Case Presentation:

JANETTE DOE
By: Deandrea Crockwell

Background Information
 Caucasian female
 Functional Behavior
Assessment
 8th Grade
 15 years old
 Parents divorced
Problem Statement
 Student has a history of
behavior incedents, fights,
suspensions, skipping classes,
drugs and other incedents.
We are trying to
rectify/reduce the amount
these situations.

Services
 School Social Workers provide students with resources that alleviate the
barriers that may prohobit a student' s educational success.
 Assessment Goals and Timeframes
Assessment Goals Specific Interventions
 Finish out the school year at  Bruin Academy
her current middle school  The last 9 weeks of school she
 Work on handling her would be placed in Bruin
emotions in a more positive Academy. However, parents
way must sign form with the next
 Rid herself of negative peer two weeks.
influences
Strengths and Limitations
Strengths
 She is very smart and cunning
 She understands how to
manipulate
 She is driven when she truly
wants something
 She is confident with in herself
(She does not give in to peer
pressure)
Limitations
 She has ADHD
 She is very emotional
 Both of her parents are not highschool
graduates (This prevents her from
attending CCS K-12 Online).
 She no longer self-harms however, she
pierces herself for relief (I consider this
a limitation as when she gets to stressed
she may revert back to self-harm).
What are some biases you had going into
the interview?

 When I went into the meeting I thought she was

just a regular teen that was going through the
regular teenage motions (such as moodiness and
hormones).I did not see her as cunning as she truly
is, however after our second meeting I realized
how smart and cunning she truly is. I
underestimated her creative ability to spin such
convincing tales.
 Honesty (Moral)
 School (Importance)
 Piercings (Cultural)
 Drugs (Moral/Preference)
 Relationships
What events or life experiences have
shaped them into the person they are?
 Biological parents are divorced. Both parents have
significant others. Both parents are enablers and the
student uses manipulation tactics on both parents to get
her way. Dad is in total denial. Mother is not in denial but
plays into her daughters game. Student states that she
likes school but not the people. Student wants to switch to
online classes but has no one to administer the online
classes as both of her parents do not have a highschool
diploma/or GED. Student is very close to having to attend
truancy mediation.
What is the staff recommendation about
diagnosis, Interventions or treatment?
 Bruin Academy
 We placed her in our other group previously (We
meet every thursday however, she never attended
one as she was not present in school).
What does research say on their
diagnosis/problem/treatment?
 Targeting parent-teen relationships is critical in reducing
problem behaviour. ‘Connect’ is a manualized ten-week
program for parents or alternative caregivers of at-risk teens
that focuses on the building blocks of secure attachment:
parental sensitivity, cooperation, reflective capacity, and
effective dyadic affect regulation. Through didactic and
experiential activities, parents develop the competence
necessary to identify, understand and respond to the needs of
their teen in a manner that provides structure and safety while
safeguarding the quality of the parent-teen relationship
(Moretti & Obsuth, 2009, p. 1347-1357).
What does research say on their
diagnosis/problem/treatment?
 “InStudy 1, twenty parents reported significant
increases in perceived parenting satisfaction and
efficacy and reductions in adolescents'' aggression,
antisocial behaviour and other mental health problems
following completion of Connect as compared to a
waitlist control period. These effects were sustained
and additional small effects were noted in decreases in
conduct problems, depression and anxiety at a 12-month
follow-up (Moretti & Obsuth, 2009, p. 1347-1357)”
What changes do you recommend for the
agency or service (Needs of agency,
changes, and rights issues)?
 Smaller classroom sizes for different issues.
 (ADHD,Behavioral, Students who thrive
more in smaller class sizes)
Citations & Competencies
 Moretti, M. M., & Obsuth, I. (2009). Effectiveness of an attachment-focused
manualized intervention for parents of teens at risk for aggressive behaviour:
The Connect Program. Journal Of Adolescence, 32(6), 1347-1357.
doi:10.1016/j.adolescence.2009.07.013

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