CASE STUDY 6. MANAGING SCHOOL & ALL IT ENTAILS
Sep 13, 2024
Meet Alex.
Alex lives with her family – mum, dad, and sibling. Both Alex and her parents have given permission to tell her story.
Alex initially presented as fidgety and overwhelmed with school and relationships. We had 2 sessions, but then she chose to stop as she felt they weren’t helping her. At her request after 4 months, we started again.
This time we spent the first session hashing out what was needed and the goals and intentions of the therapy, in as simpler terms as possible.
These goals were to stop the anxiety; to be able to go in to school; to embrace and understand relationships at school, and more importantly, to stop the suicidal ideations.
We talked about the stress bucket and what that meant – there was an of overwhelm of emotions that she felt unable to cope with. She found it difficult to read people’s intentions and body language as there had been a misunderstanding from previous friendships where she had blamed herself when these relationships broke down. She had a mature approach to many of her so-called problems, and was aware she couldn’t stop the hurtful things said at school, but she wanted to be able to cope and manage them, and to be empowered in her responses and actions.
Alex was a lot more engaged in the process this time round and listened to her recording most nights. This improved her sleep and she seemed to enjoy the sessions more as she became more animated as time went by. We had sessions at the intervals that she felt was right for her – these were weekly or 2 weekly, and always face to face.
As time went on, the anxiety lightened considerably, and she was going to school far more. She didn’t feel she could talk to the school because she felt they had never listened or taken her concerns seriously. She reported that their answer to her concerns were: “you’ll get over it in time” or “just ignore it”. I believe that Alex was not given the opportunity to really talk or be heard to what was happening. It is a shame as it just shut off any lines of communication for her. However, her GP was supportive and had advised Alex on the effects of bullying, possible ADHD and ASD. She had a good understanding of these things, of which she agreed wholeheartedly, but didn’t want to go through the process of diagnosis partly because she felt she would get more “hassle” at school, and partly because she felt it wasn’t going to hold her back in life.
Alex has had 12 sessions in total and we are continuing with sessions throughout the GCSE exams.
I am so pleased for Alex and by acknowledging the difficulties that school can bring and the impact of this, she has worked hard in moving on and is now able to enjoy her life more.