1.

Counseling interns name: Michael Klein

2. Client/Students first name, age, grade, gender, sexual orientation (if known),
race/ethnicity, religion, economic class (free-reduced lunch), first generation, family
background (parents? Siblings?), and/or other basic relevant demographic
information.
Lisa Hamburger
13 years old 7
th
grade
Female unknown sexual orientation
Caucasian
Unknown religious affiliation
Low-middle socioeconomical status Reduced Lunch
Lisa has other siblings not much known about them
Has no disability plans

3. Date session occurred; session number; length of session
Session occurred on 01-08-14 and it was our third session together. The
length of our time together totaled about a half an hour

4. Use S.O.A.P. (Subjective, Objective, Assessment, Plan) notes to capture the
presenting issue:
Subjective:
Lisa is struggling in some of her most important classes (science, math, writing),
yet doing great in the classes she enjoys. She seems to be very adamant that her
grades are suffering because she does not like being in the classes.

Counselor: How come you have good grades in some classes but not others?
Client: Because I do not like certain classes.
Counselor: What makes you not like them?
Client: I dont get them.

Counselor: So you know you can get your grades up so lets come up with a plan
to do so
Client: Well I have to first stop being distracted by my friends.
Counselor: So it seems like your friends are part of the problem
Client: In most classes that I do bad inthey are THE problem.

Objective:
Client presented herself as well-groomed and prepared for our conversation. The
clients affect seemed to be very confused. She seemed to only want to talk about
her struggles with friends as an excuse for her bad grades instead of wanting her
bad grades to improve. This was usually done by her discussing how her friend,
Ashley was always getting her into trouble. This is pretty consistent with her
previous sessions with me as well. The client loves coming in to talk with me
whenever she can and is very open to further counseling session.

Assessment:
From my perspective the root of the problem is sociological. She loves to stir up
drama and stand back and watch what occurs. She does not want to discuss how
to improve her grades because she does not seem to care. Her family seems to be
uninvolved with her schoolwork and this might be due to their socio-ecomonical
status. It seems like she lacks motivation for excelling in things unless she wants
to do them. Unfortunately, most of her passion resides in trying to cause strife in
her circle of friends.

Plan:
My plan with Lisa will follow the SMART format by firstly, in our future
sessions, motivate Lisa to gain more passion towards her struggling classes. The
goal, at this point, is to have her connect the dots between how her grades will
affect the rest of her life. This can occur by coming up with specific situations in
her life five-ten years from now that she wants to do and what would be the
cause and affect if she had bad grades. The plan of intervening will be done on
these levels:
o Microlevel: Every two weeks I will call Lisa into my office and check
in with her about her grades until they have improved.
o Mesolevel: I will work with her teachers to make sure that she is not
distracted by her friends and hopefully get her separated from them in
the classes that she is having a hard time in. I will also make sure that
she is being provided with the right amount of resources needed to
succeed considering she comes from a poor family. This will require
good communication between me and other teachers, parents, and
Lisa herself.
o Macrolevel: At this time, my site supervisor and I are introducing
guidance curriculum to her current grade level that helps them to
better understand empathy and friendship developing. This will
hopefully help other kids and her to see that causing problems with
her friends will end up hurting her in the long run too.

5. What multicultural factors are at play? How multicultural factors influence the client-
counselor relationship?
At this time it is hard to tell what multicultural factors are at play in her life. I will
have to delve deeper into her family, church, friends, etc. before I can see what is
important to her regarding the culture that surrounds her. I sense that she wished
she had a better life and that she is ashamed of her poverty level. This could be a
potential conflict with her personal growth as well so I will be curious to explore
this issue further in future sessions.

6. What counseling theories are you using in this session and what evidence do you
have to support this?
I had no intentional counseling theory that I was employing during this session,
but I do tend to naturally use CBT when working with emotionally problematic
clients.

7. 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.
Things I did well:
I helped her to understand the importance of good grades
I attended well.
I used good questioning
Things I can improve on:
Helping her to refocus when she wants to use her friends as an excuse
Allow more silencelet her come up with the solutions without my help
Be better prepared to help her out when coming up with solutionsI just
wrote a brief solution on a notepad.