Case Study Analysis Client Name AnaClient age24 Gen.docx

Case Study Analysis
Client Name: Ana
Client age: 24
Gender: F
Presenting Problem
Client states, “I recently lost my job and feel hopeless. I can’t
sleep and don’t feel like eating.” Client also reports she has lost
10 pounds during the last two months. Client states that she is a
solo parent and is worried about becoming homeless. Client
states, “I worry all the time. I can’t get my brain to shut off. My
husband is in the military and currently serving in an overseas
combat zone for the next eight months. I worry about him all
the time.”
Behavioral Observations
Client arrived 30 minutes early for her appointment. Client
stated that she had never been in counseling before. Client
depressed and anxious, as evidenced by shaking hands and
tearfulness as she filled out her intake paperwork. Ana made
little eye contact as she described what brought her into
treatment. Client speech was halting. Client affect flat. Client
appeared willing to commit to eight sessions of treatment
authorized by her insurance company.
General Background
Client is a 24-year-old first-generation immigrant from
Guatemala. Ana was furloughed from her job as a loan officer at
local bank three months ago. Client reported that she was from
a wealthy family in Guatemala, but does not want to ask for
help. Client speaks fluent Spanish.
Education
Client has completed one year of college with a major in
business. Client states that she left college after her son was

born as she found it difficult to manage a baby, college, and a
full-time job.
Family Background
Client is the middle of four siblings. Client has two older
brothers and one younger sister. Client’s parents have been
married for 27 years. Client states that she has had a “close”
relationship with her family, although she states that her father
is a “heavy drinker.” Client states that all her brothers and
sisters have graduated from college and have professional
careers. Client states that her father is a banker and her mother
is an educator. Client states that she has not seen her family for
1 year. Client has a 1-year-old son and states that she is
sometimes “overwhelmed” by raising him alone.
Major Stressors
Lack of family and supportive friends
Financial problems due to job loss
Husband deployed overseas
Raising a baby by herself
© 2014. Grand Canyon University. All Rights Reserved.
Key Learning Area – HSIE/Health
Unit Title: I am Special! Strand: Change and Continuity (and
Culture) Term: 2 Stage: Early Stage 1 Unit Duration: 10
weeks
The Subject Matter Focus
In this unit, students learn about:
This unit provides opportunities to explore students’ lives and
special characteristics.
The unit focuses on students’ backgrounds, past experiences and
memories, and on important people in their lives. It provides
them with opportunities to compare themselves with others in
their class and with people from different places and times.
Links with Other Key Learning Areas:
The unit links in with:

· Creative Arts: Students play hot seat, role and family
situations.
· HSIE: ‘What is Special about me and others”?
Grouping/Individual Needs:
· Students will be learning in a variety of individual and group
settings.
· Scaffolding ideas. Some students will receive one to one
support.
Syllabus Aim:- Personal Development, Health and Physical
Education
· Students identify personal characteristics and qualities, and
physical changes that have occurred since birth and identify
different
parts of the body.
· Students engage in a variety of interactive activities to express
feelings and develop positive relationships.
· Students interact and communicate with peers in a variety of
play and group situations, listening, sharing and showing
concern when working with others.
Syllabus Objectives
Foundation Statement
HSIE
Students identify personally significant events, places and
people and compare these with those of their peers. They use
language associated with time, change and place. Students
examine characteristics common to people, including Aboriginal
peoples, describing some of the similarities and differences.
They acquire information by direct observation, talking to
others, and by viewing, reading and listening to texts.
Health
Students identify personal characteristics and qualities, and

physical changes that have occurred since birth and identify
different parts of the body. With self-control, students express
feelings and develop positive relationships. They interact and
communicate with peers in a variety of play and group
situations, listening, sharing and showing concern when
working with others.
Knowledge and Understanding Outcome
Skills Outcome
Values and Attitude Outcomes
GDES1.9 Identifies how people grow and change
· Describes the physical changes that have occurred since birth
to present.
· Identifies and describes their personal attributes regarding
their likes and dislikes
· Recongises the different developmental stages of people
INES Relates well to others in work and play situations
· Learns to share equipment, material and workspace
· Identifies the people and things that are special to them
· Works happily with class peers
DMES1.2 Identifies some option available when making simple
decisions
· Learns procedures on how to protect the five sensory organs
· Selects a think, pair, share partner in particular activities.
CUES1 Communicates some common characteristics that all
people share, as well as some of the differences.
· talks about the characteristics that we all share, eg we all have
needs, we all communicate using a language

· identifies and describes their own characteristics, eg likes and
dislikes, physical characteristics
· identifies their own desires and abilities, and reasons for these
· compares their own characteristics with those of others
· describes the groups that individuals belong to
· sequences events and stages in their own life and in the lives
of others
· talks about then and now
· describes changes in their life, changes in their family and
changes in other families
· communicates information about change
· reflects on events in their life and what their life could be like
in the future
· COES1.1 Expresses feelings needs and wants in appropriate
ways.
· Responds to simple instructions and rules
· Identifies people who can help them
Text type: Verbal Description
TES1.3 Recognises that there are different kinds of spoken texts
and shows emerging awareness of school purposes and
expectations for using spoken language.
Text type: Description
WES1.13 Recognises some different purposes for writing and
that own texts differ in various ways.
· listen to texts about the lives of other people, including
children and families in other places and times
· participate in activities that encourage cultural awareness.
· reflect on shared characteristics that reveal their humanity, eg

emotions and feelings, likes and dislikes
· label aspects of culture in some way, including language
differences of class members and others in
· recount and share past events in their lives that they consider
to be significant
· make connections between their own memories of events and
other students’ recounts of the same events
· share familiar family stories with the class bring
photographs/items from home that relate
· to their lives
· discuss photographs from the past
· sequence photographs, drawings or pictures that show changes
in people and ways of doing things
· predict future events
Students will engage in a variety of authentic learning
experiences, develop students values and attitudes.
PDHPE:
Identifying, clarifying, analysing and evaluating their values
and attitudes as well as those of others about issues and events,
students should develop:
· Accepting themselves as they grow and change
· Appreciates that their physical, social, emotional and
intellectual development is unique.
· Values themselves as important member of various groups
· Expresses a realistic perception of their personal capabilities
· Appreciates and accepts the importance of developing personal
value system.
· Recongises the contribution they and others make to social
living
· Appreciates the importance of family life
· Values the need to work cooperatively

· Appreciates the important contributions they can make to
various groups.
Student Assessments:
Assessments will be ongoing. Children will be formally
assessed in weeks 9-10. They will sequence stages in children’s
lives till school days and also describe how they have grown
and changed.
Summative Evaluation:
KLA: Health Unit Title: I am Special Strand:
Culture/Interpersonal Relationships Stage: ES1
Term
1
2
3
4
Week
1
2
3
4
5
6
7
8
9

10
Outcomes
/Focus
Indicators of Learning
Teaching Strategies
Teaching and Learning Experiences
Resources/Materials
Assessment Strategies
Assessment Tasks
INES1.3 Relates well to others in work and play situations
CUES1
Communicates some common characteristics that all people
share, as well as some of the differences.
GDES1.9 Identifies how people grow and change.
* Talks about the characteristics that we all share and things
that make us different.
*Identifies the people and things that are special to them.
*Compares their own characteristics with others.
*Recounts events and situations involving themselves and
others.
*Recalls aspects of their family heritage.
*Takes the role of the interviewer whilst asking questions
*Speaks clearly/confidently about his/her life whilst in the ‘Hot
Seat.’

Co operative learning
Identifying
Questioning
Reflecting
How Do I Compare with Others?
Learning Sequence 1.
· WALT- Identify common characteristics that all people share

as well as differences
· WILF- Shares personal information and his/her life
· TIB- Understands that people share common as well as
different characteristics
· Thinker’s key- The Brainstorming
· Red Hat Thinking
Read and jointly view the text Me by Katy Pike. Discuss how
individuals can differ and be similar i.e. some individuals enjoy
drawing but all individuals need food and water. Using The
Brainstorming Thinkers key, find the similar and different
things people do. Encourage students to suggest the things they
like, dislike or do well at--the things that make ‘me’.
Using the Red Hat Thinking, students are to be introduced to a
drama activity entitled 'Hot Seat’. Have students sit around in a
circle leaving space for a 'Hot Seat' within that circle. Begin by
placing a child in a "Hot Seat" in the front of the room. You be
the interviewer and ask the student questions such as: What is
your favourite colour, food, thing to do (hobby) and subject in
school. Move on to questions like: Do you have any brothers or
sisters? Who do you live with at home? Tell us a little bit about
your family.
Do this with several students. Allow volunteers to ask other
students the same types of questions. Go around the circle and
let students ask questions, giving them the option of passing if
they wish. This provides an opportunity for the students to hear
and see what their classmates like and dislike.
Conclude with students with the ‘2 stars and a wish’ feedback
strategy. Encourage students to give themselves two positive
comments and one wish for an improvement point
Differentiation:
Adjustments: Provide students with flashcards that reflect the

questions proposed during the ‘Hot Seat’ activity.
Extension: Organise students with a think, pair, share partner to
play the ‘Hot Seat’ activity and to exchange details about
themselves. As a whole class, groups present their personal
details.
-Text - Me By Katy Pike
*Observe,
*Interact
*Monitor students
* Observing students’ interaction
Formative assessment
Observe and record students proposed questions and responses
while engaging in the ‘Hot Seat’ drama activity.
Evaluation:
KLA: HSIE/ Health Unit Title: I am Special Strand:

Term
1
2
3
4
Week
1
2
3
4
5
6
7
8
9
10
Outcomes
/Focus
Teaching Strategies
Teaching and learning Experiences
Resources/Materials
Assessment Tasks
CUES1: Communicates some common characteristics that all
GDES1.9 Identifies how people grow and change
INES1.3 Relates well to others in work and play situations
-Identifies and describes their own characteristics e.g. physical
characteristics

-Describes the physical changes that have occurred since birth
to present.
-Works happily with class peers
Questioning
Cooperative learning
Identifying

The difference between me and youLearning Experience 2
· WALT- Students identify and describe their own physical
characteristics
· WILF-Identifies and describes their own physical
characterises
· TIB—Understands the common and different physical
characteristics people share
· Thinking Routine: Think Pair Share
Using the IWB, display pictures of students who are different in

height, have a different eye colour and shoe size.
Ask students to Think Pair Share the differences and similarities
between each other. e.g:
· What do you notice about their height?
· What can you tell me about their eye colour?
· Do you think they have the same shoe size?
Explain to students that they are going to see how students in
the class may have different height, eye colour and shoe size.
These are ways in which we are special and unique.
Read the text Pearl Barley and Charlies Parsley by Aaron
Blabey. Discuss the book cover and pictures throughout the text
ensure to highlight the concept of how people are different but
that’s what makes us unique or special.
Divide students into groups of 3. Give each group a number
from 1 to 3.
Scaffold and demonstrate the following tasks:
1. Groups 1 will be provided with teacher prepared worksheets
comprising an outline of an eye. The students are to colour in
the eye with the same colour as their eyes.
1. Groups 2 will be given blank pieces of art papers (A3) on
which students are trace around their shoes. They are to write
their name in the centre of the shoe.
1. Groups 3 are to be provided with measuring tapes and paper
to measure their height and record it by drawing.
Groups are to share and reflect on their findings
Differentiation:
Adjustments: This lesson can be conducted as a whole class.
Extension: Groups are to write in their HSIE books regarding

their groups task for e.g group 1 will write what colour eyes
each person had and group 2 will write who had the biggest or
smallest shoe size. Prior to this ensure to scaffold students
learning for when students need to write.
-Text- Pearl Barley and Charlies Parsley by Aaron Blabey.
-Variety of pictures of children with different eye colour,
different hair colour and shoe size.
- measuring tapes
- a large picture of eyes
-Colouring pencils
-
-A3 sized paper
--Monitoring
-Observation
-Work Sample- students should be able to identify their eye
colour, trace their feet and draw the height of each group
member.
Evaluation:

KLA: HSIE/Health Unit Title: I am Special Strand:
Term
1
2
3

4
Week
1
2
3
4
5
6
7
8
9
10
Outcomes
/Focus
Teaching Strategies
Teaching and learning experiences
Resources/Materials
Assessment Tasks
CUES1Communicates some common characteristics that all
CCES1 Describes events or retells stories that demonstrate their
own heritage and the heritage of others.
-Compares their own characteristics with others
talks about then and now
sequences events and stages in their own life and in the lives of
others.
-Communicates information about change

reflects on events in their life and what their life could be like
in the future
-Organises pictures regarding the correct developmental stage.
Produces simple text relating to what they can do or what they
want to be.
-Describes physical changes that have occurred since birth
Reflecting
Identifying
Co-operative learning
Observing

Reflecting
Learning Sequence 3
How We Have Grown And Changed-
WHITE HAT THINKING—What do I know and what do I need
to find out?
*Note: Ask students to bring photographs or related objects
from their infancy and discuss how they have changed.
· WALT-Students compare their own characteristics with others
and talk about sequence of events and stages in their own life.
· WILF- Students organise pictures regarding the correct
developmental stage
· TIB- Understands how people grow and change
· Thinkers Key- The Ridiculous
Discuss the physical changes that have occurred to the students
since they were babies. Using the The Ridiculous key ask
students the following questions:
· Imagine we never grew up, what will happen?
· What happens if we all stayed as babies?
.Present students with a picture regarding the different
developmental stages (appendix 1). Discuss with students the
development stages starting from babies, drinking baby milk,
growing teeth, beginning to walk and having friends. Have
students compare what they can do now with what they could do
before they started school, e.g ball skills, bicycle riding and
other skills that allow independence. Ask them if the way they
hold a pencil has changed since they began school. What things
have they learnt since entering Kindergarten?
Sitting in a circle draw three large circle and label them as the

following:
Circle 1
Will look at “Things We Did As Babies.”
Circle 2
Will look at “Things we Do Now,”
Circle 3
Will look at, “Things We Might Do in the Future.”
Read together each title (colour code each circle for better
recognition). Provides students with a variety of cut out images
of what students did as babies, what they do now and what they
might do in the future. Place the pictures on the floor and
encourage students to select pictures and paste it in the correct
circle. Display the posters in the classroom.
Consolidate students learning by selecting students to present
their baby photo or related object regarding their infancy. From
this, encourage the students to indentify and explain what has
changed and what looks different.
Differentiation:
Adjustments: Organise students into a mixed ability groups in
order to think, pair and share when presenting their baby
photos.
Extension: Organise students into two pairs and provide sticky
notes. Students are required to think, pair and share their ideas
regarding things they did as babies, things they do now and
things we might do in the future, Students are to stick these on a
large chart to be compared with other students
-Large cardboard

-three different coloured permanent markers
-Developmental stages picture (appendix 1)
-variety of cut out images regarding babies, children and adults
-Monitor
-Interact
-Observe
-Observe students effective participation, and students have
proposed thoughtful and meaningful responses, reflecting their
understanding of the content.
Evaluation:

Term
1
2
3
4
Week
1
2
3

4
5
6
7
8
9
10
Outcomes
/Focus
Teaching Strategies
Resources/Materials
Assessment Tasks
COES1.1 Express feelings needs and wants in appropriate ways
– compares their own characteristics with others
-talks about things they like to do
–Identifies and describes their personal characteristics
–plays simple response games
Reflecting

Co–operative learning
Identifying
Observing
Learning Sequence 4
What I enjoy and why I enjoy it?
· WALT-Compare their own characteristics with others
· WILF- Writes about the things they like to do
· TIB-Identifies and describes their personal characteristics
· Thinking Routine- Think Pair Share

· Green Hat Thinking
Present pictures of a variety of students carrying out a range of
activities i.e. swimming, reading, drawing or eating. Ask
students to stand up if they enjoy the activity that is represented
in the picture. Repeat this until all students have participated.
· On the IWB Play the following study ladder link – My
Favourite things
http://www.studyladder.com.au/resources/teacher/literacy?secti
on=26&grade=2
While reading together, discuss with students the many
activities students can successful at. Encourage students to
propose what they enjoy.
· Students paired with a Think, Pair, Share partner-- Thinking
Routine
Students are to ask one another, what do you like to do at home
and at school? Encourage students to suggest 3 ideas.
* GREEN HAT THINING – CREATIVITY
Select students to present their ideas to the rest of the class by
acting out the action, i.e. if a student enjoys eating they act that
action and explain why they enjoy that activity. Other students
need attempt to identify that action.
As a whole class, write the sentence I like to
__________________.
Provide students with the flip book activity (appendix 2) to
complete. Students are to draw what they enjoy doing and
rewrite the sentence on the whiteboard about their drawing i.e. I
like eating or reading.
Differentiation:
Adjustments:
*Think, pair, share: Arrange students in a mixed ability group

and provide students with flashcards to scaffold students
learning.
Extension: Students write a sentence using conjunctions to
describe their drawing and present it to the class.
–IWB
-– Flip book activity (appendix2)
– Pictures of variety of students carrying out a range of
activities
–Observe students group participation
– Students engaged and participating effectively
– Listen to students responses
–Works Sample-
Students should be able to draw and rewrite a sentence about
their personal characteristics
Evaluation
Term
1
2
3

4
Week
1
2
3
4
5
6
7
8
9
10
Outcomes
/Focus
Teaching Strategies
Resources/Materials
Assessment Tasks
GDES1.9
Identifies how people grow and change
INES1.3 Relates well to others in work and play
VAES1.1 Makes simple picture and other kinds of artworks
about things and experience
-Labels external body parts and names their functions, e.g. ears
for hearing.

-Learns to share equipment material and workspace.
-Talk about significant features and relationship within their
artwork
Indentifying
Reflecting Our five senses and its importanceLearning
Experience 5
· WALT-Identify the external body parts and name their
functions
· WILF-Students trace their partners body outline and label the
five senses

· TIB-Recognise the five human senses and their functions
· Thinking Routines-Think Pair Share
Read and jointly view the text My Face by Katy Pike. Discuss
and explain the importance of our five senses. Draw on the
whiteboard a human figure and encourage students to label and
identify each body part regarding the five senses.
· On the IWB play the following YouTube link- Learn about the
five senses.
http://www.youtube.com/watch?v=1tTKLE72fJI
Discuss clearly with students the five sense and its functions.
· Students allocated with a partner to Think Pair Share when
completing the following activity:
Students will be tracing their partners’ body outline on a large
butcher’s paper. Students draw and label the five senses. Also,
draw 3 objects relevant to each of the five senses i.e. a horn to
be drawn beside the ear or a flower beside the nose.
· As a whole class.
Consolidate students learning by selecting groups to present
their life- sized body map and highlighting the functions of the
five senses.
Differentiation
Adjustments:
· Prior to students drawing their life- sized body map, display a
range of pictures for example a flower, whistle or banana.
Extension:
· Students to draw more than 3 objects regarding the five
senses.
–Text- My Face by Katy Pike

–Large butchers paper
–Images-flower, horn, sun, and carrot
–Different coloured permanent markers
-Observe
- Monitor
-listen to groups discussion
Work samples- Students are able to draw and label their life
sized body map
Evaluation:

Term
1
2
3
4
Week
1
2
3
4
5
6
7
8
9
10
Outcomes
/Focus
Teaching Strategies
Resources/Materials
Assessment Tasks
GDES1.9
WES1.9 Engages in writing texts with the intention of
conveying an idea or message

-Identifies the external body parts
-Recongises safety procedures for external body parts
-Uses some known words when writing sentences
Questioning
Identifying

Experience 6 – What if we didn’t protect our sensory organs.
· WALT-Recongise safety procedures for external body parts
· WILF-Identify safe and hazardous procedures when protecting
external boy parts
· TIB-Understand the importance of safety procedures
· Thinkers Key- ‘What if?’
· Black Hat Thinking
As a whole class using the graphic organiser (appendix3)
question students about the following:
· What if we didn’t protect our eyes
· What if we didn’t wear gloves when gardening?
· What if we didn’t wash our hands?
· What if we didn’t drink or eat healthy foods?
Discuss the questions and suggest ideas on how to protect our
sensory organs. Ask students what things they do every day to
take care of themselves. Make an experience chart using simple
drawings and magazine cut outs. At the top of the chart write
the sentence
pattern: I take care of myself by ________..
Refer to Activity Sheet (Appendix4). Have each student colour
the picture for the following:
- green for safe
- red for unsafe
Draw a red line through the unsafe symbols.
Differentiation:
Adjustments: Organise students with a think, pair, share partner
in order to complete the activity.

Extension: Provide students with a variety of hazardous images
for e.g. children
sitting in the sun without sunglasses. Students are to write a
sentence stating on how to protect themselves for e.g. I take
care of myself by ___________.
-Graphic organiser (appendix 3)
-Safe and Unsafe situations-worksheet (appendix4)
-Observe
-listen
- Discussion
Formative assessments
-Work samples- Students are able to identify and highlight safe
and unsafe situations correctly.
-Students are able to respond to the ‘what if?’ questions
appropriately.
Evaluation

Term
1
2
3
4
Week
1
2
3
4
5
6
7
8
9
10
Outcomes
/Focus
Teaching Strategies

Resources/Materials
Assessment Tasks
people share, as well as some of the differences
· Compares their own characteristics with others
· Identifies and describes their personal characteristics
Identifying
Learning Experience 7
· Students to complete a summative assessment during week 7.
The assessment is as follows:
· Assessment Part 1; sitting in a circle (any order) one by one
each student is to share at least one characteristics that makes
them similar and different to the student on the right of them.
E.g.) I have blue eyes he has brown eyes, we are both boys.
· Assessment Part 2; either in a circle or with students on the
floor in a group assign each student another peer’s name on a
piece of paper. Allow students a few minutes thinking time and

then ask students one by one to share one thing they believe is
special about themselves and one thing they believe is special
about the peer they have been assigned. E.g.) I am special
because I can run fast, X is special because he can jump high
etc
- Assessment marking criteria
-Observation
-Interaction
-Monitor
Summative assessment
-Adhere to the assessment marking criteria
Evaluation:
Term
1
2
3
4
Week
1
2
3
4
5
6
7
8
9
10

Outcomes
/Focus
Teaching Strategies
Teaching & Learning Experiences
Resources/Materials
Assessment Tasks
GDES1.9
-Identifies external body parts for e.g. legs, arms, feet and
shoulders
- learns to share equipment material and workspace

Identifying
Our body parts and its functions:
· WALT-Identify the external human body parts
· WILF- Create a skeletal human body using pasta
· TIB-Recognise the external body human parts
· Students seated in a circle
On a butchers paper draw a human figure and ask students to
locate the legs, arms, back, neck, shoulders, feet, stomach and
head. Students will be provided with an A4 outline of a human
body (appendix5), instruct students to colour the legs in blue,
arms in red, feet in yellow, shoulders in orange, head in pink
and stomach in brown.
· IWB- play the following YouTube clip- Body Parts Lesson-
http://www.youtube.com/watch?v=OaNiEku9Uk0
Encourage students to identify their body parts and state its
function.
Students are to design and complete a pasta skeleton where they
are to include all external body parts including the head,
shoulders, arms, back, stomach and feet (appendix 6).
· Retrieved from Pinterest- May 30, 2013
NOTE- Clearly model the pasta skeleton activity.
Differentiation:
Extension: After completing the pasta skeleton activity students
are to draw pictures of themselves using the different body
parts. For e.g. students draw a picture kicking a soccer ball and

another picture playing on the monkey bar.
-Variety of pasta shapes
-Paddle pop sticks
-Glue
-Butchers paper
-Coloured pencils
-IWB
-Human body outline (appendix5)
-Paste model (appendix 6)
-Observation
-Interaction
-Monitor
- Observe and listen to students discussion
-Observe students identifying the external body parts
Evaluation:

Term
1
2
3
4
Week
1
2
3
4
5
6
7
8
9
10

Outcomes
/Focus
Teaching Strategies
Resources/Materials
Assessment Tasks
CCES1 Describes events or retells stories that demonstrate their
own heritage and the heritage of others
COES1.1 Expresses feelings, needs and wants in appropriate
ways
INES1.1 Relates well to others in work and play relations
-Recalls aspects of their family including valued family
members
-Identifies people who can help them
-Identifies the people and things that are special to them

Identifying
Reflecting
My special family
· WALT-Understands the various forms of families
· WILF- Students identify and draw their immediate family

members
· TIB-Recognise their immediate family members
· Red Hat Thinking
Show students pictures of different families. Discuss who can
be a member of the family and what family members do for each
other. Teacher brings in a family photo. Discuss the
composition of families with children, for example nuclear
family, extended and single parent families and ask students to
mention what type of family the teacher comes from. Talk about
the roles of family members and how they are the same and how
they differ within different families. Brainstorm family
members to form a word list for students to refer to when
writing (such as, mum, dad, brother/s, sister/s, grandmother,
grandfather).
On the IWB play the study ladder link-
http://www.studyladder.com.au/resources/teacher/literacy?secti
on=26 (Who likes picnics? em,erbliase thier importance to
them. e special to them ge ng a scoccer ball and another picture
playing on the moneky bar. n).
RED HAT THINKING- FEELINGS
Discuss with students the importance of a family unit and how
family members maintain different roles from other families.
Demonstrate to students by cutting up the family photo so that
each family member is separate. Teacher is to paste and label
each family member on the family tree.
Refer to the ‘My Family Tree’ activity. (appendix8) Students
are required to draw on the family tree (if time allows, teacher
can scribe onto students work) .Students are also required to
write the title ‘My Family’- teachers write this clearly on the
whiteboard.
As a whole class, students are selected to present their members
by stating the following:

· Who the family member is?
· Their role in the family
· How do they care or for me?
· How do they help me?
· Why they are so important or special to me?
Differentiation:
Adjustments: As a whole class complete the family tree activity
together.
Extension: Students can write two sentences regarding their
family members and how important their family is to them. For
e.g. My mum, dad and brother are caring. They help me at
home. Also draw a picture reflecting their sentence.
-Family tree (appendix 8)
-Pictures of different family dynamics
-Lead Pencils
-Observing
-Monitoring
-Discussion
-Listen to students discussion
Students able to identify their family members and verbalise

their importance to them,
Evaluation:
Appendix 1- Developmental stages
Staple here
I like to

Students are to draw and colour three things they enjoy doing.
Cut and staple the drawing to the flip book.
Appendix 3- Graphic Organiser – To be printed on A3 sized
paper
Appendix 4-Safe and Unsafe procedures for our sensory organs.
Colour in the pictures that indicate safety procedures and red
for unsafe procedures.

4
Page 1
Appendix 5- Human Body outline
Colour the legs in blue, arms in red, feet in yellow, shoulders in
orange, head in pink and stomach in brown.
Appendix 6- Pasta Skeleton model
Appendix 8- My Family Tree
Name_____________

1000 words you need to look at the unit plan I send you and
answer the following 4 questions. Note: you must look at

Australian curriculum only.
This is from the assessment pages
Obtain a copy of a unit plan (subject specific or integrated) that
underpins the teaching and learning taking place throughout
your placement.
• This must be included in the appendix of your assessment
task.
• In your critique, you are required to consider the following:
1. the curriculum model (or variations of these) that has been
used
2. the strengths
3. the limitations (Refer back to week 5 of the learning
materials)
4. the changes you would make and the rationale for these
changes.
ensure that you support your ideas with literature.
These are just thing that my teacher said that can be used for
changes.
Student engagement
Are they achieving the outcomes (what can I do to achieving the
outcomes)
Adjustment (for low ability)
Extension (for high ability)
Marking guide for this
An insightful and well-articulated critique has been provided
that demonstrates a sophisticated and accurate understanding of
the model being used, alongside the key strengths and
limitations of the plan. A thoughtfully considered and well-
justified discussion has been included outlining the key changes
that the student would make to improve the plan. The critique is
well-supported with relevant and meaningful academic
literature.
Running head: PSYCHOANALYTIC THEORY 1

PSYCHOANALYTIC THEORY 6
The Application of Psychoanalytic Theory to the Case of Ana
Example
Grand Canyon University: PCN-500
The Application of Psychoanalytic Theory to the Case of Ana
Psychoanalytic Theory Overview
Psychoanalytic Theory, though adapted from its roots to suit
modern-day counseling necessities and policies, is a widely
used treatment technique. Concepts we commonly see in modern
counseling whose roots trace back to Freud’s Psychoanalytic
Theory are transference, defense mechanisms, and free-
association. Transference, in the realm of Psychoanalytic
Theory, is the unconscious redirection of feelings regarding an
event or person onto an unrelated object or person; in
counseling it is common to see transference when the client
places feelings regarding something towards their counselor.
Defense mechanisms are the ways a client’s mind
subconsciously protects the individual from the trauma of an
event. Free-association is when a client is asked to relate
whatever immediately comes to mind when prompted to recall
events, people, or objects which relate to their overall reason
for attending counseling (Jacobson, 2013).
Goals and Interventions
The overall goal of the application of Psychoanalytic

Theory to counseling is to help the client, in this instance Ana,
to discover, understand, and process their unconscious conflicts.
As her counselor, one must aid her in understanding the
underlying cause of these feelings of hopelessness, anxiety, and
depression and aiding her in finding a way to overcome these
feelings and persevere. One specific intervention of
psychoanalysis, the overarching therapy associated with
Psychoanalytic Theory, which could aid in the treatment of Ana
is dream analysis. Ana’s subconscious may be protecting her
from the roots of her hopeless, anxious, and depressed feelings
but her dreams may be able to help in revealing the true cause
of these feelings. Analyzing dreams could help not only Ana to
understand what specific aspects of her life are causing these
negative emotions, but also help her counselor to understand
what aspects of her life should be focused on to bring her the
highest level of understanding and relief from these feelings
(Murdock, 2013).
Theory Duration
Psychoanalysis is considered to be a long-term treatment
process. The process of psychoanalysis begins with an
evaluation during which specific goals for treatment are
established. The length of treatment is determined not only by
these goals but also the client’s true progress in working
towards and achieving these goals. In modern psychoanalytic
therapy settings, it is not uncommon for the therapy process to
last a year or longer (Schoenewolf, 2014). As a result of the
amount of time needed to work through her various goals, the
utilization of psychoanalysis would not meet Ana’s insurance
restriction. As a result of this, Ana would need to pay out of
pocket for a majority of the treatment course which can be very
costly.
Counselor’s Role
As a result of Freud’s original beliefs, a counselor is
expected to take on the role of a doctor. The counselor is
charged with the task of determining what different pieces of
information revealed by the client truly mean, and what is

significant and insignificant. The counselor must also remain as
disconnected in the client-counselor relationship as possible. In
the case of Ana, the counselor would be responsible for
determining what the information she provides means in relation
to her emotions and the underlying causes of these emotions and
how to combat them. The counselor would then be responsible
for developing and guiding Ana through a plan to alter or
eliminate these underlying causes (Murdock, 2013).
Client’s Role
The modern role of the client is also based upon Freud’s doctor-
patient model of counseling. In the case of Ana, she is
considered to be the patient and her treatment sessions are
guided solely by the counselor. Ana is responsible for reporting
information, such as her dreams and associations between
objects and feelings/emotions, as well as responsible for
following the direction of her counselor. Ana would, in theory,
need to place a large amount of trust on her counselor and their
decisions regarding how to understand and work through her
subconscious emotions and beliefs (Murdock, 2013).
Appropriate Populations
It is appropriate to utilize Psychoanalytic Theory with
individuals who are seeking one-to-one therapy and who can
build a trusting relationship with the counselor. The client must
also be psychologically stable enough to handle the high level
of emotions which may be uncovered throughout treatment. In
the case of Ana, her psychological state would potentially make
her an unfit candidate for psychoanalysis due to her high levels
of depression and anxiety (American Psychological Association,
n.d.).
Social and Cultural Needs
Two social needs of Ana which can be met through
psychoanalysis are her need to acquire a new job and coping
with the stresses of single-parenthood. Psychoanalysis would
help her to understand the underlying causes of her
hopelessness and how this may be subconsciously holding her
back from attaining a new job. A counselor could aid Ana is

handling the stress of single-parenthood while also preventing
her in subconsciously resenting her child for any hardships she
is experiencing.
Two cultural needs of Ana’s which can be aided through
psychoanalysis are adjusting to the stressors of being a first-
generation immigrant, and adjusting to the differences between
her life in Guatemala and America. Being a first-generation is
difficult because you are seeking to uphold your cultural beliefs
while not trying to standout in your new country.
Psychoanalysis can aid Ana in coping with these issues while
also coping with the differences between life in Guatemala and
life in America. There are two very different cultures present in
each country and Ana may be struggling with cultural
expectation in America versus the cultural expectations she
grew up with.
Additional Information Regarding Ana’s Case
As her counselor, it is important to understand aspects of
Ana’s up-brining, specifically those related to her family life
and cultural expectations. Her counselor must also understand
important values and aspects relating back to her culture in
order to provide ethical and non-biased and non-discriminatory
service.
Risks of the Utilization of Psychoanalytic Theory
Common risks of the utilization of Psychoanalytic Theory is the
lack of insurance coverage causing unnecessarily high costs for
the patients, and recent negative reactions towards the use of
Psychoanalytic Theory, specifically from feminist groups. As
this theory is based upon Freudian models and beliefs, it is seen
to be sexist and discriminatory toward female populations
(Murdock, 2013).
References
American Psychological Association. (n.d.). About
psychoanalysis. Retrieved from:
http://www.apsa.org/content/about-psychoanalysis.
Jacobson, S. (2013). Sigmund Freud’s main theories in

psychoanalysis: A summary. Retrieved from:
http://www.harleytherapy.co.uk/counselling/freuds-main-
theories-psychoanalysis.htm.
Murdock, N. L. (2013). Theories of counseling and
psychotherapy (3rd ed.). New York, NY: Pearson.
Schoenewolf, G. (2014, September 21). How long should
psychotherapy last. Retrieved from:
http://blogs.psychcentral.com/psychoanalysis-
now/2014/09/how-long-should-psychotherapy-last/.

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