Introduction
In this paper, we examine the case of Jamie, a 17-year-old, experiencing concerning behaviors that negatively impact her academic performance and family relationships. An overview of the initial information provided about Jamie and the potential benefits of treatment for her and her family are presented. Basic listening skills that could be utilized to assess Jamie’s situation are described. Based on Jamie’s presenting problems, a treatment plan with two goals, accompanying objectives and interventions, and methods to measure progress are also outlined and justified.
Background Information from the Initial Session
Jamie is a 17-year-old high school student whose behavior is worrying; she sleeps in class, lacks motivation, gets lower grades, and withdraws from social activities. All the people closest to her—her teachers, best friends, mother Miranda, and stepfather Jack—have seen her change. While no substance abuse concerns were documented, Jamie has begun to hang out with drug-using peers instead of her close friends. Her mother remarried Jack, and since that time, their relationship has been rocky. Jamie blames Jack for all her troubles.
During the early stages of therapy, developing a therapeutic alliance with Jamie based on trust, truth, respect, and nonjudgment is essential, creating a space for accessible communication. Jamie could benefit from therapy by learning specific self-regulation strategies and dealing with the very core of her unhealthy behaviors. Particular interventions include improving effective communications in the familial domain and resolving parental conflicts (Reiss-Brennan et al., 2002). Furthermore, thinking about her relationships might give some clues to improvement. Attainable goals will help Jamie take control of her life and, at the same time, build self-confidence.
Structural Family Therapy can be appropriate when deciding which type of family therapy to implement for Jamie and her family due to its function of removing dysfunctional patterns from family systems. Its strengths include the identification of unhealthy relationship dynamics within the family system and the development of clear boundaries between kin. However, weaknesses could be the in-your-face nature or some members objecting to it.
In a criticism of the effectiveness of the family therapy approach and the systemic practice approach when working with Jamie and her family, it is essential to note that each family has its peculiarities. However, this method can help focus on particular problems; there may be constraints, such as cultural differences or inconsistent therapy provision. However, merging Jamie’s efforts with a family-oriented approach might lead to promising outcomes for a healthy family dynamic.
Essential Listening Skills for Assessing Jamie’s Situation
Open-ended questions provide Jamie with an opportunity to clarify her attitude, which reveals Jamie’s personal, academic, and family circumstances. For instance, “How do you feel when you deal with your teachers?” Paraphrasing is rewording what Jamie says to show understanding. You could say, “It sounds like you are saying…” (Staff, 2022). Reflecting on Jamie’s emotions confirms her feelings and displays empathy. If Jamie conveys sadness, you might say, “I can hear the sadness in your voice when you talk about this.”
Treatment Plan and Justification
Goal 1: Improve Jamie’s academic performance and motivation
Objectives:
- Find and address factors contributing to Jamie’s lack of interest and engagement in school.
- Help Jamie set realistic, achievable academic and future goals.
- Provide academic support like tutoring, mentoring, or coaching.
- Increase Jamie’s participation in school activities aligned with her interests and strengths (Hasan et al., 2018).
Interventions:
- Use CBT to help Jamie challenge negative thoughts and beliefs about herself, school, and the future.
- Apply motivational interviewing to enhance Jamie’s willingness to change behavior and meet goals.
- Collaborate with Jamie’s school staff and parents to monitor progress and provide feedback.
- Refer Jamie to appropriate academic resources like tutoring, mentoring, or coaching to build skills and confidence.
- Help Jamie join school activities and clubs that align with her passions and interests.
- Assist Jamie in developing a positive peer network that supports her growth.
Goal 2: Improve Jamie’s family relationships and communication
Objectives:
- Find and address sources of conflict and dissatisfaction in Jamie’s family.
- Enhance Jamie’s attachment and bonding with her mother and stepfather.
- Improve Jamie’s communication and critical thinking skills with family.
- Increase Jamie’s sense of belonging and support in her family.
Interventions:
- Use family therapy to help Jamie’s family resolve issues and improve relationships.
- Apply Attachment-Based Family Therapy (ABFT) to help Jamie and her mother repair their attachment bond.
- Use Structured Family Therapy (SFT) to help Jamie and their stepfather establish clear roles and boundaries.
- Teach Jamie and her family communication and critical thinking skills like active listening, assertiveness, and compromise.
- Facilitate family activities and rituals that promote positive interactions and shared experiences.
Conclusion
In summary, the significant concerns presented included Jamie’s declining academic performance, lack of motivation, and strained family relationships, especially with her mother and stepfather. Basic listening skills such as open-ended questions, paraphrasing, and reflecting feelings were suggested to assess Jamie’s situation. Treatment methods focused on CBT, motivational interviewing, and family therapy approaches like ABFT and SFT to help Jamie improve her academics, motivation, communication, and family relationships. By addressing these areas through individual and family-based interventions, Jamie’s presenting issues can hopefully be resolved.
References
Hasan, S., & Fatima, M. (2018). Factors affecting the Academic Performance of university students residing in Student Housing Facility. Khazar Journal of Humanities and Social Sciences, 21(1), 83–100. https://doi.org/10.5782/2223-2621.2018.21.1.83
https://americanaddictioncenters.org/blog/recovery-spotlight-jamie-lee-curtis
Reiss-Brennan, B., Oppenheim, D., & Kirstein, J. L. (2002). Rebuilding Family Relationship Competencies as a Primary Health Intervention. Primary Care Companion to the Journal of Clinical Psychiatry, 4(2), 41–53. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC181225/
Staff, H. (2022, September 22). 6 Essential Types of Listening Skills. Hrdqstore.com. https://hrdqstore.com/blogs/hrdq-blog/6-essential-types-of-listening-skills
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