Hector Assignment Case Study

APA CITATION IS EXTREMELY IMPORTANT PLEASE PAY ATTENTION TO USING SCHOLARLY ARTICLES NO MORE THAN 10 YEARS OLD. ALSO, PAY ATTENTION TO USING IN-TEXT CITATIONS. I W

In this assignment, you will use the case study for “Hector” to devise a developmentally and culturally relevant plan and assessment based on the information presented in the vignette. Your paper will have two sections:

1. Rationale paper explaining your assessment choices
2. Simple Assessment report using provided format

Part 1 – Rationale (3-5 pages) Remember, no penalty for going over!

Using the last several weeks of class as your foundation construct a rationale for your approach including APA style references to class material, the literature, and other resources.  This should include but is not limited to the following considerations:

What are your initial hypotheses or ‘hunches’ that guide your assessment? (Diagnoses and significant factors under consideration).

What will you do to prepare for the interview(s)? Describe how you will complete your assessment for this case. Who will you include in your assessment, what key information will you seek (or what do you hope to learn) what approaches/tools will you use? What are the elements,  and/or factors that require careful consideration/action?

Please identify which assessment tools/resources you chose to use and state why you have selected them for this case. You may select something identified in the Youngstrom text or other tool(s) of your choosing. Are they developmentally/culturally appropriate? Make a comment about the validity/reliability etc. of your selected tools and the scoring if applicable.

This is a deeper dive than assignment 1, but you’re building on the same requirements. Remember to proofread carefully!

Part 2 Assessment Report  (2-3 pages)

You may take poetic license as much as you’d like – please either make up the scores/results/findings of your assessment tools and interviews or ask someone to role play the answers for you in order to be able to inform your assessment and make recommendations for next steps including any referrals or treatment recommendations. No treatment plan required, but based on your findings is there an appropriate evidence based treatment or clinical intervention? For anything you don’t have/make up, make a reference such as “results of x would be outlined in this section” or if the information regarding y were available…” or “the assessor needs to ask about z and…”, “the following information is needed…”, etc. All sections of the Assessment should be completed. Feel free to make up names, roles, etc. Imagine your assessment is being read by someone who is not a psychologist, i.e. a caseworker who is not clinically trained.

HECTOR

Hector is a 9-year-old boy. He lives at home with his parents who moved to the USA from Mexico 12 years ago. Hector attends the local elementary school. Academically he is an average student. He is popular with his peers and has a small group of close friends with whom he spends most of his free time.

Over the past 3 months there has been a decline in Hector’s attendance at school. He often arrives late in the morning. His mother reports that he is reluctant to come to school and stays in bed in the morning despite her repeated calls for him to get ready for school. He lingers over breakfast and getting dressed so that they often miss the school bus and she must bring him to school by car. When they arrive at school Hector resists going into school. Sometimes his teacher must come out to the car and persuade him to go inside.  Wednesday and Friday seem to be the least stressful days and Hector is more willing to cooperate, although he still avoids the school bus.

On ‘bad days’ he will not go immediately to his classroom, often shouting and screaming if pressed to do so. Hector prefers to wait in the school office until all of the children have returned to their classrooms after school assembly. At this time he returns to them without any ‘fuss’ and continues with his day as usual (the whole school meets together on Monday mornings in the school hall and as grades from Tuesday and Thursday. On Wednesday and Friday children meet together in their classroom). Last week the school principal told Hector that he was too old to be ‘playing up’ like this and making his mother bring him to school every day and that it was time to show what a big boy he was and come to school on the bus like all the other children. Since that time Hector has refused to come to school at all.

Hector is an only child who lives at home with his mother and father. He has a good relationship with his paternal grandparents who live nearby. He enjoys playing baseball and is a member of the local team.

He is generally in good health and met developmental milestones at an age appropriate level. His mother has recently returned to work as a teaching assistant at another school nearby and is always home when Hector returns from school. His father works for an insurance company. They moved to a new house during the summer vacation and Hector has started to go to school on the bus, rather than walking to school.

Hector transferred to his current school when he was in second grade.  He settled well. He reportedly had a difficult time during first grade and experienced similar problems with going to school, but these disappeared when he changed schools. In First Grade Hector went to school when he was feeling unwell and was violently sick in the school hall in front of the whole school.  He then became known as ‘vomit boy’ amongst the older children who teased him about the incident.

A boy from Hector’s previous school has recently joined third grade and told other students about what happened at the previous school.