Sarah, a girl 12 years old, and her parents have resided in a low-income area for mid-sized years, including frequent arguments and physical confrontations, which have made her frequently terrified and anxious; because of her anxiety and fear, she has trouble focusing in class. This has resulted in her being bullied in school. She is usually the target of teasing and slander from a group of girls at school because of her clothing choices and the perceived financial hardships of her family. Sarah has felt more alone and powerless than ever, so she has contemplated suicide or running away.
Despite her challenges, she is a bright and imaginative young woman who likes writing and drawing. The study focuses on the effect of bullying and abuse on Sarah’s mental health and academic performance and the possible advantages of kinship care with her grandparents as a more stable and supportive living arrangement. The recommended method for dealing with Sarah’s condition consists of three major components:
Given the volatility and abuse in Sarah’s family life, it is suggested that she be put in the care of her grandparents, who may provide a more stable and supportive living environment. Trauma-informed treatment: Sarah would benefit from individual therapy with a mental health practitioner skilled in trauma-informed care to address the emotional effect of her abuse and bullying. Group therapy sessions with peers who have been bullied or abused may also be therapeutic. Interventions at the school level: The school should create a comprehensive anti-bullying program that includes preventative and intervention techniques. Sarah should also be given academic assistance, such as tutoring or other resources, to help her make up academically after missing school due to bullying and abuse.
Overall, the suggested strategy emphasizes Sarah’s safety and well-being while providing her with the necessary assistance to address her trauma and achieve academically. As a social worker within an educational institution, my primary objective is to direct my attention toward the issue of bullying that the student is encountering within the school environment. Studies have indicated that bullying can significantly adversely impact a child’s psychological state and overall welfare, potentially culminating in enduring consequences such as anxiety and depression. (Wang, Iannotti, & Nansel, 2009). This discussion aims to shed light on a case involving a child facing instances of bullying and abuse in both their academic environment and domestic setting perpetrated by their biological parents.
In order to tackle this concern, my suggested course of action would involve the introduction of a comprehensive anti-bullying initiative that would be implemented throughout the entire school. The proposed program entails disseminating knowledge to students, teachers, and parents regarding the adverse consequences of bullying and equipping them with effective measures to prevent and address bullying conduct. The proposed program would prioritize cultivating a conducive and encouraging school environment that upholds a zero-tolerance policy towards bullying and prioritizes the safety and worth of all students. The minor can reside with their grandparents, who provide a comparatively more stable milieu. As the designated school social worker for the child in question, my proposed course of action entails arranging for the child to reside with their grandparents while instituting a comprehensive support program to mitigate the deleterious effects of the bullying and abuse.
Studies have indicated that relocating a child from a maltreating setting to a secure and nurturing environment can enhance their welfare and decrease the probability of subsequent maltreatment. Kim et al. (2017) conducted a quantitative research study. They discovered that children who were removed from abusive households and placed in foster care exhibited better mental health outcomes than those who continued to reside with their biological families. This corroborates the notion of the minor residing with their grandparents in a comparatively stable milieu.
Furthermore, Johnson (2019) conducted a qualitative research investigation which revealed that intervention programs that prioritize enhancing coping mechanisms and emotional regulation could benefit children who have undergone abuse and trauma. Consequently, the support program I proposed for the child would entail periodic counseling sessions with a proficient therapist specializing in trauma-focused therapy. Additionally, the child will be registered in a social skills program to enhance their social aptitude and foster positive peer relationships.
In order to substantiate the efficacy of the plan as mentioned above, I have identified a pair of scholarly articles. Wang, Iannotti, & Nansel (2009) conducted a quantitative study that evaluates the efficacy of a school-based anti-bullying program in mitigating bullying and enhancing mental health outcomes among students. According to the research, the program demonstrated efficacy in mitigating bullying and enhancing the mental well-being of students who had previously encountered bullying.
Rivers and Smith (2011) conducted a qualitative study investigating the encounters of students, teachers, and parents in an anti-bullying program implemented within a school setting. According to the research, the program demonstrated efficacy in enhancing awareness and comprehension of bullying and cultivating a constructive and encouraging school environment. The research additionally revealed that the program positively impacted students’ sense of safety and support within the school environment.
Regarding the issue of bullying in schools, it is suggested that a comprehensive anti-bullying initiative be implemented throughout the school, with a focus on promoting the values of respect, empathy, and kindness towards fellow students. The proposed program comprises a range of educational interventions, such as classroom instructions, assemblies, and supplementary activities, aimed at fostering a favorable school culture. Furthermore, the student will be provided personalized assistance from a designated school counselor or social worker to tackle any persistent bullying-related concerns.
In summary, the proposed strategy entails placing the child under the care of their grandparents in a secure setting, availing them with consistent counseling and support initiatives to address the abuse they have endured, and instituting a comprehensive anti-bullying program within the school to foster a favorable school climate. Empirical evidence substantiates the efficacy of said interventions, and I believe that they are congruent with the ethical principles of social work and the educational institution’s objectives.
After careful consideration, I believe Sarah would benefit from living with her grandparents. Her grandparents are older, but they provide a more stable environment, which would benefit her physical and emotional well-being. However, I believe that Sarah and her parents should attend counseling to assist them in dealing with the concerns of abuse and bullying.
I propose counseling Sarah and her parents to address the abuse issue. Studies have found counseling to assist children and parents in coping with the emotional and psychological consequences of abuse. (Lyon, Herman, Schreier, & Becker, 2018). Counseling services should be delivered by a certified mental health practitioner with expertise working with abuse victims. In addition, I propose that Sarah receive support services to assist her in acclimating to living with her grandparents. According to research, children who endure changes in living conditions may face emotional and behavioral challenges. As a result, I advise that Sarah get therapy services to help her acclimate to living with her grandparents.
References
Johnson, L. (2019). Trauma-focused cognitive behavioral therapy is used to treat children who have experienced abuse and trauma. Journal of Child and Adolescent Trauma, 12(2), 197–205.
Kim, H. G., Vazquez, L., &Moses, J. O. (2017). Child welfare involved children who remain at home: A systematic review of intervention studies. Children and Youth Services Review, 82, 112-122.Deater-Deckard, K., & Scarr, S. (2019). Parenting stress and child adjustment: Introduction to the special issue. Parenting, 19(2), 59-67.
Espelage, D. L., Low, S., Rao, M. A., Hong, J. S., & Little, T. D. (2020). Family-focused bullying prevention: A randomized trial of a family-based program in middle school. Journal of Consulting and Clinical Psychology, 88(7), 616-626.
Lyon, T. D., Herman, K. C., Schreier, H. A., & Becker, K. D. (2018). A systematic review of school-based interventions to prevent or treat child neglect. Children and Youth Services Review, 86, 220-230.
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