Melodys Behavior Problems in School - Case Study Example

Case Study Case Study Factors contributing to Melody’s behavior problems in school and how eachcontributing factor impacts her behavior There are various factors that contribute to Melody’s behavior at school. The fetal alcohol syndrome contributed to her physical and mental conditions that affect her behavior at school. The syndrome was attained from her mother’s alcoholic behavior while she was pregnant. Melody’s mental state does not allow her to comprehend what her teacher is instructing at the same rate as the other students. As a result, she requires a tutor to assist her in her education. She does not stay focused for long and at times get seizures that interrupt her learning process. Her condition has led to minimal math skills and she lugs behind during the lessons. She does not complete her days work due to her mental condition. The syndrome has also led to her restlessness whereby she cannot stay at her sit for more than five minutes. She feels disturbed and her behavior has a negative impact on her concentration. Melody’s premature birth and weight also contributes to her behavior at school. She feels inferior due to her size despite her friends understanding the situation. She also feels small for her age as compared to the other students. Melody is seen spending most of her time with the teacher on duty as a strategy to avoid her companions. She also prefers spending more time in unique and hidden places to avoid frustration and embarrassment from her friends. Melody’s thought of being adopted also affects her concentration in class. She has not been brought up by her maternal mother and probably hates her for her alcoholic behavior that contributed to her mental and psychological problems. Melody is also poor at making friends and relating with teachers at the school. She lacks self-esteem due to her situation. Her behavioral disorder that originated from her mother’s activities causes her to react in an irritating manner to her friends. She does not react physically but executes actions that become aggressive to her friends. Melody does not recognize personal space and boundaries; hence end up irritating her friends without her knowledge. 2. Approaches to counseling Melody’s condition and some of the techniques or activities that you would be adopted Melody’s case has various determinants; hence needs counseling approaches from different sectors. She has to be aware of her condition and make behavioral changes that are best suited for her character. Her condition has multiple victims that include her friends, teachers and foster parents. The psychodynamic approach will be useful in making Melody comprehend her situation. She is unconscious of some behaviors or activities that have led to her current condition. It will assist her thought to understand her previous life and make her overcome some of the activities (Corey, 2013). Melody’s mother fault can be attributed to that Melody’s current situation. However, Melody has to move on and start a new life where she has a better understanding of her life. The approach is based on three ideologies that include the conscious, unconscious and the subconscious (Wolfe, 2006). Melody’s situation can be classified as subconscious because she is aware of some of the activities in her life while others are accessible through therapy. The psychoanalysis process will assist Melody to become aware and examine her past activities. It will also cause her to release all her negativities that have been associated with past events and overcome them. As a result, her trauma will reduce and help her in her behavioral changes. The behavioral approach will also be applicable in Melody’s case, which is based on the postulation that the external environment can determine an individual’s behavior (Little, 2009). For example, the school environment has affected Melody’s reactions and personality changes. At times her colleagues get irritated by her behavior; hence, instilling fear and other chain reactions. Some of the reactions include stroking hair and pinching. She also prefers spending time in lonely places since she does not socialize and make friends. Her behaviors have originated from the unfriendly school environment. The approach also stipulates that behavior can be learned by changing the perception of various individuals in the environment. For example, Melody can be advised on her behavior changes and presented with ways to change them. Her classmates can also be counseled on ways of handling Melody until she changes her behavior. The teachers too can be presented with ideas and principles that will assist the relationship between Melody and her classmates. The humanistic approach will be used to tackle Melody’s self-confidence and esteem, which works on the principle that each person is different and faces experiences uniquely (Corey, 2013). It aims to provide the individual with comprehensions on the negative and positive aspects. Melody should undergo therapy that will assist her to recognize any changes in her that could be changed into positive behaviors. For example, pinching other kids could be changed into playing and bonding session. It will also make Melody feel worthy and proud of her size despite the differences in age. 3. How to help the teacher understand Melody’s needs The counseling approaches show that Melody need special treatment in order to catch up with the other students. Melody’s teachers should be part of the therapy process whereby they need to understand her situation. Firstly, they should notify her classmates about her situation and provide them with ways to help Melody. Since she pays only brief attention, the teacher should organize with her parents to increase her reading sessions. It will assist in building her math skills. Additionally, she will also spend more time; hence enhancing her bond with the teacher. It will help her in sharing problems that she undergoes at school (Senn, 2006). Advising the students on first aid procedures will also be the teacher’s duty due to Melody’s petit mal seizures. The teacher should also ensure that Melody has taken her medication. Behavioral interventions The teacher should adopt strategies such as making Melody understand the classroom rules and their repercussions. It will change her activities that include disruption and disturbance during class sessions. Her fear for the rules may also help her concentrate in class and improve her Math skills. The use of reinforcers and motivations may also assist in changing Melody’s behavior (Mennuti, 2012). For example, the teacher may present her with her favorite candy each time she stays for one lesson without walking around in class. The classmates may also be motivated to form relationships with her and help her in her activities. A change in her behavior will assist her to realize the positive aspects in her life. 4. Type of involvement to undertake with Melody’s parents Melody’s condition should be catered for from all environments. At home, her parents should use a counselor to assist them understand her behavior. They should assist Melody in her studies or hire a tutor so that she can perfect her skills. They should also understand her seizures and ensure that she takes her medicine at the prescribed time. The medication will assist her in saving time that would have been wasted during hospitalization. They should also get involved in Melody’s activities to assist her in her social skills. Strong family bonds will enhance her socialization skills at school that will lead to improved performance (Senn, 2006). Suggestion to the parents The parents should be ready to accept Melody’s condition financially, socially and psychologically. They should spend more in therapy and education; hence changing her perception for life and build her future. Socially, they should be proud of her despite being foster parents. Psychologically, they should comprehend their daughter’s condition and try not to get frustrated when she does not perform according to their expectations. References Corey, G. (2013). Case approach to counseling and psychotherapy (8th ed.). Belmont, CA: Brooks/Cole, Cengage Learning. Little, A. (2009). Behavioral interventions in schools: Evidence-based positive strategies. Washington, DC: American Psychological Association. Mennuti, R. (2012). Cognitive-behavioral interventions in educational settings a handbook for practice (2nd ed.). New York: Routledge. Senn, D. (2006). Creative approaches for counseling individual children in the school setting. Chapin, S.C.: YouthLight. Wolfe, D. (2006). Behavioral and emotional disorders in adolescents: Nature, assessment, and treatment. New York: Guilford Press. Read More