Mentoring Case Study Report: Pork Chop Epic The Greatest

becoming an adult was everything but a straightforward task for him. Peter lives with an intellectual disability caused by Down Syndrome. This diagnosis is a genetic disorder caused by chromosome pair twenty-one that often results in severe developmental and intellectual delays. Additionally, Peter has issues with a hyperactive thyroid, bursts of Obsessive-Compulsive disorder, depression, and developmental issues that caused a severe delay in his speech. Due to these several health issues, he has several behavior problems and this negatively impairs his social skills. Peter lacks the ability to portray his emotions to others, and this causes problems. He struggles with impulsivity, shouting out, and taking other children’s things from them. This can be seen in the sixth-grade lunchroom when Peter takes food from his classmates and then refuses to return it. Frustrated, the other kids move to another table and leave him to sit in isolation. Another example is his tendency to ignore directions. When working in the laundry room, Peter thought it was entertaining to repeatedly switch the lights on and off. After being told to sit still until the dryer finished, he continues with his inappropriate behavior. Thus, he is eventually taken to the suspension room. In regards to how he acted around his teachers, it was generally acceptable. Peter tends to be satisfied until he doesn’t get his way. When told to do something other than what he has his mind set on, he screams and becomes

He became reclusive and antisocial, his parents fought and he felt abandoned by his classmates from being the new kid so he would escape by disappearing into the woods and killing animals. He also started to act out more at school, all because his parents started fighting and he had to adapt to his new life. One study by sociologist Arnold Arluke found that

First, I would like to point out his overall determination to do his best, work hard and succeed where his father did not. He believed that to reach your goals and to excel, you need to really put effort into it. It is true one of the reasons he wanted to do better was to not be known as the son of a failure, as his father embarrassed him, but he was pushed by the rejection from society and pressure of their traditions to belittle his father so much. His preservation and will to do what he needs to do shows that he knows what’s best and he knows when

He believes he’s awful at sports. He broke one of his fingers playing basketball at his school’s gym. A few other things I learned about him is that his mom died by driving him to school. He was affected by this.

By the time he was 10 Dayluis was far from the little boy who looked back at his mom to wonder if he was doing alright or that baby that started crying when I left the room. He became more autonomous and established healthy relationships with everyone in his life from teachers to classmates. At this age he has a best friend among a larger group of friends that he enjoys hanging out with. As he is going to progress from elementary to middle school he has concerns about some things he’s heard the bigger boys do to the smaller ones like put them in trash cans. With my assurance and eventual experience, he realized his concerns were unfunded and does well with the transition into middle school. One thing that is most definitely new is Dayluis’ interest in girls, this leads him to want to dress “cool” and care more about his appearance, he does chores around the house to be able to buy clothes he likes and expresses interest in video games with racy images of women. Additionally, he starts to lack confidence in himself when it comes to doing well in school. Growing up he was always an intelligent child that performed adobe average in most school subjects, as he matured cognitively he became increasingly smarter and

Zach was probably the kid I connected the most with. He is going into fourth grade and he’s very bright! He got all As and Bs this year but shared with me that he needs to work on his behavior. He finishes his work a lot faster than the rest of the class and gets bored waiting for everyone else to catch up, so he starts talking. His third grade teacher would simply yell and make him sit out at recess the first half of the year. Then she caught on to what was happening. She started giving him tasks to do once he finished his work. Like running errands or going to help the librarian for a few minutes. She discovered a temporary fix that made Zach feel important. But he soon grew bored of the simple, repetitive

He started to act like an ordinary boy. He would actually talk to people now and he started to trust a

any positive influences in his early years of development and as a result he suffered to have an abnormal life (Perry 2013).

Had trouble connecting with children his age and as he entered school he was constantly bullied, often in front of girls.

Oh, how he loved his dad so. He did everything his dad told him to, and when he told him to build his body he went on it immediately. Within the month, he had started boxing, jujitsu, and intense fighting competitions with his siblings. A year later he was almost bigger than them. On his 7th birthday he got his first gun, and started to train with it immediately. Next year he started hunting.

Talin displayed a visibly positive and social affect when he arrived this morning. He smiled often and was socially appropriate when interacting with staff and peers. I went over Talin’s schedule with him for today and then allowed him to choose an activity for some independent leisure. Talin spent some time writing in his notebook, and putting together a puzzle. Before heading out for the day, Talin was given a couple of visual options to choose from to determine what activity he preferred to do first. Talin first chose to go to Bowling. I assisted Talin with obtaining his shoes and bowling ball. I then showed Talin what lane he would be bowling on. Talin was visibly excited bowl, needing redirection to put his shoes on before starting the

I also explained to him that despite being in treatment with Randy Greene, and the family knowing that he must not engage with children 2 years younger than him, he continued to engage with the neighborhood children without

Zac displays enthusiasm for participating in physical play and continues to challenge himself each day. (Outcome 3: Children have a strong sense of wellbeing). This shows Zac’s sense of security and confidence in himself and his environment. Zac displays determination and will revisit experiences many times over to master the skill.

made him get bullied by his cousins.but as he got older he learned how to deal with his speech

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.