Case Conceptualization
-Student Information and Demographics: Emilio Morales, a sophomore at Sylvia Plath High School, is of Latino descent and new to the district.
-Presenting Concerns: Emilio's grades have dropped, he quit writing for the school paper, is sullen and rude in class, and has been hanging out with some so-called popular kids, who may be troublemakers. His teacher and mother are concerned that he may be drinking with them.
-Assessment Process: Conduct a thorough assessment that includes information from Emilio, his teacher, and his mother, as well as any available data sources. This will help to determine the underlying causes of his current behavior, including any internal and external contributing factors.
-Diagnostic Impressions: Emilio may be experiencing depression and anxiety, which could affect his academic performance and behavior.
-Differential Diagnosis: Other related diagnoses may include substance abuse disorder or adjustment disorder, resulting from Emilio's recent move and difficulties adjusting to the new school environment (Baruth & Manning, 2016).
-Implications:
-Academic: Emilio's grades have dropped, and he struggles in his English classes, which may impact his overall academic performance.
-Developmental: Emilio is a high school sophomore who may require developmentally appropriate accommodations to support his academic and personal...
References:
Baruth, L. G., & Manning, M. L. (2016). Multicultural Counseling and Psychotherapy. Taylor & Francis.
Dobson, D., & Dobson, K. S. (2018). Evidence-Based Practice of Cognitive-Behavioral Therapy. Guilford Publications.
Ligsay, A., Bain, J. M., Veenstra-VanderWeele, J., & Hagerman, R. (2018). Pediatric and Neurological Assessment and Targeted Treatments. Autism Spectrum Disorders, 143.
Parritz, R. H., Troy, M. F. (2018). Disorders of Childhood: Development and Psychopathology (3rd Ed.). Boston, MA: Cengage Learning.
Sori, C. F., & Hecker, L. L. (2015). Ethical and Legal Considerations when Counselling Children and Families. Australian and New Zealand Journal of Family Therapy, 36(4), 450-464.
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