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Case study of ADHD- group session

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Consider the following scenario:

You are a counselor who is developing a crisis group for Middle School girls and boys ages 12-14. You know that one group member has a diagnosis of ADHD and one has another disability (chose one from the list of categories defined by the National Dissemination Center for Children with Disabilities, in Counseling Children, on pages 696 to 699).

Review page 714 of Counseling Children to help you answer the following questions in your initial post:

What legal and ethical responsibilities do you have with respect to the young clients with disabilities?
What goals would you have for a first session for your group?
What therapeutic approaches or methods will you use to achieve these goals?
How will you modify your approach so that the two clients with exceptionalities receive differentiated supportive intervention and benefit from the group as much as the other young people?

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Solution Preview

Based on your assignment instructions: one child with ADHD and one with something else (you have not specified- so I will assume another learning disability ie. Dyslexia).

Crisis Group for Teens:

1. Legal and ethical responsibilities:
- protecting privacy and keeping confidentiality
- report harm to self and harm to others- therefore establish safety plans

2. Goals for first session:
i)Developing trust and confidentiality ...

Solution Summary

Example of group therapy first session for Crisis -ADHD clients is given in the solution.

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Case Study: Behavior Management in the Classroom

Case Study: Mary

Mary is a 10-year-old fifth grader. She is participating in a behavior management school-based group on a referral by her teacher. Mary's teacher described her as very bright, but very disruptive. According to Mary's teacher, Mary often provoked other students in the classroom by calling names, touching and pushing, and trying to distract.

In the group, Mary was very quiet for the first two sessions, but has now begun using some of the same diversionary tactics she shows in class. She talks to other members of the group out of turn, pokes the members sitting closest to her, and laughs out loud at inappropriate times.

When you talk to Mary individually after the session, she shows remorse for her behavior and claims she is "just nervous" and "doesn't really know what to say" during the session. She agrees to focus more during group time and expresses a desire to stay in the group. During the next session, however, Mary soon starts fidgeting and whispering to other members.

Discuss the interventions that you might use if you were the group leader in the case study.

Discuss the rationale for your interventions.

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