Professional practice in learning, development and support services
Table of Contents
Case Study
James, in year 8, was referred to the learning mentors in November for anger management, lack of self-esteem and motivation issues. He became easily annoyed by pupils in his class and lashes out by throwing things and storming out. James became increasingly aggressive to his peers and defiant towards staff. He is unable to maintain friendships and feels that everyone in his class hates him. He is on report and receiving punishments almost every day. Learning mentoring strategies used:- Identification of key issues with James
- Discussion of self-awareness, confidence and emotions
- Looking at triggers to anger and anger management
- How to form good relationships, making and maintaining friendships
- Better communication, focusing on positive body language and listening skills
- Use of a ‘time out’ card for when emotions become too heightened
Outcomes: James has maintained respect for staff and is achieving more academically. Recent teacher feedback states, ‘always helpful and polite in the group and to myself’ and ‘is keen to learn and tries hard’. James still has some areas for development, such as organisation and communication but his progress is evident. His mentoring sessions have been reduced from once a week to fortnightly. He met 3 out of 4 targets from his action plan and is generally much happier. Credit: Ealing Grid for Learning
- What could have been the negative impacts on James, and his classmates, had he not received this support?
- Why do you think the learning mentors choose to talk to James and identify the key issues with him?
- Are there any strategies mentioned in the case study that could help any of the children and/or young people you work with?
It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your assessor.