As early as 2nd grade, Joann was described as having difficulties taking tests and doing daily class work. She often would state that she couldnt focus and read the words..
Adolescent Case: Joann
Joann is a fifteen-year-old sophomore who is experiencing significant emotional difficulties seemingly associated with academic achievement. As early as 2nd grade, Joann was described as having difficulties taking tests and doing daily class work. She often would state that she couldn’t focus and read the words. Approximately at the end of her fifth grade year, Joann developed frequent headaches and occasional fainting spells which have continued. A review of report cards from elementary school and from her freshman year indicate that teachers reported a very heightened anxiety about self as Joann was afraid to answer classroom questions and “panicked” during tests. She has been “physically ill” immediately before tests, quizzes, and some group assignments. Joann has increasingly become more withdrawn. Currently she has average ability to finish activities/projects at home if provided parental assistance and has average ability to complete independent work. Parents describe Joann’s academic progress as average in the areas of oral reading, reading comprehension, physical education, and choir; somewhat below grade level in sciences, math computation, and social studies; significantly below grade level in spelling, art, math story and word problems, and written language. All past standardized tests (for example, Metropolitan Achievement Tests, TerraNova) indicate average to above average academic skills. All past report cards indicate mostly B’s and A’s with an isolated C; report cards have generally been in the above average range. School attendance has been good, although Joann highly dislikes school and has no favorite subjects. She often refuses to accept reinforcement/compliments when she has performed well. For example, if someone says that she did well on an activity, she denies that she did do well. She will seldom make positive “put-ups” to self and will frequently make a personal cut down even when given a compliment. Joan participates in various sports such as basketball and volleyball and experiences no problems with emotional distress in those activities. Because there are emotional factors associated with Joann’s academic achievement and social interaction, the student assistance team is requesting an evaluation.
Given the above background write a 6 page case study outlining the following:
# Assessment/Diagnosis of Problem, and Justification of the Assessment (2 pages).
# Treatment Recommendations (3 pages).
# Specific Client Goals (1 page)
