Case Presentation Form Assignment

1. Counseling interns name: Lyndsey Hepworth

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.
The students name is Student
She is in 10
th
grade, 15 years old
Female
Sexual orientation is unknown
She is of Hispanic/Latino ethnicity, her first language is Spanish
She is Catholic
She was born in Washington
She does not have an IEP or 504
She is on free-reduced lunch

3. Date session occurred; session number; length of session
This was our first session together. In the beginning of the year I helped change
her schedule and was able to give her a consent form that she got signed shortly
after. She came one week to MAP, so we established a connection there. The
session was 30 minutes long and occurred 10/14/2013.

4. Use S.O.A.P. (Subjective, Objective, Assessment, Plan) notes to capture the
presenting issue:
Subjective: Student is presenting with a range of emotions concerning the death
of both a freshman Latina student and a teacher at Cascade High School.

Client: She was really nice. And now she is gone.
Counselor: I can tell that it really touches you.
Client: It does. Like at first I couldnt believe it.

Client: Even if we dont know one another we show respect and caring for one another
in a way.
Counselor: How are you taking care of yourself?
Client: Well I am doing good, when I am home I turn on the channel and pray for her.
(a little conversation and then clarify)
Counselor: Like making sure you get sleep

Client: In a way everyone is affected. Either by the student or the teacher.
Counselor: How is that making you feel?
Client: Well its totally making me feel to be like closer to my friends, cause you never
know what can happen.

Objective: Student was well-groomed during our session and was wearing a blue
denim jacket in honor of the student that passed away; looks like she had some
bags under her eyes. As soon as I checked in with her, she started tearing up her
affect was down and sad. The student has only been absent one day since the
first day of school; it was not excused. She went to Evergreen Middle School and
her grades varied from As-Ds, without a clear pattern. For example, she got an
A each trimester in math during 6
th
grade, but in 7
th
grade got a D, C+, and C-,
respectively. As a freshman at Cascade she passed all her classes, with mainly
Bs/C+s. She has met the WA state history requirement and in 8
th
grade met
math MSP, but not reading or science MSP. She is currently taking Biology,
World History, Geometry, Into to Art, Spanish 3, and English 2. She has no
incidents or discipline reports on e-school plus.
Assessment: The root of the problem is sociological in nature, but has led to
psychological based presenting problems. The deaths in the Bruin community
(socio) has led Jasmine to be down, question her interactions with others, and self
reflect (psycho).
Plan:
o Specific: Check in with student on Monday about how she is coping
with the two deaths in our school community. If student still wants to
process, I will ask more probing questions. Such as, what does life
mean to you? How can you show greater support to those around
you? My plan is for her to draw a picture of her family and the
relationships she has with them. She mentioned many times she felt
bad for the family and it makes me curious how death would be
handled in her family or if a death has occurred?
o Measureable: Using the feelings chart and talking I can gage where
she is at versus our last session.
o Attainable: I have the means to do the intervention.
o Realistic: Checking in and a drawing can be done in a 30 minute time
frame. We can also continue processing the drawing, or add to it, the
next time we meet.
o Timely: Check in will be next Monday and on going counseling will
take place.
a. Microlevel: I will be working one-on-one with Jasmine over the year. And
specific to Jasmine and previous comments about college and money I am
working on a program (binder) called organizing for success that she is
interested in. I am thinking of using her as a pilot, before materials are
obtained for multiple students.
b. Mesolevel: Help create a warm, supportive school environment. Offering
Jasmine and all students a safe space to come and talk about recent events.
Connecting with Nyberg about rituals and what can be done for the Latino
community.
c. Macrolevel: I honestly can say that I think the death of a student and teacher
was handled, systemically, amazingly! DRT was on point and the entire
community came together, including Jackson during homecoming.

5. What multicultural factors are at play? How multicultural factors influence the client-
counselor relationship?
Family plays a very important role in her life and the Latino culture. It is
important for me to come from a place of understanding; knowing that many of
her schemas may be rooted from a family perspective rather then hers alone. As
she is my client, I will focus on her, but understand that her family and friends
play a major role in her life.

6. What counseling theories are you using in this session and what evidence do you have
to support this?
My framework came from grief and crisis counseling skills. I reassured the client
that grief brings an array of emotions, all of which is considered normal. I allowed
the student to process and feel her feelings, while also emphasizing the need to
take care of yourself and get back into routine.
Rogers Person Centered Theory. Throughout the session I used empathy and had
unconditional positive regard for my client.
Adlers Individual Psychology. I listened to my client explore her conscious
thoughts/beliefs, helping her gain insight into what life and death means to her.

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.
I listened to her process and share her thoughts. I was empathetic for her and her
feelings. A little psychoeducation about grieving and the need to take care of
yourself.
Ask open ended questions and allow her to give examples (for example, about
rituals) rather than suggesting what I think she is saying. Never assuming. Giving
her more challenging responses. Less head nods and uh-huhs simply open and
warm body language would convey the same message. Get a greater
understanding of how to counsel somebody who is freshly grieving, while in a
fast paced school setting.