[Note: This culminating activity should be used to discuss the intervention strategies presented in both sessions 4 & 5.
Variations on this activity might include having students generate case examples from their own work and discuss which interventions would be appropriate and how they would use them. Students might also take time to role-play some of the interventions presented in this session such as the solution-focused and Adlerian counseling techniques using the role-play instructions given in Unit 1.]

Maggie is a 12 year-old female who lives with her mother in a lower SES, high-crime area in a major city. Her father visits frequently but fights with her mother. She has four older sisters who argue with her mother. Maggie is referred to an alternative school for excessive truancy.

Maggie has ADHD but her mother has not been able to afford medication. She also is moderately depressed, feeling very lonely, and isolated. She does not feel loved or wanted at home. She also feels alienated from the few friends she does have because they recently began to do drugs. Maggie does not want to participate in the drug use but thinks she may have to start to keep her friends.

Maggie has several problems in school, including failing grades and a disinterest in her classes. She says that she does not expect to succeed in school. She does report an interest in drama and did well earlier this year in a drama class.

Adapted from:

Ellis, R. A., & Sowers, K. M. (2001). Juvenile justice practice: A cross-disciplinary approach to intervention. Pacific Grove, CA: Brooks-Cole.

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