Please do not use A.I or any form of plagiarism for this critical CASE paper. The resources are attached: documents to be included in the paper. The sample document is for your viewing only to not include it. Instructions. All Case information must include (a case study, theoretical description, and transcript, as well as your two questions for other colleagues to respond to). Please include your two questions in the body, not just as part of the document. REQUIRED Components of this CASE e presentation are as follows: Please embellish when appropriate to complete a high-quality paper. 1. Case study: This is an abbreviated (1 – 2 pages) case description that details background information, presenting concerns, and relevant observations to date. 2. Process Recording: Along with the brief case study and description of your theoretical orientation, you will need to transcribe a 10-minute segment of a session (do not use the intake session). Identify the intent of each counselor statement (e.g., reflect feelings, uncover meaning, elicit information). Use the attached form (Page one is a sample case note, use the second page for your assignment.) Also attached: Sample Process Recording.PDF 3. Treatment Plan: You will provide a brief analysis and formal treatment plan using this format. The formal treatment plan includes at least two goals. The goals have at least two objectives with specific strategies under each objective. See attached: Treatment Plan.DOCX 4. Questions: Please submit two questions for your colleagues to address—only two! These should be ones where responses will be valuable for you in your work with the client. Please include them in the body, not just in the write-up. Include all uploaded completed documents with this paper. Thank You, Here is the case for this paper: Identifying Information: The client is a 13-year-old, single, African American male student who wishes to be a female. He is a 6th grader at Hillard Elementary School. RJ lives with his father and his grandfather. Reason for Referral and Presenting Problem: RJ was referred by a counselor to a community agency. For a little over a year now, the student has been unhappy with being a male and wants to be a female. Brief History of Current Problem: RJ experiences an incongruence between his experienced/expressed gender and assigned gender. RJ dresses like a female and wants to be called by his female name. At the end of the school day RJ changes back to his male clothing in order for his father not to find out. He has a strong desire to be a female and this school year he talks about it way more and has really started to talk about being a female and being called by his desired female name.RJ expresses that he wants to be rid of his primary and secondary sex characteristics but cannot do so yet until he is 18. Instead, he tucks his primary male characteristics because he doesn’t want them but can’t permanently get rid of them yet. Earlier this school year, staff and students noticed that RJ had been coming to school dressed in regular male gear and quickly went to the bathroom to change into female attire and put on a wig and makeup. RJ has been more consistent with applying makeup and more inclined to mingle with female students. RJ doesn’t have proper female etiquette, which has caused many staff and students uncomfortable with his behavior. These incongruences were present as of last school year. However, RJ reported feeling these incongruences for the past three years. Last year, RJ showed signs of wanting to be a female by wearing makeup as a freshman student in his previous school year. RJ has stated that he will not fully transition until he is 18 years old and out of his father’s house because he knows that his father will disown him. Family History: RJ lives with his father and paternal grandfather. The student’s mother passed away when he was just four years old, and he didn’t have much memory of his mother. RJ lives with his father, but his primary caregiver is his grandfather due to his father’s frequent travels and his work. His father still plays a vital role in his life and is involved in RJ’s academics. RJ’s father makes time when an IEP meeting is needed, or if the counselor reaches out for any reason, he quickly returns to the school. MW reports that he is closer to his grandfather and that his father is strict and doesn’t understand him. Social History: RJ enrolled at the start of his 4th grade year. The student didn’t have many friends because the school was a mixture of students from all over the County. RJ has been observed walking in the hallways and eating lunch alone. Over last year, RJ learned about the recreation room available to students during lunch periods and quickly started participating. Lunch periods. RJ also reports feeling more comfortable talking to females at the school than males because they understand him more. Educational History: RJ has been in the Cobb school district since Kindergarten and has had an IEP since first grade. RJ is an average student with grades ranging from A’s to C’s. . Based on the reevaluation in May, all teachers reported that RJ completes all classwork and homework on time, with reminders needed occasionally. Psychiatric History & Mental Health: The student has had an IEP since first grade, which was the first time he was evaluated due to his poor graphomotor performance and difficulty remaining in a learning-ready state. Starting in 4th grade, RJ started receiving speech therapy due to some issues with speech and voice quality. Medical History: RJ suffers from asthma and has missed several days throughout the year due to this condition. Last school year he missed 16 days and has left school early on multiple occasions due to his asthma acting up. Legal History: There have been no reported legal issues by the student, parent, or in the student’s file.
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