Instructions for this assignment : Review the case study given on Tommy below.

Instructions for this assignment : Review the case
study given on Tommy below. Then respond to the following prompts/questions in
a cohesive written case report as if you are a social worker for the school
district being asked to participate in the planning and implementation of care
for Tommy. See questions below. Find referrals
and resources from the local community you are in, write your reasons for other
mental health and biopsychosocial considerations. This is
cultural competency! Be specific in your answers
with The what, who, why, when, where, and how, as needed. Write your
summary plan as if you were presenting it to the team of teachers, behavior
specialists, and guidance counselors supporting Tommy at his school. Be
specific and briefly tell them why what you are recommending is important and
how it will help tommy.
Background Information
Tommy is a 10-year-old boy who
enjoys baseball, swimming, and baking. He does not like art activities or large
crowds. Tommy has a good sense of humor, but he can be irritable. He is fearful
around new people and may become quiet and more reserved in those situations.
His parents and teachers talk him through exposure to new people. Tommy is
highly verbal and speaks in sentences. Tommy is above grade level in reading.
He enjoys reading, and his favorite book is the Percy Jackson Lightning Thief.
According to Tommy, he dislikes writing. Most of his writing is simple
sentences with a great deal of grammatical errors and little detail. He also
struggles with math, in which he is approximately 2 grade levels below. He has
recently learned how to pitch left-handed. Tommy has a medical diagnosis of
childhood-onset bipolar disorder and an educational classification of severe
emotional and behavioral disorder. He takes medication for bipolar disorder on
a daily basis. He is currently on a new medication. Tommy has a new baby
brother who is 5 months old.
Target Behavior
Tommy has been increasingly
disruptive the past few months. He has verbal outbursts and pushes classroom
materials onto the floor after being given an academic task during quiet work
time. His verbal outbursts include yelling that he is not doing the assignment,
telling a student to shut up, using profanity, and calling student’s names. His
teachers do feel that they spend about an hour per day dealing with the
behavior, and they usually respond to Tommy’s behavior by scolding him or by
initiating an office referral.
School Classroom Environment
Tommy attends a regular K-5 public
elementary school. Tommy is new to the school. Tommy is in the 5th grade. There
are 19 students in his homeroom classroom. Tommy has 2 segments in a resource
SPED (Special Education) class with 5 other students. Tommy also has 1
co-teaching segment for math. His teacher is very organized and structured. She
is loving and understanding with regards to Tommy’s needs.
Previous Interventions
Tommy has attended your school for
two months now. Initially, he seemed to acclimate to the new school well.
However, things have gotten more difficult for him lately. Tommy’s teacher set
up some rewards for him to earn if he does not engage in the disruptive
behavior. His behavior has not improved, and it has been difficult for his team
to identify “why” he is engaging in the behavior. There is not consensus among
his team that the rewards are the appropriate intervention for his disruptive
behavior. His team agreed that they should conduct an FBA (Functional
Behavioral Assessment) and develop a BIP (Behavioral Intervention Plan).
Instructions: Review the case
study given on Tommy. Then respond to the following prompts/questions in
a cohesive written case report as if you are a social worker for the school
district being asked to participate in the planning and implementation of care
for Tommy. Find referrals and resources from the local community
you are in, write your reasons for other mental health and biopsychosocial
considerations. This is cultural competency! For your case
consultation, talk through what you know, what you don’t know, and your
perspective of Tommy. Be specific in your answers with The what, who,
why, when, where, and how, as needed. Write your summary plan as if you
were presenting it to the team of teachers, behavior specialists, and guidance
counselors supporting Tommy at his school. Be specific and tell
them why what you are recommending is important and how it will help tommy.
Evaluate other aspects that need to be explored from
a biopsychosocial framework to better understand Tommy’s situation.
Consider how gender influences your analysis of
Tommy’s behavior, the school’s response, and the background information
provided.
What mental health issues do you see factoring into
this case scenario that have not yet been identified?
What other assessments do you think are appropriate
for Tommy?
What referral resources would you
suggest—professional, community-based, school, or other—in response to the
case?
Summarize your assessment of needs for Tommy and
outline your suggestions/referrals for the care team.
References:
Fixmer-Oraiz, N., and Wood, J. T.
(2017). Gendered Lives: Communication,
gender, and culture. (13th ed.). Cengage Learning, Inc.
Georgia Department of
Education. (n.d.). Case Study 1 – Tommy (Elementary/Middle School). Retrieved
August 6, 2020, from
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
services/Documents/Sp%20Ldrshp%2014%20Handouts/
Case%20Study%201%20Activity%201-6.pdf