Part 1: Discussion post (150-215 words) (No reference)
Read the following case study below and choose and answer one of the two questions at the end for your discussion….
Please read the case study of Sally and choose two questions to answer for discussion.
Sally: A Fifteen-Year-Old with Behavior Problems
Sally’s parents called for an appointment because Sally had passed notes in school. These notes were of a sexual nature directed toward several of her male classmates. The school personal had called the Juvenile Office regarding these notes. The parents are also concerned about the amount of arguing and “hollering” that goes on at home. Apparently Mom and the children “yell” a lot at one another. Forms of discipline included use of response cost but these were inconsistently applied.
The parents did not wish to access their insurance benefits for counseling services and agreed to pay full fee.
The family:
This family was composed of Mom age 37, Dad age 41, Sally’s sister Joan age 12 in 6th grade, and Sally, age 14 in 8th grade. The family lived in a mobile home in a rural community. Extended family for both Mom and Dad also lived in this community. Mom and Dad appeared of average intelligence and both completed a 12th grade education. Dad was away from the house for up to 25 days each month due to his employment. Mom was employed in the local community.
Mom states that “the kids at school call her names and make fun of her clothing.” Mom also stated that she felt the underlying problem with Sally was “lack of male attention”. Dad appeared to leave the rearing of his children up to his wife. He was concerned about the involvement of larger systems (JO) in the family life.
Mom and Dad did not seem to agree on how to handle their daughter’s school problems.
The school:
This was a very small school system in a rural community. The school sent a note to the parents indicating the “problems” Sally was having at school. These included:
1. “obsessed with boys,asks them out, obscene notes
2. caught her in many lies
3. doesn’t want to eat lunch
4. cheating on tests
5. she seems confused
6. needs social training
7. feel this is due to home life
8. personal appearance”
The school diagnostic summary, completed 11 months ago, indicated that Sally was eligible for behavior disorder services and is now placed in a self contained classroom. Her level of functioning was in the low average classification with full scale score at 80 on the WISC-R. Her sight and hearing are adequate. Her scores on the standardized mastery and achievement tests indicated state percentile ranks in the under 10 range. Her present grades were C and below.
Sally:
Sally complains that “life is the pits.” She cannot explain her difficulties in her home or her behavior at school. She indicates she is “left out” and that she is unhappy and angry concerning her situation at home and the school.
Beginning in the 2nd grade, Sally has taken several different medications to “control her behavior”. None of which seemed to be helpful. She has been attended by a pediatric neurologist and a child psychiatrist. She has been hospitalized once for her “acting out” behavior.
She is by school and parent report: impulsive, easily distracted, oppositional, and has poor interactive social skills.
THE CASE OF SALLY
You are working in a community mental health center in a small suburb when Sally’s mother calls for an appointment. On the telephone Mom states that her daughter, Sally, is having problems at school. You ask that the entire family come to the first session.
The entire family comes for the first appointment. This family is composed of Mom (33), Dad (33), Sally (15), and Sally’s sister, Joan (7). The family response to the social worker’s inquiry of “What brings you here?” are varied. Mom replies that “The kids at school call Sally names and make fun of her ” and feels that Sally’s underlying problem is “lack of male attention”. Dad responds that “my wife takes care of things” and generally seems very concerned that the “Juvenile Office is after Sally”. Sally complains that “life is the pits”. She cannot explain the difficulties she is experiencing at school but does complain of problems at home with “yelling and hollering”. Joan does not contribute. Both parents state that they have been successful in reducing Sally’s negative school behaviors in the past by taking things away from her for bad behavior. They did state, though, that once things were smooth they ‘forgot’ to continue with their plan of taking things away for bad behavior. Both parents are upset about this larger system involvement of the Juvenile Office and clearly feel unable to deal with this system. The parents did not seem to be able to work together in attending to Sally and instead seemed at odds with each other. Dad blamed Mom and Mom blamed Dad.
Further conversation reveals several points. Sally and Joan attend a small school in the suburbs. Apparently Sally had sent notes of a sexual nature to a male classmate. Sally had also apparently fought with several boys in the school and one boy claimed Sally had touched him in an inappropriate manner. The principle was very concerned and made a referral to the Juvenile Office. Dad stated that the Juvenile Office was ‘charging’ Sally with regard to the inappropriate touching. Apparently the school was concerned about the ‘moral’ nature of Sally’s problems and had made the referral to the Juvenile Office.
The assessment session content also touched on the past. It seemed that Sally had had behavioral problems in school from an early age. She had been evaluated for special education and was now placed in a self-contained behavior disorder class setting. The special education teacher was concerned that Sally “lies, cheats, and sends obscene notes”. Sally’s level of functioning was borderline. Her present grades were C and below. Sally has been treated by a child psychiatrist. She had been hospitalized once. The child psychiatrist had recommended several medications over the years but none had been successful in resolving Sally’s school and home conduct. The psychiatrist had recommended family counseling specifically targeting behavior management in the family and school settings. The child psychiatrist noted that there should be a strengthening of the parental executive subsystem.
Choose two of the following questions to answer. Please clearly identify your choices.
1. What are the ethics of a larger system like a school involving the Juvenile Office for Sally’s ‘inappropriate touching a boy during a school fight’?
2. Where would you start in addressing the multiple layers of the system? Would you select working with the school? With the Juvenile Office? Would you select working with the family distress? Family harmony?
3. How would you deal with the outside systems including the Juvenile Office and the school?
4. Sally seems to be externalizing her thoughts in her notes to fellow students. Is there another socially acceptable way to externalize her thoughts?
5. The parents did not seem to be working in harmony concerning the children. How do you think you could help them begin to work together?
Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.
*FOR SWEET STUDY*
**Use AMERICAN VERSION OF WORDS**
Assignment 2: Application 9.3 (1 PAGE, NO references)
View 9.3 in the mylab. You will choose one of those and write a 1 page reflection based on the question provided. Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)
10.4 Creative Arts in Counseling
Using what you know about working with children and adolescents, discuss the use of creativity in counseling.
Question 1: What are the foundations of creative arts in counseling?
Hint: Counseling is an inherently creative process.
Question 2: How can counselors use art therapeutically in session with youth?
Hint: Focus specifically on activities that are supported by person-centered theory, cognitive-behavioral theory, and Adlerian theory.
Question 3: How can counselors use writing and storytelling therapeutically in session with youth?
Hint: Focus specifically on activities that are supported by person-centered theory, cognitive-behavioral theory, and narrative theory.
*FOR SWEET STUDY*
**Use AMERICAN VERSION OF WORDS
**NO NEED TO LIST REFRANCES
**PLEASE ANSWER ALL 3 QUESTIONS (1 PAGE LEGNTH)