The first part is a description of the case study. It will describe what is known, the presenting factors (antecedents) or symptoms, current class setting, academic setting, family dynamics, and social supports.

Part 1: Case Study

• Focus: the individual and describing the case study.

Discuss a student case that has threats to well being from the current school setting.

• Begin by describing the case and the developmental crisis in detail. (See examples of case studies in the text for reference.)

• Discussion of stages (i.e. Erickson, Piaget, Kohlberg), 1 paragraph

• Discussion of Essential Question 1, 1 paragraph

essential question :how does your role as a school counselor relate to human development for well-being in a school setting?

case study examples: Anna is a 9-year-old third-grade student in a public school on the outskirts of a large industrial city. She is the oldest of three children who live in an apartment with their mother, a 29-yearold White woman recently diagnosed with rheumatoid arthritis. Despite her young age, Anna’s past history is complicated. Anna’s biological father, Walter, is a 37-year-old man who emigrated from Eastern Europe when he was in his early 20s. He married Anna’s mother, Karen, when she was 19 years old. The couple married hastily and had a child, Anna, but Walter abandoned the family shortly after Anna’s birth. Walter and Karen had fought constantly about his problems with alcohol. Karen was particularly upset about Walter’s behavior because her own father, now deceased, had suffered from alcoholism and left her mother without sufficient resources to care for herself. Alone with a child to support and only a high school degree, Karen went to work in the office of a small family-owned business. There she met Frank, one of the drivers who worked sporadically for the company. They married within a few months of meeting and, within another year, had a son named John. Karen, with Frank’s grudging consent, decided not to tell Anna about her biological father. She reasoned that Anna deserved to believe that Frank, who filled the role of father to both children, was her real parent. Anna was developing normally and seemed to be attached to Frank. But, unknown to Karen, Frank had some problems of his own. He had been incarcerated for theft as a young man and had an inconsistent employment history. The family struggled to stay together through many ups and downs. When Anna was 6, Karen became pregnant again. Frank wanted Karen to have an abortion because he didn’t think the family’s finances could support another child. Karen refused, saying that she would take on another job once the new baby was born. Ultimately, the marriage did not survive the many stresses the couple faced, and Karen and Frank were divorced when Anna was 7. Karen’s situation at work is tenuous because of her medical condition. Her employer balks at making accommodations for her, and she fears she might be let go. After the divorce, Karen filed for child support, and Frank was directed to pay a certain amount each month for the three children, but Frank was outraged that he should have to pay for Anna’s care because she was not his biological child. During a particularly difficult conversation, Frank told Anna the “truth” that he was not her “real” father. Karen, still unable to deal with this issue, insisted to Anna that Frank was her biological parent. Karen could not bring herself to mention Walter, whose existence had never been mentioned to the children before. Karen desperately needed the money for Anna’s support, especially because she had amassed substantial credit card debt. She felt her only pleasure was watching shopping shows on TV and ordering items for her children. In school, Anna is struggling to keep up with her peers. Her academic performance is a full grade level behind, and her teachers are concerned. The school Anna attends has high academic standards and pressures for achievement are intense. Anna behaves in immature ways with peers and adults, alternating between excessive shyness and overly affectionate behavior. She does not appear to have any friendships within the class


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