Case Study
DeSean was happy at the beginning of the school year and liked all his teachers
Unfortunately, due to class overcrowding and contract-mandated class sizes, the counsellor was forced to move DeSean to a different algebra class at the end of the first week. This meant that DeSean had to leave a teacher he liked as well as a number of friends in that class. The schedule change also meant that DeSean’s lunch period moved from fourth hour to fifth, causing him to have a different lunch period from his close friends.
DeSean began to cut algebra to have lunch with his friends. He also began coming late to algebra class, displaying anger when present, and being confrontational with the teacher.
DeSean is currently failing algebra, and he earned a “D” in English at mid-term. However, he seems to be “holding his own” in most of his other classes.
Discipline
DeSean is a 16-year-old ninth grade student who is being suspended for 5 days for repeated violations of school rules. Most serious is a recent confrontation with his fourth period algebra teacher. DeSean was involved in a verbal argument in class and dropped the “F bomb” on his teacher.
The assistant principal has seen DeSean seven times in the first four weeks of school for various infractions, including cutting class, leaving campus without permission, excessive tardiness, insubordination, defiance of authority, and this final confrontation. He has been given warnings, multiple in-school suspensions, and after-school detention.
Background
DeSean has struggled academically since middle school. He was retained in sixth grade and is currently two to three years behind grade level in reading and two years behind in math.
DeSean lives with his mom and stepdad. His biological parents divorced when DeSean was entering third grade, and he and his mom went to live with his grandparents.
DeSean’s mom married his step-dad when he entered sixth grade. The school counsellor met with DeSean and his mom that year to address DeSean’s academic and behavioural problems. It was determined that he was “having difficulty” adjusting to all the changes in his life, particularly having a new person vying for his mom’s attention. After this initial meeting, there was no follow-up.
Family Interactions
DeSean’s parents have been contacted by phone but have been unable to leave work to attend conferences.
They have expressed dissatisfaction with the school for the way their son has been treated; in their view, DeSean’s teachers pick on him and are too quick to blame him for minor offences.
A letter has been sent home informing his parents of his suspension.
DeSean’s mom works full-time at minimum wage, and his stepdad details cars at a local auto dealership.
Due to financial problems, the family moved back in with DeSean’s grandparents at the start of the school year.
Behavior Management Plan
Date: December 2020 Duration of Intervention: ~6 months
Student: DeSean Class/Grade: 9th grade
Goals:
To learn behavioural and emotional management skills
To manage anger/aggression in a healthier, more constructive manner
Improve punctuality and attendance while remaining on site
Raise grades to a D in Algebra and a C in English
Looking at DeSean’s background, there’s a long history of large scale changes, instability and potential parental absence due to the need of work during these challenging times. Naturally, it seems that DeSean is acting in a way that seemingly delivers some form of control to him over his life in retaliation to his stable and meaningful connections having been deprived from him through the schedule changes.
Target Replacement Behaviours:
Express and communicate frustrations rather than lash out verbally.
If overwhelmed and this is not possible. Designate a space in the classroom he can retreat to of his own accord. The teacher will understand and let him use this space to cool down so he can communicate when he is ready.
During the cool down period, write down what he feels and why in a log book to track triggers for his feelings.
Identify personal goals and discuss and agree to a certain degree of agency over how to achieve those to deliver a greater sense of ownership and control (ex. How to manage homework).
Provide a weekly 1-to-1 tuition with his previous algebra teacher to guide, support and assist in transitioning over to the new teacher.
Encourage participation in extracurricular activities with his friends.
Student Feedback:
Make DeSean aware of any coming changes as soon as possible. Where possible/feasible, allow him to give feedback or input in the changes to make him feel heard and part of the process.
Attend group sessions with the school councillor and students with similar problems to build and provide a support group that he can relate to and seek solace in.
After set-backs/outbursts, DeSean will discuss with the behavioural councillor to address the challenges and reasons while walking through it to identify better ways to handle the situation. Where appropriate, have the algebra (or anyone else relevant) take part, have them listen and acknowledge what DeSean is saying in a calm and controlled environment. Use it as an opportunity to build rapport with one another.
Fair and consistent rewards/consequences to be discussed and agreed upon with DeSean and his parents. Allow for DeSean to have input so he is actively part of the process and feels some sense of control in it.
Provide positive reinforcement on progress, do not belittle or shame for set-backs. Instead, provide supportive and encouraging constructive criticism.
Count to ten, take a break, stress ball/fidget methods can be taught, if they don’t work and an outburst occurs, then consideration of time out interventions could be implemented where DeSean can cool down but them must make up the lost time and content of the class in unstructured time. However, if this leads to increased truancy or increased tensions in the relationship then a revision of its viability should be made.
Methods to Monitor:
Teachers should note what happens before and after outbursts to identify any potential triggers or rewards to the behaviour.
Teachers will complete a checklist of his behaviour across the classes to monitor progress and adherence to his behavioural management plans.
Progress/set-backs will be discussed and assessed via the councillor on a weekly basis.
Progress will be shared with parents, Algebra teacher, English teacher, councillor to allow for better cohesion and a higher level of support in achieving goals.
Provide ongoing feedback with CAMHS if referred with parents permission and receive and review information provided when necessary,
DeSean can self-record his attendance (potentially using a phone app that allows geo-restricted clocking-in/registration), with the intent to see first hand how much he’s missing.
Allow DeSean to self-assess his academic and behavioural progress with teacher’s/councillor’s feedback to deliver a greater sense of control and importance his actions have over achieving his goals.
Family Communication:
Provide a weekly summary/progress report to his mother via email.
It should include progress and set-backs, as well as how effective his use of his learned behavioural management techniques are working.
Highlight areas worthy of positive reinforcement that his mother can use to alleviate the sensations that there is competition between him and his step-father.
Through agreed professional channels (email/WhatsApp/WeChat), if something occurs that could act as a trigger or challenge from home, the parents can inform the relevant teacher or councillor as needed in a confidential manner.
Meetings with parents when required, could take place in the evenings to accommodate the busy work schedule of the parents. Alternatively, Zoom or FaceTime may be an option in the evening, morning or their lunch time if face-to-face meetings are not possible.
Follow Through:
Continual and consistent meetings on a weekly basis with his councillor/support teacher. Frequency revised based on needs after the first two months, then monthly thereafter.
Continual and consistent meetings on a weekly basis with his support group.
Monthly revision of behavioural plan with key persons involved, including DeSean, his parents, key teachers and councillor.
Keep in accordance with the schools guidelines and local laws and legislations.
Resume continual support with CAMHS in the capacity DeSean’s family peruses, if any.
OR, refer DeSean to CAMHS if later deemed appropriate (and not already referred) for help and support with cognitive behavioural therapy, mindfulness, psychotherapy and/or family therapy.
(Note: CAMHS is the Child and Adolescent Mental Health Service in the UK, and schools can refer young people to this support channel if the school does not have their own counsellor or mental health nurse on site or if they require additional help. While I know this is probably set in America due to the use of Grades etc, I figured it’d be more useful to me looking at it from a UK perspective.)
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