Context for a Student's Outbursts of Anger

School Counseling

Presenting Problem

The reason for AB seeking counseling is to help with the controlling of verbal and physical aggression as it pertains to school and home life, and to assist with interactions amongst peers. It was reported that symptoms interfere with daily functioning at school and at home on a regular basis. The presenting problem began at age 5, however, and may have been exacerbated when the family relocated to Miami, FL. The frequency of symptoms is described as consistent and may be understood as daily or weekly but nonetheless steady. The intensity of symptoms is likely high and may have been a contributing factor to AB’s being held behind a year at school; and it is probably a factor in his study habits or lack thereof—and these may be mutually reinforcing factors, one with another.

AB wants to be able to control his emotions and not allow them to get the best of him in various settings such as school and at home around his sisters, which is why he is presenting. He wants learn how to cope in a more positive way when faced with negative situations or people. As it stands, he tends to lash out both verbally and physically when feeling overwhelmed emotionally which usually gets him into trouble both at school and home. He would like counseling services to help him gain coping skills, anger management skills, as well as improved social skills so that he can obtain better relationships with his peers and authority figures alike. In addition, he would like assistance with learning how improve his study habits so that he can catch up academically with his peers.

Demographically, AB is a 17-year-old heterosexual black male who came from a two-parent home however; his father is not presently in his life. His mother works long hours to support the family financially but is always available emotionally for her children when needed. AB has two older sisters. He wants improved social skills around peers, Anger Management skill development tools, and possibly academic tutoring assistance.

Family and Developmental Factors

Students’ concerns are greatly influenced by their family structure and stage of development (Wark et al., 2003). For example, a student who comes from a family of origin where there is a lot of conflict may be more likely to have anxiety or relationship issues. Alternatively, a student who comes from a very close-knit family may be more concerned with issues such as emotional closeness and separation. The family of choice can also play a role in shaping students' concerns. For example, students who come from divorced families may be more concerned with issues such as trust, while students who come from blended families may be more concerned with issues such as loyalty. Significant relationships and relationship patterns can also shape students' concerns. For example, students who have experienced a lot of loss in their lives may be more concerned with issues such as grief or mortality. Finally, the stage of development can impact the type of concerns that students have. For example, Piaget’s stages of cognitive development suggest that young children are more likely to be concerned with concrete issues, while older children are more likely to be concerned with abstract issues (Miller, 1978). Erikson’s stages of psychosocial development suggest that adolescents are more likely to be concerned with identity issues, while adults are more likely to be concerned with intimacy issues (Miller, 1978). Kohlberg’s stages of moral development suggest that young children are more likely to be concerned with obedience and punishment, while older children are more likely to be concerned with justice and fairness (Miller, 1978). As one can see, there are many factors that can shape students' concerns. It is important to consider all of these factors when working with students to ensure that their needs are being met.

Multicultural Considerations

In today’s world, students come from an increasingly diverse range of backgrounds. As a result, their concerns and perspectives are shaped by a multitude of factors, including race or ethnicity, religion, ability/disability, sexuality, socioeconomic status, military experience, and exposure to the criminal justice system (Nadal et al., 2014). Geographic influences also play a role, as students may come from rural, urban, or suburban areas with drastically different levels of resources and opportunities. Additionally, students may have experienced oppression or marginalization due to any of the above factors (Berila, 2014). All of these elements come together to create unique individual experiences that impact the way students see the world and their place in it. It is important for educators to acknowledge and be sensitive to these diverse experiences in order to create an inclusive learning environment where all students feel valued and respected.

Narrative Summary

From what I understand, the purpose of AB’s aggression is to release his anger; he is frustrated with his present, with the move, with his failure at school, and with himself; he is frustrated by a lack of a father. In my observations, I have noticed that AB tends to bottle up his emotions until he explodes or lash out at someone verbally or physically. When this happens, it usually leads to an altercation with another student or getting sent to the office. I believe there are several factors which contribute to and reinforce this problem behavior. First, AB doesn’t have a father figure in his life to help guide him through adolescence which can be a difficult time for anyone. Second, his family relocated to a new city where he didn’t know anyone which led to him feeling isolated and alone. And finally, the school environment itself can be triggering for AB because it reminds him of previous scholastic experiences where he was bullied by classmates. Despite all these challenges, AB does exhibit some strengths and resilience. For example, he is respectful and obedient when teachers are around and he also expresses remorse after losing his temper. In conclusion, AB is a complex individual who has faced many challenges in his young life but still exhibits signs of hope for the future.