Amelia: A Case

Conceptualization
MEAGAN MCEACHRON
Background

Female
6th grade
Lives home with mother and father
12 years old Moved from Amsterdam

Caucasian Mom spent 7 years in prison

4 siblings Lived with Grandma during moms

time away
Youngest Dad works long hours (60+ hours a week)
Only child living home
Strengths

Outgoing
Social with peers
Personable
Mature
Wants to do well and succeed
Seeks out help when needed
Initial Meeting

Member of support study hall/small groups (Academic Success Group

Initially due to grades
Minor disputes with close friends
Discussed arguments at home with mom
Initial Concerns

Increasing absence from school

Escalated conflicts with peers
Self-reported as feeling both anxious and depressed due to life at
home.
Arguments with mom
Expresses feelings of depression and hatred toward life and mom.
Says that mom hates her.
Presenting Concern

Informed us of fight between parents

Police were called
Discussed feelings of hatred and depression at home
Reported suicidal ideations due to depressive thoughts.
Stated, Sometimes I think about going downstairs and grabbing a knife to
kill myself, but then I get too scared and I dont want to do it.
 Perceived Support

Grandmother
Peers
Mother
Attended success meeting
Open communication with school counselor
School counselor, teachers, administrators, and other
staf
Parsons clinician
Person-Centered Therapy

Founded by Carl Rogers

Focus on the person, NOT the problem
3 Conditions for efective counseling:
Empathy and understanding
Congruence/Genuineness
Unconditional Positive Regard
Counseling Goals

Decrease number of days absent/tardy

Increase grades to 65 or higher
Recognize when breaks are necessary
Decrease in number of conflicts with friends at
school
Help build relationship with mom at home
Intervention Strategies

Individual counseling sessions

Breaks as needed
Help student cope with current and future situations
Small group counseling
Meet on C days, 2nd and 5th block for Academic Success Group
Referral to 4-Winds by mom
One week in-patient
Homework sent and constant communication between school counselor and clinician
Parsons Program
Referred for outside counseling
Meet once a week individually, once a month with parents for family counseling
Counseling Skills Used

Building of rapport
Empathy and understanding
Active Listening
Open and closed questions
Reflection of feeling
Paraphrasing
Consultation and Collaboration
Mediation with friends
 Evaluation Measures

Attendance
Report Card
Parsons Evaluation
Communication with mom about
progress at home
Systems Perspective

Team meetings with teachers and assistant principal, once a week

Extended school day program to make up homework and increase
grade point average
Working with teachers and counselor, 2 days a week
Consult with teachers and Parsons clinician regularly about progress
Ethical Considerations

A.1. Responsibilities to Students

A.2. Confidentiality
A.5. Appropriate Referrals
A.6. Group Work
A.7. Danger to Self or Others
B.1. Parent Rights and Responsibilities
B.2. Parents/Guardians and Confidentiality
C.2. Sharing Information with Other Professionals
D.1. Responsibilities to the School
References

Erford, B.T., (Ed.). (2010). Professional School Counseling: A Handbook

of Theories, Programs, and Practices (2nd Ed.). Austin, TX: PRO-ED, Inc.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2015). Counseling and

psychotherapy theories in context and practice: Skills, strategies, and
techniques. Hoboken, NJ: John Wiley & Sons, Inc.
Questions or
Suggestions?