ISAIAH. Isaiah is a 9 year old African American male who currently

ISAIAH.

Isaiah is a 9 year old African American male who currently resides in Washington DC. Isaiah resides in a shelter for homeless families with his mother, MaryAnn, and 6 year old sister, Sasha.
Isaiah and his family have been referred to your agency from the social worker at the local school, where Isaiah and Sasha both currently attend. As per the school social worker, Isaiah presented to school last week with a gun in his backpack. The gun was found after Isaiah shared with a peer that he brought it to school. His peer, feeling afraid, told the classroom teacher, who then looked in the backpack and called school security. When asked about this specific incident, Isaiah presented with flat affect. He explained that the gun was given to him to hold on to by a friend but would not tell any adults who the friend was. He then stated �But of course I�m in trouble, right?�

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Isaiah was born in Washington DC at Washington Hospital Center. MaryAnn did not know she was pregnant until 10 weeks, but received regular prenatal care after that time. Isaiah was born full term via vaginal birth without complications. He weighed 6 pounds 7 ounces at birth. He reached developmental milestones at respective stages. Aside from 2 days in the hospital due to minor concerns from an infection on his chin last year, Isaiah has never had any health concerns or surgeries.
Isaiah has always been able to make friends easily, but has never identified a best friend other than his little sister. As a toddler Isaiah related well to adults, but had a noticeably avoidant attachment to MaryAnn. Isaiah has attended Washington Elementary School since Pre-Kindergarten, which started when he was 3 years old. He has been very close with one security guard, Mr. Walters, and his 1st grade teacher Mrs. Green, for many years. It is often one of those two adults he seeks out when eloping from his classroom.
Isaiah has a history of chronic and severe behavioral difficulties characterized as intense opposition/defiance, disruptive/aggressive behaviors towards peers and school personnel, and resistance in response to adult redirection. Isaiah�s history is remarkable for behavioral concerns, impulsivity, and inattention, which reportedly date as far back as preschool. One month prior to this incident, Isaiah was assessed at the local children�s hospital after threatening to climb out of a window at school and kill himself. He did not make an attempt, but continued to state the threat in order to avoid classwork that was challenging. The school social worker called MaryAnn and stated that she needed to come pick him up from school and take him to the hospital, which she did. During the assessment it was shared that when Isaiah was 4 years old, he tried to slash tires in his neighborhood using a butter knife from the house. MaryAnn described this as �play�, sharing �Isaiah witnessed someone slashing tires on television and was just playing around.� Isaiah was not admitted to the hospital, but an appointment was made with a child psychiatrist so that he could be fully assessed, as the emergency room doctor suspected ADHD and Oppositional Defiant D/O. MaryAnn did not take Isaiah to the appointment, stating that she did not have transportation and that she feared they would put Isaiah on medication. MaryAnn followed through with the appointment at your agency after it was made clear that not following through would lead to a mandatory call to Child and Family Services.
The family has been residing at the homeless shelter for 8 months. Prior to that time they were residing temporarily with Isaiah�s aunt, MaryAnn�s sister Margaret. Isaiah is having difficulty adjusting to the environment of the shelter due to the overcrowded conditions and having to share a space, which he has not had to do in the past. The family resided with Margaret since Isaiah was 2. Isaiah described his relationship with Margaret as positive, until the family moved. Margaret believes Isaiah suspects it is her fault, but neither Margaret nor MaryAnn explained the reason for the move to the children. Prior to the move, Isaiah enjoyed cooking and watching movies with Margaret, and described her as someone who �cared how he was feeling.� Reportedly, Isaiah’s biological father “abandoned” the family when MaryAnn was pregnant with Sasha. They had been married and have not since legally divorced, although the father has not made contact with the family since he left. MaryAnn reports that the father had �anger issues� and that she observes similar behaviors in Isaiah. Mother shared that she and the father used to both use drugs, and that she was using when she found out she was pregnant with Isaiah. She was able to stay clean until his birth, and during her pregnancy with Sasha, but has been using �on and off� since. She shared that this is the reason that her sister asked her to leave.
MaryAnn describes her relationship with Isaiah as �challenging.� She feels guilty about her addiction and blames that on her not being able to be a �better parent.� She stated �I try my best, but I can�t do everything on my own.� MaryAnn has been offered substance abuse services through the shelter but has not followed through. She does not think that Isaiah knows what drugs are, or that she has an addiction.
Isaiah and Sasha were removed from the home for a short period of time when Isaiah was 6 and Sasha was 3, due to MaryAnn�s severe drug use. They were placed in a temporary foster home until MaryAnn agreed to substance abuse therapy. Once MaryAnn enrolled in services the children were returned to her. MaryAnn completed her treatment program, but was clean for only 6 months after. While attending the treatment program, MaryAnn received a diagnosis of Depression. Medication was recommended but MaryAnn declined. During the time Isaiah and Sasha were in foster care, Isaiah became very protective of Sasha and has since referred to her as his �best friend.� They used to play well together, but this has occurred less and less.
Isaiah describes the relationship with his mother as �fine.� He does not feel that she cares about him, and sometimes wishes she would ask him about school or ask what he thinks about the move from Margaret�s house. Isaiah tried to ask questions but MaryAnn only shared �We don�t need Aunt Margaret anymore, so don�t ask to see her. She doesn�t love us anymore.�

Isaiah has recently been absent from the shelter after school, which MaryAnn says she has no control over. She says that he does not want to be there, but does not know where he goes after school when he does not come home. When the family was living with MaryAnn�s sister, a group of neighborhood boys made attempts to recruit Isaiah into their crew. Since moving to the shelter, Isaiah has been walking to meet the boys after school. Although the crew members have never asked Isaiah his age, Isaiah has told them that he attends middle school. Although rare, when asked where he has been, Isaiah tells MaryAnn he is spending time with friends after school.
Isaiah is often tardy for school and has had several absences in the last 2 months. When asked about these instances, MaryAnn plainly explains that �Isaiah is a big boy, so when he doesn�t want to wake up for school I cannot force him until he is ready.�
Recent educational testing found Isaiah�s current intellectual functioning is estimated as below average. The school support team has provided weeks of prescriptive interventions for Isaiah, including academic support and one-on-one behavioral supports. Isaiah struggles to engage consistently in the academic and social environment. Peer and adult discord is often and Isaiah easily becomes angered. Isaiah displays verbal and physical aggression that results in his eloping or removal from the classroom environment. A Functional Behavior Assessment (FBA), completed by the school social worker, found that Isaiah is more likely to exhibit outbursts and mood dysregulation when avoiding academic activities. He becomes angered when confronted by others, limits are set or with the removal of an activity or item. When Isaiah is asked to do a task that he does not want to do, he becomes irritable and annoyed. The FBA also found that Isaiah enjoys, and is motivated by, computer time, playing football, and receiving positive affirmations.
A teacher interview was conducted with Mr. Blue, the Science and Social Studies teacher. These subjects are scheduled daily in the morning from 9 am until 10:15 am. Mr. Blue reported that the behaviors most concerning for him is when Isaiah �bothers the other students� by pushing, chasing and name calling. The behaviors occur in the classroom during instruction and the duration and frequency varies. The above mentioned behaviors are most likely to occur during structured activities and with any peer. Triggers for the behaviors are unknown and when Mr. Blue attempts to redirect Isaiah, he becomes angry and elopes from the classroom. Mr. Blue thinks the motivating factor for Isaiah�s behavior is avoiding classwork. He reports that Isaiah is a great writer and is on grade level. Isaiah is more likely to participate in class when asked to be a �teacher�s helper�, but Mr. Blue does not feel this �reward� is appropriate if Isaiah has not worked to earn it.

The school hopes that MaryAnn follows through with this appointment and that a treatment plan can be created that meets Isaiah�s needs. They also hope that your agency can engage the family to ensure consistency, something that Isaiah is currently lacking.

Instructions for the Paper.

Assignment Announcement – Biopsychosocial Assessment and Treatment Plan

Purpose

To practice utilizing a client’s personal information to create a concise, yet robust and appropriate, biopsychosocial assessment.

Students will receive a detailed case from the instructor. The students’ assignment is to develop a comprehensive bio-psychosocial assessment for this child’s needs, and on the basis of this assessment, recommend a plausible intervention plan with one overarching goal, three reasonable objectives, and one relevant task for each objective.

REFER TO TIMBERLAKE & CUTLER Pp. 151-165 FOR SAMPLE AND FORMAT.

The paper is expected to have three sections, and be organized in the following sequence:

ASSESSMENT INFORMATION (the “what” or facts that exist or are missing; 2-3 pages) Write this section in a succinct narrative using the following headings.

1.Identifying Information

Description of the identified client: name, sex, age, grade/occupation
Description of the immediate family and/or others in the household
Description of parent-child interaction with attached ecomap and/or genogram (attached in Appendix A [not part of 2-3 pages]) to understand the child’s environmental context

2.Presenting Problem
Referral source
History of presenting problem
Precipitating event for the child’s presenting problem
Manifestation of the presenting problem and its developmental and/or behavioral impact on the child’s developmental functioning, and behavior toward others (siblings, peers, parents, teachers, etc.)
Parents’ or caregivers’ understanding or perception of the child’s presenting problem
Teachers’ or school environment’s perception of the child’s presenting problem
Presence of other problems in the child’s environment subject to treatment

3.Developmental History
Health history
Developmental history
School history
Family (history of caregivers, substance abuse, violence, mental illness)
Current Child Functioning
Present developmental capacity in physical and mental and social functioning for age
Current school and education functioning: Academic achievement, behavioral interaction with peers and adults in school context.
Child’s own awareness and perception of the presenting problem
Child’s strengths and competencies to cope or manage the presenting problem
Presence of family resources, strengths, and capacity for addressing the problem
Presence of any environmental resources or connections
Presence of environmental barriers or challenge

4. PSYCHOSOCIAL FORMULATION (1 page; of the child ONLY).
TREATMENT PLAN (2-3 pages)
Identify one overarching treatment goal. Discuss the rationale or logic for selecting this goal, and support your choice based on the child’s presenting problem and agency services.
Select two objectives that serve to achieve the overarching goal. Discuss the rationale or logic for selecting each objective and support your discussion based on the information presented in section I of this paper.
For each objective, present at least two tasks. Discuss who is responsible for carrying out each task, the timelines for task completion, how task completion would be measured (including tracking tools if relevant), and why the task is central to problem resolution.

Notes for developing this assignment:

Section I is expected to focus on the “facts” in the case without any subjective interpretation.
Section II focuses on your interpretation, analysis, or assessment of the situation.
Section III develops the treatment plan based on the proposed or recommended data collection and theoretical assessment of the situation.
The overall paper is to be 7-11 pages in length. This includes a title page, 5-7 pages of content, a reference page, and your appendix/appendices.
The paper should be formatted using APA format, be double spaced, and use font sized 12, Times New Roman.
This paper does not need to have an abstract.

Content
Possible Points

You included a detailed introduction paragraph that included the context of the observation and the relationship between you and the child, if any.5 points

The body of your paper included all relevant details of social, emotional and behavioral functioning observed (bullets “c” and “d” above)15 points

You included details of your experience as an observer (vs. an intervener) and what you learned from your own reflections 15 points.
You briefly described methods you would use to engage this child/adolescent during your first session if they were to become a client 10 points

You correctly used APA formatting (i.e. cover page, running head, proper in-text citation and reference page, etc.) 5 points.

Total Points 50 points.

Textbook

Timberlake, E., & Cutler, M. (2001). Developmental play therapy in clinical social work. Boston: Allyn & Bacon.

Attention!!!.
I need the Ecomap and Genogram to be in the appendix section.