text replaced the call or was added to it, and whether the medical visit happened. A plan written as intentions could not be checked in that way.
The Ethical Tension, Inside the Plan
J. has told the worker things J. has not told R., including about grief. The plan states: what J. says in individual sessions stays confidential unless there is a risk of harm, and the worker will help J. decide what to share with R. This follows the NASW Code's commitments to client self-determination and confidentiality, balanced with the family's involvement (National Association of Social Workers, 2021).
In practice this means that when R. asks what J. said in a session, the worker will answer about progress on the goals but not repeat J.'s words without J.'s permission. J. and R. both heard this explained on October 20.
Agreement Recorded
Reviewed with J. and R. together on October 20. J. agreed to Goal 1 in J.'s words; R. agreed to Goal 2. Both signed. Review date: November 17.
References
Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum, 43(1), 1-25. https://doi.org/10.1007/s10566-013-9222-1
National Association of Social Workers. (2021). NASW code of ethics. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
The Chamberlain MSW 505 Week 6 instructions
The sixth week asks for a treatment plan written so a colleague could pick it up. Each goal should carry objectives that could be observed, an intervention chosen for a stated reason, a person responsible and a timeframe. Name the practice used, not an intention such as "support the client." Put any ethical tension inside the plan, where it affects the work, rather than in a separate essay. Record the client's agreement, including any part they did not agree to. Goals in the client's own words make the plan theirs. The plan differs from the role-play goal because it is complete and shared. Cite the evidence behind each intervention and the ethics standard used.
How this MSW 505 Week 6 example is built
Goal 1, in J.'s words, carries objective 1a, math attendance on at least three of five days for four weeks measured by the attendance record, with graded exposure from half classes to full classes, citing Kearney and Graczyk (2014), the counselor arranging a late pass and a November 13 date. Objective 1b sets a teacher meeting by October 30. Goal 2, in R.'s words, carries a morning routine with a 07:15 text in place of the 07:30 call from October 23 and a medical visit by October 30. A section shows each intervention is named. The ethics section keeps J.'s individual disclosures confidential unless there is risk, citing the NASW Code of Ethics. Agreement is recorded with signatures and a November 17 review.
Reading the MSW 505 Week 6 grading rubric
Treatment plans are graded on whether a colleague could carry them out. Goals without observable objectives, or objectives without a responsible person and a date, lose the most. Interventions must be attached to objectives and chosen for a stated reason; generic intentions earn little. Faculty reward goals in the clients' own words, since they show negotiation. An ethical tension written into the plan, where it affects practice, earns a defined share. Recorded agreement, including any disagreement, completes the core. Evidence and ethics sources should be cited in APA form.
MSW 505 Week 6 help from the desk
Treatment plans commonly list goals such as "improve attendance" and "reduce anxiety," with interventions like "provide support" and no dates. Another frequent gap is an ethics paragraph tacked on at the end, disconnected from the plan. Some plans also omit who agreed to what. If your client's situation is different, send the goals as the client stated them and what you know of the context; we would turn each goal into observable objectives, attach named interventions with reasons, assign responsibility and dates, write any ethical tension into the plan and record agreement. If the client declined part of the plan, that would be recorded too. If your clients are an adult and a younger family member, the plan would also state what each person's sessions keep private and what is shared, so the tension is visible to anyone who reads it.
Get a MSW-505 Week 6 example written to your instructions
Send the Week 6 instructions with the template and case your section supplies, and a custom example is written into your format and returned inside 24 to 48 hours. The first one is free. Any plan made with a real client system is yours to negotiate.
More MSW 505 papers and MSW samples
- MSW 505 Week 1: First Session Worry Post
- MSW 505 Week 2: Engagement Skills Analysis
- MSW 505 Week 3: Process Recording
- MSW 505 Week 4: Family Biopsychosocial Assessment
- MSW 505 Week 5: Goal Negotiation Role-Play Analysis
- MSW 505 Week 7: Intervention Case Write-up
- MSW 505 Week 8: Practice Skills Reflection
- MSW 504 Week 6: Developmental Stage Analysis
MSW 505 Week 6 questions, answered
How is this different from the goals I set in the role play?
The role play produced a goal; this produces the document built around it. A plan adds objectives, named interventions, responsibility, timeframes and evaluation, and it has to work when read by somebody who was not in the room. Many drafts fail by submitting an expanded goal rather than a plan a colleague could act on.
Where do ethical issues belong?
Inside the plan, at the point where they affect a decision. If confidentiality limits what can be shared with a school, that belongs in the intervention involving the school rather than in a closing paragraph. Instructors reading for ethics look at whether the plan behaves differently because of the tension, not at whether it was mentioned.
What if the client would not agree to part of the plan?
Then the plan says so, and says what was agreed instead. Recording disagreement is stronger than presenting consensus, because self-determination is being assessed here and a plan everybody accepted without discussion is the version faculty are skeptical of. Where a section requires a signature line, include it as the template sets out.
Where can I find a free MSW 505 Week 6 sample paper?
A complete MSW 505 Week 6 treatment plan for school avoidance with observable objectives, named interventions and recorded agreement is on this page.
What ethical tension is written into the MSW 505 Week 6 sample plan?
The teenager's individual disclosures stay confidential unless there is a risk of harm, with the worker helping the teenager decide what to share with the parent.