‭Case Study 7‬

‭Wilson College - Department Of Psychology‬

‭Mumbai‬

‭Submitted by‬

‭Ms. Gauri Shinde‬

‭Roll no. 2023-24/MA-PSY/12/40‬

‭Date- 24th October 2024‬

‭Submitted to‬

‭Ms. Juhi Saliya Vyas‬

 ‭CASE FILE‬

‭Name‬‭- J.C.‬

‭Date of birth‬‭- 15th May 2009‬

‭Age‬‭- 15‬

‭Gender-‬‭Male‬

‭Address-‬‭Jogeshwari (Mumbai)‬

‭Educational qualification-‬‭10th std currently‬

‭Occupational designation‬‭- NA‬

‭Marital status-‬‭Single‬

‭Family‬‭- Parents, younger sister, grandparents, and‬‭client‬

‭Informant‬‭- Classteacher‬

‭Date-‬‭25-09-2024‬

‭CHIEF COMPLAINTS-‬

‭●‬ ‭Disobeying in class‬

‭●‬ ‭Parents absence in parent teacher meeting‬

‭HISTORY OF PRESENT ILLNESS-‬

‭J.C., a 10th-grade student, has been demonstrating noticeable behavioral changes, including‬

‭disobedience in class, frequent absences from school, and a persistent sense of‬

‭detachment. He often seems zoned out and unfocused, which has raised concerns from‬

‭his class teacher. These behavioral issues have emerged following significant family‬

‭conflicts. Recently, J.C.'s parents separated from his grandparents due to unresolved‬
‭disputes. His grandmother has been particularly vocal, consistently speaking negatively‬

‭about J.C.'s mother and portraying her in a bad light. As a result, J.C. and his younger‬

‭sister have developed grudges toward their mother, influenced by their grandparents. The‬

‭grandparents have taken over the children's care, providing for them financially using‬

‭money from the parents, but without informing the children about the source of the funds.‬

‭This complicated family dynamic has left J.C. emotionally conflicted and distant, likely‬

‭contributing to his academic struggles, lack of motivation, and withdrawn behavior.‬

‭These unresolved family tensions appear to be a central factor in his current emotional‬

‭and behavioral difficulties.‬

‭FAMILY HISTORY:‬

‭Genogram:‬

‭J.C. comes from a family experiencing significant tension and conflict. His parents recently‬

‭separated from his grandparents following a series of disputes. J.C. and his younger sister‬

‭are currently living with their grandparents, who have assumed a caretaking role. The‬

‭grandparents, particularly the grandmother, have been openly critical of J.C.'s mother,‬

‭projecting her as a negative figure in the children's lives. This has caused J.C. and his‬
‭sister to develop resentment toward their mother. The grandparents, while financially‬

‭supporting the children, do so using funds from the parents without the children’s‬

‭knowledge. This complex family dynamic, marked by strained parental relationships and‬

‭emotional manipulation, seems to have a profound impact on J.C.'s emotional well-being‬

‭and behavior.‬

‭Medical history:‬

‭N/A‬

‭PERSONAL HISTORY-‬

‭Birth‬ ‭and‬ ‭early‬ ‭development-‬ ‭The‬ ‭client‬ ‭was‬ ‭a‬ ‭full-term‬‭baby‬‭with‬‭normal‬‭delivery.‬‭he‬‭cried‬

‭immediately‬‭after‬‭the‬‭birth.‬‭he‬‭achieved‬‭all‬‭milestones‬‭in‬‭a‬‭timely‬‭manner.‬‭(information‬‭provided‬

‭by school counselor)‬

‭Childhood history-‬

‭J.C.‬ ‭had‬ ‭a‬ ‭relatively‬ ‭stable‬ ‭early‬ ‭childhood‬ ‭until‬ ‭the‬ ‭recent‬ ‭family‬ ‭conflicts‬ ‭emerged.‬ ‭His‬

‭relationship‬ ‭with‬ ‭his‬ ‭parents‬ ‭was‬ ‭generally‬ ‭positive,‬ ‭but‬ ‭over‬ ‭time,‬ ‭tensions‬ ‭within‬ ‭the‬ ‭family‬

‭have‬ ‭escalated,‬ ‭leading‬ ‭to‬ ‭emotional‬ ‭turmoil.‬ ‭The‬ ‭influence‬ ‭of‬ ‭his‬ ‭grandparents‬ ‭and‬ ‭their‬

‭negative‬ ‭portrayal‬ ‭of‬ ‭his‬ ‭mother‬ ‭has‬ ‭affected‬ ‭his‬ ‭sense‬ ‭of‬ ‭security‬ ‭and‬ ‭trust‬ ‭in‬ ‭family‬

‭relationships.‬

‭Academic history-‬

‭J.C.‬‭was‬‭once‬‭an‬‭average-performing‬‭student‬‭but‬‭has‬‭recently‬‭shown‬‭a‬‭significant‬‭decline‬‭in‬‭his‬

‭academic‬ ‭performance.‬ ‭His‬ ‭disobedient‬ ‭behavior‬ ‭in‬ ‭class,‬ ‭irregular‬ ‭attendance,‬ ‭and‬ ‭frequent‬

‭zoning‬‭out‬‭have‬‭led‬‭to‬‭struggles‬‭in‬‭keeping‬‭up‬‭with‬‭his‬‭studies.‬‭His‬‭lack‬‭of‬‭focus‬‭and‬‭engagement‬

‭in school activities has raised concerns about his academic future.‬
‭Occupational history-‬‭NA‬

‭Menstrual history-‬‭N/A‬

‭Sexual history-‬‭NA‬

‭Marital history-‬‭NA‬

‭Substance history-‬‭N/A‬

‭Premorbid personality-‬

‭A.‬‭Attitude‬‭towards‬‭others‬‭in‬‭social‬‭and‬‭family‬‭relationships:‬‭he‬‭dose‬‭easily‬‭mix‬‭with‬‭people‬

‭of all ages.‬

‭B. Attitude towards self:‬‭he was not confident.‬

‭C.‬ ‭Moral‬ ‭and‬ ‭religious‬‭attitudes‬‭and‬‭standards:‬‭he‬‭was‬‭flexible‬‭in‬‭following‬‭rituals‬‭and‬‭had‬

‭never forced others to follow them.‬

‭D. Mood:‬‭his mood is not cheerful most of the time‬

‭E. Leisure activities and interests:‬‭he liked meeting her friends during her free time‬

‭F.‬ ‭Reaction‬ ‭pattern‬ ‭to‬ ‭stress:‬ ‭he‬ ‭talked‬ ‭to‬ ‭her‬ ‭school‬ ‭counselor‬ ‭and‬ ‭classteacher‬ ‭about‬ ‭the‬

‭problem‬

‭MENTAL STATE EXAMINATION: (PART 1)‬

‭General‬ ‭behavior:‬ ‭he‬ ‭shared‬ ‭his‬ ‭concerns‬ ‭and‬ ‭answered‬ ‭the‬ ‭questions‬ ‭with‬ ‭interest‬ ‭and‬

‭attention.‬

‭Psychomotor activity:‬‭His physical movements appeared to be within normal limits.‬

‭Speech:‬‭the‬‭content‬‭of‬‭the‬‭speech‬‭was‬‭appropriate,‬‭the‬‭pitch‬‭was‬‭normal,‬‭and‬‭was‬‭loud‬‭when‬‭he‬

‭mentioned his parents. he answered elaborately.‬

‭Thought:‬‭the‬‭stream‬‭of‬‭thought‬‭was‬‭normal.‬‭he‬‭was‬‭answering‬‭with‬‭full‬‭concentration‬‭and‬‭in‬‭a‬

‭detailed manner.‬

‭Mood:‬‭his mood was reported as normal.‬

‭Affect:‬‭his emotional expression was congruent with her reported mood.‬

‭Perception:‬‭he did not have any hallucinations or delusions.‬

‭MENTAL STATE EXAMINATION: (PART 2) Cognitive functions:‬

‭01. Attention and concentration:‬‭he exhibited adequate attention and concentration skills.‬

‭02. Orientation:‬‭he demonstrated average orientation to person, place, and time.‬

‭03. Memory:‬‭JC’s memory functions were noted as normal.‬

‭04. General information:‬‭JC’s general knowledge was considered average.‬

‭05. Intelligence:‬‭JC’s intellectual abilities were evaluated as below average.‬

‭06. Abstract ability:‬‭JC demonstrated average abstract thinking skills.‬

‭07. Social and personal judgment:‬‭JC exhibited not so good social and personal judgment.‬

‭08. Impulse control:‬‭JC’s impulse control was assessed as average.‬

‭09.‬‭Insight:‬‭level‬‭5‬‭-‬‭he‬‭is‬‭aware‬‭of‬‭her‬‭concern‬‭and‬‭agrees‬‭that‬‭she‬‭needs‬‭help,‬‭but‬‭has‬‭not‬‭yet‬

‭started any kind of treatment.‬

‭Summary of Case:‬

‭J.C., a 10th-grade student, is facing significant behavioral and emotional challenges linked to a‬

‭complicated family situation. After his parents' recent separation from his grandparents‬

‭due to ongoing conflicts, J.C. and his younger sister were asked to live with the‬
‭grandparents. His grandmother frequently speaks ill of J.C.'s mother, causing the children‬

‭to harbor resentment towards her. This emotional strain has manifested in J.C.'s‬

‭disobedience in school, irregular attendance, and a tendency to zone out during class,‬

‭showing a lack of focus and motivation. Despite the grandparents providing for the‬

‭children financially without the knowledge of J.C.'s parents the family dynamic‬

‭remains tense and unresolved. The unresolved conflict between the parents and‬

‭grandparents, coupled with J.C.'s emotional confusion and resentment, has severely‬

‭impacted his academic performance and overall well-being, contributing to his‬

‭withdrawal from social and academic activities.‬

 ‭INTERVENTION‬

‭GOALS FOR THE THERAPY:‬

‭The goals to be met for the counseling sessions were briefly outlined as the following:‬

‭●‬ ‭Enhance Emotional Awareness‬

‭●‬ ‭Improve Family Relationships‬

‭●‬ ‭Develop Coping Strategies‬

‭●‬ ‭Monitor Progress and Adjust Goals‬

‭●‬ ‭Referral for Extended Support‬

‭1. Cognitive Behavioral Therapy (CBT):‬

‭Implement CBT techniques to help J.C. identify and challenge negative thoughts and beliefs‬

‭about himself and his family, particularly regarding his mother. This may include cognitive‬

‭restructuring exercises to shift his perspective and develop healthier thought patterns.‬

‭2. Emotional Regulation Skills Training:‬

‭Teach J.C. emotional regulation skills, such as mindfulness, deep breathing exercises, and‬

‭grounding techniques. These skills can help him manage intense emotions, particularly anger and‬

‭frustration, allowing him to respond more appropriately in challenging situations.‬

‭3. Social Skills Development:‬

‭Facilitate role-playing exercises and social skills training to enhance J.C.'s interactions with‬

‭peers. This may include practicing conversation starters, assertiveness techniques, and conflict‬

‭resolution strategies to build his confidence in social settings.‬

‭4. Goal Setting for Academic Success:‬

‭Collaborate with J.C. to set realistic academic goals and develop a structured plan to improve‬

‭his focus and attendance in school. This plan may include creating a homework schedule,‬

‭breaking tasks into manageable steps, and incorporating regular check-ins to monitor progress.‬

‭5. Projective Testing and Analysis:‬

‭Conduct projective tests, such as the House-Tree-Person (HTP), Kinetic Family Drawing‬

‭(KFD), and Draw-A-Person (DAP), to gain deeper insights into J.C.'s emotional state and‬

‭perceptions of family dynamics. Analyze the results to inform future therapeutic interventions‬

‭and address underlying issues.‬

‭6. Family Involvement in Therapy:‬

‭If appropriate, involve J.C.'s parents and grandparents in therapy sessions to facilitate open‬

‭communication and address the negative perceptions held by J.C. towards his mother. This can‬

‭help clarify roles, responsibilities, and expectations within the family.‬

 ‭SESSION 1‬
‭Date:‬‭25-09-2024‬

‭Client:‬‭J.C. (15-year-old boy)‬

‭Time started:‬‭12:00 am‬ ‭Time ended:‬‭12:30 pm‬ ‭Total Time:‬‭30 minutes.‬

‭Current‬ ‭issue‬ ‭of‬ ‭concern:‬ ‭J.C.‬ ‭is‬ ‭exhibiting‬ ‭disobedient‬ ‭behavior‬ ‭in‬ ‭class,‬ ‭frequent‬ ‭school‬

‭absenteeism,‬ ‭and‬ ‭a‬ ‭general‬ ‭sense‬ ‭of‬ ‭disengagement‬ ‭from‬ ‭his‬ ‭studies.‬ ‭These‬ ‭behaviors‬ ‭may‬ ‭be‬

‭linked‬ ‭to‬ ‭emotional‬ ‭distress‬ ‭stemming‬ ‭from‬ ‭his‬ ‭family‬ ‭dynamics,‬ ‭particularly‬ ‭following‬ ‭his‬

‭parents' separation from his grandparents.‬

‭Goal‬ ‭for‬ ‭the‬ ‭current‬ ‭session:‬ ‭To‬ ‭gather‬ ‭comprehensive‬ ‭information‬ ‭about‬ ‭J.C.'s‬ ‭home‬ ‭life,‬

‭relationships,‬ ‭and‬ ‭academic‬ ‭challenges.‬ ‭The‬ ‭aim‬ ‭is‬ ‭to‬ ‭understand‬ ‭the‬ ‭factors‬ ‭influencing‬ ‭his‬

‭behavior and emotional state.‬

‭Plan‬ ‭to‬ ‭achieve‬ ‭this‬ ‭goal:‬ ‭Create‬ ‭a‬ ‭safe‬ ‭and‬ ‭supportive‬ ‭environment‬ ‭for‬ ‭J.C.‬ ‭to‬ ‭discuss‬ ‭his‬

‭feelings‬‭and‬‭experiences.‬‭Additionally,‬‭have‬‭a‬‭conversation‬‭with‬‭his‬‭class‬‭teacher‬‭to‬‭gain‬‭insights‬

‭into his behavior and performance in school.‬

‭Resources‬ ‭required‬ ‭for‬ ‭the‬ ‭session:‬ ‭A‬ ‭comfortable‬ ‭counseling‬ ‭space,‬ ‭a‬ ‭session‬ ‭outline‬ ‭for‬

‭guidance, and a questionnaire for the class teacher.‬

‭Technique:‬

‭The‬ ‭session‬ ‭began‬ ‭with‬ ‭a‬ ‭meeting‬ ‭with‬ ‭J.C.'s‬ ‭class‬‭teacher,‬‭who‬‭shared‬‭observations‬‭regarding‬

‭J.C.'s‬ ‭behavior,‬ ‭highlighting‬ ‭his‬ ‭lack‬ ‭of‬ ‭focus,‬ ‭frequent‬ ‭zoning‬ ‭out,‬ ‭and‬ ‭instances‬ ‭of‬
‭disobedience.‬ ‭The‬ ‭teacher‬ ‭also‬ ‭mentioned‬ ‭that‬ ‭J.C.‬ ‭seems‬ ‭to‬ ‭be‬ ‭affected‬ ‭by‬ ‭family‬ ‭conflicts,‬

‭particularly‬ ‭regarding‬ ‭his‬ ‭relationship‬ ‭with‬ ‭his‬ ‭mother,‬ ‭which‬ ‭has‬ ‭led‬ ‭to‬ ‭a‬ ‭negative‬ ‭attitude‬

‭toward‬ ‭school‬ ‭and‬ ‭learning.‬ ‭After‬ ‭discussing‬ ‭with‬ ‭the‬ ‭teacher,‬ ‭J.C.‬ ‭was‬ ‭brought‬ ‭into‬ ‭the‬

‭counseling‬‭room.‬‭The‬‭counselor‬‭introduced‬‭herself‬‭and‬‭explained‬‭the‬‭purpose‬‭of‬‭the‬‭session.‬‭J.C.‬

‭appeared‬ ‭somewhat‬ ‭hesitant‬ ‭but‬ ‭engaged‬ ‭in‬ ‭the‬ ‭conversation‬ ‭when‬ ‭asked‬ ‭about‬ ‭how‬‭he‬‭felt‬‭at‬

‭school‬ ‭and‬ ‭home.‬ ‭He‬ ‭expressed‬ ‭frustration‬ ‭about‬ ‭the‬ ‭family‬ ‭conflicts‬ ‭and‬ ‭how‬‭they‬‭make‬‭him‬

‭feel about his mother.‬

‭Summary of the session:‬

‭In‬ ‭the‬ ‭first‬ ‭session,‬ ‭information‬ ‭was‬ ‭gathered‬ ‭from‬ ‭both‬ ‭J.C.‬ ‭and‬ ‭his‬‭class‬‭teacher‬‭about‬‭J.C.'s‬

‭academic‬ ‭challenges‬ ‭and‬ ‭family‬ ‭dynamics.‬ ‭The‬ ‭teacher's‬ ‭observations‬ ‭highlighted‬ ‭concerns‬

‭about‬ ‭J.C.'s‬ ‭emotional‬ ‭state‬ ‭and‬ ‭behavior‬ ‭in‬ ‭school.‬ ‭J.C.‬ ‭was‬ ‭initially‬ ‭reserved‬ ‭but‬ ‭opened‬ ‭up‬

‭about‬‭his‬‭feelings‬‭of‬‭frustration‬‭and‬‭anger‬‭toward‬‭his‬‭family‬‭situation.‬‭This‬‭session‬‭established‬‭a‬

‭foundation‬ ‭for‬ ‭further‬ ‭exploration‬ ‭of‬ ‭J.C.'s‬ ‭emotional‬ ‭struggles‬ ‭and‬ ‭behavior‬ ‭in‬ ‭subsequent‬

‭sessions.‬
 ‭SESSION 2‬
‭Date:‬‭01-10-2024‬

‭Client:‬‭J.C. (15-year-old boy)‬

‭Time started:‬‭12:00 am‬ ‭Time ended:‬‭12:30 pm‬ ‭Total Time:‬‭30 minutes.‬

‭Current‬ ‭issue‬ ‭of‬ ‭concern:‬ ‭J.C.‬ ‭continues‬ ‭to‬ ‭struggle‬ ‭with‬ ‭emotional‬ ‭disengagement‬ ‭and‬

‭behavioral‬‭issues‬‭in‬‭school.‬‭He‬‭is‬‭exhibiting‬‭signs‬‭of‬‭low‬‭motivation‬‭and‬‭frustration‬‭related‬‭to‬‭his‬

‭family dynamics, especially regarding his relationship with his mother.‬

‭Goal‬‭for‬‭the‬‭current‬‭session:‬‭To‬‭delve‬‭deeper‬‭into‬‭J.C.'s‬‭feelings‬‭about‬‭his‬‭family‬‭situation‬‭and‬

‭his‬ ‭experiences‬ ‭at‬ ‭school.‬ ‭This‬ ‭session‬ ‭aims‬ ‭to‬ ‭provide‬ ‭a‬ ‭safe‬ ‭space‬ ‭for‬ ‭J.C.‬ ‭to‬ ‭express‬ ‭his‬

‭emotions and thoughts more openly.‬

‭Plan‬ ‭to‬ ‭achieve‬ ‭this‬ ‭goal:‬ ‭Create‬ ‭a‬ ‭supportive‬ ‭environment‬ ‭that‬ ‭encourages‬ ‭J.C.‬ ‭to‬ ‭share‬ ‭his‬

‭thoughts‬ ‭and‬ ‭feelings‬ ‭about‬ ‭his‬ ‭family‬ ‭and‬ ‭school.‬ ‭Utilize‬ ‭open-ended‬ ‭questions‬ ‭to‬ ‭facilitate‬

‭discussion.‬

‭Resources‬ ‭required‬ ‭for‬ ‭the‬ ‭session:‬ ‭A‬ ‭comfortable‬‭counseling‬‭space,‬‭journaling‬‭materials‬‭for‬

‭J.C., and a session outline for guidance.‬

‭Technique:‬

‭The‬ ‭session‬ ‭began‬ ‭with‬ ‭the‬ ‭counselor‬‭checking‬‭in‬‭on‬‭J.C.'s‬‭well-being‬‭since‬‭their‬‭last‬‭meeting.‬

‭The‬ ‭counselor‬ ‭encouraged‬ ‭him‬ ‭to‬ ‭express‬ ‭any‬ ‭thoughts‬ ‭or‬ ‭feelings‬ ‭he‬ ‭had‬ ‭about‬ ‭the‬ ‭previous‬

‭week's‬ ‭experiences.‬ ‭J.C.‬ ‭was‬ ‭prompted‬ ‭to‬ ‭share‬ ‭how‬ ‭he‬ ‭felt‬ ‭about‬ ‭the‬ ‭discussions‬ ‭from‬ ‭the‬
‭previous‬ ‭session‬ ‭and‬ ‭any‬ ‭changes‬ ‭he‬ ‭noticed‬ ‭in‬ ‭himself‬ ‭or‬ ‭his‬ ‭interactions‬ ‭with‬ ‭others.‬ ‭He‬

‭expressed‬ ‭feelings‬ ‭of‬ ‭anger‬ ‭toward‬ ‭his‬ ‭mother,‬ ‭exacerbated‬ ‭by‬ ‭his‬ ‭grandparents'‬ ‭negative‬

‭comments‬ ‭about‬ ‭her.‬ ‭J.C.‬ ‭acknowledged‬ ‭that‬ ‭these‬ ‭feelings‬ ‭often‬ ‭made‬ ‭him‬ ‭disengage‬ ‭from‬

‭school‬ ‭and‬ ‭friends.‬ ‭The‬ ‭counselor‬ ‭asked‬ ‭J.C.‬ ‭how‬ ‭he‬ ‭typically‬ ‭copes‬ ‭with‬ ‭his‬ ‭emotions‬ ‭and‬

‭frustrations.‬‭J.C.‬‭mentioned‬‭feeling‬‭overwhelmed‬‭and‬‭resorting‬‭to‬‭isolation‬‭as‬‭a‬‭way‬‭to‬‭deal‬‭with‬

‭his‬‭feelings.‬‭The‬‭counselor‬‭validated‬‭his‬‭feelings‬‭and‬‭introduced‬‭the‬‭concept‬‭of‬‭healthier‬‭coping‬

‭strategies, such as journaling or talking to a trusted friend.‬

‭Summary of the session:‬

‭In‬‭Session‬‭2,‬‭J.C.‬‭opened‬‭up‬‭about‬‭his‬‭emotional‬‭struggles,‬‭particularly‬‭his‬‭feelings‬‭of‬‭anger‬‭and‬

‭frustration‬‭regarding‬‭his‬‭family‬‭dynamics.‬‭The‬‭counselor‬‭facilitated‬‭a‬‭discussion‬‭that‬‭encouraged‬

‭J.C.‬ ‭to‬ ‭explore‬ ‭his‬ ‭coping‬ ‭mechanisms‬ ‭and‬ ‭consider‬ ‭healthier‬ ‭alternatives.‬‭This‬‭session‬‭helped‬

‭deepen‬‭the‬‭understanding‬‭of‬‭J.C.'s‬‭emotional‬‭state‬‭and‬‭set‬‭the‬‭stage‬‭for‬‭further‬‭exploration‬‭of‬‭his‬

‭challenges and goals in subsequent sessions.‬

 ‭SESSION 3‬
‭Date:‬‭03-10-2024‬

‭Client:‬‭J.C. (15-year-old boy)‬

‭Time started:‬‭12:00 am‬ ‭Time ended:‬‭12:30 pm‬ ‭Total Time:‬‭30 minutes.‬

‭Current‬ ‭issue‬ ‭of‬ ‭concern:‬ ‭J.C.‬ ‭continues‬ ‭to‬ ‭struggle‬ ‭with‬‭feelings‬‭of‬‭frustration‬‭related‬‭to‬‭his‬

‭family‬ ‭dynamics,‬ ‭particularly‬ ‭his‬ ‭relationship‬ ‭with‬ ‭his‬ ‭mother‬‭and‬‭aunt.‬‭His‬‭emotional‬‭distress‬

‭appears to be impacting his academic engagement and social interactions.‬

‭Goal‬‭for‬‭the‬‭current‬‭session:‬‭To‬‭explore‬‭J.C.'s‬‭feelings‬‭about‬‭his‬‭family‬‭and‬‭living‬‭situation‬‭in‬

‭greater‬ ‭depth.‬ ‭The‬‭session‬‭will‬‭focus‬‭on‬‭understanding‬‭his‬‭emotional‬‭landscape‬‭through‬‭art‬‭and‬

‭discussion, particularly how these feelings affect his daily life.‬

‭Plan‬‭to‬‭achieve‬‭this‬‭goal:‬‭Engage‬‭J.C.‬‭in‬‭a‬‭conversation‬‭about‬‭his‬‭family‬‭dynamics‬‭and‬‭feelings‬

‭regarding‬ ‭his‬ ‭mother‬ ‭and‬ ‭aunt.‬ ‭Use‬ ‭the‬ ‭House-Tree-Person‬ ‭(HTP)‬ ‭test‬‭to‬‭gain‬‭insights‬‭into‬‭his‬

‭perception of his family environment.‬

‭Resources‬ ‭required‬ ‭for‬ ‭the‬ ‭session:‬ ‭Art‬ ‭supplies‬ ‭for‬ ‭the‬ ‭HTP‬ ‭test,‬ ‭a‬ ‭comfortable‬ ‭counseling‬

‭space, and a session outline for guidance.‬

‭Technique:‬

‭The‬ ‭session‬ ‭began‬ ‭with‬ ‭a‬ ‭brief‬ ‭check-in,‬ ‭allowing‬‭J.C.‬‭to‬‭express‬‭any‬‭feelings‬‭or‬‭thoughts‬‭that‬

‭had‬ ‭come‬ ‭up‬ ‭since‬ ‭the‬ ‭last‬ ‭meeting.‬ ‭J.C.‬ ‭shared‬ ‭that‬ ‭he‬ ‭misses‬ ‭the‬ ‭food‬ ‭his‬ ‭mother‬ ‭cooks,‬

‭indicating‬‭a‬‭longing‬‭for‬‭the‬‭emotional‬‭warmth‬‭associated‬‭with‬‭her‬‭care.‬‭He‬‭expressed‬‭discontent‬
‭with‬‭his‬‭aunt,‬‭referring‬‭to‬‭her‬‭as‬‭"aatya,"‬‭and‬‭voiced‬‭feelings‬‭of‬‭discomfort‬‭in‬‭his‬‭current‬‭living‬

‭situation.‬ ‭To‬ ‭further‬ ‭explore‬ ‭his‬ ‭feelings‬ ‭about‬ ‭his‬ ‭family,‬ ‭the‬ ‭counselor‬ ‭introduced‬ ‭the‬

‭House-Tree-Person‬ ‭(HTP)‬ ‭test.‬ ‭J.C.‬ ‭was‬ ‭encouraged‬ ‭to‬ ‭draw‬ ‭a‬ ‭house,‬ ‭tree,‬ ‭and‬ ‭person,‬ ‭which‬

‭served‬‭as‬‭a‬‭projective‬‭measure‬‭to‬‭understand‬‭his‬‭perceptions‬‭of‬‭family‬‭dynamics‬‭and‬‭emotional‬

‭expression.‬‭After‬‭completing‬‭the‬‭drawings,‬‭J.C.‬‭discussed‬‭his‬‭work.‬‭The‬‭house‬‭he‬‭drew‬‭appeared‬

‭more‬‭institutional‬‭than‬‭residential,‬‭which‬‭may‬‭reflect‬‭his‬‭feelings‬‭of‬‭rigidity‬‭in‬‭his‬‭current‬‭living‬

‭situation.‬ ‭He‬ ‭described‬ ‭the‬ ‭symmetrical‬ ‭window‬ ‭patterns‬ ‭as‬ ‭a‬ ‭reflection‬ ‭of‬ ‭his‬ ‭desire‬ ‭for‬

‭predictability‬ ‭and‬ ‭transparency,‬ ‭suggesting‬ ‭a‬ ‭feeling‬ ‭of‬ ‭confinement‬ ‭and‬ ‭control‬ ‭within‬ ‭his‬

‭environment.‬ ‭The‬ ‭counselor‬‭noted‬‭that‬‭the‬‭sun’s‬‭placement‬‭in‬‭his‬‭drawing‬‭symbolized‬‭hope‬‭for‬

‭positive‬‭change‬‭and‬‭a‬‭desire‬‭for‬‭nurturing‬‭outside‬‭of‬‭his‬‭immediate‬‭family‬‭context.‬‭J.C.'s‬‭drawing‬

‭style‬ ‭featured‬ ‭clear,‬ ‭controlled‬ ‭lines,‬ ‭indicating‬ ‭his‬ ‭attempt‬ ‭to‬ ‭maintain‬ ‭order‬ ‭amidst‬ ‭chaos,‬ ‭as‬

‭well as possible anxiety about losing control.‬

‭Summary of the session:‬

‭In‬‭Session‬‭3,‬‭J.C.‬‭delved‬‭into‬‭his‬‭feelings‬‭about‬‭his‬‭family,‬‭expressing‬‭a‬‭longing‬‭for‬‭the‬‭comfort‬

‭associated‬ ‭with‬ ‭his‬ ‭mother’s‬ ‭cooking‬ ‭and‬ ‭discomfort‬ ‭with‬ ‭his‬ ‭aunt.‬ ‭Through‬ ‭the‬

‭House-Tree-Person‬ ‭(HTP)‬ ‭test,‬ ‭insights‬‭into‬‭his‬‭emotional‬‭state‬‭were‬‭gained,‬‭revealing‬‭feelings‬

‭of‬‭rigidity‬‭and‬‭confinement‬‭in‬‭his‬‭living‬‭situation,‬‭as‬‭well‬‭as‬‭a‬‭desire‬‭for‬‭nurturing‬‭and‬‭structure.‬

‭This‬ ‭session‬ ‭provided‬ ‭a‬ ‭deeper‬ ‭understanding‬ ‭of‬ ‭J.C.'s‬ ‭emotional‬ ‭landscape,‬ ‭highlighting‬ ‭the‬

‭complex‬‭dynamics‬‭that‬‭influence‬‭his‬‭behavior‬‭and‬‭interactions‬‭at‬‭school.‬‭The‬‭insights‬‭from‬‭this‬

‭session‬ ‭will‬ ‭serve‬ ‭as‬ ‭a‬ ‭foundation‬ ‭for‬ ‭exploring‬ ‭coping‬ ‭strategies‬ ‭and‬ ‭emotional‬ ‭regulation‬ ‭in‬

‭future sessions‬
 ‭SESSION 4‬
‭Date:‬‭04-10-2024‬

‭Client:‬‭J.C. (15-year-old boy)‬

‭Time started:‬‭12:00 am‬ ‭Time ended:‬‭12:30 pm‬ ‭Total Time:‬‭30 minutes.‬

‭Current‬‭issue‬‭of‬‭concern:‬‭J.C.‬‭continues‬‭to‬‭exhibit‬‭disobedient‬‭behavior‬‭in‬‭school‬‭and‬‭struggles‬

‭with‬ ‭emotional‬ ‭expression,‬ ‭particularly‬ ‭in‬ ‭relation‬ ‭to‬ ‭his‬ ‭family‬ ‭dynamics.‬ ‭His‬‭emotional‬‭state‬

‭remains a central concern, impacting his academic performance and social interactions.‬

‭Goal‬ ‭for‬ ‭the‬ ‭current‬ ‭session:‬ ‭To‬ ‭conduct‬ ‭the‬‭Draw-A-Person‬‭(DAP)‬‭test‬‭to‬‭gain‬‭insights‬‭into‬

‭J.C.'s‬‭interpersonal‬‭skills‬‭and‬‭emotional‬‭state,‬‭and‬‭to‬‭explore‬‭the‬‭implications‬‭of‬‭his‬‭drawings‬‭for‬

‭therapeutic intervention.‬

‭Plan‬ ‭to‬ ‭achieve‬ ‭this‬ ‭goal:‬ ‭Engage‬ ‭J.C.‬ ‭in‬ ‭the‬ ‭DAP‬ ‭test,‬‭encouraging‬‭him‬‭to‬‭draw‬‭two‬‭figures‬

‭and‬‭discuss‬‭their‬‭meanings.‬‭Analyze‬‭the‬‭drawings‬‭to‬‭understand‬‭his‬‭feelings‬‭about‬‭relationships,‬

‭emotional expression, and family dynamics.‬

‭Resources‬ ‭required‬ ‭for‬ ‭the‬ ‭session:‬ ‭Art‬ ‭supplies‬ ‭for‬ ‭the‬ ‭DAP‬ ‭test,‬ ‭a‬ ‭comfortable‬‭counseling‬

‭space, and a session outline for guidance.‬

‭Technique:‬

‭The‬‭session‬‭began‬‭with‬‭a‬‭brief‬‭recap‬‭of‬‭previous‬‭discussions,‬‭allowing‬‭J.C.‬‭to‬‭share‬‭any‬‭updates‬

‭or‬ ‭feelings‬ ‭that‬ ‭had‬ ‭surfaced‬ ‭since‬ ‭their‬ ‭last‬ ‭meeting.‬ ‭The‬ ‭counselor‬ ‭introduced‬ ‭the‬

‭Draw-A-Person‬‭(DAP)‬‭test‬‭as‬‭a‬‭tool‬‭to‬‭better‬‭understand‬‭J.C.'s‬‭interpersonal‬‭skills‬‭and‬‭emotional‬
‭landscape.‬ ‭J.C.‬ ‭was‬ ‭encouraged‬ ‭to‬ ‭draw‬ ‭two‬ ‭figures,‬ ‭and‬ ‭once‬‭he‬‭completed‬‭the‬‭drawings,‬‭the‬

‭counselor‬ ‭facilitated‬ ‭a‬ ‭discussion‬ ‭about‬ ‭them.‬ ‭J.C.‬ ‭drew‬ ‭two‬ ‭figures,‬ ‭each‬ ‭reflecting‬ ‭different‬

‭aspects‬‭of‬‭his‬‭emotional‬‭state‬‭and‬‭interpersonal‬‭dynamics.‬‭The‬‭first‬‭figure‬‭depicted‬‭a‬‭dress‬‭with‬

‭ponytails,‬ ‭which‬ ‭J.C.‬ ‭associated‬‭with‬‭feminine‬‭aspects‬‭or‬‭a‬‭significant‬‭female‬‭figure‬‭in‬‭his‬‭life.‬

‭The‬ ‭choice‬ ‭of‬ ‭clothing‬ ‭suggested‬ ‭formal‬ ‭or‬ ‭structured‬ ‭relationships.‬ ‭The‬ ‭figure‬ ‭had‬ ‭extended‬

‭arms,‬ ‭indicating‬ ‭a‬ ‭desire‬ ‭for‬ ‭connection‬ ‭and‬ ‭centered‬ ‭placement,‬ ‭reflecting‬ ‭J.C.'s‬ ‭search‬ ‭for‬

‭balance.‬ ‭However,‬ ‭the‬ ‭facial‬ ‭expression‬ ‭showed‬ ‭an‬ ‭attempt‬ ‭at‬ ‭positive‬ ‭presentation,‬ ‭hinting‬ ‭at‬

‭underlying‬ ‭guardedness.‬ ‭The‬ ‭second‬ ‭figure‬ ‭was‬ ‭dressed‬ ‭in‬ ‭casual‬ ‭wear,‬ ‭standing‬ ‭straight‬ ‭with‬

‭arms‬‭at‬‭the‬‭sides,‬‭suggesting‬‭a‬‭need‬‭for‬‭stability‬‭and‬‭controlled‬‭emotions.‬‭The‬‭simple‬‭style‬‭of‬‭the‬

‭clothing‬ ‭indicated‬ ‭a‬ ‭desire‬ ‭for‬ ‭simplicity,‬ ‭while‬ ‭the‬ ‭neutral‬ ‭facial‬ ‭expression‬ ‭might‬ ‭suggest‬

‭emotional‬ ‭guardedness.‬‭Despite‬‭this,‬‭clear‬‭eyes‬‭indicated‬‭alertness‬‭and‬‭awareness,‬‭and‬‭a‬‭simple‬

‭mouth signified controlled emotional expression.‬

‭Summary of the session:‬

‭In‬‭Session‬‭4,‬‭J.C.‬‭completed‬‭the‬‭Draw-A-Person‬‭(DAP)‬‭test,‬‭providing‬‭valuable‬‭insights‬‭into‬‭his‬

‭emotional‬ ‭state‬ ‭and‬ ‭interpersonal‬ ‭relationships.‬ ‭The‬ ‭analysis‬ ‭of‬ ‭his‬ ‭drawings‬ ‭revealed‬‭signs‬‭of‬

‭emotional‬‭containment‬‭and‬‭possible‬‭anxiety‬‭regarding‬‭his‬‭family‬‭situation,‬‭alongside‬‭a‬‭need‬‭for‬

‭stability‬ ‭and‬ ‭structure.‬ ‭J.C.'s‬ ‭drawings‬ ‭highlighted‬ ‭his‬ ‭desire‬ ‭for‬ ‭connection‬ ‭and‬ ‭potential‬ ‭role‬

‭confusion‬ ‭within‬ ‭family‬ ‭dynamics.‬ ‭This‬ ‭session‬ ‭underscored‬ ‭the‬ ‭importance‬ ‭of‬ ‭building‬

‭emotional‬‭safety,‬‭processing‬‭family‬‭dynamics,‬‭and‬‭strengthening‬‭coping‬‭skills‬‭as‬‭focal‬‭points‬‭for‬

‭future‬ ‭therapeutic‬ ‭work.‬ ‭The‬ ‭insights‬ ‭gained‬ ‭will‬ ‭inform‬ ‭the‬ ‭direction‬ ‭of‬ ‭subsequent‬ ‭sessions,‬

‭allowing‬ ‭for‬ ‭targeted‬‭interventions‬‭to‬‭support‬‭J.C.‬‭in‬‭developing‬‭healthier‬‭emotional‬‭expression‬

‭and interpersonal skills.‬

 ‭SESSION 5‬
‭Date:‬‭09-10-2024‬

‭Client:‬‭J.C. (15-year-old boy)‬

‭Time started:‬‭12:00 am‬ ‭Time ended:‬‭12:30 pm‬ ‭Total Time:‬‭30 minutes.‬

‭Current issue of concern:‬‭J.C. continues to exhibit behavioral issues, including disobedience in‬

‭class and irregular school attendance. He often appears zoned out and disengaged, which is‬

‭compounded by the emotional turmoil stemming from his family dynamics and the recent‬

‭separation from his parents.‬

‭Goal for the current session:‬‭To utilize Cognitive Behavioral Therapy (CBT) techniques to help‬

‭J.C. explore his feelings about his family dynamics, identify positive and negative aspects of his‬

‭relationships, and work toward emotional regulation and improved coping skills.‬

‭Plan to achieve this goal:‬‭Engage J.C. in a reflective exercise that allows him to express his‬

‭thoughts about his family, leading to greater self-awareness. The session will aim to facilitate‬

‭discussions that help J.C. recognize how his family dynamics impact his emotions and behavior.‬

‭Resources required for the session:‬‭A comfortable counseling environment and paper for J.C.‬

‭to write his thoughts down.‬

‭Technique:‬

‭The session began with a warm welcome and a check-in about J.C.'s week. The counselor‬

‭introduced a Cognitive Behavioral Therapy (CBT) technique called “Cognitive Restructuring,”‬

‭which aims to help individuals identify and challenge negative thought patterns. This method‬

‭encourages clients to recognize the connection between their thoughts, feelings, and behaviors,‬

‭facilitating a more balanced perspective. For this exercise, J.C. was asked to list five things he‬

‭likes and five things he dislikes about his family. This structured activity was designed to‬

‭promote self-reflection and emotional awareness. As J.C. articulated his thoughts, the counselor‬

‭guided him to explore the emotions associated with each item on his list. For instance, when J.C.‬

‭mentioned that he enjoys when all family members are together, the counselor prompted him to‬

‭reflect on how this positive experience makes him feel and how it contrasts with the feelings he‬

‭associated with the conflicts in his home. Through this dialogue, J.C. began to recognize the‬

‭impact of both positive and negative aspects of his family life on his emotions and behavior. By‬

‭validating his feelings and encouraging him to challenge any negative beliefs he held about‬

‭himself and his family dynamics, the session helped J.C. gain insight into how he can navigate‬

‭these complex relationships more effectively. This technique not only fostered self-awareness but‬

‭also set the stage for developing healthier coping strategies and enhancing emotional regulation‬

‭in future sessions.‬

‭Summary of the session:‬

‭In Session 5, J.C. engaged in a reflective exercise to identify positive and negative aspects of his‬

‭family relationships. This activity facilitated discussions about his feelings and experiences,‬

‭enabling him to gain insight into how these dynamics affect his behavior and emotional state.‬

‭The session reinforced the importance of recognizing both positive interactions and challenges‬

‭within his family, promoting a balanced perspective that will be essential for his emotional‬
‭growth. Through this process, J.C. took significant steps toward understanding his feelings,‬

‭which will aid in his future coping strategies.‬

 ‭SESSION 6‬
‭Date:‬‭11-10-2024‬

‭Client:‬‭J.C. (15-year-old boy)‬

‭Time started:‬‭12:00 am‬ ‭Time ended:‬‭12:30 pm‬ ‭Total Time:‬‭30 minutes.‬

‭Current‬ ‭issue‬ ‭of‬ ‭concern:‬ ‭J.C.‬‭continues‬‭to‬‭struggle‬‭with‬‭emotional‬‭regulation‬‭and‬‭behavioral‬

‭issues‬ ‭in‬ ‭school,‬ ‭compounded‬ ‭by‬ ‭ongoing‬ ‭family‬ ‭tensions‬ ‭and‬ ‭challenges‬ ‭with‬ ‭interpersonal‬

‭relationships.‬

‭Goal‬‭for‬‭the‬‭current‬‭session:‬‭To‬‭build‬‭on‬‭previous‬‭discussions‬‭about‬‭family‬‭dynamics,‬‭analyze‬

‭J.C.'s‬ ‭Kinetic‬ ‭Family‬ ‭Drawing‬ ‭(KFD)‬ ‭to‬ ‭gain‬ ‭deeper‬ ‭insights‬ ‭into‬ ‭his‬ ‭perceptions‬ ‭of‬ ‭family‬

‭relationships,‬ ‭and‬ ‭determine‬ ‭the‬ ‭next‬ ‭steps‬ ‭in‬ ‭his‬ ‭therapeutic‬ ‭journey,‬ ‭including‬ ‭a‬ ‭referral‬ ‭for‬

‭additional support.‬

‭Plan‬ ‭to‬ ‭achieve‬ ‭this‬ ‭goal:‬ ‭Discuss‬ ‭the‬ ‭KFD‬ ‭with‬ ‭J.C.,‬ ‭focusing‬ ‭on‬ ‭his‬ ‭feelings‬ ‭and‬

‭interpretations‬ ‭of‬ ‭the‬ ‭figures‬ ‭and‬ ‭their‬ ‭placements.‬ ‭Assess‬ ‭how‬ ‭these‬ ‭insights‬ ‭can‬ ‭inform‬ ‭the‬

‭therapeutic‬‭process‬‭and‬‭explore‬‭the‬‭option‬‭of‬‭referring‬‭him‬‭to‬‭the‬‭school‬‭counselor‬‭for‬‭continued‬

‭support.‬

‭Resources‬ ‭required‬ ‭for‬ ‭the‬ ‭session:‬ ‭J.C.'s‬ ‭KFD‬ ‭drawing,‬ ‭a‬ ‭comfortable‬ ‭counseling‬

‭environment, and materials for taking notes.‬

‭Technique:‬

‭The‬‭session‬‭began‬‭with‬‭a‬‭review‬‭of‬‭J.C.'s‬‭Kinetic‬‭Family‬‭Drawing,‬‭which‬‭served‬‭as‬‭a‬‭focal‬‭point‬

‭for‬ ‭understanding‬ ‭his‬ ‭perceptions‬ ‭of‬ ‭family‬ ‭dynamics.‬ ‭The‬‭counselor‬‭guided‬‭J.C.‬‭in‬‭discussing‬

‭the‬ ‭spatial‬ ‭organization‬ ‭of‬ ‭the‬ ‭figures‬ ‭in‬ ‭his‬ ‭drawing.‬ ‭The‬ ‭vertical‬ ‭arrangement‬ ‭suggested‬ ‭a‬

‭hierarchical‬ ‭relationship‬ ‭within‬ ‭the‬ ‭family,‬ ‭reflecting‬ ‭the‬ ‭power‬ ‭dynamics‬‭he‬‭feels‬‭in‬‭his‬‭home‬

‭life.‬ ‭J.C.‬ ‭recognized‬ ‭that‬ ‭the‬ ‭limited‬ ‭interaction‬ ‭between‬ ‭the‬ ‭figures‬ ‭indicated‬ ‭communication‬

‭barriers‬ ‭and‬ ‭emotional‬ ‭disconnection,‬ ‭which‬ ‭he‬ ‭confirmed‬ ‭as‬ ‭feelings‬ ‭he‬ ‭often‬ ‭experiences‬

‭within‬ ‭his‬ ‭family.Through‬ ‭this‬ ‭exploration,‬ ‭J.C.‬ ‭began‬ ‭to‬ ‭articulate‬ ‭his‬ ‭feelings‬ ‭of‬ ‭being‬

‭overwhelmed‬ ‭and‬ ‭dominated,‬ ‭which‬ ‭have‬ ‭contributed‬ ‭to‬ ‭his‬ ‭behavioral‬ ‭issues‬ ‭at‬ ‭school.‬ ‭The‬

‭simplicity‬ ‭of‬ ‭the‬‭figures‬‭in‬‭his‬‭drawing‬‭was‬‭discussed,‬‭suggesting‬‭emotional‬‭guardedness‬‭and‬‭a‬

‭struggle‬‭to‬‭express‬‭his‬‭feelings‬‭about‬‭his‬‭family‬‭situation.‬‭J.C.‬‭acknowledged‬‭that‬‭he‬‭often‬‭finds‬

‭it‬ ‭difficult‬ ‭to‬ ‭open‬ ‭up‬ ‭about‬ ‭his‬ ‭emotions,‬ ‭further‬ ‭indicating‬ ‭a‬ ‭regression‬ ‭under‬ ‭stress.‬ ‭The‬

‭environmental‬ ‭elements‬ ‭of‬‭the‬‭drawing,‬‭particularly‬‭the‬‭sun,‬‭were‬‭explored‬‭to‬‭understand‬‭J.C.'s‬

‭hope‬ ‭for‬ ‭improvement‬ ‭and‬ ‭desire‬ ‭for‬ ‭warmth‬ ‭in‬ ‭his‬ ‭relationships.‬ ‭This‬ ‭dialogue‬ ‭helped‬ ‭him‬

‭recognize‬ ‭the‬ ‭significance‬ ‭of‬ ‭seeking‬ ‭external‬ ‭validation‬ ‭and‬ ‭support,‬ ‭which‬‭he‬‭expressed‬‭as‬‭a‬

‭need‬ ‭in‬ ‭his‬ ‭current‬ ‭life.‬ ‭By‬ ‭the‬ ‭end‬ ‭of‬ ‭the‬ ‭session,‬‭J.C.‬‭displayed‬‭a‬‭better‬‭understanding‬‭of‬‭his‬

‭family‬‭dynamics‬‭and‬‭how‬‭these‬‭impact‬‭his‬‭emotions‬‭and‬‭behavior.‬‭The‬‭counselor‬‭emphasized‬‭the‬

‭importance of continuing to process these feelings and exploring coping strategies.‬

‭Referral:‬

‭Given‬ ‭the‬ ‭complexities‬ ‭of‬ ‭J.C.'s‬ ‭family‬ ‭dynamics‬ ‭and‬ ‭his‬ ‭ongoing‬ ‭emotional‬ ‭struggles,‬ ‭the‬

‭counselor‬ ‭made‬ ‭a‬ ‭referral‬ ‭to‬ ‭the‬ ‭school‬ ‭counselor‬ ‭for‬ ‭further‬ ‭assistance.‬ ‭This‬ ‭referral‬ ‭aims‬ ‭to‬

‭provide‬ ‭J.C.‬ ‭with‬ ‭additional‬ ‭support‬ ‭focused‬ ‭on‬ ‭managing‬ ‭family‬ ‭communication‬ ‭issues,‬
‭enhancing‬ ‭emotional‬ ‭regulation,‬ ‭and‬ ‭addressing‬ ‭academic‬ ‭challenges.‬ ‭The‬ ‭case‬ ‭was‬ ‭not‬

‭terminated;‬ ‭rather,‬ ‭further‬ ‭sessions‬ ‭with‬ ‭the‬ ‭school‬ ‭counselor‬ ‭will‬ ‭be‬ ‭essential‬ ‭in‬ ‭supporting‬

‭J.C.’s emotional growth and helping him navigate the pressures he faces at home and school.‬

‭Summary of the session:‬

‭In‬‭Session‬‭6,‬‭J.C.‬‭engaged‬‭in‬‭a‬‭detailed‬‭analysis‬‭of‬‭his‬‭Kinetic‬‭Family‬‭Drawing,‬‭which‬‭provided‬

‭valuable‬ ‭insights‬ ‭into‬ ‭his‬ ‭perceptions‬ ‭of‬ ‭family‬ ‭dynamics‬ ‭and‬ ‭emotional‬‭experiences.‬‭Through‬

‭this‬‭exploration,‬‭he‬‭recognized‬‭the‬‭hierarchical‬‭relationships‬‭and‬‭communication‬‭barriers‬‭present‬

‭in‬‭his‬‭family,‬‭contributing‬‭to‬‭his‬‭feelings‬‭of‬‭overwhelm.‬‭The‬‭session‬‭concluded‬‭with‬‭a‬‭referral‬‭to‬

‭the‬‭school‬‭counselor‬‭for‬‭ongoing‬‭support,‬‭ensuring‬‭that‬‭J.C.‬‭has‬‭access‬‭to‬‭resources‬‭that‬‭can‬‭help‬

‭him process his experiences and develop healthier coping strategies.‬

‭Appendix:‬