u04a1_Andrea Steht

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5026

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Sociology

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Apr 3, 2024

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1 Client Case Study Andrea Steht SWK5026: Foundation Practicum 2 Dr. Sandi Barbaris February 10, 2024

2 Client Case Study LaTasha is a fifth-grade, eleven-year-old African American girl. The elementary school she attends is in Anderson, Indiana. She is from a low-income, single-parent family. Though she predominately lives with her mother and grandmother, she does spend time with her father. She is on her elementary school’s basketball team but always says she wants to quit. LaTasha was referred to services in 2019 due to being diagnosed with Oppositional Defiant Disorder (ODD). At the time of her referral, LaTasha was seven years old and had a history of hitting her teachers and peers, had been suspended from school, and often refused to obey the rules at home and school. She continues to struggle with social skills, but she doesn’t hit people as often. LaTasha often asks her teacher for breaks when she struggles during school. According to census.gov, the population of Anderson at the last census was 54,788. Of those 54,788, 15.5% were Black or African American, and 75.8% were White ( U.S. Census Bureau QuickFacts: Anderson City, Indiana , n.d.). US News and World Report states that 49% of students at Erskine Elementary School are minority, while 51% are white. Seventy-three percent are economically disadvantaged students, meaning they come from low-income families ( Erskine Elementary School , n.d.). LaTasha’s peers come from homes very similar to hers. Problems and Issues Faced by the Client As previously stated, LaTasha often displays symptoms of ODD. Children with ODD display a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness. They show greater comorbidity, family dysfunction, and social difficulties. This, along with attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD), is most often seen in boys. Derella et al. (2020) cited Demmer et al. (2017), saying the gender disparity in rates is less pronounced for ODD relative to ADHD and CD. Research suggests that there is a potential

3 connection between lower socioeconomic status and the development of Oppositional Defiant Disorder (ODD) in girls, with corporal punishment being identified as a possible contributing factor. The staff at Centerstone are unsure if LaTasha has been given corporal punishment or experienced verbal aggression. However, it is known that she is from a low socioeconomic household, which places her at risk for corporal punishment and verbal aggression. As an African American girl, it is possible and probable that LaTasha has experienced racism in her community. Though Indiana is a northern state, slavery was accepted here, schools were once segregated, and there were sundown towns (towns that were purely white). Racism is still very prevalent throughout the state, and many Hoosiers openly voice that racism. That is why it is most likely that LaTasha has experienced racism within her community. Practice Skills Micro practice skills are those skills used one-on-one with the client or client system. For LaTasha, micro practice skills are those used by her therapist and her family support specialist (FSS) in sessions with LaTasha. Mezzo practice skills are those skills used in group sessions. For LaTasha, her therapist and FSS often meet with groups of 2-5 clients at a time. During these groups, clients are taught social skills such as taking turns during conversations, the consequences of lying to friends, how to compliment others, and sharing. Groups are also taught skills, such as mindfulness and grounding techniques, to help them focus during class. Groups can also be a part of macro practice, especially groups that collaborate on tasks in order for something to change. For LaTasha, she is often seen in Centerstone’s office with her friend group. Centerstone staff often helps this friend group when they have a conflict by giving them a space to work through it and tools to help them avoid similar conflicts in the future. They often help their peers by teaching them these same skills to keep conflict down within their classroom.

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