Case Presentation Form Assignment DIRECTIONS: Each counseling intern will present a videotape of an individual and/or group counseling

session. The videotaped counseling session needs to show both the counselor and the client. For the presentation, you will prepare a document with copies for each class member. Include ALL of the following 8 items in your write-up: 1. 2. Counseling interns name: Sara McManus Client/Students first name, age, grade, gender, sexual orientation (if known), race/ethnicity, religion, economic class, and/or other basic relevant demographic information. Client is an upper middle class Caucasian male. Earlier in the year he had identified himself as gay, but just recently he told me he doesn't think he is gay anymore. He is the oldest of three brothers in a family that just moved to Washington this summer. He lives at home with his mom and dad. 3. Date session occurred; session number; length of session Tuesday, February 5, tenth session, 41 minutes, (12:00- 20:00; 22:00-25:19) 4. Use S.O.A.P. (Subjective, Objective, Assessment, Plan) notes to capture the clients presenting issue.

Subjective: The issue as presented by the client now is mostly his grades and recently his friendships, although he at first came in because he wanted more information about being gay. He is also very concerned about an SST meeting that is about to happen; he is very worried that everyone is going to come down on him and tell him he needs to work harder when he really needs some supports in place. His parents seem to be taking regular advantage of his ability to babysit his brothers, but don't seem as concerned about his ability to get his homework done. Josh has a difficult time asking for help from his parents and teachers. Objective: Client is upbeat and in a much better mood than the last time we met the week before finals. He is planning to try out for the school play which is a big step for him. He is smiling and laughing and hopeful. Assessment: There are no medical conditions, although I think he may qualify for services for a learning disability. He is having an SST meeting next week. There are no mental health issues. The client has talked about how sometimes he lies. Sociologically, he has big responsibilities as he takes care of his brothers everyday after school. Sometimes he takes care of his cousins on the weekends. Plan: The client and I meet every other week. We used to talk about being gay and how that made it difficult for him to talk to his Dad; the sadness about feel disconnected and not able to talk to his Dad about relationships. Now we discuss school and how he is getting support. We also discuss friendships and relationships at school. He has really backed away from talking about his sexuality which is originally why he came to see me. I work it into discussion about his Dad as I explore the new relationship he has with Dad now that he can talk to him about girls. My plan is to make sure Client is fully connected with the school community so that when he does experience discord within his family, he can fall back on the relationships he has at school.

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What multicultural factors influence the client-counselor relationship? How might cultural factors influence the clients presenting concerns?

The client is a Caucasian male. This may make it difficult for him to talk about sexuality with a female counselor, but I dont think this is the reason he finds it difficult. I think that the culture of his family may impact his situation as they did not really know how to deal with it when Josh came out to them last year. They asked him not to tell his brothers which made him feel more ashamed. 7. What counseling theories are you using in this session and what evidence do you have to support this?

Narrative I focus on his strength stories and I try to help him identify the issues that keep him from getting the grades he wants. Gestalt We do an empty chair to practice talking to his English teacher, Ms. Nyman. Person-centered This student experiences unconditional positive regard and acceptance in my office; he can be his genuine self. Solution-focused I use the tools that I have to connect the client with communities at school that support his academic and social needs. 8. List three things that you did well in the session with the client. List three things that you can improve on in your session with the client.

Did well: I have a good rapport with this student; he feels comfortable to be himself with me. I made the space safe for the client to be genuine. I continue to help him normalize the things he is struggling with so he feels less alone and ashamed. Improvement: I asked too many close-ended questions! I need to focus more on the feelings with this student in order to process the difficult emotions around talking with his Dad. I would really like to get him connected with a community at SC like a club or drama. 9. Using the ACA Advocacy Competencies, address each of the following questions: Client/Student Level: I have worked to normalize the issues the client struggles with academically, socially, and emotionally. I have helped the client practice speaking with teachers. I have connected the client with a tutor through the National Honors Society. I have referred the client to GSA meetings and gone at times he is attending so he feels safe. School/Community Level: Since I started seeing this client I have also started attending the GSA meetings at school to lend my support as an ally. I have open lines of communication with his teachers and communicate frequently about his academic success. This client has an SST meeting next week and I will be attending. I have also communicated frequently with his counselor. Public Arena Level: I have been involved with a number of the GSA events at school. I have been a vocal advocate for the passage of Referendum 74.