This is an example and what it should it look like and what it should be about: Sarah is struggling with feelings of anxiety, stress and friendship issues that stemmed from a miscommunication with her best friend, in a text message that was sent to her friend’s boyfriend. She is feeling sad that her best friend will not let her explain what happened, as well as the fear of losing friendships, and anxiety about what others in the school are thinking about her. She would like to get things cleared up, so that she can have her best friend back and not have others looking down on her at school. 1. Coping Responses Inventory This is an assessment used to identify and monitor coping strategies. It is designed for adolescents ages 12-18 years, as well as adults who are 18 years and older. It takes about 10-15 minutes to complete. This is a self-administered assessment that looks cognitive and behavioral responses that occur after someone has had recent problems or been in stressful situations. This may be good for Tasche because it can help her identify ways that she responds to stressful situations, such as this scenario and she can work with a counselor on improvement in those, to help guide her through the hard time she is facing. This assessment can be used to monitor her progress and reach treatment goals (Fontaine, 2001). Fontaine, J. H. (2001). Career Thoughts Inventory. The Fourteenth Mental Measurements Yearbook. 2. Social Problem Solving Inventory (SPSI-R) This Inventory helps determine strengths of people in their problem solving. It also identifies the weaknesses that they carry. This helps a counselor to be able to work on the things that are weak to address those and make them stronger. This will lead to progress being tracked. This could help in Tasche’s case because it would help her address her problem solving skills (Bunch et al., 2005). Bunch, M. B., & Michael, W. B. (2005). Occupational Aptitude Survey and Interest Schedule–Third Edition. The Sixteenth Mental Measurements Yearbook. 3. Adolescent Coping Scale (ACS) This is an assessment that is self-reported. It looks at and evaluates how adolescents deal with stress. This assessment is designed for adolescents age 12 to 18 years. Included in the 79 items, are 18 coping strategies. Each strategy is scored and they cover productive, non-productive, as well as reference other areas of coping styles. This may be helpful in understanding Tasche’s responses to stress and where her coping styles are the strongest. Together with her counselor, she can learn about helpful coping strategies to use when feeling stress and anxiety, as well as social issues (Center et al., 1998). Center, Buros, Impara, James C., Plake, Barbara S. (1998). Adolescent Coping Skill. The Thirteenth Mental Measurements Yearbook. This is an example to the second part. Find three interventions that are for struggling with feelings of anxiety, stress and friendship issues that stemmed from a miscommunication with her best friend. Sarah, the student in my case study, could benefit from interventions that assist her in coping with anxiety and reducing somatic symptoms. Here are some interventions that could take place: 1. Mindfulness-based interventions Monsillion, J., Zebdi, R., & Romo-Desprez, L. (2023). School Mindfulness-Based Interventions for Youth, and Considerations for Anxiety, Depression, and a Positive School Climate-A Systematic Literature Review. Children (Basel, Switzerland), 10(5), 861. https://doi.org/10.3390/children10050861 Links to an external site. The premise of this article is discussing the effectiveness of mindfulness-based interventions (MBI) with students. Consistencies were observed in emotional and behavioral regulation, prosocial behaviors and reducing stress and anxiety for students (Monsillion et al., 2023). MBI also demonstrated the ability to improve students wellbeing and quality of relationships between students, peers, and teachers. MBIs aim to teach and cultivate skills to help cope with difficult and stressful situations through intentional awareness and acceptance of bodily sensations, emotions, and thoughts in the present moment (Monsillion et al., 2023). This strategy can help with early prevention and has been effective in the use of public schools (Monsillion et al., 2023). 2. SEL programs in schools with a public health lens, including nurturing and responsive educators Blewitt, C., Morris, H., O’Connor, A., Ifanti, A., Greenwood, D., & Skouteris, H. (2021). Social and emotional learning in early childhood education and care: a public health perspective.Australian and New Zealand Journal of Public Health, 45(1), 17-19. https://doi.org/10.1111/1753-6405.13058 Links to an external site. The use of SEL programs in schools can strengthen prosocial behavior and academic performance (Blewitt et al., 2021). This article discusses a proposed conceptual model of SEL in early childhood education (ECEC) using a public health lens (Blewitt et al., 2021). This will enable educators to foster all children’s social emotional functioning through high-quality interactions, role-modeling, and SEL instruction; identify children in need of intensive support; collaborator with other professionals to cater to Tier 2 and 3 supports; and reflect on changes seen in children’s behavior and SEL (Blewitt et al., 2021). Child exposure to nurturing, consistent and responsive educators will help build SEL opportunities and reduce behavior challenges, risk factors, and improve the positive health outcome of these students (Blewitt et al., 2021). 3. Coping Cat (individual counseling) Intervention Zyromski, B., & Mariani, M. A. (2016). Facilitating Evidence-Based, Data-Driven School Counseling: A Manual for Practice. SAGE Publications, Inc. (US). https://capella.vitalsource.com/books/9781506334493 Coping Cat is an evidence-based, individual counseling intervention that can be utilized with students K-12. This intervention helps support students with anxiety-related behaviors and symptoms (Zyromski & Mariani, 2016). The purpose of this intervention is to reduce anxiety and fear, improve the ability to cope, and reduce negative thoughts and depressive symptoms (Zyromski & Mariani, 2016). This intervention could be used short-term with a student, such as in five individual sessions to help establish coping strategies and reduce somatic symptoms. If the problem is severe or persists for Hailey, the student in my case study, referring her to a MHC in the community could help her address root causes of her social anxiety.
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