Case Study by Jamie Smith The Case of Sue Wilson Case Study by Jamie Smith

Recognize the Problem Key Characters: Ann Oliver: Therapuetic social worker in Mr. Baker’s class. Leads a social skills session once a week Believes Michael can make it Steve Baker: Michael’s teacher Just completed his master’s degree Energetic but firm with the kids Believes Michael doesn’t have any investment in improving academically in Special Education classroom.

Pat Mitchell: District homeless coordinator Social worker in charge of assisting the 188 students who qualify for services in the district. Organizes transportation, gets vouchers for clothing at Wal-Mart Coordinates community services and school meetings.

Sue Wilson: Mother of Michael and his two brothers Left her children with their father and moved to another state Did not have the money to come back for custody hearings. After learning of the awful situation her sons were in living with their father, she came back to get custody of the boys. Is cooperative, supportive, and tries to model the techniques at home that the social workers give her Lives in Family Inn, a shelter. 1 room for whole family Can’t eat in room Playroom for kids, but it closes at 4:00 Can stay for no more than three months at a time Offers counseling for the families on domestic violence

Dad: Community: Rumors are he is involved with drugs Drinks a lot and is abusive to his sons Sends conflicting messages to his sons when his actions don’t match his words Community: Urban, city Boys and Girls Club after school Shelter provides counseling and education on domestic violence High rate of poverty/homelessness

Michael: Son of Sue Wilson 11 years old Unable to control his temper Angry with everyone Does not talk about problems Parents split up 5 years ago Mom moved to another state and left the 3 boys in an abusive home with their father Began school this year living with his father in a Section 8 reimbursement apartment. Big kid who likes to eat

Michael continued: In a self-contained special education class of eight students Classified as emotionally disturbed Receives individual and group counseling at school Can be very kind, gentle, and inquisitive Is a leader in the class, he just doesn’t always lead in the right direction Has few role models in his life

Reframing the Problem Michael and his family live in a shelter, while they are not homeless, their situation is only temporary. Sue does not have the money to support her three children. Michael is emotionally disturbed with little ability to control his temper. Michael is angry because he does not feel he can trust any adult in his life. Up to this point, adults have only let him down. Sue is not confident in herself as a mother because she doesn’t have the necessary resources to contribute to her family’s resiliency. A resilient family and child are able to bounce back from hardships. Michael is secluded in a self contained education class where his teach, Mr. Baker, feels he is not invested in improving academically.

Plan of Action Goal 1: Place Michael in a regular education classroom. The concept of inclusion would place Michael in a classroom with his peers and require his special services be brought to him. Continue to make use of the 2 full-time teaching assistants Mr. Baker and Ms. Oliver have. The concern Mr. Baker has regarding Michael’s attempt to improve academically is based on the fact that Michael feels he can slide by in his special education room. While he is labeled emotionally disturbed, he will still be required to pass the state tests. Academically, it would benefit Michael to move to the regular education room. However, his counseling services would still need to be utilized and readily available to help with his volatile emotions and behavior.

Goal 2: Provide teachers with a program that helps school communities go about fostering resiliency in students. Resilient children need the following attributes: Social competence: pro-social behaviors such as responsiveness, empathy, caring, communication skills, sense of humor Problem-Solving Skills: abstract and reflective thinking, flexibility Autonomy: an internal control, a strong sense of independence, power, self-esteem, self discipline, and control of impulses A sense of purpose and future: goal directed, motivation to achieve, persistence A program that would be extremely helpful in this goal is The Tribes Learning Community. It promotes inclusion (caring), influence (participation and being valued by others), and community (positive expectations and support). Administrative staff should plan a training conducted by a Tribes TLC consultant for school staff

Goal 3: Provide a positive role model figure in Michael’s life. Enroll Michael into the Big Brothers Big Sisters program. Each time Big Brothers Big Sisters pairs a child with a role model, they start something incredible: a one-to-one relationship built on trust and friendship that can blossom into a future of unlimited potential. The program is backed by a nationwide study that proves the positive impact the program has had on its participants. Goal 4: Educate poverty parents within the district on resources available for housing and jobs. Hold a class or prepare an information booklet on how to find government assistance. This would be carried out by Pat Mitchell, the district homeless coordinator. Include information about the U.S. Department of Housing and Urban Development. www.hudhre.info

Evaluation of Progress After Michael has been placed in the regular education class for 3 to 6 months with the Tribes Learning community and Big Brother Big Sister, begin keeping a record of Michael’s outbursts. Has there been a change in the amount of times he is having volatile emotional outbursts. Is he more invested in his academics with his grades improving? Evaluate the Tribes Learning Community by tracking the change in discipline referrals within the school community before and after implementation of the program. Take anonymous polls of parents within the school periodically to see if the number of homeless families decreases after offering classes that make resources available to these types of families.