In case of plagiarism and late delivery, the assignment will be CANCEL Instructions: Formulations are

In case of plagiarism and late delivery, the assignment will be CANCEL Instructions: Formulations are a common aspect of report-writing. They involve a summary of the client’s current circumstances within the context of past events and factors. It can be very important to consult with other professionals in creating a formulation. This assignment should be completed after you have worked through the Formulation slides/content and readings attached bellow Read the Formulation client scenario provided. Then, fill out the Formulation Chart attached below with information from the scenario. Specifically, based on the information provided, what are Aspen’s biological, psychological, familial, and social predisposing factors? What are her biological, psychological, familial, and social precipitating factors? What are her biological, psychological, familial, and social perpetuating factors? What are her biological, psychological, familial, and social protective factors? It is possible that you won’t find information that fills each box; however, you should be able to complete the majority of these. Some concerns or circumstances may also fit in more than one box. That’s ok and you can repeat what you note in a few areas if needed. The chart can be filled out in point form, as long as you provide sufficient information to make your point clear (i.e., one-word answers may not be sufficient in many areas). Formulation Scenario Aspen is a 13-year-old adolescent who is the eldest of 3 children born to her parents, Chris and Kiera Smith. She currently lives with her parents and two younger brothers, ages 4 and 9. Concerns were identified by her parents regarding Aspen’s focus on school, self-esteem, and body image, as she has been restricting her eating and withdrawing from peers over the past 6 months. Their recent discovery that Aspen was cyber-bullied a year ago prompted them to seek support for her presenting difficulties. Aspen’s primary identified concern was that she hasn’t “felt the same” since her experience of cyber-bullying that continued for about 3 months last year. Interviews with Aspen and her parents identified some important historical experiences and circumstances. Aspen’s quiet and shy nature predisposed her to some difficulty making friends in her early school years, but she was able to make a few close friends with whom she has felt well-connected since grade 3. Her hesitation to participate in extracurricular activities has sometimes left her with fewer social opportunities than her peers, but she has generally participated in one such involvement (e.g., book club, cross country running, environment club) at school each year. Aspen’s level of responsibility in the family (she looks after her siblings from 3:30- 5:30 every day after school), coupled with frequent messages from her parents about the importance of achievement and “being the best that she can be” have contributed to Aspen’s sense that perfection is both important and attainable. Her mother’s post- partum depression following the birth of Aspen’s youngest brother (now age 4), as well her parents’ marital discord for several years during Aspen’s pre-teen years also burdened her with the need to help out a lot at home, look after her siblings, stay out of her parents’ way, and not cause any difficulties that furthered their conflict. She was diligent about her studies, achieving all “As” at school from grades 4-6. Mr. and Ms. Smith’s own needs and focus on working through their marital difficulties for several years resulted in their self-reported missed opportunities to deepen their relationship with Aspen as she approached adolescence. Last year, Aspen’s experience of cyber-bullying specific to her early physical/pubertal maturation caused significant feelings of self-consciousness, sadness, and anxiety. Aspen’s feelings of shame and humiliation from the teasing about her early physical development relative to her peers caused her to layer her clothing, restrict her eating, and stop participating in athletic activities. Her inability to share what was going on with her parents left her feeling isolated and unable to cope on her own. Despite having close friends who were not involved in this bullying, Aspen isolated herself and withdrew from peers for fear of further criticism, humiliation, and rejection. Her anxiety about her appearance and depressed mood also resulted in difficulty focusing on her schoolwork, leading to a drop in her grades over the course of her grade 7 year. As Aspen’s withdrawal, decreased academic achievement, and restricted eating became more apparent, the criticism and lack of understanding she received from her parents about this left her feeling increasingly isolated, ashamed, and unsupported. Her parents’ assumptions that she had become “lazy” and “preoccupied with social issues at school” further alienated her from them, such that she did not disclose the cyber-bullying that had occurred the previous year. Although her friends were initially understanding, they eventually stopped asking Aspen to join them in activities as she always refused. This led Aspen to detach further from her friends while at school as well. Fortunately, a teacher at school noticed Aspen’s withdrawal from her peers and connected Aspen with the school Social Worker. The Social Worker was able to encourage Aspen to share her experiences with her parents and helped Mr. and Ms. Smith open up to accepting outside therapeutic supports. Mr. and Ms. Smith indicated regret that they missed identifying Aspen’s needs and are motivated to support her and deepen their relationship with their daughter. Aspen agreed to join a social club during the lunch hour twice per week, and the school Child and Youth Care practitioner succeeded in encouraging two of Aspen’s close friends to attend as well. Aspen indicated being open to cognitive-behavioural therapeutic supports regarding her experience of bullying, anxiety, depressed affect, and self-image. She also agreed to consultation with a dietitian surrounding her eating.


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