X-Ray Of Your Child's Inner World: A Case Study

Mateo gets distracted easily and its hard for him to stay focused on one task. The first 4 weeks, he was good, he work and tried his best. I used a lot of verbal encouragement and it worked. Then the next 3 weeks of school, he was like different kid, he could not stay on task, he started putting things on his mouth, pushing, grabbing other students. I seemed like he did not had control over his arms or body, he apologized to his friends. I talked to him, and he said that he did not know he was doing it until it was done. When

As children all develop at different speeds, a child that struggles at school and has not been identified as having any specific special needs, could suffer from depression thus affecting the child’s development.

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

|Parent conferences, professional counseling, verbal redirection, medications, student one-on-one counseling, intervention plan from team, in/out-of-school |

I have worked with the child on a one to one basis several times and the child reacts well to positive praise and receives stickers on a chart for good work. The child has an ‘in’ and ‘out’ tray for work to give them a sense of accomplishment when they have completed something. The child does not appear to have friendship issues and the other children in the class accept the child for who they are. The child has a playground buddy from the upper school that helps them during the playtimes when problems are more likely to occur. It is hoped that the plan the Behaviour Support Unit provides will give those who work with the child a clear framework to work in to provide the constancy that is needed to help alleviate the child’s behaviour.

"More than 10% of normal children in primary schools have learning difficulties to some extent" (Holle, 1976). Teachers should try to find the problem the student is having and find them the help they need by consulting with parents or counselors.

3. With SoonerStart there are several services available. We offer Speech Therapy-which will help with communicating with others. Psychical Therapy- which will help improve overall psychical strength and ability and improve large motor skills. Occupational Therapy- which will help with social interacting, and fine motor skills. As well as Developmental Therapy- this will improve the overall ability to be at age level in all areas of learning. We will work with you and your child as many times in a month that is allotted. We also offer other resources that will help place you and your child on the right path a few weeks before our services end. With the public school system here in Oklahoma we also offer these services as a pull out system which will allow your child the extra time needed to work on certain developmental areas while school is in session. These are more limited and the child has guidelines they have to meet before services could be extended. However, if these are not available there are many therapeutic offices that we will refer out to and get you with to continue on with intervention.

Daniel has been referred by his primary school grade coordinator to the Child and Adolescent Mental Health service for an assessment. The referral was followed after failed attempts by the school and family to manage Daniel’s deteriorating behavior patterns over the last few weeks and poor academic performance due to unidentified underlying issues.

At some point during the 2011 school while attending Mt. Zion Primary in Clayton County, Peter was first referred to his school’s tiered Response to Intervention (tier 2) program of student supports. At this time, there were no reported behavioral difficulties, although the student was said to display concerns with regard to reading fluency. Records indicate the student was formally referred to the Student Support Team (SST) process on 5/2/2013 when he attended 3rd grade in Henry County, although it mentioned in the documents that he was having significant behavioral difficulties as far back as at least 2nd grade. It appears the behavioral manifestations erupted about 10 months after the death of his father.

Turn Center is now offering Counseling Services and we think your child would be a great candidate! When considering if counseling is right for your child, it is important to keep in mind that there are risks and benefits associated with any therapy. Research shows that counseling has innumerable benefits for those that go through it. Therapy can lead to your child having better relationships with their peers, solutions to specific problems, and significant reductions in feelings of distress. However, since therapy often involves discussing unpleasant aspects of life, your child may experience uncomfortable feelings such as sadness, guilt, anger, frustration, loneliness, and helplessness. Approaching feelings or thoughts that your child has

In this case study I will describe the observation of a child while applying psychodynamic thinking and theory. The whole observation took place in a secondary school within a 9 week period, one hour every week. However, I was able to observe this particular child 6 times as at the beginning I was given a different child. Due to the fact that the first child was not attending the lessons they had to change him and find me a different one. For confidentiality reasons all the names that will be referred in this case study are going to be pseudonymous. The second child will be referred as Marissa, the Learning Support Assistant (LSA) as Anna, the Inclusion Manager as Alison and the school as Roots. In this observation the main purpose was to attempt to understand the unconscious inner world of the child, the verbal and non-verbal

| |2. Vygotsky’s theory believed that economic and cultural forces were very influential in child development. |

The first thing that a parent needs to do is put the kid/s in therapy. Sometimes it’s hard to explain to a child what is going on. A therapist is going to be able to explain and help them through what’s going on at home and help them through the transition. Jeanne Segal states “At

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable

Alternatively, your child may be doing well in these areas but perhaps be struggling emotionally with feelings about her visual impairment, herself, and her future.