For this assessment item, you are required to develop a rehabilitation plan for ONE of the clients below

Assessment #2 Instructions

For this assessment item, you are required to develop a rehabilitation plan for ONE of the clients below. Once you have selected a client, you should;

Identify the client’s problem behaviours. Here you should consider static and dynamic risk factors.
Conceptualise the client’s behaviour. This requires you to apply an appropriate theory to explain the client’s offending behaviour (i.e. it goes further than just describing the behaviour).
While there is no ‘right’ or ‘wrong’ theory, some theories fit better based on the information you have on the client (e.g. attachment theory would be difficult to apply if you have very limited information of the client’s childhood and care-giving practices).
Also, you need to ensure that the theory you apply is consistent with the rehabilitation program you suggest. For example, while evolutionary theory can explain offending behaviour well, it has limited treatment implications thus, it wouldn’t be the ‘best’ choice for this assessment.
Provides a rehabilitation program for the client which targets their problem behaviours.
Be sure to provide a brief overview of the treatment approach prior to applying it to your client.
As noted above, your treatment program should be consistent with your conceptualisation.
Throughout your treatment plan, you need to ensure that it is clear how you are going to target the problem. For example, if you choose a cognitive behavioural based treatment program, you should identify the specific CBT components that will be incorporated (e.g. cognitive restructuring, cognitive skills training, etc) and explain the problem behaviour each is targeting (e.g. cognitive distortions).
Explain how you will evaluate your client’s progress during treatment.
What behaviours/cognitions will you measure and, when and how? (e.g. reduced offending, reduced cognitive distortions, etc).
The treatment literature will help you identify specific scales/psychometric tools that will be beneficial based on the interventions you have suggested.
You should then estimate the likelihood of success of the program (i.e. how likely is it that the recommended program will reduce your client’s likelihood of reoffending?)
You should consider the empirical research in relation to the effectiveness of the proposed program.
You should also consider factors relevant to your client that may increase/decrease the likelihood of success.













Choose one of the following clients
Case Study 1: Karen
Karen is 42 years old. She is currently incarcerated for multiple drug offences, theft, and driving under the influence. This is her third period of incarceration within eight years. Karen began drinking alcohol and using marijuana as a teenager (age 15) with her then boyfriend. She subsequently dropped out of school and began stealing to support her habit.
When Karen was 16, her older sister (aged 19) who also used marijuana, left home. At age 17, Karen gave birth to her first child and her boyfriend broke up with her. In addition to alcohol and marijuana, she began using crystal methamphetamine. She now has five children, all with different partners. Her longest relationship has been 16 months.
Karen has previously struggled to care for her children due to her drug dependency and alcohol abuse. All five of her children have been raised in foster care; her three younger children (aged 3, 7 and 9) are still in foster care. Her two older children (who are now adults) live in another state, and do not have any contact with their mother.
Karen seems ambivalent towards her children, at times tearfully stating her regret at losing them, and at other times, expressing resentment, blaming them for the demise of her relationships. She states that she is not interested in regaining custody of her younger children upon her release from prison, stating that they are “better off without her”. She also doesn’t plan on contacting her older children.
Karen is still in contact with her most recent relationship partner. He also abuses drugs and alcohol, and was physically and verbally abusive to Karen during their relationship. She has not reported his violence or drug abuse to the police, and intends to continue the relationship upon her release in six months’ time.






Case study 2: Matthew
Matthew is 52 years old. He has diabetes and a mild (although never formally diagnosed) learning difficultly. He is about to be released from prison, having served 20 years for murder. His 75-year-old mother, Margaret is looking forward to having him back home. Margaret has terrible arthritis and had a hip replacement surgery five years ago and finds it very hard to take care of herself. Matthew’s father, Eric, died when Matthew was 13 years-old. Margaret never re-married. Matthew has an older brother, Ian, who moved to Indonesia when he was 24.
Matthew was convicted of killing his live-in girlfriend, Trish. At the time of the offence he was 31 and she was 28. Police reports and his subsequent interview indicate that he returned home following a long day of work (he was a bricklayer), briefly ate dinner, smoked some marijuana, and watched TV. When Trish got home (from her nursing shift) a few hours later, they had an argument and he stabbed her repeatedly. Following her death, he was quite fragile. He immediately went to the apartment next door and asked his neighbour to call the police. He was arrested without incident.
Trish’s family had known Matthew for a number of years and always found him to be a “decent guy with a good heart”. In an early interview, Margaret conceded that she knew he “had a temper like his father” but maintains, to this day, that he was wrongly convicted.
Matthew’s criminal record began with a series of dangerous driving offences in his late teens and he had his licence suspended several times. He served 6 months when he was 22 for assault occasioning bodily harm, and another 18 months when he was 26 for a violent outburst that he said occurred as part of  ‘road rage’ incident.
Matthew’s behavioural difficulties first became apparent when he was in the first grade. He was noted to have difficulty sitting still and was described as impulsive. In fifth grade, he was described by his teachers as assaultive and aggressive. Subsequently he was placed in a remedial classroom due to learning difficulties. Later, Matthew began high school in the mainstream system. He was expelled in the ninth grade following four prior suspensions for fighting. He completed year 10 at another school without any disciplinary incidents, and then began working on a building site.
Matthew admits to casual drinking and marijuana use, but maintains that he has never touched any of the “harder stuff”. He completed a high school equivalency exam while in custody and has finished an apprenticeship for carpentry. By all accounts, he appears to have adapted to life inside fairly well. He looks forward to moving in with his mother and to “make a go of it this time”. His health isn’t great, and he was recently warned that without a strict regime to keep his diabetes under control, he could be at risk of amputation within the next few years. He would like to reconnect with his brother.

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