Case Presentation

Background
Information
Gender: Female
Age:18
Ethnicity: American Indian
Grade: 12th

Problem Statement
This student struggles to
focus in classes, which is the
primary reason that she
attends the Learning
Achievement Program (LAP).

Service
Robeson County School System
Indian Education Program
Counseling
Online Classes

Strengths and Limitations

Strengths: Student is motivated to
do school assignments and
improve her grades.
Limitations: Student gets
distracted easily and can not
focus on material presented in
class.

Assessment Goals
Student wants to increase
studying habits by taking the
text book home and studying
for at least one hour a day.
Complete the required criteria
to graduate in June.
Researching goals for high
education.

Biases prior to intake

The participant is at high risk of
dropping out of school.
Student does not care about her
education.
Student is not looking to go to
college or further her education.
Student simply does not like to do
her work.

Differences between you and

participant

Student is Native American

and in high school.
Student is exposed to a
different environment than I
have been exposed to.
The student and I have
different methods of studying
and coping with stress.

Staff Recommendations
Tutoring
One on One help with
teachers
Counseling
Increasing Daily Study Time

Diagnosis , Problem and Treatments

Student struggles with ADHD and
anxiety disorders. This in turn
affects the way she learns material
presented in class as well as the
way she focuses.
The student does not want to take
medication, so the option to
discuss alternate methods to cope
with her issues were presented.

Stress
There are several stressors of
everyday life that students
face daily. They deal with
personal issues as well as
issues that arise when
encountering there peers,
which all can ultimately affect
the way a student learns.

Practice Behavior
2.1: Apply and communicate understanding of the importance of
diversity and difference in shaping life experiences in practice at the
micro, mezzo, and macro levels.
2.3: Apply self-awareness and self-regulation to manage the influence of
personal biases and values in working with diverse clients and
constituencies.
4.2: Apply critical thinking to engage in analysis of quantitative and
qualitative research methods and research findings.
4.3: Use and translate research evidence to inform and improve
practice, policy, and service delivery.
6.1: Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical
frameworks to engage with clients and constituencies.
8.2: Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical
frameworks in interventions with clients and constituencies.
9.3: Critically analyze, monitor, and evaluate intervention and program
processes and outcomes