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

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.

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

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

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.

Relationships: cycles of abuse

Mental health: Anxiety

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.

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

hyper-coping

good TSR

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.

   
   

·       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.

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).

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.

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.

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.