COUN5420 Capella Blooming Park Behavior Plan and Case Conceptualization –

Humanities –

COUN5420 Capella Blooming Park Behavior Plan and Case Conceptualization –

Blooming Park: Behavior Plan


After viewing the media piece, Blooming Park: Behavior Plan, choose one of the cases given and explore the case including the information gathered from all sources (student, teachers, parents, cumulative record, support services, community resource). Use the “Blooming Park: Behavior Plan Template” Word document provided. Consider any prior diagnosis or medications. Take into consideration the grade level of the student in providing appropriate developmental accommodations. School counselors do not diagnose but may direct parents in where to go for assistance. Explore any assessments needed for diagnosing to prepare behavior interventions, if needed, for each activity during the day. Take note of arriving and departing school, transitions from class to class, recess, lunch, and special area activities. Share how you will present (phone call, email, parent/teacher conference, meet individually, 504 or IEP meeting) this to the parents and teachers including the use of any referrals for community resources.

Student information for this case:I am concerned about Kiana Williams, a student in my eighth grade history class. Kiana was my student last year as well, and I feel like I know her pretty well. I am concerned that she may be cutting herself and otherwise engaging in self-harming behavior. Another student actually reported this concern to me. I’m afraid this didn’t surprise me because I’ve been noticing marks on Kiana’s arms.

Kiana is a very sweet kid, and an above-average student. I’ve definitely noticed changes in her behavior over the past year. Last year she was very quiet and I had to work hard to get her to participate in class. This year she’s opened up more—which is great—but she also seems to be much more concerned about her appearance and image in ways that aren’t healthy. She used to just wear sweatshirts and stuff like that to school; now, she’s put together all the time. I guess that’s because she’s fallen into what I would describe as the popular crowd. Last year, I encouraged her to try out for the school play, which I directed, and she got a role in the chorus. This was her first experience with theater, and it turned out that she was talented, and I anticipated that she’d have a prominent role in this year’s play. But she told me that she’s not going to try out. I’m also concerned that her grades have been dropping; she got an A in my class last year, and she’s now struggling to get a C. She was on the A/B honor roll last year every semester, and that’s not the case anymore. Her attendance has fallen too.

I haven’t seen all that much of Kiana’s parents. They don’t always come to parent-teacher conferences. Her mother did come to see her in the school play last year—at least to one of the performances— but I don’t think her father did. My guess is that they’re busy and overwhelmed with their kids and all their activities. Kiana’s older sister is a star basketball player at Sylvia Plath High School. She’s in the paper and on TV all the time, and I know a lot of colleges are interested in her. Her older brother is also an athlete—he’s on the football team and he also gets a lot of attention for his athletic success. Kiana’s younger brother is a sixth grader at this school. He’s autistic and has some learning disabilities.

Interview with Kiana Williams

You invite Kiana to your office to speak with you.

So how is eighth grade going, Kiana?

It’s okay. I have a lot of friends.

How has eighth grade been different than seventh grade for you?

I used to be really quiet and I never had a lot of friends before. Then this summer, I started hanging out with Makayla Davis. Now I hang out with her crowd. It’s a lot more fun being popular. I don’t feel invisible anymore.

Are you going to try out for the play this year?

No, I don’t think so. I mean, it was really fun last year and all. I’m actually a pretty good singer and dancer and I didn’t even know it. But it was a lot of work. I mean, my mom was complaining all the time that she needed to give me rides and stuff. She’s already really busy with my older brother and sister because they’re into sports. I was lucky that she went to one of my shows because my brother was in a tournament. My dad couldn’t make it. He went to see my brother instead. So I guess I didn’t want to deal with that this year. I don’t want to listen to my mom complain all the time that she has to give me rides home from theater practice. Plus my new friends aren’t really into theater. I don’t want them making fun of me or anything. A lot of the kids who are into theater are kind of weird. I mean, they’re nice and all. But people make fun of them. I don’t want to be like that.

How did you feel when your dad didn’t come to see you in the play?

I mean, whatever. That’s just how it is in my family. My mom went to one of the shows at least. That made me feel good. My grandmom was going to come to, but she had to watch my little brother.

Kiana, I see you have some marks on your arm. Can you tell me how you got those?

I don’t know. I guess I just cut myself. I was shaving and I slipped. It was an accident.

Has that ever happened before?

No. I mean… okay, can I tell you something? It wasn’t really an accident. One of my friends cuts herself with a razor when she feels stressed out. She says it makes her feel better about stuff. So I decided to try it. I mean, just one time. She showed me how to do it. But I’m not going to do it again, I promise.

Thank you for telling me that, Kiana. How did it feel when you cut yourself?

I don’t know. I was afraid it would hurt. And it did. But it also felt like… I don’t know, like a relief? Like, I was upset because I got detention and my mom was really mad at me. And after I cut myself, it didn’t feel so bad anymore. It’s hard to explain. I know, it’s really weird. I only did it that one time.

Now that you’ve talked to Kiana, you should talk to her mother.

For this assign

Interview with Rose Williams

Rose Williams

Rose Williams, Kiana’s mother, stops by your office to discuss her daughter.

So you think Kiana’s been cutting herself? Wow, that’s a lot for me to take in. Kiana’s our easy child—the drama-free one? I don’t know what we’d do without her. It’s been a relief that she’s not into sports like our oldest two, because I don’t think we could handle another set of games and practices in our family. Not that we’re not proud of our kids, but man, it’s a lot of work. And then our youngest, Troy, he has autism and learning disabilities, and we have to spend time helping him with his homework every single night. He’s partly in inclusion this year, and that’s great, but wow, it’s a lot of work helping him keep up. We’ve always relied on Kiana to just do her thing and be okay. Now I’m starting to think that was a mistake. I guess maybe we should have encouraged her to stick with theater. But like I said, we’re so busy that we’re not exactly encouraging her to try new things.

We definitely have noticed changes in Kiana this year. She started hanging out with that Makayla girl this summer, and all of a sudden she’s become this social butterfly. She’s in the in-crowd now, I guess. I’m not sure how I feel about that. All of a sudden she’s wearing her older sister’s clothes and fussing over her makeup every morning. I mean, I guess it’s good that she has a lot of friends now. She used to be so quiet. I guess I would feel better if I knew some of these kids better. I mean, that’s on me. I haven’t taken the time to get to know her new friends or their families very well. I just don’t have the time. And her grades aren’t as good as they were last year, that’s for sure. She’s not on the honor roll anymore. I know I need to find the time to help her with her homework.

Look, we love Kiana. I am fully aware that she needs more attention. Can you tell me what we need to do to get her to stop cutting herself.

you will:

  • Articulate the presenting problem by noting characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders, using skills to critically examine the connections between social, familial, emotional, behavior problems, and academic achievement while considering biological, neurological, physiological, systemic, and environmental factors that affect human development, functioning, and behavior.
  • Create a developmentally relevant behavior plan with measurable outcomes for the school setting to provide classroom interventions to support the student academically.
  • Include in the behavior plan any necessary legal and ethical concerns specific to school counseling that are ethically and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.
  • Identify the multiple professional roles and functions of counselors across specialty areas and their relationships with human service and integrated behavioral health care systems, including inter-agency and inter-organizational collaboration and consultation with other professionals by naming possible community resources and referral sources, explaining strategies to promote student understanding of and access to a variety of community-based resources.
  • Explain a systems approach to conceptualizing the case exploring any assessments used for diagnostic and intervention planning purposes while utilizing essential interviewing, counseling, and case conceptualization skills.
  • Discuss common medications that affect learning, behavior, and mood in children and adolescents.
  • Remember to communicate in a manner that is scholarly and consistent with expectations of an effective professional school counselor adhering to APA formatting.


Your assignment should meet the following requirements:

  • Template: Use the template provided in the resources.
  • Format: Submit your Word document as a professionally completed behavior plan, using the template provided.
  • Font and font size: Times New Roman, 12 point.