CBT, Humanistic, and Crisis Interventions

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300 words 

Stepney and Davis (Chapter 5) identify the importance of working with clients to understand their thoughts and emotions. Cognitive Behavioral theory argues that clients have “core beliefs” that are influential and impactful in how they experience the world. The humanistic perspective emphasizes empathy and seeing the good in people. In crisis intervention we get clients to their normal level of functioning, seeing them as good, and then appropriately challenge their thinking as a way to reshape and restructure harmful patterns in the client’s life. Remember that clinicians have power and we must ensure that we are recognizing the client’s rights, avoid telling the client what to do, and are respectful of their process.

For this discussion, identify how you would use these three theories/interventions (Cognitive-Behavioral, Humanistic, Crisis Intervention) to support working with the Campbell family immediately after Jacob was arrested for stealing a car. Provide an explanation of what you would do and why, using components of these theories, and then discuss which evidence-based interventions you would use and why.

Jacob Campbell
Jacob has recently been charged with grand theft auto and is scheduled to attend court this week. “I was bored and we had just won the regional football playoffs,” he says. “Mom picked me up drunk at the school, and dad was gone who knows where, maybe working, so what was I supposed to do? My teammates needed me. So I drove her home and she passed out. I didn’t want to take her car, so I took the neighbors’ car. They always leave the keys in their car, and they’re old, so I didn’t think they would ever know.”
Kali says that Jacob has been taking the neighbor’s car frequently, probably since he was 13, and that he was just stupid this time and got caught.
Jacob has many friends at school and is on the track team as well as the football team. He wanted to be a police officer like dad, but now that he has been arrested, he doesn’t know what he will do. “I’ll probably have to drive a truck because I screwed up and I won’t be able to be a cop,” he says.
Karen blames Joe for Jacob’s predicament, complaining that Joe is never home to take him anywhere. “Jacob is my sweet little boy,” she says. “He doesn’t deserve this!”
Jacob gets decent grades at school, but is often truant. He says he doesn’t go to school so he can take care of his mom “on her really bad days.” Kali says, “You mean on her hungover–and–can’t–stop–vomiting days.”
Jacob has been suspended from school twice over the past year for fighting. When asked about the fights, Jacob shrugs his shoulders and doesn’t want to talk about it. Joe says Jacob was protecting his sister when other kids said nasty things about her. “He’ll do his duty as a brother,” Joe says with some pride. “No matter how stupid his sister is, he sticks up for her.”
Jacob presents as quiet and polite. He seems to avoid conflict and doesn’t want to answer questions directly, allowing his family to answer for him.
Jacob’s best friend is his cousin Tom, who is also 15 years old. “I wish he would stop hanging out with Tom,” Karen says. “Joe’s family is nothing but trouble.” Visibly irritated, Joe says, “My nephew is a great kid! Karen just doesn’t want my family to see what a drunk she is.”
Jacob’s probation officer has sent him to see a psychiatrist for a potential diagnosis of conduct disorder.

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