Case study for Te Kahu Tōī, Intensive Wraparound Service: Jason, 12 years old

Case Example Two – Jason (not real name)

  • 12 year-old, male 
  • New Zealand European 
  • One term complete (seven terms remaining)

Behaviours when referred for a wraparound programme

  • Invading personal space to get attention. 
  • Imposing by using his physical size. 
  • Inappropriate hugging and touching. 
  • Oppositional defiance to those managing his behaviour. 
  • Anxiety around academic performance tasks. 

Background information

  • Serious abuse and neglect in early childhood from his father, with the whole family traumatised by the circumstance. 
  • While the acute phase of the incident is over, the problem is now chronic and Jason requires high levels of support to be able to remain in school and in the community. 
  • There are ongoing concerns for the safety of those caring for him or interacting with him.

Te Kahu Tōī Wraparound programme

A comprehensive programme has been developed, which involves the Ministry, parents and grandparents, Birthright and Child and Adolescent Mental Health Services (CAMHS). All stakeholders have been involved for some time and are very supportive of the wraparound approach.

Examples of what the Intervention Plan included:

  • Removing barriers for success (Tinana poutama) eg, teacher aide and teacher time to provide adaptations to the environment and curriculum delivery to include use of visual supports and adapted learning tasks. A specialist teacher to focus on literacy and numeracy and short-term memory skills. Use of strategies to calm him and manage trigger points. CAMHS will fund respite care for 20 days a year. 
  • Teaching him positive ways of thinking and knowing (Hinengaro poutama) eg, Support to manage his feelings and emotional responses, including Cognitive Behavioural Therapy approaches, one-to-one teacher sessions, coaching and reward systems. 
  • Teaching staff and family about developing and responding in the most appropriate ways to manage Jason’s anti-social behaviour (Ahua whakautu poutama) eg, school staff receiving ongoing support from Ministry staff, Birthright and family therapy to support parent skills, whole family activities to build relationships. 
  • Increasing pro-social behaviours (Ngā tākaro, mana motuhake poutama) eg, Jason to attend after school clubs, with support to ensure safety of others. Local community group activities when he is ready. Music teacher to work in school.

Planned outcomes of the Te Kahu Tōī wraparound programme

  • Increased attendance to 90% during four terms intervention. 
  • Engage in increased levels of on-task behaviour and to increase compliance with adult requests. 
  • Jason will develop appropriate engagement with his peers and coping skills to manage emotional responses in school and at home. 
  • Reduction of anxiety levels at home and at school.

The stakeholders’ long-term goals for Jason:

  • In one year: maximise academic progress despite chronic performance anxiety, participate in a positive way in school, referral to Health Communication Network or ORS if appropriate. 
  • In two years: strengthened inter-agency approach to Jason’s well-being and participation in the community, support successful transition to secondary school. 
  • In three years: social integration to be similar to same-age peers, progress made in changing controlling behaviour and aggrieved view of the world, be present and participating in secondary education.

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