Individual Case Study: Therapist And Individual Misbehavingative At School

The issues in this case study involve Bob Parrish, an seventh-grade student with defiant behavior as a background; Rebecca Philips, a special education teacher with six years of experience; and Mr. Parrish, Bob’s dad. Besides Bob’s defiant behavior, he has moved schools multiple time due to his mother trying to escape Mr. Parrish and has a history of being placed in a self-contained classroom to receive academic instructions. Bob lives with his grandparents and his dad in an unstructured environment. Mr. Parrish is very inpatient and tries to correct Bob’s behavior through acts of violence.

It would be important to meet with the Frank and Emily to encourage the parents to think about their plans for their family (Siegel & Hartzell, 2003). This could involve encouraging Emily and Frank to think and talk about where they would like their family to be in the next couple of years, or even the next couple of months. The therapist would also encourage the parents to think about if they would like to see themselves to have another baby. The therapist would get Frank and Emily to talk about what their lives would look like having a baby and/or not having another child. The therapist would also encourage the parents to talk about their desires with their children, so the children would communicate their desires to their parents (Siegel & Hartzell,

Therapist received a phone call from the youth’s mother regarding Denae’s behavior. The mother reported that her husband had to restrained the youth because she had gotten into a physical altercation with her father. Per the mother Denae became upset when her father told her she could not spend the night over to her friend’s house. Mother noted that Denae started talking back and did not agree with her father’s request resulting in the situation escalating. Therapist suggested to mother if the problem continues to call the police to intervene.

Billy’s teacher had told his parents that his inappropriate behaviors at school such as disrupting the class, talking back to his teacher, and being aggressive toward other children will not be longer acceptable (Hooley, Butcher, Nock, & Mineka, 2017). Since Billy’s parents were uncritical and approving on every behavior Billy did, Billy’s treatment plan included helping parents to identify, define, and describe in a very detail way between behaviors that were disruptive and appropriate. After identifying behaviors between disruptive and appropriate Billy’s parents and teacher were instructed to ignore Billy every time he would engage in disruptive behavior, but devote their attention at those times to children who were behaving more appropriate. In other words, the goal was to eliminate Billy’s unwanted behavior by eliminating its

Several of the students in my classroom have disruptive, out of control behaviors. One of the paraeducators in my classroom is new to being a paraeducator and has struggled to provide positive replacement behaviors for the student she is primarily responsible for. She is constantly overwhelmed and becoming frustrated with the student, which is making the situation worse. My teacher asked to provide instruction on this for this particular paraeducator.

Intervention: CSP, MHS and Deonte discussed the youth’s recent behavior in school. CSP and Deonte process the incident of hitting a peer in music class. CSP and Deonte reviewed how a good and bad day look for him to compare his behaviors on each day. CSP and Deonte practiced different ways the youth could respond to peers and teacher when redirected. CSP, Deonte and MHS reviewed IPOC goals and possible activities for the youth.

of the therapy, the client meets the therapist to describe specific problems and to set goals they

Choosing a technique to use throughout the therapeutic process is essential to the client as well as the therapist. By choosing a particular therapeutic approach the therapist is simply implementing a tool to help navigate through the counseling phase. Therefore, without the necessary tools needed for therapy counseling would be extremely difficult for both the client and the clinician. The ability to use different techniques is also useful for those who choose a career in school counseling. Those who choose to go into the school counseling field are disposed to using techniques that help to quickly resolve a solution or one that has the ability to change a child’s thought process or behavior. Hence, many of the practices used in conventional therapy would not be practical to use as a school counselor because they may be deemed as inappropriate or ineffective to use when counseling children. Take for instance; Psychoanalysis many of the techniques used throughout Freudian therapy would not be useful for school counselors.

Upon my investigation, the allegation of a verbal misconduct by Mr. Guilbeaux towards the youth was found to be unsubstantiated. Mr. Guilbeaux stated that in the classroom area, he never told the youth to shut up, but did redirect her to discontinue talking. The educational staff present in the classroom reported that she did hear Mr. Guilbeaux redirect the youth for talking, however could not recall the exact words used. During the investigation, Mr. Guilbeaux denied that at any time has he ever directed profanity directed towards the youth. Mr. Guilbeaux did admit to this writer, of cursing out of frustration during a separate situation when redirecting Kiah’s behavior, however expressed that the curse word was not directed towards the youth. Mr. Guilbeaux provided the example where Kiah was having issues following the directions given to her by unit and educational staff and after multiple redirections; out of frustration he stated the word, “Damn” to himself.

Therapist met with individual to discuss anger management. Individual states he was not the only one hollering in the hallway. Therapist and individual work on communication and anger management strategies to assist individual controlling his anger without making angry outbursts through role-play. Individual states he will do better and respect his teacher.

Counselor contacted the mother in regards to TC and her brother's behavior. Mother stated that the school is thinking of putting the brother in a smaller classroom due to his behavior. According to the mother, the brother kicks, punches, and spits on other kids and classroom property. The counselor discussed with the mother motivates for the brother's behavior and how the mother disciplines TC and her brother.

Therapist plans to meet with individual and mom on Tuesday, April 12, 2016 between 8-10 AM to work on calm techniques through role-play.

Ms. Clery has had several students with mental/behavioral problems that she had to deal with on a daily basis. One occasion I recalled was when a student had tried to spit on her face, politely, she said to the student no. Then, she explained to the student the reason why people do not eject saliva to one another. The student seemed to understand the rationality of the consequences of throwing spit, and she apologized for her behavior.

Therapist states she wants assume something is going on and start asking questions. Therapist and individual were going back and forward with the same thing individual continue to state therapist asked him about his mom at 2:40 PM but threaten him at 12 PM. Grandmother stated she will speak with individual along without his mother and see what’s going on with individual. Therapist asked mother if we can speak more about this at a later time because they had to leave, mom said no because she believes

Another reason that students may react with disrespect, or display these negative behaviors is that they do not feel respected themselves (McNeely, 2017). Students that do not feel respected in the classroom may act out. Furthermore, if the student is not treated respectfully this can lead to confrontations, power struggles, and disruptions (McNeely, 2017). Some teachers aspire only to be respected. Consequently, they forget to respect their students (Tomlinson, 2011).