Before teenagers become dependent on drugs and alcohol, they undergo a stage of experimental substance abuse (ESU), a time when they may not be committed to continual use as well as a time when a substance has yet to become an integral part of their lives. With so many potential causes behind the abuse of alcohol and substances among teenagers, it becomes a challenge to form a picture of addition among teenagers that is clear (Al-Kubaisi, 2017). The paper will be reviewing emotional and behavioral theoretical frameworks, theories that will be emphasizing cognition in substance abuse, the processes of social learning, committing to conventional values as well as an attachment to families, and interpersonal processes in the subject case study. There will also be a discussion of the treatment plan applicable to the subject case.
In the subject case, counselor chose the treatment plan that revolves around the concepts of resistance and denial in determining the behavioral and emotional capabilities of Annabelle in the course of functioning at school and home, which was actually one of her responsibilities, as well as designing behavioral interventions for Annabelle. The counselor was also bestowed with the responsibilities of implementing behavioral plans of support. As can be noted in the conversation they had in the session, it can be noted how the counselor was measuring objectives and goals of behavior support plans as a way of ensuring these are being met (Tomison, & Tucci, 1997). It’s commendable that C was also able to coordinate between the parent and the teenager as a way of implanting behavioral interventions, and also communicating with the parents and the case managers with regards to the progress of the teen.
The counselor is also charged with the responsibility of the case conceptualization of the theoretical perspective of behavioral and emotional interventions in determining their success, as can be noted from the proceedings of the session. It’s also commendable that C was aiding Annabelle in the second case conceptualization, identification of the appropriate behaviors and also develops behavioral alternatives. The counselor was also involved in the creation and execution of AEPS and the Affiliated Education Programs Services assessments for Annabelle. Other responsibilities the counselor can potentially have with regards to Annabelle’s case is designing a program or special curriculum she can follow in meeting Annabelle’s individual needs and recording Annabelle’s progress in receiving the counseling service. C may also be expected to monitor and adjust the special education programs that are designed for every child (Bagner, 2012). She may also be charged with the responsibility maintaining the records of the special emotional and behavioral traits of Annabelle, as well as the provided services and also behavioral data involved.
The subject of assessment is a 17 year old student, Annabelle Bryant, attending Trinity Lutheran College. The initial treatment plan included Annabelle first being referred to the support services of the school as a result of a reported dip in the class performance in the subject areas. Annabelle had previously performed well, acquiring around a B average via studies to the point. It can be noted how Mrs. Davies, Annabelle’s home teacher, had recommended an assessment in accordance to the inconsistencies in the noted classroom attitude and behavior, together with a decrease in her academic performance (Bagner, 2012)
Annabelle is evidence of the treatment plan research carried out in the last decade that has been showing the reliability and feasibility of diagnosing disruptive behavior disorders, such as oppositional defiant disorder among students using both observation ratings, as C does, and standardized behavior disorders (Malhotra, S., & Biswas, 2006). There has also been evidence that support diagnoses of internalized disorders such as depression and anxiety, and Annabelle is a perfect subject of examining such disorders. Annabelle is also subject to the growing interest that has been shown on the identification of emotional and behavioral issues as early as possible due to the problems involved being related to the necessary disruptions at tender age as
Annabelle’s (Bagner, 2012), Due there being a considerable amount of research conducted on teenagers, it may be necessary to better understand how these problems are currently measured and understood in the course of moving the field forward and improving efforts of intervention for children and their respective family members, by using Annabelle’s situation as a case example.
The behavioral theoretical perspective was the first conceptualization can be noted from how Annabelle had initially been reluctant to be open about her issues to the support workers, but after opening up she was able to cater for information on her present situation. Annabelle said she was rather overwhelmed with her life, and also felt as if she was not “in control”. It can be noted how she was not able to identify the exact reason behind why she felt the way she did, but stated that she was feeling as if it was rather getting worse (Bagner, 2012). Annabelle also made the acknowledgement of the fact that she had been underperforming in class, although she expressed little to no care on this and looked as if she was apathetic on the impact such may have on studies in the future.
It can be noted how her emotional and behavioral issues, two theoretical perspective behind Annabelle initially having to note at first due to her not being as open about it. Such is particularly usually so due to the developmental appropriateness of numerous behaviors at an age like hers, as well as greater variations in parental expectations for and also knowledge of the problem behaviors[ CITATION AIF97 \l 1033 ]. In line with frameworks of development psychopathy, problematic behavioral signs for the young age of Annabelle can clearly be based on the intensity, frequency, as well as the duration of certain behaviors when compared to some normative groups in the narrow age bands. The problematic behaviors, such as those of Annabelle, are typically placed in behavioral clusters of syndromes, like internalizing and externalizing problems (Tomison, & Tucci, 1997).
For instance, when Annabelle was asked about the manner in which she was dealing with her current situation, she acknowledge that she was not well, even at first she chose dangerously not be open about it, going back to the need of applying the treatment plan aimed at solving the problem of denial and resistance. She mentioned that she was focused on hanging out as well as attempting to be fun. Annabelle said that she was taking part in behaviors like drinking and being sexually active with more than one person (Poulou, 2017). It’s similar to what various studies have recently been suggesting, that the problems of mental health in the pre-adult stage may also be delineated through dysregulation in many domains, such as eating, sleeping and crying, according to normative data. Such can be seen from the suggestion Annabelle was making that her behavior was increasing, and that she felt as if she had little support as well as no one seeming to care and no one understanding (Thapar, 2012). Her presentation in the course of the conversation seemed very flat and Annabelle was more often than not distant and teary. When she asked about friendship, it can be seen how she was describing all friends as being rude to her and said that she essentially did not developed any trust on them. She also recalled a couple of occasions where there was instant messaging behind her back as well as making fun of Annabelle for being too trashy.
The assessment is taking place at the counsellor’s office of Trinity Lutheran College. It’s an environment where Emotional Intelligence professionals such as counselor C uses the treatment plant that determines the individual differences among different college students, developing concern and care for them, helping them to make responsible decision, helping them in the establishment of relationships with their peer s as well as helping them to cope with confrontations with peers and with their parents, as can be seen in Annabelle’s case (Mental Health America, 2019). Even though it’s a setting where promotion of social and emotional leaning skills is most the educators’ responsibility, there is still a limited amount of research conducted on social emotional learning (SEL) skills. It’s an environmental setting where SEL skills are indeed beneficial for the relationships between students and teachers (Krutz, & Waskiewicz, 2019). The subject case includes counselor C exploring Annabelle’s perception of her own emotional and psychological competences and the association she has with the behavioral and emotional challenges she is facing.
The environmental setting also brings into perspective the emotional theoretical framework of the perception that college instructors such as the subject one have on the teacher student and parent-student relationships, as well as the behavioral and emotional challenges of the students. The connection between parent and student relationships, such as that between Annabelle and her parents Joanna and Georg, as well as the behavioral results may be well established in such an environmental setting (Birnleitner, 2013). There was also the beneficial role of the positive relationship between the counselor and Annabelle as a student at risk of an incident of maladjustment, which was promoted by this environmental setting.
Considering the detailed background of Annabelle’s parents, it can be noted how the assessment is taking place in a time when both Joanna and George lacked any concept of the manner they can provide and nurture a conducive environment for their children. Annabelle had witness her mother being physical abused by the dad for many years. It’s a time after which Annabelle has been neglected and feels abandoned in the course of her parents having experienced separation time and time again. It’s a time when Annabelle arguably has experienced fear as her dominant emotion (Bova, 2014). With the growth of the children into adolescence, the parents have at least become Christians and have been trying to change their lives. It can also be noted how the parents had initially separated as a way to sort out their individual issues as well as a positive change in terms of the behavior of both parents becoming apparent (Cage, 2017).
It’s a time when these events have been further complicated with the death of an Aunt to Annabelle’s dad taking place. The aunt had in the past years been a critical support of Annabelle and her siblings, and provided them with the love and care they did not receive much from their parents (Bova, 2014). These are experiences Annabelle has gone through at the background, as it was at the time of the aunt’s death, when Annabelle was 14 that Annabelle began to display a powerfully aggressive attitude and behavior towards her parents as well as towards others. She also started drinking excessive alcohol amounts and took part in high-risk activities with her friends. It’s all these consideration that counselor C has to put in place when conducting the session, as can be seen in the asked questions.
As a college student in her freshman year, Annabelle was spending a lot of time interacting with her peers and also had family issues at home. Choosing the treatment plan that assessing her behaviors and emotions as critical outcome s of her new situation stood out as an integral part of her personal well-being, and was also meant to act as a predictor of the important reflective outcomes she was supposed to display, including learning strategies, career choices in the future, as well as academic achievement (Birnleitner, 2013)
The goal of the used treatment plan was in addressing the gap Annabelle experienced in the relationships she had with her emotions and those of her parents and peers (Bhola, 2016). According to made findings based on crossover emotional theory, one that posited that emotions were able to be elicited indirectly or directly from the emotions or others, the assessment helps in confirming the hypothesis that the emotions of Annabelle and those of her parents and peer s are interrelated. In investigating the significance of emotional dimension in the assessing Annabelle’s emotions, the assessment helped in conducting the comparison between the strength in the existing relationships between Annabelle’s emotions and her parents’ instructional behavior on the emotions of the student (Birnleitner, 2013).
The assessment was conducted through the means of interviewing. Councilor C interviewed Annabelle in confirming the hypothesis that parents’ and students’ emotions are significantly linked, adding the parents’ perceived emotions by considering their backgrounds, as well as establishing a group-mean centered to the interviewing model. In controlling the domain related differences in Annabelle’s slopes, that is emotional differences between predictors and outcomes, the assessment using a few terms in building the relationship between the independent variable (perceived student’s anger, enjoyment and anxiety) and the dummy variables (native language) for the assessment’s methodological procedures.
The emotional and behavioral theoretical perspective of Annabelle’s case as discussed above, a rapprochement for the theories may be possible due to being largely complementary as well as the pieces in the case being able to assemble being able to assemble by the two theories and fitting with the two different pieces assembled. The “solving denial” approach of the treatment plan was generally used in describing a common reaction of Annabelle as an individual of substance use disorders, that when confronted with those disorders existing, deny that she has been having a problem with substance abuse (Bhola, 2016). It was rather a complex reaction which is the product of behavioral and emotional factors, particularly the ones concerned with the influence and memory of the euphoria that is produced by substance abuse.
References
Tomison, A. M., & Tucci, J. (1997). Emotional abuse: The hidden form of maltreatment. Australian Institute of Family Studies, for National Child Protection Clearing House.
jabbar Alkubaisi, A. A. (2017). The Importance of (COSO-ERM) Model Implementation in Enhancing the Effectiveness of Internal Control Systems in the Jordanian Commercial Banks (Field Study). Journal of Social Sciences (COES&RJ-JSS), 6(1), 156-177.
American Psychological Association. (2011, May). Psychology’s Role in Addressing the Mental and Behavioral Health. Retrieved April 29, 2019, from https://www.apa.org/pi/aging/resources/psychologist-role-geriatric.pdf
Bagner, D. M., Rodríguez, G. M., Blake, C. A., Linares, D., & Carter, A. S. (2012). Assessment of behavioral and emotional problems in infancy: A systematic review. Clinical child and family psychology review, 15(2), 113-128.
Becker, E. S., Morger, V., & Ranellucci, J. (2014, Oct). The importance of teachers’ emotions and instructional behavior for their students’ emotions – An experience sampling analysis.
Teaching and Teacher Education, 1-43.
Beresin, E. (2018, Feb 22). Preventing School Shootings: It’s Guns, Not Mental Health. Retrieved Feb 10, 2020, from https://www.psychologytoday.com/us/blog/inside-outoutside-in/201802/preventing-school-shootings-its-guns-not-mental-health
Bhola, P., Sathyanarayanan, V., Rekha, D. P., Daniel, S., & Thomas, T. (2016, Apr-Jun).
Assessment of Self-Reported Emotional and Behavioral Difficulties Among Pre-
University College Students in Bangalore, India. Indian J Community Med, 41(2), 14650.
Birnleitner, H. (2013). Influence Of Macro-Environmental Factors To The Process. Retrieved Jan
24, 2020
Bova, A. (2014, Feb). “You must eat the salad because it is nutritious”. Argumentative strategies adopted by parents and children in food-related discussions at mealtimes. Retrieved Apr
16, 2020, from https://www.researchgate.net/publication/258444216
Buser, T. J., & Buser, J. K. (2020). Helping Students With Emotional Abuse: A Critical Area of
Competence for School Counselors. Retrieved Sept 29, 2020
Cage, E., Monaco, J. D., & Newell, V. (2017, Oct 25). Experiences of Autism Acceptance and Mental Health in Autistic. Journal of Autism and Developemental Disorders , 48, 473484.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019, Feb 17 ). Implications for educational practice of the science of learning and development. Applied Developmental Science.
Malhotra, S., & Biswas, P. (2006). Behavioral and Psychological Assessment of Child Sexual Abuse in Clinical Practice. International Journal of Behavioral Consultation and Therapy, 2(1), 17-29.
Marques, N. M., Belizario, G. O., Rocca, C. C., Saffi, F., Barros, D. M., & Serafimc, A. d. (2020, March). Psychological evaluation of children victims of sexual abuse: development of a protocol. Heliyon, 6(3).
Mental Health America. (2019). Depression In Teens. Retrieved June 15, 2019, from https://www.mentalhealthamerica.net/conditions/depression-teens
Krutz, G., & Waskiewicz, S. (2019). Judicial Decision-Making and Implementation by the Supreme Court. American Government 2e.
Poulou, M. S. (2017, Nov). Students’ emotional and behavioral difficulties: the role of teachers’ social and emotional learning and teacher-student relationships. L-Universite ta Malta, 9(2), 72-89.
Thapar, A., Collishaw, S., Phil, D., Pine, D. S., & Thapar, A. K. (2012, Feb 2). Depression in adolescence. Lancet, 379(9820), 1056-1067.
Tompson, M. C., McNeil, F. M., Rea, M. M., & Asarnow, J. R. (2000, March). Identifying and treating adolescent depression. Western Journal of Medicine, 172(3), 172-176.