Please conceptualize this case study about Zula using the gestalt theory. Below

Please conceptualize this case study about Zula using the gestalt theory. Below is an example of how to conceptualize a client’s case study.
Descriptive Data: David is an Italian American 13-year-old boy.
Relevant History: David grew up in an upper middle class, David’s father owns his own corporate landscaping business, and his mother is a dentist. David has an older sister Sarah who is 15 years old.
Environmental Factors: As a small child David seems unable to restrain himself. He would crash into walls and objects, and frequently broke items and destroyed house plants. These behaviors were most noticeable after meals and when David was angry or disappointed. David seems to receive little sleep and quickly becomes bored with activities. However, he would spend long hours playing computer games and enjoying playtime with the family dog, Jesse. David’s mood became low at the age of 11 when Jessie died.
Personality Dynamics: David’s parents say that David has always been an insecure child. David was slow to complete toilet training and his parents admitted that they teased him about his frequent accidents which continued until he was 8 or 9. David seems to not be able to compete with his outgoing sister who has excelled socially and academically. Although David’s sister defends him in front of their parents, she often teases him in private.
Client Strength: David seemed to enjoy learning very much and did well in school through fourth grade. Testing indicates an IQ score of 128 (above average/gifted). He scores particularly high on verbal abilities, though much lower in mathematics.
Explanation of the Issue: David is a hyperactive child who did not do well socially but achieved academic success, it was not until the 5th grade where he met a teacher who was unwilling to teach a student who required more than others. As a result, David’s high interest in school immediately declined and he stopped putting forth any effort at school. About this time, David began stealing small amounts of money from his mother; smaller amounts became bigger amounts and David did not hide his thievery.  When David turned 11 his behavior became more destructive. He was involved in several fights at school and would be defiant towards his teachers. He was suspended from school for writing obscenities on the school walls. In middle school, David began hanging with an older group of boys whose influences caused him to participate in drug use and even being arrested for breaking and entering and the assault on a police officer. David has told his parents that he is unable to control himself.
Cultural Consideration: David’s parents are successful. Although their careers require a lot of their time both parents were able to sift their schedules to be home with David when his parents withdrew him from daycare. When David returned to school, he had difficulties making friends, however, he did exceptionally well academically. When he encountered his 5th-grade teacher who had an unwillingness to help special learners, David’s deviant patterned behavior began. When his behavior began to impede his schoolwork, he would be suspended his parents would punish him and would secretly and separately allow him to play video games. This behavior from each parent sent mixed messages to David and seemed to reward his behavior rather than properly address it. The actions of his parents could have precipitated his mischievous behavior; their reactions to his behaviors could have possibly made him think that they were his friends rather than an authoritative figure.
Ethical Consideration: Keeping David’s legal matters confidential.
Overall Conceptualization from the Theory Base:  Based on attachment theory, the bonding between parents and their child starts at the time of birth. Children are innately attached to a person or caregiver who responds to them when they are in distress. Although David has grown up in an upper-middle-class family and comes from two successful parents with demanding careers David’s behavior indicates that there may have been some separation anxiety issues which has caused him to be socially awkward and unable to make friends; this is best classified as anxious ambivalent behavior. David’s parents described him as insecure, his insecurities are the result of being teased by his parents for his frequent bathroom accidents. David’s hyperactive behavior and high IQ may suggest that he is on the spectrum of autism and has ADHD or ADD. It has been determined that his parents have never had him tested to see if there were any cognitive delays, doing so could potentially explain his behaviors. Avoidant is another way to describe David, when he was younger and went to daycare, he was highly anxious and thrived when in the environment and would look forward to attending three times a week. It was not reported that he cried for his parents when dropped off at the center and seem to want to be there more than with his parents indicating that there are attachment issues.
disorganized-disoriented can also explain David’s threatening behavior towards younger children at his school, this is indicative that the teasing and bullying that he experienced at the hands of his parents has impacted him negatively.
Explanation of the Issue from the Theory Base: The client’s erratic behavior would be classified as insecure attachment. After participating in mischievous behaviors David has said to his parents that he is unable to control himself.
Measurable Long-Term Goal: Addressing medical problems or educational issues that may have resulted from the neglect.
Establishment of a safe, nurturing environment.
Re-building or building new attachment relationships between the child and caregiver.
Developing a sense of emotional security.
Improving social skills.
Measurable Short-Term Goal: Help the client better express himself when he feels like he cannot control himself when engaging in illegal behavior.