| Course | MSW 509 Psychopathology |
|---|---|
| Week | 7 |
| Paper type | Treatment planning paper |
| Length | About 550 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 509 Week 7
Treatment Planning Paper for D., 8, Referred for Attention Problems: Goals in the Caregiver's Words and D.'s, Objectives a Teacher Can Report On, the Classroom and Home Conditions the Plan Changes and the Prescriber Named for Medication Questions
Student Name
Chamberlain University
MSW 509: Psychopathology
Instructor Name
Month Day, Year
Treatment Planning Paper for D., 8, Referred for Attention Problems: Goals in the Caregiver's Words and D.'s, Objectives a Teacher Can Report On, the Classroom and Home Conditions the Plan Changes and the Prescriber Named for Medication Questions
The Referral
D., 8, in third grade, was referred by the school for not finishing work, leaving the seat and interrupting. D.'s grandmother, G., is the legal guardian and works evening shifts at a nursing home. A pediatric evaluation in September found D. meets criteria for ADHD of the combined type, based on more than a year of symptoms reported both at home and in class (American Psychiatric Association, 2022).
Goals in the Family's Words
G.'s goal: "I want the school to stop calling me at work." D.'s goal, asked directly: "I want to get recess back." Both goals are about the same thing: fewer problems at school that cost D. recess and cost G. work time.
Objectives a Teacher Can Report On
1. D. will complete at least 3 of 5 morning math worksheets each week by December 18, as reported by the teacher on a daily card.
2. D. will stay in the seat during the first 15 minutes of reading on at least 4 of 5 days by December 18, recorded on the same card.
3. Calls from school to G. at work will fall from about three a week to one or fewer by December 18, counted by G.
What Changes at School
Behavioral classroom management and school supports are part of treatment for children of this age (Wolraich et al., 2019). The plan asks the school for a seat near the teacher, work in shorter pieces with a check after each, a daily report card sent home and a 504 plan meeting by November 20 to make these supports formal.
What Changes at Home
G. works evenings, so homework happens with D.'s aunt from 4 to 5 p.m. The plan gives the aunt the daily card and a simple reward chart: three good cards in a week earns a Saturday park trip with G.
G. chose the reward, a trip to the park on Saturday, because it is the one time each week the two of them spend together without work in the way.
Who Does What
Social worker: arranges the 504 meeting and trains the aunt on the chart. Teacher: fills in the daily card. G.: counts calls and gives the Saturday reward. Pediatrician, Dr. N., at the clinic: decides on medication, which guidelines recommend alongside behavioral approaches for school-age children (Wolraich et al., 2019). The social worker does not advise on medication and refers all such questions to Dr. N.
If the Family Declines Part of the Plan
G. is unsure about medication. That choice stays with G. and Dr. N.; the school and home parts of the plan go ahead either way.
Review
December 18, with the teacher's cards, G.'s call count and D.'s own view of whether recess has come back.
References
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Wolraich, M. L., Hagan, J. F., Jr., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), Article e20192528. https://doi.org/10.1542/peds.2019-2528
Reading the MSW 509 Week 7 instructions
The seventh week asks for a treatment plan, often for a child. Write goals in the caregiver's language and, where age allows, the child's own. Make each objective observable by someone who can report on it, such as a teacher, a caregiver or the child, with a timeframe. Child work relocates the plan: much of what helps happens at school and inside what the caregiver's hours and housing allow, so the plan should change those conditions, not only describe the child. Route medication questions to a prescriber and name who that is. If the diagnosis is uncertain, plan around observed difficulties. Say what happens if the family declines part of the plan. Cite the guidance behind the interventions.
How this MSW 509 Week 7 example is built
The referral section names D., 8, the school's concerns, the grandmother's evening shifts and a pediatric diagnosis of ADHD, combined presentation. Goals are quoted: the grandmother wants the calls at work to stop, and D. wants recess back. Three objectives follow, for worksheets, staying seated and calls, each with a December 18 date and a reporter. The school section asks for seating, shorter tasks, a daily card and a 504 meeting by November 20, citing Wolraich et al. (2019). The home section uses an aunt's afternoon hour and a reward chart. Responsibilities are assigned, with medication routed to the pediatrician, Dr. N. A section keeps the plan going if the grandmother declines medication. Review uses the cards and D.'s own view.
Where the points sit in the MSW 509 Week 7 rubric
Treatment plans for children are graded first on whether a family would recognize them. Goals written only in professional language lose marks. Objectives must be observable, with a reporter and a date. Faculty weigh the school and home conditions heavily, since a plan that lists only the child's deficits has misread the assignment. Interventions should rest on cited guidance. Medication must be routed to a named prescriber, and the social worker's scope respected. Planning for a family that declines part of the plan is credited. Sources should be cited in APA form.
MSW 509 Week 7 help: mistakes that cost points
Child treatment plans commonly list goals like "decrease hyperactivity" and objectives no one could observe. Another frequent gap is a plan that never mentions the classroom or the caregiver's schedule. Some plans also advise on medication, which falls outside the social work role. With another child or teenager, for example a child with anxiety at school or a teenager with depression, send the vignette and the family's situation; we would write goals in the family's words, set observable objectives, change school and home conditions, route medication to a prescriber and plan for partial agreement. If the family declines a recommendation, the plan would show which parts still go ahead.
Get a MSW-509 Week 7 example written to your instructions
Send the Week 7 assignment with any plan template your section issues and the case it assigns, and a custom example is written into that template and returned inside 24 to 48 hours. The first one is free. What the family in front of you actually wants is yours to find out.
More MSW 509 papers and MSW samples
- MSW 509 Week 1: Diagnosis Label and Stigma Post
- MSW 509 Week 2: Mood Criteria Analysis
- MSW 509 Week 3: Anxiety Vignette Analysis
- MSW 509 Week 4: Trauma Diagnostic Write-Up
- MSW 509 Week 5: Psychosis Differential Write-Up
- MSW 509 Week 6: Case Formulation Example
- MSW 509 Week 8: Comprehensive Case Analysis
- MSW 507 Week 7: Qualitative Study Critique
- MSW 506 Week 7: Cosponsorship Advocacy Plan
- MSW 505 Week 7: Intervention Case Write-Up
- MSW 504 Week 7: Person-in-Environment Analysis
MSW 509 Week 7 questions, answered
How is a plan graded when the diagnosis is uncertain?
Uncertainty is workable and often more realistic. Write goals against what the family reports as the problem in daily life, note the diagnostic question as open, and state what would need clarifying before any goal tied to the label is set. Plans keyed to functioning rather than to a category survive that uncertainty better, and markers know it.
Can I include the child's own view if the case gives little?
Include what the case supports and flag the rest as a gap. A line naming the child's view as missing, with the question you would ask and who would need to be present, shows the same competency as a quoted preference. Inventing what a child said is treated as fabricated evidence rather than as engagement.
What if the family declines the intervention I recommend?
Then the plan changes, and saying so is worth marks. Self-determination is not a value stated in the opening paragraph and abandoned by the goals section. A plan that names the alternative the family would accept, records the disagreement plainly and leaves the door open reads as professional practice rather than as defeat.
Where can I find a free MSW 509 Week 7 sample paper?
This page carries a complete MSW 509 Week 7 treatment plan for an 8-year-old with ADHD, with goals in the family's words.
How does the MSW 509 Week 7 sample handle medication?
All medication questions go to the named pediatrician, and the school and home parts of the plan continue whether or not the family chooses medication.