Liberty University Counseling Services and Disciplinary Sanctions Case Study Please rewrite this 5 page paper. You always do a fantastic job! Thank you for

Liberty University Counseling Services and Disciplinary Sanctions Case Study Please rewrite this 5 page paper. You always do a fantastic job! Thank you for everything you do. Running head: VERBATIM ASSIGNMENT
Verbatim Assignment
Rashonda Taylor
Liberty University Online
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VERBATIM ASSIGNMENT
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Verbatim Assignment
Jace, a 11-year-old African American male, who resides with his mother, Trisha and father,
Chase. Jace has been referred to counseling services after a sudden increase in disciplinary sanctions
stemming from aggressive behaviors towards peers in the school setting. Jace lacks insight regarding why
his behaviors are problematic. Jace’s parents report that he is often present during arguments at home
between them that occasionally escalate to physical violence.
Jace is not enthusiastic about counseling; however, he is aware that he has become increasingly
aggressive towards others which has impacted his relationships with peers. Jace has been attending
weekly individual therapy sessions for 5 weeks. Jace is currently in Phase 2 of counseling according to
the SPICC model. In phase 2 of the SPICC model, the child continues to tell their story, the child’s
awareness of issues increases, the child gets in touch with emotions and may experience some catharsis,
and the child deals with deflection and resistance (Geldard, Geldard & Yin Foo, 2018). According to
Geldard, Geldard and Yin Foo (2018), Phase 2 entails raised awareness that enables the child to clearly
identify issues, get in touch with and release strong emotions. The following is a transcript is from our
fifth session.
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Dialogue
Counselor: Hello Jace. How are you feeling today? (Open-Ended Question)
Jace: I don’t feel up to this today.
Counselor: You look and sound angry. (Observation)
Jace: I am angry. I hate every boy in my freaking gym class right now.
Counselor: It sounds like you had some sort of conflict with the other boys in gym class today.
(Reflection)
Jace: They are all stupid and a bunch of crybabies.
Counselor: Tell me more about what lead to you feeling this way about your peers. (Open-Ended
Question)
Jace: No one picked me to be on their team. I wanted to play basketball. I love basketball but they
wouldn’t let me play.
Counselor: You are angry because your peers excluded you from the basketball game in gym class today.
It’s okay to feel angry when you are purposely excluded from being a part of something you enjoy.
(Focus on Feelings/ Normalize Client’s Feelings)
Jace: They all think I am a “ball hog” and complain because I never pass the ball to anyone else on my
team. It gets on my nerves when they say that and makes me angry.
Counselor: It can be challenging when your peers have formed negative thoughts about you. (Validating
Statement)
Jace: They are lucky I didn’t go off this time. I should of went off since they wanted to be crybabies and
leave me out.
Counselor: Uh-hmm. (Active Listening/Use of Minimal Responses)
Jace: I guess they didn’t get enough the last time I went off. Maybe they want me to go off. I think the
like when I go off because I usually get kicked out of class and they don’t have to deal with me.
Counselor: What is it like when you “go off”? (Open-Ended Question)
Jace: I just get crazy. I sort of lose control. It is a little scary when I think about it afterwards.
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Counselor: Tell me more about what happens when you “go off” in social environments. (Open-Ended
Question)
Jace: Well when I didn’t get picked, I started kicking things, throwing things, screaming at them an I
even cussed a couple of the boys out when they looked at me weird. A couple boys said I was tripping so
I pushed them and dared them to push me back. My teacher got in between us and took me to the office. I
just wanted to play.
Counselor: Do you think your reaction to not getting picked was appropriate? (Closed Question)
Jace: Well, no.
Counselor: Today, you are very angry because you were excluded from a basketball game with your
peers. When you are included in the games, you refuse to pass the ball to your teammates and strive to be
a “one man” team which upsets yours peers. If you feel excluded, you “go off” which means that you act
verbally and physically aggressive towards peers. Ultimately, things continue to get worse until you are
sent to the office where you receive a negative consequence. (Summarizing)
Jace: If they just pick me every time and let me show off on the court, none of this will happen. I’m the
best.
Counselor: So, it doesn’t make sense to you that no one wants you to be on there team even though you
have no intentions of being a team player based on what has happened in the past. (Para-thinking, putting
the client’s thoughts into my own words)
Jace: I mean I am a team player, I do everything, so I know my team will win. They should all want me
to be a part of the team.
Counselor: It seems like you do not like being excluded; however, you tend to exclude others when you
are on a team. Can you tell me how you think your teammates feel when you exclude them? (Question to
raise awareness)
Jace: I guess they feel angry too. How do I make them like me?
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Counselor: I want to acknowledge how hard you’ve been working over the past few weeks to identify
sources of your anger. It’s not easy talk about anger sometimes. I have a sense that if you work hard on
using the social skills and anger management strategies we’ve been discussing, your interactions with
peers will improve. (Supportive, Validating and Encouraging Statements)
Counselor: I’m worried that you are responding to your peers excluding you from activities the same
way your father does at home when you mother does not allow him to have control. (Confront with Care)
Jace: I know and I’m sorry. I don’t want to be like him. I hate when he screams at my mother or shoves
her around. I just want my peers to like me, that’s all.
Counselor: Jace, I would like to try an activity called the Empty Chair Technique. I’m going to set up
two chairs. I want you to set in one chair and play the role of yourself; then switch chairs to play the role
of a peer. First, I want you to speak directly to your peer as if he was sitting in the chair and then I want
you to switch chairs and reply as your peer would until you have finished expressing your thoughts and
feelings on this topic. (Implementing the Empty Chair Technique to help Jace develop empathy and
prepare for future interactions with boys in gym class) (Henderson & Thompson, 2015)
(Jace goes back and forth during the empty chair technique for approximately 5 minutes before stating he
is done)
Counselor: How did that activity make you feel? (Open-Ended Question)
Jace: Maybe I am not a team player. I guess I didn’t really think I was doing anything wrong by not
passing the ball. The activity made me think about how what I do makes the boys in my class feel.
Counselor: Allowed Silence
Jace: I’m always going to be a selfish, angry control freak like my father.
Counselor: How do you know that is true? (Challenge Self-Destructive Beliefs)
Jace: I mean I act just like him now unless everything goes my way.
Jace: I don’t even know why my Dad wants me to come here, he doesn’t go to counseling.
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Counselor: It is possible that your father cares about you and doesn’t want you to make some of the same
choices that he has made. (Reframing)
Jace: I guess so. I think I have had enough for today.
Counselor: Jace, I noticed whenever we start to talk about your father, you want to end the session.
(Reflection/Observation)
Jace: We have talked a lot today. I’m ready to leave. (Jace walks out of the session.)
References
VERBATIM ASSIGNMENT
Cook-Cottone, C. P., Kane, L. S., & Anderson, L. M. (2015). The elements of counseling
children and adolescents. New York, NY: Springer. ISBN: 9780826129994.
Geldard, K., Geldard, D., & Yin Foo, R. (2018). Counseling children: A practical
introduction (5th ed.).Thousand Oaks, CA: Sage. ISBN: 9781473953338.
Henderson, D. A., & Thompson, C. L. (2016). Counseling children (9th ed.). Boston, MA:
Cengage.
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