Client Description
Client Description
Latasha Mitchell
COUN 5240 - Theory Counsel Guidance Child Adolescent
Capella University
April 30, 2017
Professor: Laurie McClurg
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Client Description
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A teacher asked me to come observe a student in her class. The teacher was concern
about some behaviors and issues that was affecting the students learning. His teachers report that
he is hyperactive most days in class, has trouble sitting still and listen, and when he does finally
sit down, he is prone to fidgeting in his seat. I made a note to sit in her class and observe for one
hour.
Client name and gender: Kenny Newman
Age: 7
Ethnicity: Kenny and his family are African American; they can trace their lineages back to the
African Continent. Both his parents and he were born in America and, therefore, English is their
first and only language spoken. Kenny’s cultural heritage is celebrated at home, but when Kenny
is in public he tries his best to blend in with his environment.
Physical Observations: Kenny is unusually short for his age measuring 3’8”, his weight is
slightly less than normal for his age, but not necessarily for his height 43.5 lbs., his general
appearance shows that he’s recently had a haircut; he has no visible markings on his face or on
his exposed appendages, he is currently wearing jeans that are oversized for him (possibly handme-down from old brother) and a shirt with his favorite athlete pictured—Kobe Bryant, his
overall hygiene looks normal except that he has some dental issues that require attention.
Medical Status: Kenny has asthma and carries around an albuterol inhaler with him, his overall
physical health is within normal limits, he was hospitalized less than one year ago due to an
episode of anaphylaxis, and the doctor noted that his mother, a dental assistant, was frequently
exposed to mercy during her pregnancy with Kenny. During the years leading up to Kenny’s
Client Description
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birth, the situation at home was deteriorating and it seemed like divorce or separation was
inevitable. The dysfunctional relationship at home lead Ms. Duckworth smoke cigarettes during
her pregnancy with Kenny.
Behavioral, emotional, and cognitive observations: Kenny doesn’t make frequent or
prolonged eye contact, he is very outgoing though and is very expressive, especially when topics
are brought up that excite him (e.g. basketball and music), his teachers report that he is
hyperactive most days in class, has trouble sitting still and listen, and when he does finally sit
down, he is prone to fidgeting in his seat, his teacher also notes that he is talkative when he
supposed to be quiet but when I meet with him, he’s a very reluctant speaker; he is also reluctant
to speak in front of the class especially if he’s called on to read in public; his facial expression is
often sullen and it takes some effort to get him to smile or laugh, as the teacher noted and as I
have personally observed, Kenny is very fidgety and seems to dislike sitting still, he slouches but
rarely stays sitting in the same manner for more than a few minutes.
Academic status and functioning: Kenny is in the 1st grade, there isn’t a very extensive
academic history but reading tests show that he is reading at levels below that of most of his
peers, he has some behavioral issues according to the testimony of his mother and teacher: he
cuts lines without thinking and has trouble waiting his turn at recess or when he plays with his
classmates; as far a learning issues, we have established that his reading level is below normal,
he has difficulty concentrating and sustaining focus on a designated task, he never finishes
assignments on time.. Kenny does not currently have an Individualized Education Plan or 504
Plan.
Client Description
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Family and living situation: Kenny lives at home with a single mother (his father left when he
was five years old); he also has two older brother: Jamal, 14 and Hakeem, 17. Jamal is a
freshman at the local high school; Hakeem is a senior and struggling to graduate. The mother is
snuggling to support her family with an absent father. The oldest son works and go to school
trying to help his mother financially. He is struggling to graduate because he is overwhelmed.
Social and Community Involvement: Kenny loves to play basketball at school on the
playground or at home with his brother, Jamal. He is signed up for a youth basketball league. He
belongs to a local Christian church and attends service with his mother most Sundays
Psychological Issue of Concern
The psychological issue of concern is Kenny’s behavior, his attention span in the
classroom, and reading below grade level . Kenny has lived in a one-parent since the age of five.
He has not spoken or made contact with his biological father. According to Stadelmann et al.,
“parental separation predicted higher levels of conduct problems of children at the age of 6, and
explained an increase in conduct problems between 5 and 6” (2010). Kenny’s conduct issues
may, in fact, stem from his memories of his parent’s divorce, as “cognitive-emotional and family
environment risk factors have an impact on the origin and development of emotional symptoms
in children” (Stadelmann, et al., 2010).
Kenny’s issues cannot all be ascribed to the divorce of his parents. It does, indeed, appear
as though the divorce did impact Kenny’s behaviors and emotions, but looking over the history
more closely gives a broader picture of the situation. Of special note is that Kenny’s mother
smoked during her pregnancy. Although the amount or duration of smoking is unknown at this
point, a look at the potential connections between prenatal smoke exposure to issues similar to
Kenny’s is warranted. According to Linnet et al, “intrauterine exposure of the child to cigarette
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smoke may be of importance in ADHD and ADHD-related disorders. This is supported by a
recent experimental report which found that exposure to nicotine during pregnancy was
associated with behavioral problems in the offspring” (Rodriguez & Bohlin, 2005).
Disability
After speaking with his teachers and mother, and my observation and time spent with
Kenny, There will be a meeting set to meet the staff team and his parent and if mom agrees to
have him tested and also refer him to outside services for psychological assessment for ADHD.
He demonstrates a combination of the predominantly hyperactive-impulsive type and
predominantly inattentive type. At this age, it is of vast importance that Kenny receives the
accommodations that he needs to succeed.
You must follow a specific process to get a section 504 or IEP designation. Kenny’s disability
status and support needs will determine their eligibility. To start, your Kenny’s primary care
physician will need to evaluate them based on the reports he’s been given. The physician will
need to provide a verified diagnosis of ADHD. Kenny and his mother will then need to work
with the school to determine their eligibility and support needs.
To qualify for a specialized plan under Section 504, Kenny must have a disability or
impairment that “substantially” limits or reduces his ability to access classroom learning.
Anyone can recommend that Kenny receives a Section 504 plan. However, his school district
will decide if they’re eligible. If Kenny is eligible, the school district will create a Section 504
plan for him. It will identify the accommodations that Kenny needs. If the recommendation were
to be made today based on all the history and information, Kenny would benefit from the
following interventions: behavioral interventions, extended time to take tests or complete
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assignments, option to take tests orally, extra sets of textbooks for home use, computer-aided
instruction, and visual aids.
References
Henderson, D. A., & Thompson, C. L. (2016). Counseling children (9th ed.). Boston, MA:
Cengage. ISBN: 9781285464541.
Rodriguez, A., & Bohlin, G. (2005). Are maternal smoking and stress during pregnancy related
to ADHD symptoms in children? Journal of Child Psychology and Psychiatry, 46(3), 246-254.
doi:10.1111/j.1469-7610.2004.00359.x
STADELMANN, S., PERREN, S., GROEBEN, M., & Von KLITZING, K. (2010). Parental
separation and children's Behavioral/Emotional problems: The impact of parental representations
and family conflict. Family Process, 49(1), 92-108. doi:10.1111/j.1545-5300.2010.01310.x
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