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Using the case study provided for your group, discuss on the following 4 questions:

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Using the case study provided for your group, discuss on the following 4 questions:

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The Adverse Childhood Experiences (ACEs) experienced by the student.

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The impact of the ACEs on the student’s behaviour, cognition, physical health, emotions, mental health and relationships.

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What are the student’s strengths and protective factors?

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How can the 3R strategies of Regulate, Relate and Reason be applied for the student case?

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The ACEs here is Emotional Neglect and Parents with Mental Illness

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Jessica was sexually abused by her biological father

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1. Sexual Abuse

2. Emotional

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sexual-abuse/ Emotional

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Deep-seated concern: fear of family breakdown if her father is incarcerated.

Needs help but does not know who to approach. Impacted her emotional, mental health and realtionships. Has trust issues.

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1. Mother is in prison due to drug offences

2. Have not contacted his father.

3. Mother is a drug abuser

4. Mother has many partners.

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1. Does not display any negative behavior.

2. Shame and Guilt

3. Worry that it will affect the relationship in the family.

4. Depression.

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Strength: Still gets along with others - she did not project her problems onto others.

Protective factors: School seems like her safe space where she can talk to her teacher. Jessica finds solace in EL and expresses herself in her writing. Classmates may also be a form of support for her.

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The impact of the ACEs on Cheryl's behaviour is seen on her emotions and in her relationships and behaviour. This is seen in the way she has poor relational issues and self-harming behaviour. She also has poor coping skills when it comes to her emotions as she feels helpless.

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1. Low trust.

2. Easily annoyed/agitated.

3. Withdrawn.

4. Limited coping skills

5. Social withdrawal

6. unable to make good decisions

7. Turn to back company

8. very quiet

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1. Self regulated.

2. Good relationship with teachers and friends.

3. Able to disclose the situation to teachers.

4. Protective about her family.

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1. Maternal uncle and wife.

2. few friends in class.

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Regulate: Calm her down, provide a listening ear for her.

Relate: Build positive relationship to encourage her to seek further help.

Reason: Reason that she should disclose the matter to further authority.

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Strengths: She is responsible - cares for dad, comes to school everyday, she is resilient because she has been doing this for a while, we assume she has no discipline issues meaning she has strong morals. She is self-aware and recognises that she is trying her best and that she lacks social skills

Protective: Has teachers she can talk to, comes from an intact family and that gives her recognition for her sacrifices. Otherwise, she would have had to double up even more.

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Emotions: Shame and guilt, excessive worry and helpless

Relationships: cycles of abuse

Mental health: Anxiety

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ACEs: Divorce, Physical and Verbally Abuse, Bullying

Impact on student: Overwhelmed, Self-harm, SI

Strengths: Attending school and is able to disclose to the FT

Protective factor: Having a trusted adult (FT) to go to

Strategies:

Regulate: He is not alone. The FT can help to talk to him to help him to regulate his overwhelming emotions.

Relate: Be an active listener. Be genuine and show warm. Get the classmates to show empathy and support to the student.

Reason: Help the student to reflect and replace his thoughts from negative to positive ones. Assure him that it is not his fault.

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1)ACEs experienced :physical abuse, emotional abuse, household dysfunction (divorce)

2)Impacts - physical health is affected, emotional impacts limited coping skills, mental health is low self esteem/depressed and thoughts as well actions of self harm and suicidal tendencies, relationship with others affected and withdrawal from others

3)Trust has been build with form teacher as he had self-disclosed to FT (protective factor)about his problems

4)Relate - Empathise with Tim family situation and his issues at home first

Regulate - FT gets Tim to stop self harming himself first

Reason - equip Tim with coping strategies instead of self harm and instead seek help from trusted adult

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good relationship with peers

hyper-coping

good TSR

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Regulate

1. De-escalate his anger.

Relate

2. Gain trust by building TSR, TLC. Relate is the most important R for him because he does not have any trusted adult.

Reasoning

1. Getting him to reflect on his actions and why he does that.

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The Adverse Childhood Experiences

·       Mental Illness

·       Parental Neglect

·       Emotional

Impact of ACEs …

·       Emotions (Feeling of helplessness, limited coping skills, excessive worrying)

·       Relationship (difficulties forming relationship with peers)

·       Mental Health (suicidal thoughts)

·       Behaviour (poor self regulation, poor impulse control)

What are the student’s strengths and protective factors?

·       High sense of responsibility and resilience.

·       School

How can the 3Rs (Regulate, Relate and Reason) be applied for the student case?

Regulate

·       Calm her down

Relate

·       ANT 3 - Recognise that she has been coming to school and she still have time to make a difference.

Reason

·       ANT1 – No evidence that she will be doomed for sure.

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JESSICA

It would be beneficial to assign a female teacher to work with Jessica, potentially the English Language teacher as well, subject to her consent.

Regulate: Give her space to vent and express herself (eg. writing, drawing). Allow student to speak while we actively listen to gather basic information.

Relate: While it is understandable that she feels uncomfortable but wishes to protect her father and prioritise family safety, it is essential that she recognizes our primary concern is her own well-being and safety.

Reason: Identify her ANTs first: "afraid that the father will go to jail."

Question: "Do you think what your father did to you is right?"

Consider what is the normal behaviour in a father-daughter relationship.

Consider discussing with her the potential benefits of engaging a professional (eg. school counselor).

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Regulate: allow her to express her feelings and emotions

Relate: to acknowledge her feelings and allow her to identify what happen and relate back to her feelings.

Reason: to convince her to see school counselor and seek help.

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When she is crying, we can regulate by letting her cry, giving some space while the adult stays in the room and walking through the calming strategies with her

Relate: We can use SOLER and attend to her emotions first. Have her share whatever is on her mind and validate her feelings and fears. This will help her regulate better as she feels we are on her side.

Reason: Help her recognise her ANTs - fortune-telling ANTs and Catastrophing/All-or-nothing ANT.

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ACE experienced by Robin

Household dysfunction

born out of wedlock

Incarcerated mother

Impact of the ACE

Little trust in people

Get annoyed easily

Poor relationship with peers

Fights and Vaping – Poor Decision-Making

Strength and protective factors:

Good relationship with his maternal uncle and his wife

Few friends in class and out of school

3R strategies on Robin

Regulate: Be aware of his emotions. (eg Regulate emotion by deep breathing.)

Relate: Rebuild trust through the maternal uncle and his wife, and strengthen the bonds with the few friends in school.

Reason: He can always rely on his uncle for support. There are adults he can trust.