Once immediate safety is addressed, we would incorporate aspects of Adlerian Therapy and Cognitive Behavioral Therapy (CBT). These approaches would focus on helping Marie develop positive self-talk and challenge her negative self-perceptions, particularly those stemming from peer bullying. A family constellation assessment could provide further insight into her family dynamics, offering a holistic view of her support system. Additionally, Person-Centered Therapy would be employed to create a safe and empathetic space for Marie to express her emotions, validating her experiences and reactions.

To address the bullying, restorative conversations facilitated through Solution-Focused Brief Therapy techniques would encourage understanding and promote tolerance. Systemic bullying prevention efforts would involve staff and peers to cultivate an inclusive school environment. Emotional support strategies like guided imagery could help Marie visualize positive experiences, reducing stress and enhancing resilience.

Marie's family history has magnified her challenges. Her experience with parental abandonment, exposure to substance abuse and mental health issues, particularly her mother's bipolar disorder have left her with unresolved trauma and emotional insecurity. Her feelings of isolation have been exacerbated by the geographical distance that was imposed between her and her siblings. All of these experiences have contributed to signs of depression which are evident in her withdrawal and self-harm ideation.

1. Assess for Safety: The first priority would be to address Marie’s statement about not wanting “to do this anymore,” which requires an immediate safety assessment to evaluate the risk of self-harm or suicidal ideation. Following district guidelines, appropriate authorities or support systems would be involved if necessary.

2. Evaluate Student Needs: Once safety is ensured, Marie’s emotional, cognitive, and behavioral needs would be assessed. This would involve collaboration with her grandmother and teachers to understand her support system and environment.

3. Identify Presenting Issues: Her concerns would be classified into:

   • Affective: Depression and feelings of abandonment.

   • Behavioral: Social withdrawal and potential self-harm.

   • Interpersonal: Struggles with peer relationships and bullying.

4. Cognitive-Behavioral Strategies: Techniques like cognitive restructuring would help address Marie’s negative self-perception and automatic thoughts caused by peer bullying.

5. Family and Support Systems: A family constellation assessment could provide deeper insight into Marie’s familial relationships, allowing for targeted interventions to strengthen her support network.

To assist Marie, we would begin by prioritizing immediate safety concerns through a suicide risk assessment, given her statement, “I just don’t want to do this anymore.” This step is crucial to ensure her well-being. Collaboration with the school psychologist or mental health professionals would be essential at this stage.

Once immediate safety is addressed, we would incorporate aspects of Adlerian Therapy and Cognitive Behavioral Therapy (CBT). These approaches would focus on helping Marie develop positive self-talk and challenge her negative self-perceptions, particularly those stemming from peer bullying. A family constellation assessment could provide further insight into her family dynamics, offering a holistic view of her support system. Additionally, Person-Centered Therapy would be employed to create a safe and empathetic space for Marie to express her emotions, validating her experiences and reactions.

To address the bullying, restorative conversations facilitated through Solution-Focused Brief Therapy techniques would encourage understanding and promote tolerance. Systemic bullying prevention efforts would involve staff and peers to cultivate an inclusive school environment. Emotional support strategies like guided imagery could help Marie visualize positive experiences, reducing stress and enhancing resilience.

Marie's Leading Issues or Concerns

Marie’s primary issues stem from a combination of bullying, difficult family dynamics, and poor emotional well-being. Her self-worth and safety have been significantly impacted by the severe form of bullying she is experiencing, which is composed of cyberbullying, social exclusion and verbal harassment. She feels betrayed by peers that she once considered friends and this has left her feeling rejected and isolated.

Marie's family history has magnified her challenges. Her experience with parental abandonment, exposure to substance abuse and mental health issues, particularly her mother's bipolar disorder have left her with unresolved trauma and emotional insecurity. Her feelings of isolation have been exacerbated by the geographical distance that was imposed between her and her siblings. All of these experiences have contributed to signs of depression which are evident in her withdrawal and self-harm ideation.

Incorporating the Framework Tool

1. Assess for Safety: The first priority would be to address Marie’s statement about not wanting “to do this anymore,” which requires an immediate safety assessment to evaluate the risk of self-harm or suicidal ideation. Following district guidelines, appropriate authorities or support systems would be involved if necessary.

2. Evaluate Student Needs: Once safety is ensured, Marie’s emotional, cognitive, and behavioral needs would be assessed. This would involve collaboration with her grandmother and teachers to understand her support system and environment.

3. Identify Presenting Issues: Her concerns would be classified into:

   • Affective: Depression and feelings of abandonment.

   • Behavioral: Social withdrawal and potential self-harm.

   • Interpersonal: Struggles with peer relationships and bullying.

4. Cognitive-Behavioral Strategies: Techniques like cognitive restructuring would help address Marie’s negative self-perception and automatic thoughts caused by peer bullying.

5. Family and Support Systems: A family constellation assessment could provide deeper insight into Marie’s familial relationships, allowing for targeted interventions to strengthen her support network.