Case Study: Melissa Is A 20-Year-Old High School Graduate

Case Study Melissamelissa Is A 20 Year Old High School Graduate With

Melissa is a 20-year-old, high school graduate with a love for animals and poetry. She is diagnosed with mental illness and has difficulty completing tasks correctly without reminders and maintaining focus in the face of outside distractions. Melissa requires verbal reminders but does not like to be critiqued, and she may elope or use profanity when critiqued. She also has challenges with boundaries in professional relationships. Melissa has limited work history, having volunteered successfully at animal shelters, but faces difficulties in interviews and employment, often dressing improperly or using maladaptive behaviors such as profanity during interviews. Recently hired as a cashier at a local fast-food restaurant, Melissa's vocational counselor has observed she takes more breaks than allowed and sometimes makes inappropriate comments to customers.

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In this context, supporting Melissa to observe proper work behaviors necessitates a structured and empathetic approach that emphasizes clear expectations, consistent reinforcement, and skill development tailored to her needs. Given her mental health diagnosis and behavioral challenges, interventions should focus on fostering independence while providing supportive cues to promote appropriate conduct.

One effective strategy is to develop a comprehensive task analysis for taking customer orders, which can serve as a visual and cognitive scaffold for Melissa. This analysis outlines each step of the process, breaking it into manageable activities, which can help reduce unintentional errors and improve focus. For example, the task analysis might include the following steps: greeting the customer, listening to their order, repeating the order for confirmation, entering the order into the register, processing payment, and thanking the customer. Visual cues such as checklists or picture cards can be used to reinforce each step, providing Melissa with reminders throughout her shift.

To support Melissa in refraining from using unprofessional language, a behavior modification plan emphasizing positive reinforcement is critical. This plan may involve setting clear expectations about professional communication and associating positive consequences with appropriate speech. For example, immediate praise or a token system can be used when Melissa uses respectful language in front of customers. Additionally, role-playing scenarios during training can help her practice proper interactions and response management to potential triggers, such as her attraction to customers or frustration with task difficulties.

Addressing her tendency to take excessive breaks requires establishing a structured break schedule with visual timers or alarms to cue Melissa when it's time to return to work. Reinforcing adherence to break limits through reward systems can motivate her to follow the schedule. Moreover, teaching self-monitoring techniques, like closing her eyes briefly to regain focus or using a stress ball, can empower her to manage distractions independently.

In managing her reactions in the presence of customers, such as yelling compliments or inappropriate comments, the vocational counselor can introduce social skills coaching and emotional regulation strategies. Educating Melissa about appropriate workplace interactions and helping her recognize her emotional cues can reduce impulsive behaviors. Moreover, implementing a cue card with appropriate phrases or responses for common situations can provide her with alternatives to inappropriate comments.

Overall, supporting Melissa involves a multi-faceted approach grounded in behavioral principles, tailored to her unique communication and behavioral needs. Consistent monitoring, immediate feedback, and a supportive environment will be essential for her progress. Encouraging her to reflect on her behavior and providing ongoing reinforcement will promote her development toward maintaining professionalism and independence in the workplace.

References

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