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Example Title: Case Conceptualization and Behavior Plan Capella University COUN5420-Child and Adolescent Psychopathology Case Conceptualization Student Information and Demographics: Logan Goldberg is a 3rd grade student in elementary school (Capella University, 2022). He lives with his dad, who is a single parent. His parents had split up and his mother remarried and got pregnant not long after their separation. He lost his mother and the baby during childbirth. Logans dad mentions that he seemed fine after his mother died and took on a lot of responsibilities unprompted, including co
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Example Title: Case Conceptualization and Behavior Plan Capella University COUN 5420 - Child and Adolescent Psychopathology Case Conceptualization Student Information and Demographics: Logan Goldberg is a 3rd grade student in elementary school (Capella University, 2022). He lives with his dad, who is a single parent. His parents had split up and his mother remarried and got pregnant not long after their separation. He lost his mother and the baby during
childbirth. Logan’s dad mentions that he seemed fine after his mother died and took on a lot of responsibilities unprompted, including cooking, cleaning, and laundry. His dad says that Logan is well behaved and mannered at home. He was always very intelligent and he and his mother would always praise Logan. Logan’s teacher states that he is very bright and started the school year seemingly fine, but gets very anxious when he makes mistakes. He’s become forgetful and has had meltdowns in the classroom. Presenting Concerns: Logan ‘s teacher, Ms. Primavera has stated that Logan has been anxious in class and becomes irrational when he makes mistakes. He gets sad thinking about when his mom was alive and believes if she had stayed on bed rest she and the baby would still be alive. There seems to be a delayed reaction to the loss of his mother and the baby. He could be experiencing symptoms of PTSD which can present many issues (Capella University, 2022). Though he is in the gifted group, the pressure he feels to appease everyone else has led to emotional outbursts in class, which is very disruptive. Logan mentions that he liked Math this year because it was boring before, however, it is tougher. His teacher is described as strict and doesn’t like late work. He sometimes makes mistakes or is forgetful, which makes him upset and he “freaks out”, which is displayed by yelling and screaming. He seems to feel responsible for his own mistakes or not
physiological responses especially when there is increased emotional presence, like helplessness, fear, and guilt (Parritz & Troy, 2017). Implications Academic: Logan is a very intelligent and gifted student. However, this school year he has struggled with exceeding expectations of others and it has been negatively expressed in his behaviors in the classroom. His anxiety seems to be heightened in the classroom, especially when he makes a mistake or forgets something. Extra support would be beneficial for him to reduce behaviors and outburst in the classroom. Developmental: PTSD can have major effects on the developmental process if not addressed early on. Trauma disorders can be seen more in children, with boys expressing external symptoms (Parritz & Troy, 2018). Temperament is associated with emotional regulation and reaction to stressors which can increase somatic symptoms. Coping skills, personality, and intelligence are all affected by PTSD. Children are vulnerable to this disorder based on a combination of factors, including cognitive and emotional development, adult and peer support, and the stressor (Parritz & Troy, 2018). College/Career Readiness: Post secondary career awareness is important for students to prepare for at an early age. They should continue to work towards post secondary goals throughout their school career and identify their interests and goals. Understanding different career paths and knowing the opportunities available to them that align with their goals will better prepare them for their future. Preparing them also involves learning effective strategies for learning, building self-
efficacy, and social skills. Building those skills early on will help them become successful in finding career satisfaction. Cultural: Cultural competence is vital to create an equitable learning environment so all students find their identity and feel supported. All students must be treated with dignity and respect, along with parents/guardians, to eliminate barriers and bias that disrupt the learning process and development (ASCA, 2022). Social/Emotional: Social and emotional understanding is important to the development of children and adolescents. School counselors work to advocate and improve social/emotional awareness and provide tools to support and build decision making skills and self-management. According to the ASCA (2023) standards, counselors collaborate with stakeholders to generate culture for post secondary readiness. It is important to provide opportunities for effective communication, learning strategies, socialization, and lifelong learning (ASCA, 2023). Logan could benefit from group work Legal and Ethical: ASCA (2023) standard A.14. Evaluation, Assessment, and Interpretation should consider multiple factors of the child. School counselors consider developmental age, language, and competence along with adherence to standards and regulations when administering assessment tools. Counselors must adhere to Family Educational Rights and Privacy Act (FERPA), which allows parent/guardian access to records. Responsibilities to parents/guardians means collaborating with appropriate officials and providing support to enhance student outcomes (ASCA, 2022).
Behavior Plan Student’s Name: Logan Goldberg Developed by: Ms. Wyatt Date: 09 / 02 / 2023
When an outburst occur; i.e yelling/screaming, Logan will be redirected to a quiet area until he de-escalates and goes back to work once ready. A timer can be used ( minutes). If behavior persists, more time can be given.
