Seminar 1 by Jutley-Neilson, Jagjeet

2025-01-09 12:39:40 UTC

2025-01-09 12:39:59 UTC

2025-01-09 12:40:41 UTC

2025-01-09 12:42:48 UTC

JAYDEN NOTES

2026-01-14 10:58:11 UTC

Risk factors:
a) range of hypersensitivities
b) parental issues- absent father, potential exposure to violent behaviour.
c) communication difficulties- issues with social situations (unclear what friendship circle is like but there could be potential issues here)
d) delays in academic achievement
e) going into foster care (change in environment, potential issues in foster care)
f) step father leaving (unclear what relationship was like but this could have affected jayden)
protective factors:
a) differentiated program with support
b) education care health plan (when this is completed)
c) school is trying to get 121 support for jayden
interventions to reduce impact of risk factors:
a) potentially noise cancelling headphones for noise sensitivity. some work could be done with jayden to find out what kinds of textures and noises affect him the most.
b) family therapy, parental programs (support groups)
c) 121 support, this could also help academic delay.
d) push forward education care health plan.
assessments:
a) autism assessment? (hypersensitivities)
b) dyslexia- cognitive development- Wechsler intelligence scale.
c) communication- language development- clinical evaluation of language fundamentals.
d) ADHD? (lack of concentration)

Liane Dsouza

2026-01-14 11:01:32 UTC

Usha

2026-01-15 12:33:42 UTC

- Individual – after experiencing academic burnout, sensory overwhelm, and social anxiety during her A levels.

- Interpersonal - One flatmate has questioned whether Usha is "really autistic" because she attends university and performs well academically (misconception of autism) Good relationship with tutor. Parents are apprehensive about diagnosis perhaps due to cultural factors.

-Organisational - The tutor is unsure how to challenge colleagues’ practices or navigate institutional processes to secure consistent accommodations for Usha.

-Community - limited opportunity to feel comfortable not masking autistic traits.

- Policy / societal – Usha does receive reasonable adjustments but still struggles at times.

Case study 5 - Usha

2026-01-15 12:42:16 UTC

Socio-political: reasonable adjustments given by her universities.

Community: collaborative design sessions, societies that she had joined.

Organisational: for exams: noise-cancelling room and headphones, adaptations for group works and presentation, assessments material before sessions, extensions.

Interpersonal: tensions with living with others who are noisy, misconception from one flatmate, two friendly flatmates. Her personals tutor challenges to help her.

Individual: difficulties with time management, working memory, and emotional regulation, struggled with co-occurring mental health challenges, including heightened anxiety and sleep difficulties

2. Identify Ushas Risk Factors? Her environment can cause her to feel overwhelmed. Not the appropriate and right personal academic help from a personal tutor. No access to quick counselling intervention.

3. Identify Ushas Protective Factors? Her reasonable adjustment and societies that she joined. The two friendly flatmates.

4. What interventions can you put in place to help reduce the impact of risk factors on Usha? She can be accommodated in a quiet environment with new flatmates. She needs a personal tutor that has more knowledge on her disabilities or give training and knowledge to the personal tutor.. Let her have access to a wellbeing team of the university or inform her on the contact numbers such as 111 if urgent support is needed for her mental health.

Jayden

2026-01-15 12:53:54 UTC

Socio-political - time in the hospital, interaction with social services and foster care, issues with lockdown policies, 'mild' diagnosis could reduce care
Community - neighbours don't like him, noise complaint
Organisational - delay in health plan, mainstream primary school (school want to give support)
Interpersonal - avoids playtime, separated from dad and step-dad, strained relationship with mother
Individual - 6, male, happy, bad with expression, short attention span, doesn't like noise or social situations, delayed academic development
1. Foster care, mainstream school, family instability and history
2. School is trying to support him, mother is involved and trying to do what's best for him, foster care
3. Noise reduction in class, specialised educational care (school?), at home specialised care to support mother, therapy to help process/ express emotions
4. Intellectual disability assessment