Nathalie is a ten-year-old female who lives with her parents and older sister. She was referred to counseling for school refusal behavior. She has been getting home schooled for two years. She could be very resistant, and display tantrums when people attempt to get her to school or study her lessons. Her primary caregiver is her mother who is a house worker. Family business failed years ago and then her father found another job and works usually away from the home. Her mother had a serious car accident about seven years ago and has been dealing with its effects since then. School Refusal Assessment Checklist (SRAS-R) and Child Behavioral Checklist (CBCL) Parents version were administered. According to assessment results, Nathalie’s primary …show more content…
I would recommend that all family members and school stuff should involve in the treatment for the best interest of Nathalie. Separation anxiety and, as a result of it, school refusal problem result from dysfunctions and emotional disturbances occurring in the family context e.g., maladaptive parental style, parental mental disorders, stressful life events and so on. For instance, there is a discord between Mr. and Mrs. Brown as to how to manage Nathalie’s disobedient behaviors. Similarly, Mrs. Brown parenting approach has being changed time-to-time originating from her traumatic experience and other family distress. However, quality of parenting should be organized and consistent to develop a secure attachment style between parents and child. Instead of utilizing basic behavioral intervention, in the treatment, parents should re-build their relationship (more organized, secure, and consistent) with Nathalie to help her overcome her fear and depressive symptoms. Therefore, Parent Management Training (PMT) could be beneficial for the parents to re-built their relationship with Nathalie and learn some strategies (e.g., setting limits, keeping calm during separation or providing a consistent pattern for the day) to deal with the client’s behavioral and emotional
When conducting research for my project, I came across a website that contained a few primary sources regarding the Salem Witch Trials. One of these primary sources was the photo of a legal document explaining the death warrant and reasons for execution of a woman named Bridget Bishop. Bishop was claimed to be a witch in Salem during the year 1692, and the document explaining her significance involving witchcraft resides in the Peabody Essex Museum in Salem, Massachusetts. My thesis for this primary source is that the judge and jury believed they were seeking justice by executing Bishop, a woman whose death was truthfully based on her differences as a person rather than actual crimes she committed.
Ashley Smith was a young girl that was placed in a juvenile detention centre at age 15 for throwing apples at a mail man. Her short sentence quickly extended into a life sentence because of so many infractions within the prison system. Ashley suffered from extreme mental health issues and was place in a psychiatric prison facility, however this facility was shown in the documentary to be corrupt and their actions with Ashley were extremely illegal. Furthermore, Ashley wasn’t given the proper help and treatment that she needed, instead she was physically and verbally abused by guards in the prison, and she ultimately passed away in the prison. Her death is still being debated about whether
The issue is whether Tricia Parker’s patent application is likely to be rejected under the on-sale bar in U.S.C § 102 when an invention similar to the FishMasks was on display at the Dive retail store. An invention is one-sale when it is (1) a subject of commercial sale and (2) ready for patenting, unless (3) it was under experimental use. J.A. LaPorte, Inc. v. Norfolk Dredging Co., 787 F.2d 1577 (Fed. Cir. 1986), Abbott Laboratories v. Geneva Pharmaceuticals, Inc., 182 F.3d 1315 (Fed. Cir. 1999), Code Alarm, Inc. v. Directed Electronics, Inc., 919 F. Supp.259 (E.D. Mich. 1996). In this case, the USPTO would likely reject Tricia Parker’s patent application under the on-sale bar in U.S.C § 102 because her invention was on sale prior to the
In this day and age, we as humans are surrounded by technology. We use smartphones to interact with the world, we have watches that connect to those phones, and our phones link up to our thermostats, our wallets, our home security system, and even our vehicles. Technology has been woven into our daily lives. Technology played a key role in this case, presented on Dateline by Lester Holt and Andrea Canning. The episode, titled “Silent Witness”(S2018 E51118), outlines the sexual assault and murder of Nicole Vanderheyden. In this case, data collected from the suspect’s (Steve Burch) cell phone placed him at the scene of the crime, and data obtained from another suspect’s (Douglass Detrie) fitness tracker exonerated him from being anywhere near
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
Education: Benny continues to attend South Amboy Elementary School in South Amboy. He is currently in the third grade regular education. When Benny was first placed in the Rodriguez home. He was not enrolled in school when he resides with his biological parents. Benny struggle with writing and did not have the opportunity to develop healthy peer relationships because this youth’s mother reported that she “home schooled him” without the approval of the school district they resided in. Since Benny has been enrolled into the South Amboy Elementary School his academic progress has improved but he is still below average for his grade level. Mrs. Rodriguez has requested for Benny to be evaluated by South Amboy Special Service. CM will follow up with
As an additional provided layer of social support for Lydia, the therapist will recommend Lydia to visit the school counselor when encountering difficulties during the day, especially if she’s being bullied. In addition to seeing Lydia and Lisa each week, the therapist will check in with the school counselor via phone call or email to assess Lydia’s social participation and perceived affect. The therapist will also assess if there have been any issues when she interacts with her peers or with the staff. As Lydia continues to grow and develop, another useful collaborator on her case would be her pediatrician. While the pediatrician can be a helpful resource for the parent to make sure a child’s development is following an appropriate trajectory, they are more importantly an important resource for the child to ask questions that might be too embarrassing to ask a parent. Since most children this age only see their pediatrician once a year, this resource is one that would be reinforced by the parents. When talking to a child about their pediatrician, it would be important to remind them that an appointment can be scheduled when the child needs one, even if they’ve already done an annual exam. Since the therapist will not know how often the child will see the
During assessment I met with Steve, his mother, and the attendance counselor to assess the problem with attendance and discuss ways to encourage coming to school regularly. As the meeting concluded, a goal for increased attendance was set, in order for Steve to improve his academic grades. Throughout our initial meetings, Steve was closed off. Steve refused to express reasons for the issues at school. Brandell (2010) stated, “Adolescents often demonstrate resistance before and during the course of therapy because of their wish of autonomy and their fear that the therapist- an agency of the parents- will attempt to transform them…” (p. 141). This manifestation of refusal to mandated treatment in the preliminary stages of my work with Steve provided an opportunity to actively involve him in addressing the issue within a ‘safe enough space’. However, it became evident that Steve did not want to discuss poor attendance and behavioral issues because it caused him great dis...
It is important for school counselors to serve parents and also protect the needs of the child. According to the Ethical Standards for School Counselors, school counselors are to have a primary obligation to the students who are to be treated with dignity and respect as unique individuals. Professional school counselors are concerned with the educational, academic, career, personal, and social needs and encouraging the maximum development of every student. Professional school counselors should maintain confidential relationships with students in counseling situations but must understand the limits of confidentiality and recognize the parent as the primary decision maker in a child’s life (ASCA, 2010).
In Case Study #2, 2 concerned parents approached a consultant already contracted with the school regarding their child’s anxiety and fear of something happening to them, as well as the child’s reluctance to go to school. During classes, the child would go to the window to establish that his parents were not injured. The parents of this child were trained mental health providers, and believed the child’s fear was the primary cause of the child not going to school (Dougherty, 2010).
There are many issues and goals presented with those involved in this specific case. To begin, there are several issues with the young girl’s family relationship, more importantly, her mother. With this said, although there are no signs of abuse, and the relationship seems to be positive, her mother shows several signs of neglect (Martinek & Walling, 1995). One example of the present signs of neglect include the young girl attending school wearing dirty clothes and showing a dirty appearance. The young girl is also known to go to school unprepared and does not attend class with the needed materials (Martinek & Walling, 1995). Mothers are known to be nurturing to their kids and always look out for them while providing the necessary care for them. These qualities are not present in the young girl’s mother who may have led to her condition of learned helplessness. Along with the young girl’s family relationship, her relationship involving her teachers are observed as well. Her teachers face several concerns dealing with her behavior and her problem for learning. Particular difficulties and concerns her teachers often come across
Doobay, A. (2008). School refusal behavior associated with separation anxiety disorder: A cognitive-behavioral approach to treatment. Psychology in the Schools, 54, 261-272.
The school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development. The knowledge, understanding, and skill in these domains are developed through classroom instruction, assessments, consultation, counseling, coordination, and collaboration. For example, in assessment, school counselors may use a variety of personality and vocational assessment methods to help students explore vocation needs and interests. The classroom guidance lessons are designed to be preventive and include self-management and self-monitoring skills. The responsive services component of the school counselor's role provides individual and/or small group counseling for students. For example, if a student's behavior is interfering with his or her achievement, the counselor will observe that student in a class; provide consultation to teachers and other personnel to develop (with the student) a plan to address the behavioral issues, and then work together to implement the plan. They also help by providing consultation services to family members.
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
The immediate action provided to the child is that he qualifies for special education related services for his social-emotional delays. Constant support will be provided by special education staff in the school setting and continued in the home by his parents. Special education and counseling staff will continue to work with Mom and Dad on the use of supportive behavioral strategies in the home and in conjunction with the school setting. School staff will provide in home support during the summer months through ESY (Extended School Year) when school is not in session. The amount of time provided will be decided upon as a team effort which will include input from the parents. As part of the behavior management plan, the child will be provided positive reinforcement for his behavior as well as helping him with transitions into future classrooms. In the event that he displays three days of good behavior in a row, the child will be given the reward of visiting the kindergarten classroom he will be attending preceding year. During his visit he will learn the classroom rules and familiarize himself with