Write a 1,000-1,500-word analysis of the case study using Freud’s psychoanalytic theory approach. Include the following in your analysis:
What will be the goals of counseling and what intervention strategies are used to accomplish those goals?
Describe the process of treatment using this theory. This should include a description of the length of treatment, the role of the counselor, and the experience of the client as they work from beginning to termination of therapy.
How does this theory address the social and cultural needs of the client? (Cite specific research findings)

Describe valuable insights of coming to understand the client’s unconscious world as the counseling process continues.
How can a counselor implement Freudian processes in counseling without undue risk to the client or the counseling relationship?
Remember to address the goals from your
chosen counseling theory, not the counseling
goals of symptom reduction. When counseling
theory goals are being met, the client’s mental
health symptoms will decrease.
CNL-500 Case Study Analysis (Option 1)
Client Name: Ana
Client age: 24
Gender:
F
Presenting Problem
Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also
reports she has lost 10 pounds during the last two months. Client states that she is a solo parent and is worried
about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in
the military and currently serving in an overseas combat zone for the next eight months. I worry about him all
the time.”
Behavioral Observations
Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before.
Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake
paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was
halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her
insurance company.
General Background
Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan
officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala but
does not want to ask for help. Client speaks fluent Spanish.
Education
Client has completed one year of college with a major in business. Client states that she left college after her
son was born as she found it difficult to manage a baby, college, and a full-time job.
Family Background
Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have
been married for 27 years. Client states that she has had a “close” relationship with her family, although she
states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from
college and have professional careers. Client states that her father is a banker, and her mother is an educator.
Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is
sometimes “overwhelmed” by raising him alone.
Major Stressors
• Lack of family and supportive friends
• Financial problems due to job loss
• Husband deployed overseas
• Raising a baby by herself
© 2021. Grand Canyon University. All Rights Reserved.
Remember to address the goals from your
chosen counseling theory, not the counseling
goals of symptom reduction. When counseling
theory goals are being met, the client’s mental
health symptoms will decrease.
CNL-500 Case Study Analysis (Option 2)
Client Name: Jae
Client age: 19
Gender:
F
Presenting Problem
Client reports wanting to discuss family stressors, her tearful and anxious mood, and previous abuse. Client
disclosed a family history of conflict and abuse at intake, including physical and emotional abuse from her aunt
and uncle, who had raised her, and sexual abuse from a male cousin.
Behavioral Observations
Client presented in oversized clothes with leg “bouncing” and eyes darting around the counseling office. Client
sat on the edge of the chair, placed her backpack in front of her, and held the strap with both hands. Client
stated that she had never been in counseling before. Signs of depression and anxiety. Client appeared willing to
commit to eight sessions of treatment authorized by her student insurance.
General Background
Client is a 19-year-old individual Chinese American college student who was assigned female at birth and had
known she was “probably gay” for about a year. Client stated that she felt affirmed and supported in her sexual
identity at school, and the idea of coming out to her family seemed “unimaginable,” such that it felt too distant
to be a current source of stress and was not something she was worried about.
Education
Client is currently starting her second year of college at a local university. She lives on campus with a
roommate and is studying sociology.
Family Background
Client’s mother had died when she was young, and she had been raised from an early age with her aunt, uncle,
and an older male cousin in the United States, while her father and older sister lived in China. Her uncle, father,
and cousin were withdrawn and emotionally distant, while her sister and aunt depended a great deal on her for
emotional support. Client’s sister, who was primarily responsible for taking care of her father, exhibited strong
affective and relational dysregulation, suicidal ideation, and substance use; her aunt frequently drank heavily,
became sad, and texted the client. Client became tearful as she described her deep concern for her sister, whom
she felt would be doing better, perhaps even living independently, if she was a “better support.”
Major Stressors
• Previous abuse
• Family relationships
• Sexual orientation
© 2021. Grand Canyon University. All Rights Reserved.
Remember to address the goals from your
chosen counseling theory, not the counseling
goals of symptom reduction. When counseling
theory goals are being met, the client’s mental
health symptoms will decrease.
CNL-500 Case Study Analysis (Option 3)
Client Name: Tommy
Client age: 8
Gender:
M
Presenting Problem
Client has been increasingly disruptive the past few months. He has verbal outbursts and pushes classroom
materials onto the floor after being given an academic task during quiet work time. His verbal outbursts include
yelling that he is not doing the assignment, telling a student to shut up, using profanity, and calling student’s
names. His teachers do feel that they spend about an hour per day dealing with the behavior, and they usually
respond to client’s behavior by scolding him or by initiating an office referral.
General Background
Client is an 8-year-old bi-racial boy who enjoys baseball, swimming, and baking. He does not like art activities
or large crowds. Tommy has a good sense of humor, but he can be irritable. He is fearful around new people
and may become quiet and more reserved in those situations. His parents and teachers talk him through
exposure to new people. Client is highly verbal and speaks in sentences. Client is above grade level in reading.
He enjoys reading, and his favorite book is the Percy Jackson Lightning Thief. According to client, he dislikes
writing. Most of his writing is simple sentences with a great deal of grammatical errors and little detail. He also
struggles with math, in which he is approximately 2 grade levels below. He has recently learned how to pitch
left-handed. Client has a new baby brother who is 5 months old.
School Classroom Environment
Client attends a regular K-5 public elementary school; however, client is new to the school. Client is in the 3rd
grade. There are 19 students in his class. Client has two segments in a resource special education (SPED) class
with five other students. Client also has one co-teaching segment for math. His teacher is very organized and
structured; she is loving and understanding about the client’s needs.
Previous Interventions
Tommy has attended this school for two months now. Initially, he seemed to acclimate to the
the new school well. However, things have gotten more difficult for him lately. Client’s teacher
set up some rewards for him to earn if he does not engage in the disruptive behavior. His
behavior has not improved, and it has been difficult for his team to identify “why” he is engaging
in the behavior.
Major Stressors
• New school
• Academics
• New sibling
© 2021. Grand Canyon University. All Rights Reserved.
Remember to address the goals from your
chosen counseling theory, not the counseling
goals of symptom reduction. When counseling
theory goals are being met, the client’s mental
health symptoms will decrease.
CNL-500 Case Study Analysis (Option 4)
Client Name: Brett
Client age: 15
Gender:
AMAB (assigned male at birth)
Presenting Problem
Client has been missing school often due to recurring medical issues (i.e., urinary tract infection (UTI). Client
often tries to get out of attending the physical education (P.E.) course; when attending P.E., the client refuses to
change clothes in the locker room. Client has had several outbursts and fights with other students. Client also
appears withdrawn and isolated while in school. Client reported issues of bullying and being picked on by
upperclassmen. Client’s grades have continued to drop over the last two school years; however, client is barely
passing several classes this semester. School counselor met with client due to presenting problems. Client
disclosed that they have been experiencing gender dysphoria and are questioning their gender identity.
General Background
Client is 15-year-old sophomore in high school. Client stated that they have always been interested in more
“girly” things and was always happy to play dolls and dress up with his younger sister. Client stated their dad is
a “masculine man” and always harps on the client to “man up.” Client stated that his dad hates that they like
theater and choir instead of playing sports like football or basketball. Client wanted to grow their hair out, but
their dad made them “buzz it all off”. Client reported feeling safer and closer with their mother and sister than
their dad or older brother. Client stated they have “always felt different” than other people but never understood
why. The last two years, client has been questioning their gender identity, and stated that since the client has
started puberty their symptoms have gotten significantly worse. Client stated they hated their body before, but
even more so with the ways their body is changing now. Client shared they hate their body so much they won’t
“dress out” in the locker room during P.E. They refuse to use the bathroom at school, even if they really need
to, because they don’t feel comfortable or safe using the boy’s bathroom and there is no gender-neutral
bathroom at the school. This has led to numerous UTIs and significant discomfort.
School Environment
Client attends a regular public high school, grades 9-12. The school has a diverse student population for race,
culture, and ethnicity; however, few students have explored sexual orientation openly at the school and no
students have openly explored gender identity prior to this client. School district, school staff, administration,
and teachers are open to creating a school where all students feel safe and accepted.
Major Stressors
• Gender exploration/gender identity
• Gender dysphoria
• Family dynamics
• Bullying
• Academics
© 2021. Grand Canyon University. All Rights Reserved.
Remember to address the goals from your
chosen counseling theory, not the counseling
goals of symptom reduction. When counseling
theory goals are being met, the client’s mental
health symptoms will decrease.
CNL-500 Case Study Analysis (Option 5)
Client Name: Imani
Client age: 35
Gender:
M
Presenting Problem
Client is a refugee from East Africa and presents for problems related to feelings of fear and anxiety. The client
reports having “panic attacks” since he arrived in the United States 10 years ago. He fled the family home with
his sister and grandmother to a refugee camp prior to coming to the United States. He has difficulty
remembering specific details. He vividly recalls the torture and death of his parents. Over the last six months, he
has been having nightmares and flashbacks about childhood and is not sleeping well. His grades are slipping
because of his inability to concentrate and not getting enough rest. He has withdrawn from his friendships and
describes himself as depressed and anxious. He requests help with his concentration and ability to sleep so that
he can complete his degree and go on to graduate school in finance.
Behavioral Observations
Client is well dressed. He is fluent in English. Client makes minimal eye contact and at times appears to have a
fixed gaze. He speaks in a very soft voice and takes a long time to respond. Client presents with a blunted affect
with occasional outbursts of agitation when asked for additional information. He exhibits little to no emotion
when discussing his childhood trauma. He seems detached from the experiences.
General Background
The client was granted an immigration waiver as a victim of violence but is not officially a U.S. citizen. Client
lives in an apartment with three other roommates; jokingly, the client says that his roommates describe his as
moody. He works part-time at a local retail store. Client has a strained relationship with his grandmother, who is
highly critical of him. His younger sister, who is 19 years old, lives with their grandmother. He does not have
any other family members.
Education
Client is a nontraditional undergraduate student. He is currently a senior in college at a local university. Client
is worried as his grades are “slipping” and he worries it could impact his ability to get into graduate school.
Major Stressors
• Previous trauma
• Academics
• “Anxiety and Depression”
© 2021. Grand Canyon University. All Rights Reserved.
Remember to address the goals from your
chosen counseling theory, not the counseling
goals of symptom reduction. When counseling
theory goals are being met, the client’s mental
health symptoms will decrease.
CNL-500 Case Study Analysis (Option 6)
Client Name: Samantha
Client age: 11
Gender:
F
Presenting Problem
Client was once social, outgoing, and engaged in her classroom; however, she has become increasingly
withdrawn and isolated. She no longer talks or “hangs out” with her friends at lunch or recess. Client often is
teary-eyed during school but states that nothing is wrong. Client was a straight A student but has recently been
struggling with turning her work in on time, organization, and concentration during classes. Her grades have
slipped to Bs and Cs.
General Background
Client is an 11-year-old white female. She is an only child and her parents recently filed for divorce. She is a
cheerleader on her junior high squad. She was the team captain; however, she has been “demoted” for tardiness
and lack of energy at practice and games. Coach stated she is “just going through the motions.” Parents, coach,
friends, and teachers reach out to her, but she pushes everyone away and becomes more withdrawn the more
people try to help. The school counselor invited Samantha to have lunch once a week and after several lunch
meetings, Samantha disclosed that her parents were getting divorced and “it was all her fault.” Client believes
if she were a better child her parents would be happy together. Client shared that she has thought about cutting
herself (i.e., nonsuicidal self-injury) but has been too scared to try. Client denies suicidal ideation but cried
when sharing that she “just wants her pain to stop.”
School Classroom Environment
Client is in the 6th grade at a regular middle school (grades 6-8). Client appeared “popular” among her peers and
involved in extracurricular activities. Client has begun after school tutoring to help her raise her grades and help
her organize her schoolwork. Client stated that she feels embarrassed to go to tutoring but “like I don’t care at
all at the same time.” Client shared that her favorite parts of the school day are during class changes because she
can “disappear into the sea of students” in between class periods.
Major Stressors
• Parents’ divorce
• Academics
© 2021. Grand Canyon University. All Rights Reserved.
1
Psychoanalytic Theory
First M. Last Name
College of Humanities and Social Sciences, Grand Canyon University
CNL-500: Theories & Models of Counseling
Professor
Date
2
Psychoanalytic Theory
No section heading needed for introduction—you just begin the introduction here. For
most papers you do not need to move beyond a level one section heading. If an in-text citation
has one author you put their last name and the year of publication, here is an example of this
(Luna, 2020). For two authors, a parenthetical citation looks like this (Salas & Marie, 2020), and
this is what you use when there are three or more authors (Strauss et al., 2020). If you are citing a
group, such as the American Counseling Association, you would cite like this the first time
(American Counseling Association [ACA], 2014), and like this for the rest of the paper (ACA,
2014). Please note there is only one space after each period when a sentence is finished.
Include at least six scholarly references beyond the textbook in your analysis. Write a
1,000-1,500-word analysis of Freud’s psychoanalytic theory as it applies to the case study
analysis. Include the following categories in your analysis.
Include a thesis statement at the end of the introduction which includes the sections that
will be covered in this paper. For example, a thesis statement could read: “Within this analysis,
the counseling goals, intervention strategies, process of treatment….in alignment with Freud’s
psychoanalytic theory will be covered. Each of these areas will then be applied as they relate to
Ana’s case study.”
Counseling Goals and Intervention Strategies
Answer the following prompt: What will be the goals of counseling and what are some of
Freud’s psychoanalytic theory intervention strategies used to accomplish those goals? Relate
information to Ana’s case. Support your claims with at least one scholarly citation (Author &
Author last names, year published).
3
Note: within the counseling goals and interventions section, there are several ideas that
can be considered for Ana’s case. These include repression of trauma events and bringing
forward unconscious thoughts to be examined. The attachment that can occur between the client
and counselor within this theory is used as a positive transference reaction. With these thoughts
exposed, the therapist helps guide the client to resolving them.
Process of Treatment
Describe the process of treatment using this theory. This should include the following: A
description of the length of treatment in Freud’s psychoanalytic theory. Relate information to
Ana’s case. Support your claims with at least one scholarly citation (Author & Author last
names, year published).
The role of the counselor in Freud’s psychoanalytic theory. Relate information to Ana’s
case. Support your claims with at least one scholarly citation (Author & Author last names, year
published).
The experience of the client as they work from beginning to termination of therapy in
Freud’s psychoanalytic theory. Relate information to Ana’s case. Support your claims with at
least one scholarly citation (Author & Author last names, year published).
In order to help provide some insight into the section, “Process of Treatment”: The
therapist in psychoanalytic theory acts in the role of “physician” or doctor. This is an
authoritative role and the patient is to follow doctor’s orders to eliminate dysfunctional behavior
and thoughts. They, the client, needs to accept what the doctor says as all “truth”. In the
beginning stages, the therapist would not interpret the thoughts of the client but use transference
for the client to eventually have insight to the conflicts they are experiencing.
Social and Cultural Needs of the Client
4
Answer the following prompt: How does Freud’s psychoanalytic theory address the
social and cultural needs of the client? Relate information to Ana’s case. Support your claims
with at least one scholarly citation (Author & Author last names, year published).
Valuable Insights
Answer the following prompt: Describe valuable insights of coming to understand the
client’s unconscious world as the counseling process continues in relation to Freud’s
psychoanalytic theory. Relate information to Ana’s case. Support your claims with at least one
scholarly citation (Author & Author last names, year published).
Implementation of the Freudian Process in Counseling
Answer the following prompt: How can a counselor implement Freudian processes in
counseling without undue risk to the client or the counseling relationship? Relate information to
Ana’s case. Support your claims with at least one scholarly citation (Author & Author last
names, year published).
Conclusion
Conclude the paper and all topics. Write in paragraph format and connect your content
from the other sections back to the completed purpose of the paper.
5
References
Use journal articles to complete this list of references. Six scholarly references are needed, you
should have scholarly support for every section of this writing assignment. The reference
page starts on the page following the conclusion.
The textbook does not count as one, but you can use it to support your responses in the above
research paper. The same rule applies to web-resources, videos, psychological opinion
articles designed for lay audiences etc.
Author, I. N. (Year). Title of the article. Title of the Journal or Periodical, volume (Issue), pp-pp.
doi link
Last, F. M. (Year Published). Book title. Publisher.