This case study explores the efficacy of school-based intervention to address psychosocial challenges faced by an 11-year-old adolescent. The case study aimed to decrease the agression and acting out behavior as resul...This case study explores the efficacy of school-based intervention to address psychosocial challenges faced by an 11-year-old adolescent. The case study aimed to decrease the agression and acting out behavior as result of being victimized at school by the peers. The aim was to assess and manage the child’s aggressive behavior and academic underperformance which played a significant role in the child’s low self-esteem and emotional regulation. A comprehensive assessment was conducted to rule out the difficulties and a multi-faceted intervention strategy was utilized including anger management and structured activity scheduling that helped that child to improve his academic performance as well as to learn to manage his emotional expression. Throughout 16 sessions, the intervention targeted key behavioural indicators such as emotional expression, and aggression;post-assessment results demonstrated a 22% improvement in the child’s behavioral and academic challenges. The findings suggest that a multi-faceted therapeutic approach can be effective in addressing complex issues of aggression and academic underperformance in children, highlighting the importance of integrated psychological and educational interventions.展开更多
文摘This case study explores the efficacy of school-based intervention to address psychosocial challenges faced by an 11-year-old adolescent. The case study aimed to decrease the agression and acting out behavior as result of being victimized at school by the peers. The aim was to assess and manage the child’s aggressive behavior and academic underperformance which played a significant role in the child’s low self-esteem and emotional regulation. A comprehensive assessment was conducted to rule out the difficulties and a multi-faceted intervention strategy was utilized including anger management and structured activity scheduling that helped that child to improve his academic performance as well as to learn to manage his emotional expression. Throughout 16 sessions, the intervention targeted key behavioural indicators such as emotional expression, and aggression;post-assessment results demonstrated a 22% improvement in the child’s behavioral and academic challenges. The findings suggest that a multi-faceted therapeutic approach can be effective in addressing complex issues of aggression and academic underperformance in children, highlighting the importance of integrated psychological and educational interventions.
