Case Study

By
Ms Jyothi B Kanade

Post graduate diploma in Counselling

(PGDC)
School of social work Roshini Nilaya
Mangalore-575002
2018-2019
A case study on Academic Issue:
“A Case Study submitted to the school of social work, Roshini
Nilaya Mangalore in partial fulfillment of the requirement for
the award of the post graduate diploma in counselling”

Submitted By:
Ms. Jyothi B Kanade
Project Guide:
Ms. Rosa Nimmy Mathew
Faculty – PGDC
Approved By:
Sr. Eveleen Benis
Course Co Ordinator

Post graduate diploma in Counselling

(PGDC)
School of social work Roshini Nilaya
Mangalore-575002
2018-2019
DECLARATION

I Ms Jyothi B Kanade ,PGDC student of school of social work Roshini

Nilaya, hereby declare that this project report is the result of my original
work, under the guidance of Ms Rosa Nimmy Mathew Faculty PGDC,
School of social work, Roshini Nilaya, in partial fulfillment of the
requirement for the award of the post graduate diploma in counselling
from school of social work, Roshini Nilaya. This project has not been
submitted to any other institution, college or university for the award of
any degree, diploma or certificate.

Place: Mangalore
Date:28-01-2019 Ms Jyothi B Kanade
ACKNOWLEDGEMENT

It’s my duty and pleasure to thank Lord Almighty for his enormous
blessings in my life and throughout this PGDC course. I express my thanks
to Sr Eveleen Benis, Course co-ordinator, school of social work, Roshini
Nilaya, Mangalore for giving me an opportunity to do this case
presentation.

My thanks to Ms Rosa Nimmy Mathew for her guidance throughout

this project. I wish to express my sincere gratitude to my parents, Mr. B
M Kanade & Mrs. Shakuntala B Kanade and my husband Mr.Kiran N
Algeri for their love support and encouragement.Thanks to Master M S
for being a part of my project and for his cooperation, my teachers of
PGDC, PGDC batchmates, Mrs. Shanta and other clerical staffs for their
encouragement throughout this programme.

Place: Mangalore
Date: 28-01-2019 Ms Jyothi B Kanade
 Case history

Presentation

On

Academic Issues
Index
SL.NO CONTENT PAGE NO.

1 Introduction…………………………….. 1-6

2. Case Report…………………………….. 7-10

3. Mental status examination……………... 11-12

4. Intervention/treatment…………….......... 13-17

5. Conclusion……………………………... 18

6. Bibliography…………………………… 19
Introduction
Academic Issues:
Academic performance: Academic performance is the extent to which a
student,teacher or institution has achieved there short or long term
educational goals. Academic performance is commonly measured
through examinations or continuous assessments.

Purpose of academic performance: The study aims to investigate the

factors influencing student’s academic performance. It has been used to
collect data from the management,students,skills and proper guidance
from parents on student’s academic performance.

Parental School Involvement and Children’s Academic

achievement:
Developing collaborations between parents and schools to promote
academic success has a long standing basis in research and is the focus
of numerous programs and policies.

Families and schools have worked together since the beginning of

formalized schooling. Initially, families maintained a high degree of
control over the schooling by controlling hiring teachers and
apprenticeships in family business. By the middle of 20th century,there
was strict separation between families and schools. Schools were
responsible for academic topics and families were responsible for moral,
cultural,and religious education. In addition , family and school were
responsibilities for education were sequential. However today in the
context of greater accountability and demands for children’s

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achievements, schools and family have formed partnerships and share
the responsibilities for children’s education.

Parental school involvement is largely defined as consisting of the

following activities;

Volunteering at school, communicating with teachers and other school

personnel, assisting in academic activities at home, attending school
event, meetings of parent-teacher associations.(PTAs) and parent -
teacher conferences.

It is well established that parental school involvement has a positive

influence on school-related outcomes for children.

Some of the factors that causes students' poor academic

performance are:
• Slothfulness: Some students are so lazy and sluggish to devote
Improper timetable
• Inadequate study time
• Financial constraint
• Lack of study materials
• Broken home
• Doubt
• Lack of trust in God

School problems which cause poor academics:Some time school

problems can show up poor academic performance, lack of motivation
for school, loss of interest in school work or poor relationships with
peers and teachers.

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School difficulties range from minor to severe, might be short-lived or
lost longer. Even short-term school problems can have negative
impacts on how young people feel about school and themselves.

Signs shown by child having school problems:

• Doesn’t seem engaged with school and might not show interest in
extracurricular activities.
• Seems low self on confidence or self esteem
• Refuses to do homework,rarely talks about homework or seems
bored with unchallenged by schoolwork
• He is getting lower marks than usual.

Learning Skills for Children in Academics:

Learning is defined as the activity or process of gaining knowledge or
skill by studying, practicing, being taught or experiencing something.

The 21st century learning often called the 4 C’s :

• critical thinking
• creative thinking
• communicating
• Collaborating

These skills help students learn, and so they are vital to success in
school and beyond.

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Critical thinking: It is focused,careful analysis of something to better
understand it. When people speak of “left brain”activity, they are
referring to critical thinking.Main critical thinking abilities are-

• Analyzing
• Arguing
• Classifying
• Comparing and contrasting
• Defining
• Describing
• Evaluating
• Explaining
• Problem solving
• Tracking cause and effect.

Creative thinking: Is expansive,open ended invention and discovery

of possibilities.when people speak of “right brain”activity,they most
often mean creative thinking. Common creative thinking abilities are-

• Brainstorming
• Creating
• Designing
• Entertaining
• Innovating
• Overturning
• Problem solving
• Questioning

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Communicating: Communication is the process by which information
is exchanged between individuals. Some of the communicating abilities
are-

• Analyzing the situation

• Choosing a medium
• Evaluating messages
• Following conversation
• Listening actively
• Reading
• Speaking
• Turn taking
• Using technology
• Writing

Collaborating: Is the behaviors that help two or more people work

together and function well in the process.Some of the collaborating
abilities are-

• Allocating resources
• Brainstorming
• Decision making
• Delegating
• Evaluating
• Goal setting
• Leading
• Managing time
• Resolving conflicts
• Team building

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Skills Used By Counsellor To Improve The Client In Academics:
Counsellor found that the client is poor in his academics because he is
weak in communicating skills such as Reading and writing. Client was
aware with alphabets and its sounds. So

Created a list of simple words to work with:

Starting with two letter words client taught 20 words in the beginning.

As client could learn those words he was helped to learn 3 letter words
by emphasizing its sounds and made him write the words by spelling it.

By selecting longer words like 5 to 6 letter words, made into segments

and made them to learn. Words were taken from the client’s syllabus
so that it can help him to learn the subject and to answer the questions.

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Case Report

Identification Data:
Name : - M S

Age: - 14 years DOB:1/1/2005

Sex - Male

Occupation - Student

Class:8th Standard

Domicile - Urban

Socioeconomic status - Lower middle class

Family - Nuclear

Religion - Hindu

Languages Known - Kannada, Tulu and English

Source of Referral: - School Headmistress

Presenting Concern:The client is weak in studies and not completing
any of his notes.Sits very dumb in class.

Brief Case History

The client is a low achiever when it comes to studies. He is weak in all
the subjects. According to the client, he understands the subject when it
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is taught in class, however he is unable to recall and understand when
he tries to study them alone. Hence, he does not prefer to give time to
studies once he reaches his house.

According to the client's mother, he was not good in academics from

before. The mother also stated that she never gave him enough time and
attention as she used to be busy at work.She also told that 3 months back
she caught him smoking in his room.She also noticed that redness in his
eyes,loss of appetite and drowsiness.After observing all these she
suspected that the client may be drug abused.So she started spending
her time with him after coming from his school and did not allow him to
go out of the house alone as he was spending time with bus drivers and
cleaners in the last bus stop. He was getting lots of phone calls from
them, so she sold his handset and threw the sim.Now he won’t go alone
anywhere and uses his mother’s mobile for playing games and watching
videos in you tube.

Family History
The client's family includes father, mother and elder sister. Client’s father
was owning 2 Stationary shops in Urwa market. He lost most of his
money in gambling due to that they were supposed to close the
shops.Now he is working in a factory in Bengaluru. His mother was
working as a real estate agent. However, she quit her job three years ago
and recently she have opened a canteen. The client's sister is in 2nd PUC.
The Client's relationship with his sister is good. But there is no
understanding between client’s father and father and mother till client’s
4th standard. After that his father found job in Bengaluru and shifted
there.Client’s grandfather (mother’s father) is retired bank manager and

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give much importance to studies. Most of the family members from
mother’s side are educated.

Family Genogram
Educational History:From LKG client is studying in St.Aloysius School
and was slow learner and low in his academics. His teachers were
complaining about his studies from then. He was put into tuition classes
when he was in 7th standard but he didn’t show interest and was irregular
to classes. Now he is not going to any tuition classes but regular to
school.

Medical and Psychiatric History:Client don’t have any medical or

psychiatric issues and is healthy from birth.

Developmental and Social History

1. Prenatal: During the pregnancy of client his mother was fine and
didn’t had serious medical issues.

2. Birth History: Client born with normal delivery. He was healthy

during birth.

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3. Post natal: As a child client was very active and healthy.

4.Childhood: There were issues with mother and father due to his
father’s careless behaviour towards family as he was busy in his gambling
and friends.Due to financial crisis mother was unable to concentrate on
the client.Client’s sister was good in her academics so client’s mother
was just concentrating on her daughter’s studies and neglected client’s
studies.So client was busy in playing and watching TV. But in school he
was quite good in sports and used to take medals in athletics. But when
he reached his 8th standard he lost his interest in sports in school as he
fell in the friendship of bus drivers and cleaners of private bus.He started
going to meet them after his school and used to play cricket with
them.Slowly he started taking drugs with them.But now he is not going
anywhere from house and spends his time in watching TV and playing
games in his mother’s mobile.

4. Social history: Client have good circle of friends in school. He have

good relationship among his relatives from both mother’s and father’s
side.

5.Hobbies and Interests: Playing cricket and kabaddi and watching TV

are hobbies of client. He is interested in body building . Client is also good
in electrical work like repairing the mixture grinder when it was under
repair.

Premorbid personality: Sits silent in the class. Describe himself and

described by others is silent boy and not disturbing.

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Mental Status Examination
1.Appearance and Behaviour:
The client presented himself in school uniform. Initially the client was
very shy and was not opening up at all. He sat with his arms crossed.

2. Psycho motor activity:The client maintained eye contact was bit

excited.

3. Speech:Client was giving one word answer for questions asked by the
counsellor.Reacting time was bit slow.Volume of speech was medium.

4. Thought: Stream of thoughts were normal and was relevant to the

questions asked.

5. Mood: Normal

6. Perception:There was no illusion or hallucination for the client

Cognitive function:

A. Attention: Not much attentive.

B.Concentration: Client found to be lack of concentration.

C.Orientation: Client is oriented towards person and time.

D.Memory: Client have is have recent memories as he spent he spend

his time his relatives during last holidays.

E. Intelligence: Client is considered as below average as he scores 1 or 2

marks in his academics out of 25.

F. Abstraction:The abstraction of client is concrete.

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G. Judgement:Client know about himself and the society, based on that
adjust to the society.

I. Insight:Client know that he is not good in academics but want to

improve himself if anyone helps him.

Case Conceptualization:
Predisposing Factor:

Lack of attention and concentration.

Precipitating Factors:

Teacher’s complaints to mother that client’s all class works are

incomplete and he will not understand what ever taught in the class.

Protective Factors:

Mother and teachers.

Coping Style:

Just smiling when teachers scold him in the school.Back answering to

mother and sister at home.

Coping activities:

Watching TV and Playing video games in the mobile.

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Treatment Plan:
*To help the client implement an effective time management

*To help client have the positive self image

*To help client to increase self awareness

Session 1:
The aim of this session is to build rapport. Counsellor wishes the client
when she met him and the client wishes back. The client took his seat
near the counsellor was bit shy in the beginning and answered all the
questions that were asked.He was bit curious about the counsellor why
she came here.He told about his family,his interests and hobbies. He told
about his daily routine in which there was no time given for
studies.When counsellor asked him about studies client told he likes
maths specially geometry as it has diagrams.Other subjects he will
understand while teaching in the class but alone when he read by himself
he don’t understand anything, so he don’t prefer reading.So he spend
most of his time in watching TV and playing video games and videos in
you tube related to Body building.

Client was asked what he want to become in his future he said he want
to study ITI after completion of his 10th standard and want to work in the
factory as his father working.He told he want to lead a very simple life
but not luxurious. After listening his words counsellor Advised about the
importance of luxurious life to the client and he showed interest in her
words.

Client was tested by asking him to write his parent’s name and in
which class he is studying.He could write his parent’s name correct but

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couldn’t write the spelling of study.Client was unable to read some
simple words from his text.

Before ending the session counsellor gave 5 spellings to learn asked

from his text book. Also told client to reduce spending time with
mobile.Client agreed for what counsellor told.

After completion of session counsellor met client’s class teacher and

asked about his performance in the class, teacher told that he is very
weak in studies and doesn’t do any homework. He doesn’t disturb but
sit dumb in the class.

Skills used: Attending skills and Basic listening skills like nonverbal and
open questions.

Future plan: Setting goal for a week and focus on his strengths.

Session 2:
Progress: The client opened up readily and was able to to write and read
the spellings given.

Client greeted the counsellor with smile when he met the counsellor and
the counsellor greeted him back.After discussing how was his days after
the first session client replied that he could sit for studies for at least half
an hour a day and also told that he has been reduced his time spending
with mobile. Then counsellor asked client to read the spellings which
were given in the previous session. Client could read and write the
correct spellings. Counsellor asked the client what he want to become in
future, there was bit confidence in client’s eyes and he said that he want
to pursue BE. To check whether the client could write correct spellings
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or not counsellor gave him 20 dictations of two letter words client was
able to write correct spellings but couldn’t write 4 letter words.

Counsellor by using Maintaining Daily Thought Therapy (DTT) gave him

positive affirmations to repeat it daily whenever he can and ends the
session.

Skills used: Directive skill i,e,Maintaining Daily Thought Therapy.

Future plan: Counsellor planned to suggest client’s mother for IQ test

of the client to check his intelligence level. To set SMART goal to client
and give time table to manage his time efficiently.

Session 3:
Progress: The client showed improvement in his spellings as well as he
could tell the tables from 2 to 6.

Counsellor and client greeted each other. After recalling about the last
session counsellor asked the client about his improvement. He showed
interest in reading and writing the spellings which were given in the last
session. By seeing improvement in the client letter words from his text
book and to learn tables till 10. Counsellor also prepared time table for
the client to help him to learn manage time efficiently for improvement
in his academics.

Counsellor teaches meditation to the client which will help him in

concentrating on studies by practicing it daily.

Counsellor ends the session by appreciating and suggesting the client to

follow the time table and meditation.

Skills used: Relaxation technique.

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Future Plan: Speak to his mother about IQ test and based on that
arrange for remedial class for him.

Session 4:
Counsellor and client greeted each other. Counsellor asked about the
client’s health as he got fracture in his hand while playing in the school.
Client was fine and gave attention towards the session.Client told the
counsellor about the days how he spent after the fracture. He was sent
to his cousin’s house where he couldn’t follow time table and
meditation.

To continue the session counsellor asked the client to tell 1 to 10

backward number. In the same way 10 to 20 backward number and at
last 1 to 100 backward numbers. Client could tell the number
continuously without giving pause in between.

When counsellor ask the client to read the words given in the previous
session, he could read it out. But when asked to read 5 to 6 letter words
from his text book he was unable to read. Counsellor encouraged client
by consoling him that he could read if he spend time in reading.
Counsellor ends the session by summarizing about the session and by
motivating the client to learn previously given words and tables from 2
to 10 and also to practice meditation.

Skills used: Number sequence

Future plan: Help client to cultivate the habit of self help to sit for
himself to study and help him to learn 5 to 6 letter words with proper
pronunciation.

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Session 5:
Counsellor and client greeted each other. When counsellor asked about
how was the days of client after the session, client told that he was
unable to follow time table and meditation ,as he was sent to his cousin’s
house because there was nobody at home. So previous session.
Counsellor motivated the client to follow the time table without fail.

Counsellor taught the client to learn the words from his science book. By
selecting 5 to 6 letter words she taught him to split the word in to two
and spelled it and also made the client to spell them louder which helps
client learn the complete word with proper spellings. Importance was
given on single word and single sentence answers so that he can learn
them without much difficulty. By summarizing about the session
counsellor ended the session.

Counsellor informed the client that this was the last session and he can
consult the counsellor for future concerns. Counsellor reassured the
client that he can be good in his academics if he spends time in studies.
Counsellor asked him to continue his relaxation techniques and study
well. She wished the client all the best and terminated the case.

Client’s feedback: The client expressed that the sessions were helpful
and helped him to see better options for his future. He assured to
counsellor that he will practice meditation and follow effective time
management.

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Conclusion:
This case was challenging case for me because the client was bit hesitant
in the beginning. From the second session good rapport was built. The
client was in need of guidance in learning to read and sit for studies. I
helped him to understand the importance of performing well in
academics. With motivation, learning skills and client centered therapy
and with some effort changed the way he thinks about himself and his
future.It was very important to keep things positive and instil hope in the
client regarding himself and his studies. The experience revealed to me
that along with guidance children need motivation,support, acceptance
from both teachers and parents.

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References:
Epstein J J & Sanders M G (2002). Family, school,and community
partnerships.

NE Hill, LC Taylor -Current directions in Psychological Science 13(4),161-

164, 2004

journals.sagepub.com

https://k12.thoughtfullearning.com

https://study.com

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