Blooming Park: Behavior PlanDescriptionAfter viewing the media piece, Blooming Park: Behavior Plan, choose one of the cases given and explore the case including the information gathered from all sources (student, teachers, parents, cumulative record, support services, community resource). Use the “Blooming Park: Behavior Plan Template” Word document provided. Consider any prior diagnosis or medications. Take into consideration the grade level of the student in providing appropriate developmental accommodations. School counselors do not diagnose but may direct parents in where to go for assistance. Explore any assessments needed for diagnosing to prepare behavior interventions, if needed, for each activity during the day. Take note of arriving and departing school, transitions from class to class, recess, lunch, and special area activities. Share how you will present (phone call, email, parent/teacher conference, meet individually, 504 or IEP meeting) this to the parents and teachers including the use of any referrals for community resources.Student information for this case:I am concerned about Kiana Williams, a student in my eighth grade history class. Kiana was my student last year as well, and I feel like I know her pretty well. I am concerned that she may be cutting herself and otherwise engaging in self-harming behavior. Another student actually reported this concern to me. I’m afraid this didn’t surprise me because I’ve been noticing marks on Kiana’s arms.Kiana is a very sweet kid, and an above-average student. I’ve definitely noticed changes in her behavior over the past year. Last year she was very quiet and I had to work hard to get her to participate in class. This year she’s opened up more—which is great—but she also seems to be much more concerned about her appearance and image in ways that aren’t healthy. She used to just wear sweatshirts and stuff like that to school; now, she’s put together all the time. I guess that’s because she’s fallen into what I would describe as the popular crowd. Last year, I encouraged her to try out for the school play, which I directed, and she got a role in the chorus. This was her first experience with theater, and it turned out that she was talented, and I anticipated that she’d have a prominent role in this year’s play. But she told me that she’s not going to try out. I’m also concerned that her grades have been dropping; she got an A in my class last year, and she’s now struggling to get a C. She was on the A/B honor roll last year every semester, and that’s not the case anymore. Her attendance has fallen too.I haven’t seen all that much of Kiana’s parents. They don’t always come to parent-teacher conferences. Her mother did come to see her in the school play last year—at least to one of the performances— but I don’t think her father did. My guess is that they’re busy and overwhelmed with their kids and all their activities. Kiana’s older sister is a star basketball player at Sylvia Plath High School. She’s in the paper and on TV all the time, and I know a lot of colleges are interested in her. Her older brother is also an athlete—he’s on the football team and he also gets a lot of attention for his athletic success. Kiana’s younger brother is a sixth grader at this school. He’s autistic and has some learning disabilities.Interview with Kiana WilliamsYou invite Kiana to your office to speak with you.So how is eighth grade going, Kiana?It’s okay. I have a lot of friends.How has eighth grade been different than seventh grade for you?I used to be really quiet and I never had a lot of friends before. Then this summer, I started hanging out with Makayla Davis. Now I hang out with her crowd. It’s a lot more fun being popular. I don’t feel invisible anymore.Are you going to try out for the play this year?No, I don’t think so. I mean, it was really fun last year and all. I’m actually a pretty good singer and dancer and I didn’t even know it. But it was a lot of work. I mean, my mom was complaining all the time that she needed to give me rides and stuff. She’s already really busy with my older brother and sister because they’re into sports. I was lucky that she went to one of my shows because my brother was in a tournament. My dad couldn’t make it. He went to see my brother instead. So I guess I didn’t want to deal with that this year. I don’t want to listen to my mom complain all the time that she has to give me rides home from theater practice. Plus my new friends aren’t really into theater. I don’t want them making fun of me or anything. A lot of the kids who are into theater are kind of weird. I mean, they’re nice and all. But people make fun of them. I don’t want to be like that.How did you feel when your dad didn’t come to see you in the play?I mean, whatever. That’s just how it is in my family. My mom went to one of the shows at least. That made me feel good. My grandmom was going to come to, but she had to watch my little brother.Kiana, I see you have some marks on your arm. Can you tell me how you got those?I don’t know. I guess I just cut myself. I was shaving and I slipped. It was an accident.Has that ever happened before?No. I mean… okay, can I tell you something? It wasn’t really an accident. One of my friends cuts herself with a razor when she feels stressed out. She says it makes her feel better about stuff. So I decided to try it. I mean, just one time. She showed me how to do it. But I’m not going to do it again, I promise.Thank you for telling me that, Kiana. How did it feel when you cut yourself?I don’t know. I was afraid it would hurt. And it did. But it also felt like… I don’t know, like a relief? Like, I was upset because I got detention and my mom was really mad at me. And after I cut myself, it didn’t feel so bad anymore. It’s hard to explain. I know, it’s really weird. I only did it that one time.Now that you’ve talked to Kiana, you should talk to her mother.For this assignInterview with Rose WilliamsRose Williams, Kiana’s mother, stops by your office to discuss her daughter.So you think Kiana’s been cutting herself? Wow, that’s a lot for me to take in. Kiana’s our easy child—the drama-free one? I don’t know what we’d do without her. It’s been a relief that she’s not into sports like our oldest two, because I don’t think we could handle another set of games and practices in our family. Not that we’re not proud of our kids, but man, it’s a lot of work. And then our youngest, Troy, he has autism and learning disabilities, and we have to spend time helping him with his homework every single night. He’s partly in inclusion this year, and that’s great, but wow, it’s a lot of work helping him keep up. We’ve always relied on Kiana to just do her thing and be okay. Now I’m starting to think that was a mistake. I guess maybe we should have encouraged her to stick with theater. But like I said, we’re so busy that we’re not exactly encouraging her to try new things.We definitely have noticed changes in Kiana this year. She started hanging out with that Makayla girl this summer, and all of a sudden she’s become this social butterfly. She’s in the in-crowd now, I guess. I’m not sure how I feel about that. All of a sudden she’s wearing her older sister’s clothes and fussing over her makeup every morning. I mean, I guess it’s good that she has a lot of friends now. She used to be so quiet. I guess I would feel better if I knew some of these kids better. I mean, that’s on me. I haven’t taken the time to get to know her new friends or their families very well. I just don’t have the time. And her grades aren’t as good as they were last year, that’s for sure. She’s not on the honor roll anymore. I know I need to find the time to help her with her homework.Look, we love Kiana. I am fully aware that she needs more attention. Can you tell me what we need to do to get her to stop cutting herself. you will:Articulate the presenting problem by noting characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders, using skills to critically examine the connections between social, familial, emotional, behavior problems, and academic achievement while considering biological, neurological, physiological, systemic, and environmental factors that affect human development, functioning, and behavior.Create a developmentally relevant behavior plan with measurable outcomes for the school setting to provide classroom interventions to support the student academically.Include in the behavior plan any necessary legal and ethical concerns specific to school counseling that are ethically and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.Identify the multiple professional roles and functions of counselors across specialty areas and their relationships with human service and integrated behavioral health care systems, including inter-agency and inter-organizational collaboration and consultation with other professionals by naming possible community resources and referral sources, explaining strategies to promote student understanding of and access to a variety of community-based resources.Explain a systems approach to conceptualizing the case exploring any assessments used for diagnostic and intervention planning purposes while utilizing essential interviewing, counseling, and case conceptualization skills.Discuss common medications that affect learning, behavior, and mood in children and adolescents.Remember to communicate in a manner that is scholarly and consistent with expectations of an effective professional school counselor adhering to APA formatting.RequirementsYour assignment should meet the following requirements:Template: Use the template provided in the resources.Format: Submit your Word document as a professionally completed behavior plan, using the template provided.Font and font size: Times New Roman, 12 point.
Unformatted Attachment Preview
Running head: BEHAVIOR PLAN
Example Title: Case Conceptualization and Behavior Plan for [Student Name]
COUN5420 – Child and Adolescent Psychopathology
Provide a brief introduction to your paper, stating its purpose and briefly summarizing
what is included in the sections that follow.
Student and Case Description
Provide a brief description of your student, including demographic information. Be sure
to also include presenting concerns and indicate your source(s) of information from the
Blooming Park simulation.
In addition to your client description, describe the process of assessment as it relates to
classification/diagnosis and intervention planning. In this section, include an assessment of
sources of available data and contributing factors that are both internal and external to the
individual student. It may also be helpful to include additional sources of information you would
like to have to thoroughly assess this case, even if it was not available within the Blooming Park
simulation. This will show your instructor that you have a thorough understanding of assessment
in the process of classification/diagnosis.
Diagnostic Impressions and Implications
Although school counselors typically do not diagnose, this course will stretch school
counselors-in-training to become familiar with the process of diagnosis by applying standards
from the DSM 5 to these cases. In this section, apply DSM 5 criteria to your case to determine
diagnostic impressions for this case.
Counselors are often required to “rule out” similar conditions that could also be attributed
to the presenting concerns. In this section, describe other related diagnoses you reviewed but
ruled out and justify your reasons for excluding the diagnosis in favor of the one you selected.
Implications [Delete this: Carefully consider implications for your student related to the
following. You may also create additional sub-headings, if you believe there are other areas of
relevance to your case.]
Academic. Describe relevant academic implications of the presenting concern.
Developmental. Describe relevant developmental implications of the presenting concern.
College/career readiness (if applicable). Describe relevant college/career readiness
implications of the presenting concern.
Cultural. Describe relevant cultural implications of the presenting concern.
Social/emotional. Describe relevant social/emotional implications of the presenting
Legal and ethical. Describe relevant legal/ethical implications particular to this case and
the presenting concern. Be certain to cite the ASCA Ethical Standards in this section.
One of the key pillars of counseling is a strengths-based approach that focuses on
enhancing the skills and protective factors for a student rather than focusing on deficits. In this
section, describe strengths that may be beneficial to your student.
Role of the School Counselor
Begin this section with a description of the school counselor’s role specific to this
Next, describe in detail an evidence-based (i.e., supported with the literature) intervention
plan appropriate for school counseling based on the presenting concerns, implications, and
strengths identified above. You may use a bulleted or numbered list, but if you do, be certain to
provide as much detail about the specifics of your intervention plan (e.g., recommending “group
counseling” without evidence and details of what would happen within group counseling would
not be sufficient for this section).
In this section, describe how you would work collaboratively with key stakeholders
involved in this student case.
Parents(s) or guardian(s).
Teacher(s) and staff.
Psychopharmacology. In this section, assume a medical provider is involved in the case
and a release form has been signed allowing you to communicate with the physician. Identify
common medication(s) affecting learning and behavior that might be indicated in this case and
describe their impact on the student.
How will you know when the intervention plan is successful? Include specific,
operationally defined measures of success specific to this student’s case.
Hornik Parritz, R. & Troy, M. F. (2018). Disorders of childhood: Development and
psychopathology (3rd ed.). Boston, MA: Cengage Learning.
NOTE ON GRAMMAR & MECHANICS [delete this section]:
Consult your APA manual for proper examples on citing and referencing APA style. The
Capella Writing Center also has helpful tutorials. Below is a list of common errors. Please pay
particular attention to the following:
Use of upper and lower case.
Headings and seriation in APA format.
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