Case Presentation: Supporting the goals of a student with ADHD and Behavioral Challenges

Learning Objective/Clinical Question: What interventions can I integrate into my groups to support this students needs?

Brief case description: Marcus is an 8^th grade boy who was referred for social work services due to his behavioral issues. Marcus has been suspended from school and written up by teachers for classroom disruptions and defiant behavior.  He is argumentative towards teachers and can be insubordinate at times. Marcus has a positive self-concept and is aware of his intelligence and potential. He is fully capable of succeeding academic but his behavior issues may impede upon his ability to be successful. 

Summary of your clinical formulation or impressions:  Marcus was diagnosed with ADHD. He has challenges regulating his behavioral responses to situations and focusing on a task. In addition to ADHD, Marcus’ behavioral issues involve exhibiting externalizing symptoms related to inconsistent male role models in his family. Marcus expresses a strong desire to be successful and wants to go to college.  Although he is confident in himself, he fears not being successful and expresses a desire to do better then males in his family have. Marcus struggles with being able to consciously examine the consequences of his actions and how his behaviors may impede upon his aspirations.

Interventions used or treatment plan goals. Marcus has been assigned to weekly group sessions focused on developing pro-social skills.  Students in the group engage in culturally specific workshops and field studies on topics related to their self-concepts, managing emotions, conflict resolution, etc.  In line with the suggestions of Serpell, Hayling, Stevenson, and Kern (2009) I plan to integrate cultural themes in my interventions to develop a positive racial self-concept, sociopolitical awareness, and emotional and behavioral literacy. I will integrate an adaption of O’Neil, Challenger, Rensulli, Crapser, and Webster’s (2013) Boy’s Forum workshop into my curriculum to discuss masculinity, emotional awareness, and personal problem solving.

Other Goals:

• Increase ability assess consequences to actions
• Improve self efficacy
• Develop skills in goal/success planning
• Enhance leadership skills

Additional Ideas from Colleagues:

Specific groups goals for Marcus:

• Allow him and other students to take lead in facilitating elements of the groups
• Conduct Adventure Based Therapy to allow students to release energy, do team building, and take both leadership and nonleadership roles

References:

O’Neil, J. M., Challenger, C., Renzulli, S., Crapser, B., & Webster, E. (2013). The Boy’s Forum: An Evaluation of a Brief Intervention to Empower Middle-School Urban Boys. The Journal of Men’s Studies, 21(2), 191–205. doi:10.3149/jms.2102.191

Serpell, Z., Hayling, C. C., Stevenson, H. C., & Kern, L. (2009). Cultural Considerations in the Development of School-Based Interventions for African American Adolescent Boys with Emotional and Behavioral Disorders. Journal of Negro Education, 78(3), 321–332.