Case Presentation: Aponi Prince, Intake Date November 2019 ✓ Solved

Case Presentation Aponi Princeintake Date November 2019

Aponi is a 9-year-old, Native American female in fifth grade. She lives with her parents and twin brother, Anakin, in Leitchfield, Kentucky. Aponi’s dad is an attorney and her mom works in retail part time. Aponi’s parents are concerned about Aponi’s schoolwork and behavior at home and school. Aponi’s mother reports that Aponi is often irritable, negative and defiant.

Mom states Aponi has frequent tantrums when she believes her brother is getting more than she is. She seems to always just want “her way.” This is causing a lot of trouble in school since she bullies others and threatens her peers to get things from them. Aponi had been having troubles in school since she was 6 years old. Each year of school since first grade, teachers reported trouble with her peers. This year her teacher reported to the family that she seemed to have a habit of provoking other students as well as the teacher by making noises, rocking in her seat, and whistling in class.

If a student responds to her she attempts to initiate fights with them. She is now in serious academic trouble. After a psycho-educational evaluation at school, it was found that she had above-average intellectual ability. Aponi’s mom worries that Aponi is intentionally acting out and annoys people because her and her husband have separated on two occasions over the years. Mom reports Aponi has tantrums which consist of shouting, cursing, crying, slamming doors, and sometimes throwing books or objects on the floor for several years.

Aponi does bring home report cards that seemingly fail to reflect her intelligence. Her work remains unfinished a lot and she seldom answers questions when called on in class. Aponi’s parents tried all kinds of ways to help their child focus on schoolwork. They have hired private tutors for the past two years to keep her focused. Aponi has challenges with social attachments, as evinced by her difficulty with peer relationships. She has always connected with a much younger person and got along okay.

Mom has previously taken Aponi to a behaviorist for help and mom believed Aponi has a poor self-esteem. This was initiated when mom found out Aponi was taking other students lunch money and personal items for herself. The behaviorist reported Aponi had troubling skills in communicating in socially acceptable ways and appears to have little regard for the feelings, wishes, and welfare of others. Mom became angry and stopped the treatment. Aponi denies any use of drugs or alcohol.

Aponi has been fairly healthy throughout her life. Any illness was remedied through her parents’ natural means and their religion. This is a Native American family which adheres to the behaviors and parenting of their culture. There is no reported psychiatric history in the family. Any medical conditions were treated with herbal remedies or medicinal foods.

Aponi’s parents separated on two occasions over the past five years. They previously would have severe verbal fights that both Aponi and her brother were privy to due to Mr. Prince’s drinking. The twins would both become angry since they have had nanny’s and caretakers their entire life. The parents were not comfortable bringing Aponi in for an evaluation, but they were referred by the school system.

Aponi’s mother reports that she has given up on asking her to help with chores, because it inevitably results in an argument. During the mental status exam Aponi was kicking her foot against her mother’s chair and she asked her to stop. She looked at her and continued to kick her chair until she became angry. Aponi started yelling and stated that she wasn’t doing anything and that her mother was just picking on her. She insists that her problems are all her mother’s fault and she is always nagging her unfairly.

Paper For Above Instructions

In recent years, child behavior issues have become a challenge for parents and educators alike, raising important questions about the underlying causes and potential solutions. Aponi Prince's case presents a graphic example of these concerns, highlighting the interplay between family dynamics, personal development, and educational performance. With a focus on her behavioral challenges, this paper will analyze the background and contributing factors to Aponi’s situation, as well as recommendations for intervention strategies.

Background Information

Aponi's family background is integral to understanding her current behavior and difficulties. Growing up in a Native American family that adheres strongly to cultural beliefs, Aponi has been influenced by a set of parenting styles rooted in tradition. The separation of her parents has undoubtedly created instability in Aponi's life, contributing to her emotional and behavioral struggles. According to studies, children from separated families often exhibit increased levels of anxiety and behavioral issues (Amato, 2000). This reflects on Aponi, who appears to have taken on a defensive stance as evidenced by her irritability and defiance.

Behavioral Assessment

Aponi’s problematic behavior in school, including bullying and defiance, manifests her internal struggles, notably her feelings of inadequacy and her desire for attention. The historical context of her conflicts with her peers, initiated through her provocations, aligns with research that indicates children who experience emotional distress often resort to bullying as a means of coping (Sullivan et al., 2006). A qualitative assessment of Aponi's psychological state may reveal deeply rooted issues of low self-esteem, further complicated by her mother’s perceptions of her behavior as willfully disruptive.

Intervention Strategies

Addressing Aponi’s needs requires a multi-faceted approach. First and foremost, family therapy may be beneficial in repairing familial relationships and establishing healthier communication patterns (Kenny et al., 2013). Enhancing parental skills facilitates positive interactions and emotional support, which may lead to renewed trust and co-operation within the family unit.

Secondly, behavioral therapy focused explicitly on Aponi’s social skills development can equip her with the tools necessary to interact positively with her peers, thereby reducing her inclination to provoke or bully (Shure, 2001). Implementing structured activities that promote teamwork and collaboration within a safe environment would also enable Aponi to adjust her approach to relationships and schoolwork, fostering an academic environment conducive to her success.

Academic Support and Planning

Aponi’s intellectual ability further underscores the necessity for personalized academic support to harness her potential. Given her reported above-average intelligence, it’s essential that she receives appropriate resources tailored to her learning style. Collaborating with educators to adapt classroom strategies could ensure that Aponi remains engaged and focused while reducing her behavioral disturbances.

In conclusion, Aponi’s case illustrates the complexities of child behavioral issues exacerbated by family dynamics and personal challenges. By addressing her emotional needs, enhancing parental skills, and providing educational support, Aponi has the potential to emerge from her current difficulties. This multifaceted approach not only aims to rectify the negative behaviors observed but also supports personal development, ensuring Aponi can achieve her academic and social potential.

References

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• Sullivan, T. N., et al. (2006). The effect of childhood bullying and peer victimization on self-esteem. Journal of Family Psychology, 20(3), 432-440.
• Shure, M. B. (2001). The PATHS (Promoting Alternative THinking Strategies) curriculum: A developmental perspective. Child Development, 72(1), 33-48.
• Wolchik, S. A., et al. (2000). Family-based interventions to promote adjustment in children of divorce. Journal of Family Psychology, 14(1), 106-114.
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