Counseling Single-Case Study Design

1. CounselingSingle-Case Study Design By Jill Hutzel

2. Background/General Overview of Student- Kyle is a twelve-year old sixth grader in West Babylon Junior High School. He is currently in mainstream classes. Kyle moved to West Babylon in January of 5th grade and attended South Bay Elementary School. School records indicate that he has received building level supports because of academic struggles. Kyle was also evaluated using the WJ-III (Fall 2012), which revealed average and low average academic skills in all areas. In addition, he was screened for OT and Speech, but did not qualify for Services. There is no reported history of Behavioral Problems in South Bay. In addition, Kyle is not taking any medications at this time.

4. Kyle has struggled both academically and behaviorally since entering the Junior High School. He has been suspended on several occasions for pushing other students , using inappropriate language on two occasions, poking another student with a pencil, and for insubordination. Since some of these incidents involved the same student, Kyle’s cluster was changed at his teachers request in an effort to avoid further conflict. Kyle reportedly likes his new teachers and schedule; however it is too soon to determine if there will be a positive impact on his grades.

5. When looking at Kyle’s disciplinary record since entering the Junior High School, two common themes appear. In almost all instances, Kyle feels as though someone treated him inappropriately or that he was being targeted for something he didn’t do. For example, in one of the pushing incidents, he was playing basketball and someone, who was covering him too closely, put his hands on Kyle’s shoulders. During the incident of insubordination, Kyle was being asked to come out of the library to determine what had happened and since he felt he didn’t do anything wrong, he felt that he didn’t need to follow directions. The other commonality is that these incidents occurred in less structured settings such as the gym, recreation and after school. In addition, Kyle has demonstrated increased impulsivity, which is concerning because of the safety implications associated with acting impulsively.

6. When talking to Kyle’s mother, Ms. B., this pattern of behavior is not new for Kyle. She reports that he can go from “O to 6O” very quickly. She also reports an increase in Kyle’s aggression and stress levels over the past couple of years. She has had him in counseling in the past, but due to insurance reasons and moving, has yet to start him back in counseling (outside of school). After his most recent suspension, a psychiatric evaluation to seek recommendations on how to help Kyle behaviorally and academically was recommended. Ms. B. was hesitant to consent to the psychiatric evaluation, but has agreed to pursue it. In addition, she has asked for referrals so that she can get Kyle into outside counseling.

7. Observations- • Based on comments from his teachers, Kyle is disorganized and he does not complete all required assignments. His effort is inconsistent and he does not attend extra help regularly. They also report that he can be distracted in class and requires refocusing during lessons. His teachers claim that Kyle has the potential to earn “good grades” in class but social issues will get in the way. • During Counseling sessions that Kyle attends (both group and individual) he can demonstrate complete opposite behaviors/personalities. • Kyle attends an “Anger Management” group counseling session twice a week. He can be very loud, inappropriate and act below age level. He is a “leader” in that he is very influential to his peers within group to negatively act out. Kyle must be told several times to behave, remain in his seat and pay attention to the task. • When Kyle is in Individual Counseling, he tends to behave appropriately. He will talk respectively and use his manners. Kyle will not talk out of turn, or talk with food in his mouth (an example from lunch detention). When on a one-to-one basis, Kyle is an overall gentlemen.

8. Timeline of Incidents- Date- 10/4/2012 Time-12:00pm Role in the Incident- Offender and Victim Incident Type- *Minor Altercations (Assaults): Involving physical contact and no physical injury Location- Within the boundaries of School Property Description- During recreation, Kyle tried to punch Trevor S. after Trevor called him a “N-word” and told him to “go back to Brooklyn”. He also pushed him saying, “say it again”. James (another classmate) also remarked “go back to Brooklyn” when he became angry at Kyle’s behavior. During period 6, When Skylar (classmate) called Kyle “gay” during Phys. Ed. Kyle pushed him and punched him responding “you’re gay.” Action Type- 5 days out-of-school suspension Date-12/7/2012 Time- 11:45am Role in the Incident- Offender Incident Type- *Minor Altercations (Assaults):involving physical contact and no physical injury Location- Within the boundaries of School Property Description- Inappropriate physical contact Details- Kyle was upset that Nick (classmate) was covering him closely and put his hands on Kyle’s shoulders during a game of Zonk Basketball. Kyle pushed Nick, elbowed him in the face (mouth) and yelled, “That’s Not how you play basketball” Action Type- 2 days out-of-school suspension

9. Timeline of Incidents continued… Date- 1/9/2013 Time- 1:30pm Role in the Incident- Offender Incident Type- *Other Disruptive Incident Location- Within the boundaries of School Property Description- Inappropriate Behavior Details- Kyle displayed insubordinate behavior to Mr. P. (the school principle). Kyle refused to listen to instructions from Mr. P. and walked away and out the front door of the building. Action Type- 3 days out-of-school suspension Date- 3/13/2013 Time- 9:30am Role in the Incident- Offender Incident Type- Insubordination Location- Within the boundaries of School Property Description- Inappropriate Behavior Details- Kyle called out several times within class. When his teacher asked him to please raise his hand and wait his turn, Kyle responded, “why don’t you just call on me and then I won’t have to call out Lady” Action Type- 3 days in Guidance lunch detention

10. What Method of Counseling Should be used for Kyle? • It seems that Kyle would benefit most from Behavioral Counseling because he will be able to realize his own behaviors and do something about them. He can begin to monitor his behaviors, practice coping skills, and complete assignments to help him reach personal goals. • What Process is best for Kyle to Understand and Change his Behaviors? • *Behavioral Counseling* • First Kyle (and Counselor) will need to Identify his Issues (which is mainly anger, stress, aggression and being defensive). A review of his history is best to understand his problem, realize where it comes from and it will help to identify the context of the behavior. • Both Kyle and his Counselor should determine the frequency , duration and severity of the Problem (how often is he acting out? Is it common, uncommon and how extreme is it?) • Then Kyle’s Goals can be determined. For Kyle, his goals should be realistic, clear, specific and meaningful. Once a negative behavior occurs, a consequence should immediately be put into effect. • Kyle should be informed of all necessary information concerning his goals. (Modeling, rehearsal, reinforcement contingencies, monitoring, record outcomes and develop a thorough commitment/plan that should be fully aware by both parties) • Once a Specific Plan is implemented for Kyle, then we can begin to review his plans, his success, any obstacles faced and revise anything necessary • (Henderson & Thompson, 2011)

11. What Interventions can be used based upon a Behavioral Approach? It is obvious that Kyle has become increasingly stressed over situations that have potential to be avoided. Some of the incidents he has faced are slightly more challenging to deal with alone. If Kyle is faced with a minor challenge, a method recently referred to as “Mindfulness –Based Interventions” could be implemented for him. “Relaxation has been identified as a measurable result of mindfulness practice and, therefore, as a potential for mechanism for change, especially for stress-related disorders. However, mindfulness is not considered a relaxation technique. Rather it is a form of mental discipline that help’s reduce a person’s tendency to react to cognitions in ways that lead to stress responses. Thus, while stress is often reduced through mindfulness practice, the potential implications of mindfulness extend well beyond stress reduction” (Brown, A.A., 2013). In other words, he should be taught the skills to breathe, count to 10, take a step back, and simply relax before making the wrong decision. This method can help Kyle to be aware of his behaviors before he impulsively Acts upon them.

12. Interventions Continued… • Kyle will also benefit from… • Communication between himself and others • Natural Consequences for Negative Actions • Keeping Interventions appropriate for his grade level • Understanding the reasoning for acting the way he did • Deliver consequences and redirections as privately as possible (reduce embarrassment) • Model positive behaviors used on and around school grounds • Write a contract with him so he understands what is expected from him and what his consequences are if he breaks the rules • Always have an authority figure near by • Maintain the environment and reduce stimulation • Have him ask any questions for rules he may not understand • Speak with him daily and remind him that people are there for him if he needs to talk • Be involved with Parents-communication is key! • (McCarney & Wunderlich, 2006) • *Kyle Enjoys going to Intermural after school. Lately his consequence for bad behaviors have a dismissal from this privilege. His parents have also informed the Social Worker that his “preferred activity” of Paint-ball will be taken away if he continues to act out inappropriately.

13. Overview Overall, Kyle is a good kid. He does mean well, but his social life and defense mechanisms will get the best of him. Although he has not shown the most academic success, he does have the potential to do very well. He needs to learn how to cope with his feelings rather than acting on them and getting himself in trouble. It seems as if his peers acknowledge the fact that he can become easily upset, which entices them to bring out his bad behaviors. In addition, Kyle likes to be the center of attention or a “leader” and not a follower. He acts out sometimes to look good in front of his friends but often this will get him in trouble. Kyle needs to continue to seek in-school counseling and (hopefully) out-of school counseling to better himself and his impulsive urges. His anger management group has completed a number of tasks that has shown him to deal with his frustrations on a mental level rather than physical. Recently, Kyle has been coming to the guidance office when he is feeling upset or just to inform the social worker of how his grades are doing. This has shown school professionals that he is taking the appropriate steps towards the right direction. At this present time, Kyle’s grades have been on the increase. He is still in mainstream classes, which currently seems to be working well for him. Furthermore, Kyle will begin to seek a psychiatric evaluation to determine his diagnosis and recommendations as to how to best meet his educational, social, and emotional needs.

14. Reference Brown, A. A. (2013). Mindfulness-Based Interventions in Counseling. Journal Of Counseling & Development, 91(1), 96 Henderson, D. A., & Thompson, C. L. (2011). Counseling Children (eighth edition). Belmont, CA; Brooks/Cole. McCarney, S.B., & Wunderlich, K. C. (2006). Pre-referral intervention manual (third edition): The most common learning and behavioral problems encountered in the educational environment. Columbia, MO; Hawthorne.