Case Information
The case study addresses Mike, a 14-year-old Asian American male, who was referred to counseling services due to his poor academic results in school. During the session, it was realized that Mike’s educational and personal issues are connected to social pressure from his father and classmates. In particular, while Mike is closely connected with his mother and sisters due to their compassion and support, his father is frequently aggressive as he expects better grades and follows his directions from the son. In addition, he does not have friends in school, and his peers constantly humiliate him for his mild temper. Mike accepts help as he feels inadequate, desperate, and guilty.
Applying the Feminist Theory to the Case
Through the lens of feminist theory, it is possible to assume that social norms determine Mike’s problems. Based on gender-role socialization, people are expected to adopt specific behavioral patterns and beliefs based on their biological sexes (Herlihy & Park, 2016). In particular, men are supposed to be achieving, assertive, stoic, active, and independent, and those who do not possess these qualities face social rejection. In the case of Mike, his father, and peers have particular expectations from him based on their gender-related beliefs, and his inability to meet them results in misunderstanding and violence.
Proposed Interventions
Based on an identified problem, it is possible to suggest two interventions, including therapy and subsequent involvement in community work. Therapy will be based on self-disclosure and demystifying counseling (Herlihy & Park, 2016; Kibben et al., 2018). The main treatment goals are to explain to the client the nature of others’ attitudes, allow him to express himself, teach him to adapt to existing conditions, and present new opportunities for positive changes (Anandavalli et al., 2020).
In other words, Mike should realize that he is not dysfunctional and his issues are connected with social expectations that, nevertheless, should not determine or damage his personality. In addition, community work may be regarded as a source of new opportunities and experiences for Mike, as it is a chance to see different people with different worldviews and be accepted by them. Thus, Mike is expected to develop an understanding and wish to explore his abilities and learn particular coping techniques to adapt to the current conditions more efficiently.
References
Anandavalli, S., Harrichand, J. J., & Litam, S. D. A. (2020). Counseling international students in times of uncertainty: A critical feminist and bioecological approach. Professional Counselor, 10(3), 365-375. Web.
McKibben, W. B., Cook, R. M., & Fickling, M. J. (2019). Feminist supervision and supervisee nondisclosure: The mediating role of the supervisory relationship. The Clinical Supervisor, 38(1), 38-57. Web.
Herlihy, B., & Park, C. N. (2016). Chapter 14: Feminist theory. In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (6th ed.), (pp. 540-573). Wiley.