what type of planning would 15 years old Morris need to help him deal with his behavior and lack of resources from school
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Breanna O.
James is sent to a community outpatient mental health clinic by the school social worker due to his school failure and his parents’ complaints that he is “not acting like a normal 13-year-old.” His parents contend that he has no peer group, and he is often angry at home, “lashing out at his younger brother and sister.” His parents believe that he is suffering from the same problem his mother has with substances, and marijuana was found in his room. The family reports a long-standing familial history of substance abuse. The history also shows that James’ mother lives with lifelong symptoms of anxiety and depressive episodes. Upon interview, James complains that “My parents are exaggerating. I have friends. And, my little brother and sister are annoying, and are always bothering me and stealing my stuff. Besides I prefer hanging out by myself.” Discussion Questions: 1. What are some of the primary areas that social workers can view this situation? Does that matter which comes first? 2. What treatment modality would you propose? 3. How might our interventions choices differ? 4. How can the school social worker intervene in terms of his academic and social/emotional issues?
Case Study: Matthew: Matthew is a fourteen-year-old seventh grader at Smith Middle School. Based on the Iowa Test of Basic Skills taken at the end of 6th grade, Matthew is reading independently at the middle of second grade. He also participates in a Read Naturally program four times a week for 25 minutes to increase reading fluency and comprehension. Last year he was at a 3.0 level and this year he is at a 3.2 level. He appears to be able to get information through listening but becomes easily overwhelmed by assignments that require him to work independently or to produce written output. He is in regular classes, but there is a special education teacher or aide in every mainstream class to assist students with disabilities. Although it is only September, the number of loud, aggressive outbursts has increased since last year, especially in the afternoon. Currently, Matthew is having outbursts and leaving the classrooms approximately 3-4 times per week. Teachers report that Matthew stands up, tells them "This is stupid!" or "I'm not doing this junk" and will leave the room. He walks away from teachers who confront him on his behavior. At first, other students seemed appalled, but now many of them appear to be entertained by Matthew's outbursts. In-school suspensions are ineffective in changing behavior, and staff avoids sending him home because of the violence and abuse from those who live in the home. Matthew is social, has friends, is athletic, is popular with the girls, and attends school regularly.
Akash M.
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