| Course | SWG 571 Mental Health Aspects of Aging |
|---|---|
| Module | Module 12 |
| Paper type | Treatment plan paper |
| Length | About 796 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | Master of Social Work |
| Updated | October 2026 |
Free sample paper for SWG 571 Module 12
Safety, Activation and Connection: A Treatment Plan for Late-Life Depression After Loss
Student Name
Master of Social Work, Arizona State University
SWG 571: Mental Health Aspects of Aging
Instructor Name
Month Day, Year
Safety, Activation and Connection: A Treatment Plan for Late-Life Depression After Loss
Introduction
This plan continues the case of Harold, a 78-year-old widower in Mesa whose initial assessment suggested a depressive episode with suicide risk, increased drinking, social isolation and memory complaints. Following the assignment, I first state the assumptions I have made about the completed assessment, then describe three interventions from a social work perspective.
Assumptions From the Comprehensive Assessment
I assume the following results. On the Columbia Suicide Severity Rating Scale, Harold endorsed passive thoughts of wishing he were dead in the past month, with no plan, intent or past attempts. His Geriatric Depression Scale score was 11 of 15, consistent with depression. His AUDIT-C score was 6, indicating hazardous drinking. His Montreal Cognitive Assessment score was 25, just below the usual cutoff, which his physician attributes provisionally to depression, poor sleep and alcohol rather than dementia; it will be repeated in three months. His physician found no new medical cause for weight loss, adjusted his diabetes medication and agreed to consider an antidepressant. Hearing aids have been ordered. Harold agreed that his daughter may be involved, and he is willing to have a social worker visit his home.
Intervention 1: Lethal-Means Counseling and a Safety Plan
Because suicide risk is the most urgent concern, the first intervention is a collaborative safety plan, a brief intervention in which the client and worker write down warning signs, coping strategies, people and places that provide distraction, trusted people to call, clinicians and crisis lines, and ways to restrict access to lethal means (Stanley & Brown, 2012). In the first home visit, I would ask Harold what he notices when evenings get hardest, list two activities that help, such as working in his garage or calling his brother, and record his daughter's number, his physician's office and the 988 Suicide and Crisis Lifeline. For means safety, I would explain without judgment that firearms in the home raise risk during periods of depression and ask whether his daughter could store the rifles temporarily, framing it as a step he controls and can reverse later.
Measurement: the plan is complete when it is written and stored where Harold can see it; the firearms are confirmed as stored outside the home; and the suicide screening is repeated at every contact.
Intervention 2: Home-Based Problem-Solving and Behavioral Activation With Collaborative Care
The second intervention addresses the depression directly. I would deliver eight home sessions over about four months modeled on PEARLS, a program for older adults that combined problem-solving treatment, social and physical activation and recommendations to physicians about medication. In a randomized trial among older adults with minor depression or dysthymia, 43% of PEARLS participants cut their depressive symptoms at least in half by 12 months, against 15% of those in usual care (Ciechanowski et al., 2004). Harold's depression appears more severe, so I would also coordinate with his physician in a collaborative care model, which in the IMPACT trial doubled the share of older adults with a 50% reduction in symptoms, 45% versus 19% (Unützer et al., 2002).
In sessions, Harold would choose a problem, such as missing appointments or empty evenings, generate options, pick one and try it before the next visit. Activation goals would start small: one walk a day, one call to a friend each week and one visit to the senior center by session four.
Measurement: the Geriatric Depression Scale at each session, a log of planned versus completed activities and the AUDIT-C at sessions four and eight, aiming to keep drinking to one beer or less per day.
Intervention 3: Referral to a Grief Support Group and Reconnection With Community
The third intervention addresses isolation and loss. I would refer Harold to a weekly bereavement support group for older adults at a local hospice, explaining that the group leader would offer a structured space to talk about his wife's death with others facing similar losses and to learn ways of coping. I would also help him re-enter the senior center by arranging transportation and introducing him to its men's breakfast, and, with his permission, contact his pastor about home visits. With hearing aids in place, group settings should become less exhausting.
Measurement: attendance at four of the first six group sessions; at least two community activities a week by month three; and Harold's own rating of loneliness on a 1-to-10 scale at each home visit. If attendance drops, I would ask what got in the way and adjust, for example by finding a group at his church.
Conclusion
The plan moves from safety to treatment to connection. Each intervention is specific, uses Harold's strengths and is measured, so that the team can tell whether he is improving and change course if he is not.
References
Ciechanowski, P., Wagner, E., Schmaling, K., Schwartz, S., Williams, B., Diehr, P., Kulzer, J., Gray, S., Collier, C., & LoGerfo, J. (2004). Community-integrated home-based depression treatment in older adults: A randomized controlled trial. JAMA, 291(13), 1569-1577. https://doi.org/10.1001/jama.291.13.1569
Stanley, B., & Brown, G. K. (2012). Safety planning intervention: A brief intervention to mitigate suicide risk. Cognitive and Behavioral Practice, 19(2), 256-264. https://doi.org/10.1016/j.cbpra.2011.01.001
Unützer, J., Katon, W., Callahan, C. M., Williams, J. W., Jr., Hunkeler, E., Harpole, L., Hoffing, M., Della Penna, R. D., Noël, P. H., Lin, E. H. B., Areán, P. A., Hegel, M. T., Tang, L., Belin, T. R., Oishi, S., & Langston, C. (2002). Collaborative care management of late-life depression in the primary care setting: A randomized controlled trial. JAMA, 288(22), 2836-2845. https://doi.org/10.1001/jama.288.22.2836
SWG 571 Module 12 instructions, in plain terms
Carrying 25 points, the SWG 571 Intervention/Treatment Plan Paper comes due as Week 6, Modules 11 and 12, closes. Use the same case study as your Assessment Paper. Assume you have gathered the additional information you identified, and list the assumptions you have made to supply the details of the comprehensive assessment, such as screening results. Then, from your own discipline's perspective, describe three potential interventions or courses of action that would help the client overcome the primary problem. Be specific about what each would involve and how you would measure progress, describe what any referral source would do and how you would judge its effectiveness and make sure each intervention is an intervention rather than an assessment strategy. Keep the client's strengths in view throughout.
How this SWG 571 Module 12 example is built
The sample opens by restating the case briefly, then lists assumed assessment results in specific terms, as the prompt directs. Three interventions follow, ordered by urgency: safety first, then depression treatment, then connection. Each section explains what the social worker would actually do, gives evidence where a program has been tested and ends with concrete measures. The referral section describes what the group leader would provide and how attendance and loneliness would be tracked. Margin notes highlight how stated assumptions and measures meet the prompt's requirements. The interventions avoid assessment strategies, which the prompt warns against. Using the same illustrative case keeps the two papers consistent.
Reading the SWG 571 Module 12 grading rubric
Instructors grading the treatment plan look for clearly stated assumptions, three distinct interventions described in specific terms, appropriate referrals with an explanation of what the referral source does and a way to measure progress for each intervention. Marks fall for interventions that stay generic, like "provide counseling," when an assessment tool is offered as an intervention, when referrals are named without describing their role or effectiveness and when the plan does not follow from the earlier assessment. Addressing safety when risk is present is expected. Evidence for the chosen approaches and attention to the client's strengths and culture strengthen the plan. Measures that can be repeated each session show the planning skill instructors want to see.
SWG 571 Module 12 help: mistakes that cost marks
Start by writing down the screening results you are assuming. Order the interventions by urgency. For each, describe what happens in a session or a referral, not just its name. Add one measure you could repeat over time. Cite a study or guideline for at least one approach. Check that none of your interventions is really an assessment. Use the client's strengths from your Assessment Paper. If you are unsure which interventions fit your discipline, the desk can talk through options. Keep the plan consistent with your earlier diagnosis. Draft one sentence per intervention describing what the client would actually experience.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More SWG 571 and Master of Social Work sample papers
- SWG 571 Module 7: Assessment Paper: Late-Life Depression, Grief and Drinking in a Recently Widowed Man
- SWG 632 Module 4: Field Placement Ethical Dilemma Essay: Analyzing a Shelter Sobriety Proposal
- SWG 573 Module 6: Interview and Analysis Paper: An Older Adult's Experience of Aging Policy
- SWG 623 Module 6: Written Evaluation Plan: Measuring Whether a Family Program Strengthens Protective Factors
SWG 571 Module 12 questions, answered
Where can I find a free SWG 571 Module 12 sample paper?
The full intervention and treatment plan for an older widower with depression is on this page.
What does the SWG 571 treatment plan paper require?
Stated assessment assumptions and three specific interventions with measures, using the same case as the Assessment Paper.
What is the PEARLS program?
A home-based program for older adults combining problem-solving treatment, activation and medication recommendations.
What is a safety plan?
A short written plan, built with the client, covering warning signs, coping steps, helpers and crisis contacts, and lethal-means safety.
Is a screening tool an intervention?
No; the assignment warns that assessment strategies such as screenings do not count as interventions.