To prepare for this Discussion:
Review the Learning Resources.
Review the client case profile for your assigned client.
Consider how risk-taking behavior(s) are impacting the adolescent and his or her family.
Identify protective factor(s) that support wellness and development.
Using the Walden Library, locate 1–2 recent (5 years or less) peer reviewed articles related to the issues affecting your adolescent client.
By Day 3
A summary of the developmental crises your adolescent client is facing.
Describe the risk-taking behavior(s) in which the adolescent is involved, and at least one protective factor that might be influencing his or her level of functioning.
Explain the impact of these behaviors on the adolescent and his or her family.
Justify your response with references to this week’s Learning Resources and 1–2 peer-reviewed articles from the past 5 years.
Note: Identify the last name of your assigned client family in the title of your post.
CLIENT CASE PROFILE
Name:
Hunter Crane (M, 14 years)
Presenting Issues:
Hunter was brought to counseling by his mother, Carol (F, 34 years). Mother shared that Hunter had responded so well to counseling last time (7 years ago) that she thought perhaps counseling might help again this time. Hunter stated that he did not want to be there, but this was the only thing that “might shut (his mother) up.”
Hunter is a freshman in high school. His mother stated that he does not have many friends. Hunter agreed, adding that he is fine with that because “people suck.” Mother reported that Hunter had been skipping school lately and refusing to do his homework. She also believes he is “showing signs of depression” (which she looked up online). Mother added that she first thought Hunter might be using drugs; however, she has drug tested him twice and the results have been negative both times. Hunter’s grades have “plummeted” according to his mother, who is very worried.
When meeting with Hunter alone, he stated that he hates school and only feels motivated in his art classes, where he has earned A’s. He added that he finds most other subjects too boring to hold his attention, but that he could do well if he wanted to. As he shifted the discussion to his art classes and the media he enjoys working with, Hunter brightened up noticeably and even smiled a bit.
Cultural Profile:
Hunter’s family is Caucasian and of European ethnic descent; they are agnostic.
Family History:
Hunter is the older of two children; his sister, Olivia (F, 11 years) was born with low birth weight and several related health issues. Hunter’s mother is a single parent and receives no support from Hunter’s father. During Hunter’s childhood, his mother worked two jobs while completing her higher education online. Hunter stated that he felt “like (he) raised (himself) and (his) sister.” The family has no extended support system. There was suspicion that Hunter was abused (physically and possibly sexually) by a former neighbor, who was friends with Hunter’s mother at the time. Hunter received counseling for this 7 years ago and responded well; he avoids discussing the abuse in the present.
References
Broderick, P. C., & Blewitt, P. (2020). The life span: Human development for helping professionals (5th ed.). Hoboken, NJ: Pearson Education.
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 341–387)
Chapter 10, “The Social World of Adolescence” (pp. 388–426)
Last Completed Projects
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