Approaches to Assess Student Functioning From Geoffreys statements and behavior

Approaches to assess student functioning from

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Approaches to Assess Student Functioning From Geoffrey’s statements and behavior, particularly with him stating if he were to disappear it would make things better it is recommended that he is assessed for suicidal ideations using the Evaluation of Suicide Risk Among Adolescents and Imminent Danger Assessment (ESRAIDA) (Goldston, 2000). He is also displaying signs of possible depression, so it is recommended he is assessed for depression through psychological testing, using the Beck Youth
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COUNSELING CASE CONCEPTUALIZATION AND TREATMENT 3 Inventories-Second Edition (BYI-2) for children ages 7 to 18 (Beck Institute, 2016). Geoffrey’s progress toward his counseling goals will be tested intermittently through a one to two-minute self-rating scale each session, and every few sessions he will tested through a scale and progress report, lasting about 20 minutes that will include both his and the counselor’s perspective. The Evaluation of Suicide Risk Among Adolescents and Imminent Danger Assessment (ESRAIDA) tested high for both reliability and there are no published reports fir internal consistency (Goldston, 2000). The test is used often to asses African American and Hispanic children. The Beck Youth Inventories has also been tested for reliability, validity, and internal consistency and scores high in all three areas (Beck Institute, 2016). Several versions of the inventory have been created to accommodate different cultures. The assessment is also used frequently in testing Hispanic children. These factors attest that the chosen assessments are culturally sensitive and considers Geoffrey’s background, ability, and language. Factors influencing Development Two factors influencing Geoffrey’s development are the anger issues he is dealing with and possible depression. Yet, it has not been reported that he has exhibited anger outbursts and aggressive behavior, but if his current anger issues are not managed it could leave to further issues regarding aggressive behavior such as disruptive anger outbursts, arguing, and fighting. This can cause disruption to his learning and may result in him falling behind in his grades. It is not yet known if Geoffrey is dealing with any level of depression, however if he is and it is not attended to it can develop into major depressive disorder. Learning ineptness or disabilities and development of major depressive disorder can hinder Geoffrey’s psychological development. The first ASCA ethical standard highlighted within this case conceptualization and treatment plan is A. Responsibility to Students with subheadings A.1. Supporting Student
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COUNSELING CASE CONCEPTUALIZATION AND TREATMENT 4 Development., A.2. Confidentiality, A.6. Appropriate Referrals and Advocacy, A.8. Student-Peer Support Program, A.9. Serious and Foreseeable Harm to Self or Others, and A.13 (American School Counselor Association, 2016). Evaluation, Assessment, and Interpretation. The second standard is B. Responsibilities to Parents/Guardians. School, and Self with subheadings, B.1.
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