CLINICAL
CASE REPORT
Problem
Description
Roberto
is a 14-year ESO attends second grade in a public high school (IES). It is a
new student at the center. Since arriving has had difficulty adjusting to their
classmates. Is introverted, sensitive and somewhat insecure.
For
several months manifests intense anxiety, prevents attendance intermittently
staying home, do not go to the exams, and is frequently isolated from their
peers. Also usually feel: chest tightness with difficulty breathing, nausea, muscle
tension, headaches, digestive problems, etc.. Also, usually expressed as
negative thoughts and disturbing: "I have fear suspend", "If I
go to class, I will come anguish", "You're going to laugh at me all
my colleagues", "I can not concentrate before exams "etc. Currently
has two continuous weeks without attending the institute.
The
tutor along with other teachers exposed to the address of the disturbing
situation that was going through the student. Meeting the team of teachers and
the school management's claim that the school psychologist who takes over the
case.
The
psychologist is suspected that students can suffer a situational specific
phobia, advises parents and the school management to be treated as soon as
possible by a clinical psychologist, to put confirm this hypothesis, and if so,
put regimens for treatment. A few days later, the teen is taken by his parents
to psychological consultation.
Therapeutic
intervention plan
The
therapeutic intervention plan, which gave solution to this childish behavior
disorder, had one hand performances: identify, assess student needs to organize
interventional response levels: psychological, educational psychology, and
educational.
To
accomplish this task, the clinical psychologist had the cooperation and
involvement of qualified professionals (psychologist, special education teacher
specialist, etc.), The school management, faculty, classmates and other
classrooms, and family (mother, father, brothers, etc..).
Therapeutic
intervention plan was developed over ten consecutive weeks, with two follow-Evaluative
performed at two and six months. Let each of its parts in detail.
Participants
Therapeutic
intervention plan was designed for a single format. It involved the patient
aided by the interdisciplinary team. There was a bond of trust between them
that allowed therapeutic intervention to flow without resistance.
hypothesis
Three
hypotheses were Plan therapeutic intervention taken into account:
1.
The responses from the academic anxiety before exams and expressing the student,
are linked to lack of coping resources and experience intense stress.
2.
The responses of test anxiety hinder the processes of attention and
concentration, school performance and academic competitions.
3.
Anxiety responses peers behaviors reinforce isolation and hinder social and
academic competence.
Objectives
It
was necessary that the patient would increase the skills and competence levels:
cognitive, emotional and behavioral. Doing so could cope positively with
anxiety it was conditioning and prevented face attendance and testing
examinatorias. At the same time the changes in his behavior made possible an
improvement in their self-esteem, academic performance and social relationship
between peers.
No comments:
Post a Comment