1.

Counseling interns name: Michael Klein

2. Client/Students first name, age, grade, gender, sexual orientation (if known),
race/ethnicity, religion, economic class (free-reduced lunch), first generation, family
background (parents? Siblings?), and/or other basic relevant demographic
information.
Ashley Sampson
13 years old 7
th
grade
Female unknown sexual orientation
Caucasian
Catholic
Low-middle socioeconomical status Reduced Lunch
Ashley has younger siblings not much known about them
Has a 504 plan

3. Date session occurred; session number; length of session
Session occurred on 10-28-13 and it was our third session together. We have
regular lunch sessions every once in a while to discuss how to cope with her
anger. The session lasted about 30 minutes

4. Use S.O.A.P. (Subjective, Objective, Assessment, Plan) notes to capture the
presenting issue:
Subjective:
Ashley has a history of anger issues that she has had problems with for the past
few years. The present topic that is talked about in this session is what she can do
when she has a strong feeling of anger. Here is part of the discussion we had to
give an accurate idea of her issue.

Counselor: What do you do if you get really really mad at your friends?
Client: I walk away
Counselor: What if that doesnt work?
Client: I will scream at them
Counselor: How do you feel after you scream at your friends?
Client: Really badand wish I didnt do it

Counselor: So you had friends that told you that you cant sit with them at lunch
Client: Yathey were being mean because I yelled at them
Counselor: How did that make you feel?
Client: It really hurt
Counselor: That sounds like it would be tough to deal with
Client: It made me want to not talk to them anymore and it made want to cry
Counselor: Ouch
Client: Yait really hurt



Objective:
Client presented herself as very well-groomed and prepared for our conversation.
The clients affect seemed to be very distracted. She would jump from topic to
topic and when it appeared that the client was going to open up to an emotional
side that would help her deal with her anger problems she would change the
subject. This was usually done by talking about something in my room such as a
poster or a book. This is pretty consistent with her previous sessions with me as
well. She will play with my office toys as soon as she comes in and then be able
to have a conversation for a few minutes before something else diverts her
attention. Despite this the client loves coming in on her lunch to talk with me and
is very open to further counseling session.

Assessment:
From my perspective the root of the problem is psychological. Her 504 plan
would agree with this notion due to her written about excessive anger outbursts
that she has with her close friends/teachers at school. Her mother also reports that
she has similar episodes at home with the mom and Ashleys younger siblings.
Ashley has trouble staying on task and focused as well as having very little
tolerance for frustration. These anger issues are impacting her personal and social
development as a young girl because her friends are seemingly distancing
themselves from her. She is a very social girl but her anger outbursts cause this
dynamic to happen and then she has a hard time associating her anger with why
her friends do not want to be around her anymore. This, in turn, is causing her to
be more sad and weary which might lead to depression and effect further
problems in the academic realm.

Plan:
My plan with Ashley will follow the SMART format by firstly, in our future
sessions, motivate Ashley to gain more awareness with why she has a hard time
maintaining friends. The goal, at this point, is to have her connect the dots
between how she reacts when shes frustrated to how that causes her friends to
not want to be with her. This is happening by talking about hypothetical
situations that may come up with her friends and then discussing what she would
do in those specific circumstances. From there we talk about how those reactions
influence her relationships. The plan of intervening will be done on these levels:
o Microlevel: Every two weeks I will call Ashley into my office during
lunch and we will talk strategy on how to cope with her anger
o Mesolevel: Using her 504 plan, I will work with her family, teachers
and our school administrators to help to increase her personal/social
growth. This can be done by providing her with more time to
complete assignments in class and also a quiet place to work when
she gets extremely frustrated to combat the anger outbursts. She will
also need a behavior chart from her teachers to give to her parents and
myself. This will require good communication between home and
school staff.
o Macrolevel: At this time, my site supervisor and I are introducing
guidance curriculum to her current grade level that helps them to
better understand empathy and friendship developing. This will
hopefully help other kids to see things from her perspective and to not
just give up their friendships over how Ashley handles her frustration

5. What multicultural factors are at play? How multicultural factors influence the client-
counselor relationship?
At this time it is hard to tell what multicultural factors are at play in her life. I will
have to delve deeper into her family, church, friends, etc. before I can see what is
important to her regarding the culture that surrounds her. I sense that she has a lot
of shame she brings on herself when she acts the way she does because shes
mentioned a few times how her catholic upbringing denounces her type of
behavior. This could be a potential conflict with her personal growth as wel so I
will be curious to explore this issue further in future sessions.

6. What counseling theories are you using in this session and what evidence do you
have to support this?
I had no intentional counseling theory that I was employing during this session,
but I do tend to naturally use CBT when working with emotionally problematic
clients. This was shown through my unintentional use of the ABCs of cognition
structure when describing her pain she receives from her friends ostracizing her. I
do not know if she fully understands how her frustration with secondary things
(A) causes an increase of outbursts (B) and leads to her friends staying away from
her (C), but I am working with her to become more conscious of these
occurrences and what they mean to her and her friends.

7. List three things that you did well in the session with the client. List three things that
you can improve on in your session with the client.
Things I did well:
I helped her to process how her feelings
I attended well.
I used good questioning
Things I can improve on:
Helping her to refocus when she becomes distracted
Better organization in the room to help with her attentiveness
Be more directive with her when she changes the subject