Introduction
This paper aims to conduct a client interview at my internship setting and apply various concepts related to the engagement and assessment process. The current interview was with J. B. at Public School #2, West New York, New Jersey. The purpose of the work with this client is to help him with Attention Deficit Hyperactivity Disorder (ADHD). My primary duties at my agency include identifying people and communities needing help, assessing clients’ needs, strengths, available support networks, and defining their goals. I have worked with this client in the context of a case worker.
Client Background
Description of the Client
J. B. was born in a Christian family on June 27th, 2017. The six-year-old boy has two siblings: an older brother and a younger sister. J. and his family are of Caucasian origin, have an average annual income of $150,000, and live in a middle-class neighborhood (Mercurio, Amanullah, Gill, & Gjelsvik, 2021). Apart from the chemical composition in his brain, one of J.’s parents has a different mental health disorder that might be the primary trigger for ADHD (Chen et al., 2023). The father has been dealing with a mild mental health condition, meaning the family is well exposed to the related challenges. Awareness of the family contributed to the early diagnosis of J.’s condition when he was three years old. The siblings know J.’s condition and have developed a loving and considerate environment for their brother.
As a six-year-old, the older sibling and parents always keep a watchful eye. ADHD is characterized by inattention, impulsivity, and hyperactivity; therefore, J.’s behavior is largely based on the condition (Krogsrud-Miley, Omelia, & Dubois 2017). Two years ago, J. was enrolled in a special school with students with similar challenges. The parents take turns dropping him and picking him up from school. The teachers in the institution take extra care of J. and his peers with related mental health conditions. The family has also employed a nanny to keep an eye on J.; the parents feel unsafe if J. goes beyond the compound, hence strict instructions for the nanny.
The six-year-old is free from psychological trauma or any form of victimization. The family and dedicated nanny have developed a comfortable and protective environment around J.. Both parents are employed with stable incomes, hence providing basic life necessities and required medication for J.. A decent home in the suburbs with enough space and quiet presents a conducive living environment for a child with ADHD (Harrison et al., 2020). Also, none of the family members has a criminal record or is involved in substance use.
Issues of Concern
While J. has a relatively comfortable and considerate environment for his condition, there was a need for further assistance. J. needs a personal coach to help him focus on his strengths. Typically, ADHD causes children to spend time on things they experience trouble with, which leads to low self-esteem (Chen et al., 2023). J. is good at Mathematics and Art; however, he spends most of his time on sports activities that frustrate his efforts. Also, J. has been on medication for over two years since the first diagnosis, but there is no significant improvement in his condition. While the parents know there is no cure for the condition, they hope to manage the symptoms.
Referral Sources & Process
As a case worker, I often identify people with needs and lead them to the agency for assessment and help. In J.’s case, the family walked into the agency by themselves through the referral of the nanny. As we learned later, the nanny knew about the agency from flyers and advertisements in her previous residence. The nanny also knew of her sister’s child with a similar condition, who received significant support from the agency and is now a teenager.
Strengths
J. has a promising outlook because of his strengths and the immense resources around him. Chen et al. (2023) note that family is often a significant factor in the life of an individual dealing with ADHD and other mental health conditions. J.’s parents are fully aware of what the condition entails and what he needs and are ready to sacrifice time and finances for their child’s sake. Unlike other ADHD cases at the agency, J. has learned to talk without interrupting others; he waits for conversation pauses.
In addition, J.’s nanny is fully dedicated to helping him with organization skills and checklists. The nanny has previous experience handling an individual with ADHD, hence helping J. improve daily. Another significant resource for this 6-year-old is the medical doctor, who has developed an attachment with J., hence a personal interest in his wellness.
Collateral Information
While J.’s case was evident on arrival at the agency, we had to evaluate his eligibility like other cases. A one-on-one conversation with J. was the first technique for collecting critical information. The agency administrators also conducted interviews and consulted with other sources in the community to validate files. We also requested J.’s doctor for records and reports on his clinic visits for a deeper understanding of his existing state and needs (Mercurio et al., 2021). Collecting collateral information from other sources is a standard procedure when engaging with clients before settling on a recovery path.
Engaging the Client
Client engagement technique is critical because it influences the accuracy of the assessment stage. One of the communication skills I used was active listening (Jiang et al., 2019). The technique assured J. of my interest in his story and built his confidence. I practiced lots of patience due to his mental state, which would easily cause him to drift off the subject of discussion. Other methods I used to make the engagement fruitful were empathy and validation.
Client and Diversity
Although J. is still young and fully aware of his gender, he identifies himself as a boy. Inattention and hyperactivity are the biggest challenges when working with J. to improve his condition. However, this is not the first case, and I intentionally practice patience when dealing with J.. Additionally, his gift in art identified some creations on the office wall and the entrance that made him comfortable. As a Caucasian, he has no challenges of identity in his neighborhood except low self-esteem because of the sports activities that frustrate him.
Theoretical Application
Ecological Systems Theory
The ecological theory demonstrates how various types of the environment influence human development and behavior. According to Orciari et al. (2022), there are five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Based on exosystem theory, the family’s annual income has influenced the home environment and the resources available for J.’s wellness (Jiang et al., 2019). Understanding the school setup, home environment, and people in J.’s life shed light while assessing his current state and needs.
Strengths Perspective
After an initial client assessment, the plan focused on his strengths to build his self-esteem. J. had already learned to talk without interrupting, which significantly contributed to the communication process. Ensuring J. listened and focused on mathematics and art as his strengths gradually built his confidence. Additionally, J. had developed organization skills; therefore, we used this strength to encourage routine, create more structure, and introduce a reward and punishment program.
Motivation Theory
Understanding the fundamentals of ADHD, including the effect of the environment on individuals, informed my engagement with J.. According to Maslow’s theory, people get motivated when their needs are fulfilled (Harrison et al., 2020). Therefore, analyzing J.’s state and environment helped pinpoint his needs, such as his self-esteem. Working on J.’s self-esteem and overall confidence will unlock other areas in his behavior, thus a significant step in the treatment plan.
Assessment of Client
Primarily, my agency uses interviews and questionnaires to gather information from clients. The two forms of collecting data effectively engaged and assessed J. B.’s eligibility. The strengths and resources available for the client present high chances of improvement in the long term. The parents are not only learned and exposed but also accepting. Apart from his mild improvements, supportive siblings and an experienced nanny create a promising future for J.
Plans for Future Work
J. B. began sessions targeting to improve his attention and build self-esteem. My future work as a caseworker will involve applying ecological, motivation, and strengths perspectives theory (Krogsrud-Miley et al., 2017). According to Chen et al., (2023), the increase in the number of people with ADHD in teenage and adulthood is due to misdiagnosis and overall naivety in society. Focusing my efforts on accurate assessment and effective communication will ensure that specific concerns for J. and others are managed.
References
Chen, W., Epstein, A., Toner, M., Murphy, N., Rudaizky, D., & Downs, J. (2023). Enabling successful life engagement in young people with ADHD: New components beyond adult models of recovery. Disability and Rehabilitation, 45(14), 2288-2300. Web.
Harrison, J. R., Evans, S. W., Baran, A., Khondker, F., Press, K., Noel, D., Wasserman, S., Belmonte, C., & Mohlmann, M. (2020). Comparison of accommodations and interventions for youth with ADHD: A randomized controlled trial. Journal of School Psychology, 80, 15-36. Web.
Jiang, Y., Capriotti, M., Beaulieu, A., Rooney, M., McBurnett, K., & Pfiffner, L. J. (2019). Contribution of the behavioral observation of students in schools to ADHD assessment. School Mental Health, 11, 464-475. Web.
Krogsrud-Miley, K., Omelia, M. W., & Dubois, B. (2017). Generalist social work practice: An empowerment approach (8th ed). Upper Saddle River, NJ: Pearson Publications.
Mercurio, L. Y., Amanullah, S., Gill, N., & Gjelsvik, A. (2021). Children with ADHD engage in less physical activity. Journal of Attention Disorders, 25(8), 1187-1195. Web.