What is Fixed and What is Constant? Resources • Attributes and Evaluation of Discussion Contributions.
• Professional Communications and Writing Guide.
Consider that development of a treatment plan is a fluid activity, but that in a manualized therapy, it is important to follow the plan. How do you reconcile these two? What family and ethical concerns should you consider as you respond to this question?
Incorporate developmentally appropriate goals into a treatment plan.
25% Does not incorporate developmentally appropriate goals in a treatment plan. Incorporates one developmentally appropriate goal in a treatment plan. Incorporates several developmentally appropriate goals in a treatment plan. Incorporates developmental issues in a treatment plan, and explains why they were chosen.
Explain the building blocks of intrapersonal neurobiology, and identify how FPT enhances those components.
25% Does not address intrapersonal neurobiology. Explains the building blocks of intrapersonal neurobiology, or identifies how FPT enhances intrapersonal neurobiology, but not both. Explains the building blocks of intrapersonal neurobiology and identifies how FPT enhances this development. Explains the building blocks of intrapersonal neurobiology, incorporates specific needs for intrapersonal neurodevelopment development in case client goals, and explains how FPT will meet those goals.
Communicate in written documents using the accepted form and style of the profession.
25% Does not use the accepted form and style of the profession. Communicates in written documents partly using the accepted form and style of the profession. Communicates in written documents using the accepted form and style of the profession. Communicates clearly and concisely in written documents using the accepted form and style of the profession.
•
Write the first draft of your treatment plan for your case client, and submit the draft in this unit. This draft will not be graded, but will be reviewed and returned for you to revise and re-submit in final form in Unit 9.
Develop a treatment plan for your case client that includes:
• A rationale for FPT that is informed by linking issues of development and the building blocks of intrapersonal neurobiology to FPT.
• Considerations in attachment (if appropriate), in addition to the list of specific goals (revised if appropriate) developed in Unit 5.
• The modality of FPT chosen for this case client, and an explanation of the reasons for choosing this approach.
• Discussion of the components to building a healthy brain, the building blocks of interpersonal neurobiology, how those components are inherent in FPT, and the goals of FPT for your case client.
Studies
Readings
Use your Landreth & Bratton text, Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, to complete the following:
• Chapter 12, “CPRT Training Session 6: Supervision and Choice Giving,” pages 269–293.
• Chapter 13, “CPRT Training Session 7: Supervision and Self-Esteem-Building Responses,” pages 295–315.
• Chapter 14, “CPRT Training Session 8: Supervision and Encouragement vs. Praise,” pages 317–333.
• Chapter 15, “CPRT Training Session 9: Supervision and Generalizing Skills,” pages 335–350.
• Chapter 16, “CPRT Training Session 10: Evaluation and Summing Up,” pages 351–373.

Case Scenario Background: Meet the Families
Launch Presentation | Transcript
Media
Click Launch Presentation to review Case Scenario Background: Meet the Families.
Name Jared
Gender Male
Age 4
Heritage African American-Scottish
Spirituality Baptist, Practicing
Presenting symptoms Hitting and cussing in pre-kindergarten
Strength areas Loves rap music, loves to dance to rap music, very close to his mother’s younger sister; relationship strong and positive, Sorita and mother are doing well in school
Developmental Moderately delayed in several developmental areas: social skills, awareness of feelings, slightly lagging in large and fine motor skills
Diagnosis NA
Family of Origin —
Mother Malita
Father Not present, not involved
Caregivers Living with mother and grandmother
Siblings None
School Public pre-kindergarten
Socio-economic status Making efforts to transitioning to working class
Interests / hobbies Loves to dance and sing
Pets None
Other Jared hits and cusses at pre-kindergarten. He presents as a very angry little boy. He has never met his father and he and his mother have lived with his grandmother and his mother’s younger sister, Sorita (who is 15) all of his life. His mother Malita has recently graduated from a community college and is in training to become a registered nurse. His grandmother has cared for him with his aunt, while his mother has worked and attended college since his birth.

Jared’s mother is working and attending school and reports that she feels terrible about not spending enough time with Jared. Jared spends a lot of time with Sorita, who is an, highly motivated student, like her older sister Sorita enjoys her time caring for Jared although she wishes she had more time to go out and see her friends. Jared’s grandmother reports that she regrets her daughters did not have relationships with their fathers, and she thinks that this is the root of Jared’s problems. She Grandmother has sought some help from their church minister, who has suggested that he spend time with a male mentor from their congregation. The grandmother is experiencing some chronic physical problems that sap her energy.

Grandmother also reports that men have not been present in the family going back as far as she can recall. She feels both angry and helpless about this history. She herself reports that her own mother was an alcoholic and that in spite of this history, She has improved her life from that of her siblings (three brothers and two sisters), whom she has little or no contact. Two of her brothers have been imprisoned, and the third died in gang violence as a teenager.

Mother, Auntie, Grandmother

Books
Landreth, G. L., & Bratton, S. C. (2006). Child parent relationship therapy (CPRT): A 10-session filial therapy model. New York, NY: Routledge. ISBN: 9780415951104.
VanFleet, R. (2000). A parent’s handbook of filial play therapy: Building strong families with play. Boiling Springs, PA: Play Therapy Press. ISBN: 9781930557062.
VanFleet, R. (2014). Filial therapy: Strengthening parent-child relationships through play (3rd ed.). Sarasota, FL: Professional Resource Press. ISBN: 9781568871455.
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