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Working With Children and Adolescents: The Case of Chase Chase is a 12-year-old male who was brought in for services by his adoptive mother. He is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks about in detail. Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported to often get upset with his siblings and hit or kick them. His mother stated that Chase has always had issues with jealousy, and when her other children were younger, she had to closely monitor him when he was around them. She reported several occasions when she found Chase attempting to suffocate each of his younger siblings when they were babies. The mother stated that Chase came to the United States without knowing any English. She knows very little about his family of origin other than that he lived with his biological parents until age 2 and then lived in the orphanage until he was adopted. She reported that the plane ride from Russia was horrible and that Chase cried the entire flight and refused to sleep for the first 2 days they had him. The mother reported that Chase often hides food in his room and gorges himself when he eats. She does not understand this behavior because he always has enough food, and she never restricts his eating. In fact, because of his small size and weight, she often encourages him to eat more. She also reported that Chase hates any type of transition and will get upset and have temper tantrums if she does not prepare him for any changes in plans. He is reported to kick and hit both parents, and they have had to restrain him at Working With Children and Adolescents: The Case of Chase / Page 2 of 3 © 2016 Laureate Education, Inc. times to stop him from hurting himself and others. The parents have never sought help before, but recently the school has been complaining of his inability to focus and increasing disruptive behaviors. His teachers report that he struggles with school, has no friends, and often has “meltdowns” when he does not get his way. Prior to our meeting, Chase had never had any testing for special education nor had he ever received any counseling services. During intake, I met briefly with Chase alone. He appeared anxious, had pressured speech and facial tics, and was unable to keep his legs still. He chose to play a board game during our time in the session and talked in detail about World War II and each of the boats in the game. When asked how he knew all about warships, he stated that he often watched television documentaries on the subject. Chase’s medical history shows an outdated prior diagnosis in DSM-IV of the following: Pervasive developmental disorder NOS and a Transient tic disorder Plan: Initially Chase’s parents were unsure what to do about their son’s behaviors. His mother was the primary caretaker and his father thought she should handle any therapy or problems related to school. His mother reported that she was “at the end of her rope” and was ready to give her son up to foster care. She shared her frustration with her husband who “just did not understand how hard it was.” It was concerning that Chase had never received any services prior to our meeting and that the school had not properly referred him for testing to address his behaviors and his academic struggles. Both parents were asked to come in for sessions together to work as a united front in Working With Children and Adolescents: The Case of Chase / Page 3 of 3 © 2016 Laureate Education, Inc. addressing Chase’s behaviors and to be supportive of each other. The school complied with the parents’ request for testing, and Chase was found to meet criteria for special education, and an individual education plan (IEP) was established. In addition, a referral was made to psychiatry, and medication was prescribed to help Chase with his outbursts, his tics, and with focus while at school. Lastly, Chase was offered a socialization group with other children on the autism spectrum, and he developed better skills in making friends and eye contact and self-soothing and calming himself to avoid tantrums. Chase obviously had major developmental issues and issues related to socialization. Both parents were unaware of their rights and how to advocate for their son. In addition, the father was very traditional and thought that his wife was responsible for taking care of the children and that he did not need to be involved in parenting. In addition, neither parent had demanded help for their son within the school system and they needed to be educated about their son’s educational rights and how to get his needs met. Adapted from: Working with children and adolescents: The case of Chase. (2014). In Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). Social work case studies: Concentration year (pp. 10–12, 97–99). Baltimore, MD: Laureate Publishing. [Vital Source e-reader]

Working With Children and Adolescents: The Case of Chase Chase is a 12-year-old male who was brought in for services by his adoptive mother. He is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks about in detail. Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported to often get upset with his siblings and hit or kick them. His mother stated that Chase has always had issues with jealousy, and when her other children were younger, she had to closely monitor him when he was around them. She reported several occasions when she found Chase attempting to suffocate each of his younger siblings when they were babies. The mother stated that Chase came to the United States without knowing any English. She knows very little about his family of origin other than that he lived with his biological parents until age 2 and then lived in the orphanage until he was adopted. She reported that the plane ride from Russia was horrible and that Chase cried the entire flight and refused to sleep for the first 2 days they had him. The mother reported that Chase often hides food in his room and gorges himself when he eats. She does not understand this behavior because he always has enough food, and she never restricts his eating. In fact, because of his small size and weight, she often encourages him to eat more. She also reported that Chase hates any type of transition and will get upset and have temper tantrums if she does not prepare him for any changes in plans. He is reported to kick and hit both parents, and they have had to restrain him at Working With Children and Adolescents: The Case of Chase / Page 2 of 3 © 2016 Laureate Education, Inc. times to stop him from hurting himself and others. The parents have never sought help before, but recently the school has been complaining of his inability to focus and increasing disruptive behaviors. His teachers report that he struggles with school, has no friends, and often has “meltdowns” when he does not get his way. Prior to our meeting, Chase had never had any testing for special education nor had he ever received any counseling services. During intake, I met briefly with Chase alone. He appeared anxious, had pressured speech and facial tics, and was unable to keep his legs still. He chose to play a board game during our time in the session and talked in detail about World War II and each of the boats in the game. When asked how he knew all about warships, he stated that he often watched television documentaries on the subject. Chase’s medical history shows an outdated prior diagnosis in DSM-IV of the following: Pervasive developmental disorder NOS and a Transient tic disorder Plan: Initially Chase’s parents were unsure what to do about their son’s behaviors. His mother was the primary caretaker and his father thought she should handle any therapy or problems related to school. His mother reported that she was “at the end of her rope” and was ready to give her son up to foster care. She shared her frustration with her husband who “just did not understand how hard it was.” It was concerning that Chase had never received any services prior to our meeting and that the school had not properly referred him for testing to address his behaviors and his academic struggles. Both parents were asked to come in for sessions together to work as a united front in Working With Children and Adolescents: The Case of Chase / Page 3 of 3 © 2016 Laureate Education, Inc. addressing Chase’s behaviors and to be supportive of each other. The school complied with the parents’ request for testing, and Chase was found to meet criteria for special education, and an individual education plan (IEP) was established. In addition, a referral was made to psychiatry, and medication was prescribed to help Chase with his outbursts, his tics, and with focus while at school. Lastly, Chase was offered a socialization group with other children on the autism spectrum, and he developed better skills in making friends and eye contact and self-soothing and calming himself to avoid tantrums. Chase obviously had major developmental issues and issues related to socialization. Both parents were unaware of their rights and how to advocate for their son. In addition, the father was very traditional and thought that his wife was responsible for taking care of the children and that he did not need to be involved in parenting. In addition, neither parent had demanded help for their son within the school system and they needed to be educated about their son’s educational rights and how to get his needs met. Adapted from: Working with children and adolescents: The case of Chase. (2014). In Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). Social work case studies: Concentration  year (pp. 10–12, 97–99). Baltimore, MD: Laureate Publishing. [Vital Source e-reader]

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