Year: 1996-1997
Month: January
Leader: Group G

Situation/Case Study:

The group decided to discuss the theme of the students who have low self-esteem and who are depressed. Last year in first grade the parents refused to sign papers for the student to be assessed. This year the parents are having the child tested outside of school. The emotional behaviors the child is displaying are beginning to interfere with his learning. If he gets frustrated he shuts down, stops, and gets rude. He has constant needs. The teacher has tried a behavior chart for certain parts of the day. The chart did not motivate him. He is so hard on himself and turns to pouting. His reflex is to say, "I'm dumb, This is dumb, I don't want to do this." The student has worked with the social worker. The teacher and intern have noticed that it doesn't happen in small groups. He has told his mom that he wants to kill himself. He doesn't have a lot of friends. The kids don't want to be partners with him. He has a hard time building and maintaining friendships. The testing which is being done will be complete this week. The results are being faxed to the school. Q: Are there particular areas that are more difficult for him? Where is he seated in the classroom? How much contact has there been with the parents thus far? Positive or negative? Where is he hearing he is dumb? QAL Reading is more difficult for him. In math he is in a lower moving group so he is doing fine. He is partnered in the classroom with someone who is a leader.


Theories behind practice:

Impact on others:

Spend time with his fourth grade pal. He may outgrow this. Pair him with a first grader so he can feel success - maybe in math. Do not make it a reward. Watch interactions with his parents more closely.