This assignment is the same for weeks 5-8 but the roles will shift through your group as different folks present. Each person will present once and each person will be the facilitator once. Note these responsibilities on the forms you turn in to the instructor.
Prior to Week Five: Confirm the platform and schedule for your live meetings and the schedule of who will be the facilitator and who will be the presenter each week. Each person should identify the character you are going to present. It is fine for multiple characters from one film to be selected, as long as they are children or adolescents (Example: from What’s Eating Gilbert Grape one person can present Arnie and another Gilbert) One person can submit this plan to the instructor before or at the beginning of week five.
Consultation is crucial in clinical practice as often times as clinicians we can feel stuck in our intervention strategies with our clients and unintentionally begin to have tunnel vision as it relates to the overarching themes originally presented by our clients. Consultation provides an opportunity for our colleagues, who vary in experience and intervention skills, to provide unbiased feedback and insight to help us reframe our intervention strategies and can also provide a space for clinicians to explore any emotional experience they are having in working with their client, that may or may not, be impacting our work with them. This assignment is intended to help students practice how to formulate presenting a case to a consultation group and in turn, learning how to provide a brief, clinical analysis feedback to colleagues seeking consultation.
Students will work in small consult groups that meet 4 times during the term. Students will be assigned their groups at the beginning of the course and it is expected that students will connect early in the term to determine what days/times will work best for the group to meet. Groups can choose what technology platform works best for them to meet; zoom rooms, skype, google hangouts, etc.
Students will watch a video from the list provided that specifically highlights children and/or adolescent mental health and will use the character in this film to create a full assessment.
Assessments should include the biopsychosocial factors and other sections included on the attached forms.
Refer to sources we have read in class as well as other relevant sources relevant to the developmental stages you are examining.
Consult group members will take turns each week being the facilitator of the group consultation meeting (this will happen live on an online platform) and the person presenting the case. Please identify who is the presenter and who is the facilitator in the forms you submit to the instructor. Each week one student will present their evaluation to their case consultation group along with 2 theories that inform their intervention strategies, 3-4 intervention strategies with rationale of using these interventions, and 2-3 specific questions on interventions, barriers, self-awareness or general concerns you may have in treating this child. It is expected that everyone fully participates as consulting colleagues by offering thoughtful responses with clinical rationale behind responses which will then be submitted as a peer review form.
Consultation groups should last 45-60 minutes if you are having a complete case presentation with active participation and feedback. Please plan accordingly.
Video Options (Have another film in mind? Send suggestion and rationale to instructor, approval required).
Perks of Being a Wallflower, Donnie Darko, Little Miss Sunshine, Girl Interrupted, Juno, Basketball Diaries, Infinitely Polar Bear, What’s Eating Gilbert Grape, Breakfast Club, Inside Out, I Know My First Name Is Steven, Honey Boy, Akeelah and the Bee, What Maisie Knew
Due Sunday by 11:59 PM CST of module week
1. group meets and presenter 1 delivers case according to the outline
2. facilitator and others document case and provide feedback
3. Everyone submits a form (according to their role)