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For this final assignment, apply what you have learned in this course to complete the
Case Study Treatment Plan
media presentation, using the client information you developed for your Week 3 assignment. You will complete each section of the treatment plan, following the directions provided for each section.
You will be required to:
Biopsychosocial Information for Case Conceptualization.
Genogram.
Ecomap.
Legal and Ethical Considerations.
Annotated Bibliography.
Determine an appropriate DSM-5 diagnoses.
Develop two individual counseling interventions. Be sure to ground a minimum of one of these interventions in play therapy.
Develop two family counseling interventions. Be sure to ground a minimum of one of these interventions in play therapy.
Develop two group counseling interventions. Be sure to ground a minimum of one of these interventions in play therapy.
Be sure to support your work with a minimum of eight recent (5 years or newer) peer-reviewed journal articles in addition to other academic resources (DSM-5, APA code of ethics, et cetera). Also, communicate in a manner that is scholarly and professional, adheres to current APA standards, and is consistent with expectations for members of the counseling professions.
Additional Requirements
As you complete your assignment, be sure to:
- Write coherently to support your work with correct grammar, usage, and mechanics as expected of a counseling professional.
- Correctly apply current APA style and format. Visit Evidence and APALinks to an external site. for more information.
Running head:
TREATMENT PLAN FOR JARED
11
TREATMENT PLAN FOR JARED
Treatment Plan for Jared
Patrice Scope
COUN/5254
Professor: Kevin Fiesthamel
10/27/2024e
Treatment Plan for Jared
Introduction
The client chosen for the project is Jared. He is a 5-year-old male from the African American ethnicity. The client attends kindergarten and is showing behavioral challenges. For instance, when he is frustrated, Jared becomes aggressive and starts cursing and hitting. His school principal and teachers describe him as a “very angry little boy”. He has reportedly thrown chairs when intensely frustrated. A tearful apology usually follows this. Jared’s behavioural patterns show that his emotional profile is complex, and he may not fully manage or comprehend it on his own. The purpose of this paper is to come up with a treatment plan that is based on biopsychosocial factors using tools such as an ecomap and a genogram to contextualize Jared’s behaviour and environment. The paper also looks at legal and ethical considerations to draft an individualized and thoughtful plan that will help solve Jared’s problems.
Biopsychosocial Information for Case Conceptualization
Biological Factors
Developmental stage analysis would help in understanding the behavioral issues of Jared. At five years, Jared is at a stage where foundations, social and emotional skills are just forming, as for any other five-year-old child. Physiologically, children who are at his age tend to have underdeveloped frontal lobes which are attributed to their impulsive actions and challenges in self-regulation. Though Jared’s profile does not reveal a significant physical health issue, it is important to understand his hereditary and genetic influences. His maternal grandfather was reported to have struggled with aggression and anger issues. The implication of this is that Jared is genetically predisposed to emotional dysregulation. In addition to this, Jared could be having minor developmental problems, such as difficulties in sustained attention and mild hyperactivity. These two factors have a negative effect on impluse control and frustration resilience (Avdibegović & Brkić, 2020). His outbursts when undegoing stressful moments are a sign of sensory sensitivity, which causes overstimulation and behavioural incidents.
Psychological Factors
The client’s aggressive behaviours mean that he has psychological challenges. Aggressive tendencies mean that the client has difficulty managing frustrations. This is an issue that many young children struggle with. This is especially so if they have not yet learned strategies for coping with frustrations (Sumargi et al., 2020). According to his teachers, Jared shows intense remorse immediately after his outbursts. What that means is that he does have a sense of right and wrong, but he simply isn’t in control to be able to govern his own behavior and consider alternatives.
In social settings, Jared experiences frustration and heightened anxiety. He is unable to express his feelings constructively. A psychosocial examination of Jared reveals certain stressors, such as the fear of failure or low self-esteem. These stressors are the triggers that make him react aggressively to defend himself. Things that have been going on his family have contributed to his emotional struggles. When at home, he feels that he must suppress his emotions. These bottled-up emotions make him unable to practice processing and managing them. This explains his explosions while at school. Subjecting Jared to regulation and coping techniques that are appropriate for his age would help him manage his emotions.
Social Factors
Social factors play a vital role in the behavioural development of children. As a black American male, Jared is likely to face implicit societal biases, especially in school environments where black males are given harsher punishments compared to their white peers. The implication of this is that Jared may feel misunderstood and alienated, and this contributes to his frustrations. Jared’s behaviour also appears to have been influenced by his family. His father is a strict disciplinarian compared to his grandmother, whose style is more permissive. This contrast creates confusion regarding behavioural expectations. At school, the teachers have brander Jared as “angry”. Such kind of branding reinforces negative behaviour because the victim starts to have a self-concept about themselves based on external perceptions (Arslan et al., 2021). This emphasizes the importance of a consistent and supportive approach to help Jared feel understood and safe both at home and school. Social training would also equip Jared with the necessary skills for interacting with peers, creating positive relationships, and understanding better and more appropriate ways of expressing frustration.
Genogram
A genogram diagrammatically depicts the relationships of generations in a family regarding family patterns and influences on behavior and mental health to provide background information on the client. The details therein are useful while seeking to understand a client’s background.
Jared’s Genogram Analysis
The created genogram for Jared spanned over three generations, providing a clear peek into the family’s dynamics. His maternal side of the genogram shows that his maternal grandfather experienced anger management issues. In contrast, his maternal grandmother was known to have been nurturing but passive when it came to family conflicts. Though his mother is supportive, she is rarely available since her job is demanding. These patterns may play a role in Jared’s behavior since he subconsciously reacts to the emotional environment that is established by the family mentioned above traits.
On his paternal side, Jared’s father is quite strict, forcing Jared to suppress his emotions due to fear. His paternal grandmother, who takes care of him once in a while, is more lenient and gives Jared the freedom that he needs. The problem with this discrepancy arising from the manner in which the two adults handle Jared is that he will grow up with inconsistencies regarding what constitutes acceptable behaviour. Jared receives mixed messages about how to behave from different family members; therefore, it’s hard for him to reconcile these various sets of behavioral expectations. Accordingly, by analyzing the genogram, it could be ascertained that Jared has received mixed messages about behavioral expectations and the regulation of emotions. These two factors contribute significantly to his aggression and frustration.
Ecomap
An ecomap is used to diaplay the different relationships and stressors that are in the social environment of a client. It uses lines of different colours to depict supportive, tenuous, or stressful relationships. This would help the practitioner determine the social dynamics behind the client’s issues. Jared’s ecomap indicates positive relationships with his grandmother (Blue Line) and cousin, while tenuous relationships with his sister (Yellow Line) result in sibling rivalry leading to small fights during meetings. His connection with teachers and fellow students can also be said to be mixed since his aggressive tendencies create varying degrees of understanding and patience.
Jared’s relationship with his father is classified under Negative Relationships (Red Line) because the strictness of his father makes him more frustrated. Jared feels that his punishments are punitive instead of constructive. When interacting with authority figures at school, Jared experiences some level of tension as a result of the disciplinary measures that are taken against him when he misbehaves. Furthermore, the client’s exposure to societal stereotypes makes him feel rejected and misjudged (Ip et al., 2024). Jared’s ecomap shows that he needs support and consistency in his relationships. He needs to overcome his sources of tension and learn how to express emotions.
Legal and Ethical Considerations
Some of the things that Jared has been doing, including throwing chairs, fall under mandatory reporting requirements for schools so as to ensure safety. Such incidents should be documented in order to keep track of the behavioral patterns of the client and keep the school community safeguarded. Further, Jared’s behaviour calls for enrollment in an Individualized Educational program (IEP). This would ensure that he receives the requisite treatments while simultaneously receiving support for behavioural management and emotional support within an educational setting. Lastly, since Jared is a minor, any intervention accorded to him must have the consent of his parents. The only problem with this kind of approach is that the parents may not support the suggested treatments . This would call for mediation that aimed at a balance of Jared’s best interests and parental rights (Boomsma, 2021).
Ethical Issues
Jared’s privacy is important. Sensitive details, such as his treatment, family history, and behaviour, should be kept confidential and only be shared with authorized individuals who have a role to play in his care. This ensures that ethical guidelines have been adhered to. The second ethical issue that should be taken into consideration is cultural sensitivity. This is because Jared is an African-American male, and all interventions should respect his culture’s approach regarding behaviour and discipline (Arslan et al., 2021). Finally, though Jared is young, everything done unto him should be child-centred. His autonomy should be respected by ensuring that he is involved in age-appropriate decisions that will foster trust and make him feel empowered (Ip et al., 2024).
Annotated Bibliography
1.
Arslan, İ. B., Lucassen, N., Van Lier, P. A., De Haan, A. D., & Prinzie, P. (2021). Early
childhood internalizing problems, externalizing problems and their co-occurrence and (mal) adaptive functioning in emerging adulthood: a 16-year follow-up study.
Social psychiatry and psychiatric epidemiology,
56, 193-206.
This article examines the connection between internalizing and externalizing behaviours in early childhood and adult adaptive functioning. The respondents were followed up for a period of 16 years, after which it was established that individuals with the two types of behaviour had problems in social and occupational settings during adulthood. Since both predict maladaptive outcomes later in life, early interventions addressing the two are important; this points to the need to address behavioral issues in childhood if better developmental outcomes are to be expected in adulthood, as well as prevent psychiatric approaches for young people.
2.
Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences.
Psychiatria
Danubina,
32(suppl. 3), 337-342.
Avdibegović and Brkić looked into the causes and effects of behaviour, focusing on its
impact on mental and emotional development. They highlight socioeconomic deprivation, psychiatric problems in parents, and social support as major risk factors. The article also reports that neglected children are bound to suffer from cognitive and emotional underdevelopment, which makes them prone to behavioural problems. It calls for the need for early intervention programs focused on high-risk families and community support systems. This article provides evidence that strategies at the level of society designed to prevent neglect should be implemented to ensure the protection of children’s welfare and support their development in a stable and stimulating environment.
3.
Boomsma, D. I. (2021). Genetic association study of childhood aggression across raters,
instruments, and age.
Translational psychiatry,
11(1), 413.
Boomsma’s genetic association study investigates genetics and childhood aggression, as rated by multiple raters and measured with multiple tools over time. The results emphasize the importance of genetic influences in aggressive behaviour patterns, although environmental influences have a very significant role as well. This would mean that these studies underline the necessity to understand both biological and social contributors to childhood aggression-that suggest early, tailored interventions might mitigate negative outcomes. Boomsma’s contribution represents part of a bigger picture knowledge about how genetic predisposition affects behavior.
4.
Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., …
& Siann, G. (2024).
Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.
The article analyzes aggression, looking at biological, environmental, and social factors influencing behaviour. It explores genetic, social, and individual influences on aggression and violent tendencies, emphasizing integrative intervention strategies for prevention. Early intervention and tailored approaches are crucial.
5.
Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on
child problem behaviours.
Jurnal Psikologi,
19(3), 269-285.
Sumargi and co-authors avered that, it is only through authoritative parents that children behave in a good manner, while lenient parenting creates problems. They stressed on the need for a balance of warmth and discipline in parenting and creation of healthy ways for the emotional and social development in children.
Conclusion
The case of Jared is a good example of how important biopsychosocial and comprehensive approaches are in dealing wi9th behavioral issues. Through looking into biological, psychological, and social factors, one can easily understand a client’s frustrations and aggression. The ecomap and genogram are good tools that provide crucial information into the family history of Jared as well as his social relationships, highlighting specific areas in which he needs support. These are the areas that guide his treatment plan. Considering legal and ethical issues the created plan will prioritize impulse control, emotional regulation, and peer interactions. As the treatment goes on, support from school and the involvement of his family will create a foundation for his long-term emotional and behavioural development.
References
Arslan, İ. B., Lucassen, N., Van Lier, P. A., De Haan, A. D., & Prinzie, P. (2021). Early
childhood internalizing problems, externalizing problems and their co-occurrence and (mal) adaptive functioning in emerging adulthood: a 16-year follow-up study.
Social psychiatry and psychiatric epidemiology,
56, 193-206.
Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences.
Psychiatria
Danubina,
32(suppl. 3), 337-342.
Boomsma, D. I. (2021). Genetic association study of childhood aggression across raters,
instruments, and age.
Translational psychiatry,
11(1), 413.
Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., …
& Siann, G. (2024).
Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.
Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on
child problem behaviours.
Jurnal Psikologi,
19(3), 269-285.
Running head:
DIAGNOSIS AND GOAL SETTING
15
DIAGNOSIS AND GOAL SETTING
Diagnosis and Goal Setting
Patrice Scope
Coun/5254
Instructors: Kevin Fiesthamel
Date: 11/10/2024
Diagnosis and Goal Setting for the Child
Client Name: Nathan
Client age: 7 years.
|
Item
|
Description |
||
|
Appropriate DSM-5 Diagnosis |
Nathan’s behavioral patterns are an indicator of Disruptive Impulse-Control and Conduct disorder. Further, his impulsive, aggressive tendencies when interacting with his peers suggest that he may also have IED and ODD. Intermittent Explosive Disorder, or IED, shows itself as unexpected outbursts that are way too intense compared to what set them off. Nathan loses his cool quickly when another kid tries to disturb him, which matches what happens in IED. But if he keeps up this kind of pushback attitude a lot, then maybe Oppositional Defiant Disorder (ODD) could be what the problem is. Right now, it looks like IED is what’s going on since his aggressive snaps and trouble with keeping his impulses in check are all over the place (First et al., 2022). |
||
|
Appropriate long-term goals. A. Managing Aggressive Impulses B. Enhancing Social Skills C. Promoting Emotional Regulation |
Nathan needs to learn to manage his angry outbursts and find some good ways to deal with anger. He should also work on his people skills to make and keep suitable friendships. He must learn how to keep his emotions in check and use them in a positive way. |
||
|
Appropriate short-term goals for each identified long-term goal. Goal 1: Managing Aggressive Impulses A. Short-term Goal 1: recognize early signs of anger or frustration. B. Short-term Goal 2: replacing physical responses with verbal communication Goal 2: Enhancing Social Skills A. Short-term Goal 1: Take part in group activities. B. Short-term Goal 2: Increase tolerance for other children. Goal 3: Promoting Emotional Regulation A. Short-term Goal 1: Attend weekly therapy sessions. B. Short-term Goal 2: Create a “feelings chart.” |
To manage aggressive impulses, the client should identify early signs of frustration or anger and implement self-soothing strategies (e.g., deep breaths, counting to ten) before his anger escalates. He will also engage in at least one role-play scenario each week with a counselor, practicing replacing his physical response with verbal communication (i.e., instead of becoming physical during conflicts (Gill et al., 2024). To enhance his social skills, Nathan will engage in small group sessions with the assistance of a counselor, practicing taking turns, sharing, and listening. He will also practice tolerating his peers when interacting with them, beginning with five minutes during structured play or social settings and increasing this duration over time (Sarmiento & Lau, 2020). Nathan will attend play therapy sessions once a week during which he identifies and names his emotions so that he can express them adaptively. He will also implement a “feelings chart” to keep track of his emotions throughout the day and discuss them with his parents or therapist for further emotional growth. |
||
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Current and potential legal issues may impact the client’s counseling treatment. 1. Confidentiality of the IEP 2. Right to a Safe Educational Environment 3. Mandated Reporting Requirements |
The Individualized Education Plan (IEP) contains sensitive information regarding Nathan’s mental health needs. This information is confidential and is considered protected. Institutions must be cautious and not reveal personal information to others (First et al., 2022). The school is not doing a great job of providing the required safe environment for its students. But if Nathan is violent, then the school has to weigh his right to education against the rights of every other student who might be injured in one of his attacks. Suppose Nathan displays behaviors that may mean he will harm himself or someone else. In that case, school personnel may be required to report those concerns to local authorities or seek additional assistance because of mandatory reporting laws (Sarmiento & Lau, 2020). |
||
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Current or potential ethical issues may impact the client’s treatment in counseling. 1. Balancing Nathan’s Needs with Classroom Safety 2. Respecting Cultural Sensitivity. 3. Avoiding Labeling or Stigmatization. |
Nathan’s right to an education needs to be weighed against the need to protect other kids and adults from harm. The school will want to ensure they are not punitive while providing a safe learning environment. Advisors and educators should consider cultural contexts when interacting with families or implementing discipline practices. Calling Nathan “aggressive” or “impulsive” opens him up to stigmatization in and out of school (Collins et al., 2020). Professionals should carefully weigh their words when discussing Nathan’s behavior with peers and staff to avoid using negative labels. |
||
|
Journal articles. |
Colins, O. F., Van Damme, L., Hendriks, A. M., & Georgiou, G. (2020). The DSM-5 with limited prosocial emotions specifier for conduct disorder: A systematic literature review. First, M. B., Yousif, L. H., Clarke, D. E., Wang, P. S., Gogtay, N., & Appelbaum, P. S. (2022). DSM‐5‐TR: Overview of what’s new and what’s changed. Gill, C. S., Dailey, S. F., Karl, S. L., & Minton, C. A. B. (2024). Companion for Counselors. John Wiley & Sons. Sarmiento, C., & Lau, C. (2020). Diagnostic and statistical manual of mental disorders: DSM‐5. The Wiley Encyclopedia of Personality and Individual Differences: Personality Processes and Individual Differences, 125-129. |
||
Diagnosis and Goal Setting for the Adolescent Client
Client Name: Edward
Client age: 12 years
|
DSM-5 Diagnosis
A. Major Depressive Disorder (MDD) B. Co-occurring Substance Use Disorder. |
Considering Alex’s behaviors, symptoms, and reported nature of substances used, a possible indicative DSM-5 diagnosis could be Major Depressive Disorder (MDD) with Possible Co-occurring Substance Use Disorder. Common symptoms of Major Depressive Disorder include a persistent low mood, loss of interest in hobbies, withdrawal from social activities, and irritability. His substance use may be a form of self-medication or a maladaptive strategy for coping, which is often the case with adolescents suffering from depression. Furthermore, if his behavioral problems have caused substantial difficulties in his social or academic life, Conduct Disorder (CD) may also be diagnosed (First et al., 2022). Considering his symptoms and age, Major Depressive Disorder with Substance Use is the most fitting diagnosis at the moment. |
|
Long-term goals. 1. Enhancing Emotional Regulation and Coping Skills. 2. Improving Academic and Social Engagement. 3. Reducing and Managing Substance Use. |
Alex will learn and apply skills to manage and express his emotions so he can be aware of, make sense of, and deal with his feelings constructively. Due to the increase in school involvement and positive peer relationships, Alex will decrease his negative behaviors, such as truancy from school and encounters with law authorities. Alex will replace alcohol with new coping mechanisms while addressing the underlying issues without the use of substances. |
|
Short-term goals for each identified long-term goal. Goal 1: Enhancing Emotional Regulation and Coping Skills. A. Short-term Goal 1: Identify and discuss his emotions. B. Short-term Goal 2: Participate in Cognitive Behavioral Therapy (CBT). Goal 2: Improving Academic and Social Engagement. A. Short-term Goal 1: Attend at least 80% of his classes for the next month. B. Short-term Goal 2: Participate in extracurricular activities. Goal 3: Reducing and Managing Substance Use A. Short-term Goal 1: Attend weekly meetings with a counselor. B. Short-term Goal 2: Reduce substance use over the next one month. |
Every week, Alex will track and discuss his feelings with a therapist, discovering early signals that depressive thinking is beginning, as well as how that shapes his actions. Alex will be doing CBT exercises (like journaling) to learn how to identify and counter negative thought patterns. For the next month, Alex will attend at least 80% of his classes, concentrate on getting back into a routine and show some interest in academic life again. To help Alex establish healthy peer relationships and strengthen his sense of belonging, he will engage in one school or extracurricular activity of interest (Gill et al., 2024). Alex must see a substance use counselor each week to discuss the reasons for his drinking and marijuana usage and what he can do instead of using these substances (Gill et al., 2024). Alex will make a plan to decrease his substance use this month and then eventually abstain from substances (using a self-monitoring log). |
|
Current and potential legal issues
A. Confidentiality and Parental Consent. B. School Disciplinary Policies. C. Mandated Reporting |
Being a minor, his parents still have the right to know about his treatment. Alex may face disciplinary action at school due to his truancy and possible substance use, affecting educational opportunities. Any punishment, however, warranted, would have to be carefully structured along legal lines so that Alex’s rights as a minor with mental health problems are not violated. Mandatory reporting may be required if Alex’s substance use or any actions indicate a risk of self-harm. His statements and behaviors must be tracked closely by therapists and school counselors in the most legal capacity that ensures his safety (Sarmiento & Lau, 2020). |
|
Current or potential ethical issues may impact the client’s counseling treatment. 1. Respecting Confidentiality with Substance Use. 2. Cultural Sensitivity. 3. Avoiding Stigmatization. |
Due to his age and the fact that substance use is a sensitive matter, the ethic of care requires a degree of openness with the parents as well as caution when dealing with Alex’s affairs. Strengthening trust between him and others will ensure that he can communicate freely without being scolded; thus, while disclosing information to his parents, this has to be done, bearing in mind that it’s best for Alex (Sarmiento & Lau, 2020). It is important to understand what kind of family Alex comes from and what they value so as to not worsen his relationship with his parents or deepen his existing enmity. Culture raises the possibility that the ideas for treatment will be palatable to Alex and his family. Ethical treatment means no referent or stereotyping of Alex for the behaviors since there is a social bias on mental health and substance usage (Colins et al., 2020). Those who worked with him, namely clinicians and educators, should avoid criticism of him and focus on things that he can develop and improve. |
|
Colins, O. F., Van Damme, L., Hendriks, A. M., & Georgiou, G. (2020). The DSM-5 with limited prosocial emotions specifier for conduct disorder: A systematic literature review. First, M. B., Yousif, L. H., Clarke, D. E., Wang, P. S., Gogtay, N., & Appelbaum, P. S. (2022). Gill, C. S., Dailey, S. F., Karl, S. L., & Minton, C. A. B. (2024). Companion for Counselors. John Wiley & Sons. Sarmiento, C., & Lau, C. (2020). Diagnostic and statistical manual of mental disorders: DSM‐5. The Wiley Encyclopedia of Personality and Individual Differences: Personality Processes and Individual Differences, 125-129. |
Running head:
TREATMENT PLAN FOR JARED
11
TREATMENT PLAN FOR JARED
Treatment Plan for Jared
Patrice Scope
COUN/5254
Professor: Kevin Fiesthamel
10/27/2024e
Treatment Plan for Jared
Introduction
The client chosen for the project is Jared. He is a 5-year-old male from the African American ethnicity. The client attends kindergarten and is showing behavioral challenges. For instance, when he is frustrated, Jared becomes aggressive and starts cursing and hitting. His school principal and teachers describe him as a “very angry little boy”. He has reportedly thrown chairs when intensely frustrated. A tearful apology usually follows this. Jared’s behavioural patterns show that his emotional profile is complex, and he may not fully manage or comprehend it on his own. The purpose of this paper is to come up with a treatment plan that is based on biopsychosocial factors using tools such as an ecomap and a genogram to contextualize Jared’s behaviour and environment. The paper also looks at legal and ethical considerations to draft an individualized and thoughtful plan that will help solve Jared’s problems.
Biopsychosocial Information for Case Conceptualization
Biological Factors
Developmental stage analysis would help in understanding the behavioral issues of Jared. At five years, Jared is at a stage where foundations, social and emotional skills are just forming, as for any other five-year-old child. Physiologically, children who are at his age tend to have underdeveloped frontal lobes which are attributed to their impulsive actions and challenges in self-regulation. Though Jared’s profile does not reveal a significant physical health issue, it is important to understand his hereditary and genetic influences. His maternal grandfather was reported to have struggled with aggression and anger issues. The implication of this is that Jared is genetically predisposed to emotional dysregulation. In addition to this, Jared could be having minor developmental problems, such as difficulties in sustained attention and mild hyperactivity. These two factors have a negative effect on impluse control and frustration resilience (Avdibegović & Brkić, 2020). His outbursts when undegoing stressful moments are a sign of sensory sensitivity, which causes overstimulation and behavioural incidents.
Psychological Factors
The client’s aggressive behaviours mean that he has psychological challenges. Aggressive tendencies mean that the client has difficulty managing frustrations. This is an issue that many young children struggle with. This is especially so if they have not yet learned strategies for coping with frustrations (Sumargi et al., 2020). According to his teachers, Jared shows intense remorse immediately after his outbursts. What that means is that he does have a sense of right and wrong, but he simply isn’t in control to be able to govern his own behavior and consider alternatives.
In social settings, Jared experiences frustration and heightened anxiety. He is unable to express his feelings constructively. A psychosocial examination of Jared reveals certain stressors, such as the fear of failure or low self-esteem. These stressors are the triggers that make him react aggressively to defend himself. Things that have been going on his family have contributed to his emotional struggles. When at home, he feels that he must suppress his emotions. These bottled-up emotions make him unable to practice processing and managing them. This explains his explosions while at school. Subjecting Jared to regulation and coping techniques that are appropriate for his age would help him manage his emotions.
Social Factors
Social factors play a vital role in the behavioural development of children. As a black American male, Jared is likely to face implicit societal biases, especially in school environments where black males are given harsher punishments compared to their white peers. The implication of this is that Jared may feel misunderstood and alienated, and this contributes to his frustrations. Jared’s behaviour also appears to have been influenced by his family. His father is a strict disciplinarian compared to his grandmother, whose style is more permissive. This contrast creates confusion regarding behavioural expectations. At school, the teachers have brander Jared as “angry”. Such kind of branding reinforces negative behaviour because the victim starts to have a self-concept about themselves based on external perceptions (Arslan et al., 2021). This emphasizes the importance of a consistent and supportive approach to help Jared feel understood and safe both at home and school. Social training would also equip Jared with the necessary skills for interacting with peers, creating positive relationships, and understanding better and more appropriate ways of expressing frustration.
Genogram
A genogram diagrammatically depicts the relationships of generations in a family regarding family patterns and influences on behavior and mental health to provide background information on the client. The details therein are useful while seeking to understand a client’s background.
Jared’s Genogram Analysis
The created genogram for Jared spanned over three generations, providing a clear peek into the family’s dynamics. His maternal side of the genogram shows that his maternal grandfather experienced anger management issues. In contrast, his maternal grandmother was known to have been nurturing but passive when it came to family conflicts. Though his mother is supportive, she is rarely available since her job is demanding. These patterns may play a role in Jared’s behavior since he subconsciously reacts to the emotional environment that is established by the family mentioned above traits.
On his paternal side, Jared’s father is quite strict, forcing Jared to suppress his emotions due to fear. His paternal grandmother, who takes care of him once in a while, is more lenient and gives Jared the freedom that he needs. The problem with this discrepancy arising from the manner in which the two adults handle Jared is that he will grow up with inconsistencies regarding what constitutes acceptable behaviour. Jared receives mixed messages about how to behave from different family members; therefore, it’s hard for him to reconcile these various sets of behavioral expectations. Accordingly, by analyzing the genogram, it could be ascertained that Jared has received mixed messages about behavioral expectations and the regulation of emotions. These two factors contribute significantly to his aggression and frustration.
Ecomap
An ecomap is used to diaplay the different relationships and stressors that are in the social environment of a client. It uses lines of different colours to depict supportive, tenuous, or stressful relationships. This would help the practitioner determine the social dynamics behind the client’s issues. Jared’s ecomap indicates positive relationships with his grandmother (Blue Line) and cousin, while tenuous relationships with his sister (Yellow Line) result in sibling rivalry leading to small fights during meetings. His connection with teachers and fellow students can also be said to be mixed since his aggressive tendencies create varying degrees of understanding and patience.
Jared’s relationship with his father is classified under Negative Relationships (Red Line) because the strictness of his father makes him more frustrated. Jared feels that his punishments are punitive instead of constructive. When interacting with authority figures at school, Jared experiences some level of tension as a result of the disciplinary measures that are taken against him when he misbehaves. Furthermore, the client’s exposure to societal stereotypes makes him feel rejected and misjudged (Ip et al., 2024). Jared’s ecomap shows that he needs support and consistency in his relationships. He needs to overcome his sources of tension and learn how to express emotions.
Legal and Ethical Considerations
Some of the things that Jared has been doing, including throwing chairs, fall under mandatory reporting requirements for schools so as to ensure safety. Such incidents should be documented in order to keep track of the behavioral patterns of the client and keep the school community safeguarded. Further, Jared’s behaviour calls for enrollment in an Individualized Educational program (IEP). This would ensure that he receives the requisite treatments while simultaneously receiving support for behavioural management and emotional support within an educational setting. Lastly, since Jared is a minor, any intervention accorded to him must have the consent of his parents. The only problem with this kind of approach is that the parents may not support the suggested treatments . This would call for mediation that aimed at a balance of Jared’s best interests and parental rights (Boomsma, 2021).
Ethical Issues
Jared’s privacy is important. Sensitive details, such as his treatment, family history, and behaviour, should be kept confidential and only be shared with authorized individuals who have a role to play in his care. This ensures that ethical guidelines have been adhered to. The second ethical issue that should be taken into consideration is cultural sensitivity. This is because Jared is an African-American male, and all interventions should respect his culture’s approach regarding behaviour and discipline (Arslan et al., 2021). Finally, though Jared is young, everything done unto him should be child-centred. His autonomy should be respected by ensuring that he is involved in age-appropriate decisions that will foster trust and make him feel empowered (Ip et al., 2024).
Annotated Bibliography
1.
Arslan, İ. B., Lucassen, N., Van Lier, P. A., De Haan, A. D., & Prinzie, P. (2021). Early
childhood internalizing problems, externalizing problems and their co-occurrence and (mal) adaptive functioning in emerging adulthood: a 16-year follow-up study.
Social psychiatry and psychiatric epidemiology,
56, 193-206.
This article examines the connection between internalizing and externalizing behaviours in early childhood and adult adaptive functioning. The respondents were followed up for a period of 16 years, after which it was established that individuals with the two types of behaviour had problems in social and occupational settings during adulthood. Since both predict maladaptive outcomes later in life, early interventions addressing the two are important; this points to the need to address behavioral issues in childhood if better developmental outcomes are to be expected in adulthood, as well as prevent psychiatric approaches for young people.
2.
Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences.
Psychiatria
Danubina,
32(suppl. 3), 337-342.
Avdibegović and Brkić looked into the causes and effects of behaviour, focusing on its
impact on mental and emotional development. They highlight socioeconomic deprivation, psychiatric problems in parents, and social support as major risk factors. The article also reports that neglected children are bound to suffer from cognitive and emotional underdevelopment, which makes them prone to behavioural problems. It calls for the need for early intervention programs focused on high-risk families and community support systems. This article provides evidence that strategies at the level of society designed to prevent neglect should be implemented to ensure the protection of children’s welfare and support their development in a stable and stimulating environment.
3.
Boomsma, D. I. (2021). Genetic association study of childhood aggression across raters,
instruments, and age.
Translational psychiatry,
11(1), 413.
Boomsma’s genetic association study investigates genetics and childhood aggression, as rated by multiple raters and measured with multiple tools over time. The results emphasize the importance of genetic influences in aggressive behaviour patterns, although environmental influences have a very significant role as well. This would mean that these studies underline the necessity to understand both biological and social contributors to childhood aggression-that suggest early, tailored interventions might mitigate negative outcomes. Boomsma’s contribution represents part of a bigger picture knowledge about how genetic predisposition affects behavior.
4.
Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., …
& Siann, G. (2024).
Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.
The article analyzes aggression, looking at biological, environmental, and social factors influencing behaviour. It explores genetic, social, and individual influences on aggression and violent tendencies, emphasizing integrative intervention strategies for prevention. Early intervention and tailored approaches are crucial.
5.
Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on
child problem behaviours.
Jurnal Psikologi,
19(3), 269-285.
Sumargi and co-authors avered that, it is only through authoritative parents that children behave in a good manner, while lenient parenting creates problems. They stressed on the need for a balance of warmth and discipline in parenting and creation of healthy ways for the emotional and social development in children.
Conclusion
The case of Jared is a good example of how important biopsychosocial and comprehensive approaches are in dealing wi9th behavioral issues. Through looking into biological, psychological, and social factors, one can easily understand a client’s frustrations and aggression. The ecomap and genogram are good tools that provide crucial information into the family history of Jared as well as his social relationships, highlighting specific areas in which he needs support. These are the areas that guide his treatment plan. Considering legal and ethical issues the created plan will prioritize impulse control, emotional regulation, and peer interactions. As the treatment goes on, support from school and the involvement of his family will create a foundation for his long-term emotional and behavioural development.
References
Arslan, İ. B., Lucassen, N., Van Lier, P. A., De Haan, A. D., & Prinzie, P. (2021). Early
childhood internalizing problems, externalizing problems and their co-occurrence and (mal) adaptive functioning in emerging adulthood: a 16-year follow-up study.
Social psychiatry and psychiatric epidemiology,
56, 193-206.
Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences.
Psychiatria
Danubina,
32(suppl. 3), 337-342.
Boomsma, D. I. (2021). Genetic association study of childhood aggression across raters,
instruments, and age.
Translational psychiatry,
11(1), 413.
Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., …
& Siann, G. (2024).
Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.
Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on
child problem behaviours.
Jurnal Psikologi,
19(3), 269-285.
Running head:
COMMUNITY RESOURCES LOG
2
COMMUNITY RESOURCES LOG
Patrice Scope
|
Resource |
Where Found |
Services Provided |
Ease or Difficult in Learning About This Resource |
Ease or Difficult of Obtaining of Information About this Resource |
Comments |
|||||
|
Brooklyn Community Services (BCS) |
Online and local community directories. |
Behavioral health counseling, social services, and educational support. |
Moderate |
Great for low-income families or youth struggling with behavioral health. |
||||||
|
The Child Center of NY |
School referrals and online health directories. |
Therapy, emotional support, and specialized mental health services for children and teens. |
Easy |
Strong focus on culturally appropriate care for diverse families. |
||||||
|
Brooklyn Public Library (BPL) |
Online or Library branches |
Free academic support, reading programs, and computer literacy for youth. |
Excellent for fostering academic improvement in a relaxed environment. |
|||||||
|
YMCA of Greater New York – Youth Services |
Website and local branches |
After-school programs, mentorship, and life skills workshops. |
Good for providing structured environments for teens with challenges. |
|||||||
|
Prospect Park Alliance – Youth Programs |
Website and Park community bulletin boards. |
Nature exploration, group activities, and community events. |
Encourages positive social interaction in natural settings. |
Case Conceptualization Presentation
Case Conceptualization Presentation
Patrice Scope
COUN/5254
Professor: Kevin Fiesthamel
10/02/2024e
Current Information
Jared is a 5 year old male currently in kindergarten
He lives with both his parents
Jared shows significant behavioral and emotional challenges
Children of his age form emotional and foundational skills
His response to frustrations indicates that he needs additional support
Jared is a 5-year-old Caucasian male showing noteworthy emotional and behavioral challenges. Children begin to form social and emotional skills at the formative stage he is currently in. Jared’s response when he becomes frustrated and that calls for additional support to control his feelings. His mannerisms, such as swearing, being aggressive and throwing chairs indicate that the client has poor frustration and emotion management.
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Family and Living Situation
Jared lives with his parents and an older sibling.
His behavior may have been influenced by the environment at home.
At 5 years of age, children tend to be sensitive to their immediate environment.
They heavily rely on the adults around them to manage behaviors and emotions.
Jared resides with his parents and has a sibling who is older. The way he behaves is probably affected by his family environment, and the way he deals with frustration may be influenced by any stress or disciplinary actions within his family. During this stage, kids are very responsive to their surroundings and usually depend a lot on grown-ups to help them regulate their feelings and actions.
3
School and Social Environment
Actively engages with his peers
Jared shows signs of aggression which negatively affects his relationship with classmates and teachers
He risks being isolated by his peers
Jared actively plays with other students in schools. He only portrays aggressive behavior when frustrated. The implication of this is that his relationship with teachers and other students becomes strained. They end up misunderstanding him and isolating him. These elements show the importance of ensuring that Jared is given the required support to manage his emotions when interacting with other people.
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Presenting Concerns and Specific Problems
Primary Behavioral Concerns
Aggressive responses when frustrated.
Hitting, cursing, and throwing objects.
Frequent outbursts.
Breaking into tears and expressing remorse.
Jared is constantly worried about the manner in which he may react when he becomes frustrated. Jared is constantly worried about how he may react when he becomes frustrated. Escalating to the violent throwing of furniture, Jared’s aggressive physical and verbal behaviors end up disrupting the classroom atmosphere and prospects of interaction with his colleagues. His teachers and the head of the school describe this behavior: “Jared has violent outbursts, which are not rare. He is a very angry young boy.” After these occurrences, however, Jared usually cries and regrets his previous actions, which demonstrates that he understands that such behavior is inappropriate.
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Emotional and Social Challenges
Underlying anxiety or a sense of inadequacy.
Low self-esteem.
He has a developing sense of right and wrong but cannot control intense emotions in the moment
His isolation by peers reinforces his frustration.
Anxiety and low self-esteem are sometimes blamed for the incapacity to control oneself but in Jareds case the two are rather ingrained. Even though he is aware that his aggressive reactions were inappropriate he still struggles to control himself when experiencing intense emotions. His propensity for aggression in social situations may cause him to distance himself from his peers which would limit his chances of having constructive conversations and strengthen the vicious cycle of rage and loneliness. (Ip et al., 2024).
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Concurrent Problems
Jared may have difficulty expressing emotions in constructive ways.
Limited coping strategies.
High sensitivity to frustration and stress.
Internal stressors in the family
Jared’s behavior could be symptomatic of conditions like mild ADHD.
JIts possible that Jareds inability to appropriately express his emotions leads to emotional outbursts as a result of repressing them. Insufficient coping mechanisms exacerbate these problems particularly in light of his extreme sensitivity to stress and frustration which results in impetuous and violent behavior. Jareds ability to control his behavior may be impacted by the stress caused by family dynamics and the divergent parenting philosophies of his father and grandmother. His difficulties could potentially be exacerbated by comorbid conditions such as mild ADHD and sensory sensitivity. (Fleming et al., 2024).
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Background History and Stressors
Jared’s family is made up of both supportive and challenging elements.
His parents and grandmother have differing parenting styles.
At school, he finds behavioral expectations and peer interactions overwhelming.
Jared is sensitive to the responses of authority figures and peers.
Early on in his life Jared displayed behavioral issues with impulse control and emotional regulation. These issues were probably there from an early age but became more noticeable in a structured school setting. There are both positive and negative aspects to his family environment and his emotions may be influenced by inherited factors. Stressors associated with kindergarten such as interacting with peers and meeting behavioral expectations may overwhelm him and cause feelings of inadequacy. Jared’s self-concept is affected by his sensitivity to the opinions of authority figures and his propensity to internalize bad labels (Avdibegović and Brkić 2020). He must learn effective emotional management techniques in a structured and encouraging school setting because negative reinforcement may impair his capacity for self-control.
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Strengths (Protective Factors and Signs of Resilience)
Supportive family members.
Interest in apologizing and remorse.
Potential for positive peer relationships.
Adaptability and willingness to learn
Jared’s grandmother offers crucial support in his life, providing comfort and understanding. His quick remorse after outbursts shows growing empathy and a grasp of right and wrong. Though his aggression hinders friendships, his desire for social connections can drive positive change. At a young age, Jared is adaptable, showing potential for learning coping skills to improve emotional management and build strong relationships in the future.
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Interfering Factors or Barriers
Internal barriers.
Family and environmental barriers.
Access to resources
Jared struggles with emotional regulation, often resorting to physical actions due to limited coping skills. Confusing family messages and school misunderstandings compound his challenges. Limited access to mental health resources and stigma around treatment also hinder his progress. Jared must receive appropriate support and interventions to address his emotional needs effectively.
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Plans for Treatment
Play therapy.
Family therapy.
Behavioral strategies at school.
Anger management techniques
Monitoring and assessment
Strength-based techniques.
There should be both immediate and long-term objectives for Jareds care. For short-term objectives Jared should be assisted in comprehending his feelings and learning basic coping mechanisms such as counting to cope with frustration and deep breathing. To promote proper behavior his parents must implement consistent discipline at home and at school. By rewarding good behavior Jared should eventually be able to enhance his impulse control emotional regulation peer relationships and self-esteem (Avdibegović and Brkić 2020). In a fun safe setting play therapy would enable Jared to communicate his feelings and work on coping mechanisms. Family therapy supports Jared encourages candid communication and aligns parental expectations. His school ought to develop a behavior plan that incorporates age-appropriate coping mechanisms and positive reinforcement. Jared should also be taught anger management skills like counting and breathing exercises. Monitoring impulse control peer relationships and emotional regulation development requires routine follow-ups. Positive reinforcement for constructive behavior can also be obtained through strength-based methods like drawing or using particular toys as therapeutic tools (Kurtz et al. (2020).
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References
Avdibegović, E., & Brkić, M. (2020). Child neglect-causes and consequences. Psychiatria Danubina, 32(suppl. 3), 337-342.
Ip, H. F., Van der Laan, C. M., Krapohl, E. M., Brikell, I., Sánchez-Mora, C., Nolte, I. M., & Siann, G. (2024). Accounting for aggression: Perspectives on aggression and violence. Taylor & Francis.
Fleming, G. E., Neo, B., Briggs, N. E., Kaouar, S., Frick, P. J., & Kimonis, E. R. (2022). Parent training adapted to the needs of children with callous– unemotional traits: A randomized controlled trial. Behavior therapy, 53(6), 1265-1281.
Kurtz, P. F., Leoni, M., & Hagopian, L. P. (2020). Behavioral approaches to assessment and early intervention for severe problem behavior in intellectual and developmental disabilities. Pediatric Clinics, 67(3), 499-511.
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