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Transcript

Wittman - Student Case Presentation

Identification

Student Identification

  • All students in the group are currently a part of an impulse control group that was determined based on their results on the BASC 3-BASS assessment.

  • They are all in the third grade, and all identify as African American.
  • KB - (90 average)
  • KS - (66.5 average)
  • L - (82.5 average)
  • D - (82.25 average)

  • No religious affiliation was indicated for any of the students

  • All of the students are single and identify as lower middle class in terms of their SES status.

Presenting

Student's Presenting Problem

  • The group’s current presenting problem is that they find it a challenge to manage the thoughts, and emotions that they have in their head.

  • Group members often feel that when they have an idea in their head such as talking during class, telling a student to be quiet, and therefore the purpose of the group and a lot of our conversations focus on what are impulses we have and whether now is the most appropriate time to act out on them.
  • The student is normally part of a self control group with two other students.
  • For the past couple of weeks we have been discussing what would be inappropriate versus inappropriate behaviors in the classroom
  • At the start of the session you will see we review this information and then we move forward to playing the self control bingo
  • The following session we will continue to go through what self control looks like and how they can implement steps of self control in their life.

Development

Developmental History

  • In my meetings with my group members they have not mentioned any pertinent family issues or significant life events that could impact the student’s development.

Life

Current Life Circumstances

  • KB currently resides with great grandmother as Mom is currently not in the picture, and when I tried to talk to great grandmother to get updated contact information for mom she had no idea what her number or address was.

  • L lives with mother

  • KS lives with mother

  • D lives with mother

  • Included in the student’s at school support system are Mrs. D’Angelo and myself along with their teachers
  • KB - Mrs. Flinchum
  • L - Ms. Tuttle
  • KS/D - Mrs. Costa

Framework

Reality Counseling

  • Questioning

  • During our first initial sessions we talked about what are impulses, and what are some impulses that we experience when in school.

  • Questioning students on if students acting out on these impulses is leading into positive outcomes.

Mindfulness (Breathing technique)

  • Students were taught that when they experience an impulse such as someone says or does something that upsets them there are deep breathing techniques that they can employ.

  • Pause, stop and think activity (Remote Control) - One of the sessions we talked about how when we experience an impulse is that immediately acting upon it they need to take a deep breath, and think if this is an impulse that they should be acting out, they should not act out on this impulse or maybe now just is not the right time.

Cognitive counseling (restructuring)

  • Instead of simply acting out on their impulses the group members have identified what are some alternative things that they can do when they are experiencing an impulse.

  • Whether grabbing a stress ball, talking to one of their trusted adults or simply knowing that now is not the most appropriate time to act out on their impulses.

Review

Course of Counseling

  • I have had seven sessions with these students at the time of this recording.

  • We meet once a week on Tuesdays

  • I plan on meeting with these students three more times in a group which will be terminated at the 10th week.

  • Overall all of the members have been really engaged and willing to participate in the group.

  • There is a certain member who I have found to be a challenge for him to become involved, and I feel that sometimes I am singling him out.

  • That is one of the reasons why I selected this group for my student case presentation.

Progress

Progress Toward Counseling goals

  • I have noticed a shift in KB, L, and KS in that they are stopping and thinking instead of simply acting out.

  • For the future I want to work more with D on why he is quick to shut down, and will not open up to either myself, Mrs. D’Angelo or Mrs. Meyer (Social Worker)

  • Even when he is sent down to the office by his teacher it takes us a while if at all to get him to talk.

  • We can see that something is upsetting him but it is still difficult for him to tell us what is on his mind.

asca standards

  • M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

  • B-SMS 1. Responsibility for self and actions

  • B-SMS 7. Effective coping skills

Leadership

Leadership/Advocacy

  • I think all members of the group would benefit from participating in after school clubs as that would be a way for them to further practice some of the skills that we have been talking about in the group.

  • One of the additional things that I could do is help provide resources that they can keep at their desk to help remind them when they feel like acting out on their impulses.

  • These could include things such as stress balls and their own remote controls to remember that they are in charge, and responsible for their actions.

Context

Cultural context

  • We are all boys but everyone else in the group identifies as African-American

  • Grew up in different household environments and I am not originally from the falls.

  • Lower SES in the Falls as opposed to higher middle class in a predominantly white neighborhood.

  • This means that I have to make sure that my clients feel comfortable with me and are willing to open up and share what are some of the challenges that they are facing.

Takeaways

Things I learned from the caSE

  • By relating what we are talking about to something that students will understand makes them much more willing to participate

  • Asking students what they like to watch, and relating that to how we need a remote control to start our favorite show or play our favorite game we need to do the same thing with our impulses, and emotions.

  • The importance of knowing your students, and how you might need to modify your plans for the session to meet their needs.

Feedback

Requested Feedback

  • Is there anything you would have done differently during the session?

  • Did I do a good job making sure that everyone in the group felt included in the discussion.

  • What are some things that I could do to make D feel included while also at the same time not singling him out from the rest of the group.
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