This document summarizes an interview analysis conducted with Tim, a student, to address his behavioural disorders and depressive disorders in a school environment.
Extract
[...] Conduct and Interview Analysis - Behavioural Disorders and Depressive Disorders Conduct and examination of an interview with Tim In relation to my internship, the interview reported took place in the school environment that welcomed me during this period. It was about taking care of Tim, an 11-year-old student enrolled in this establishment and who had been referred to my colleague, a psychologist at the National Education Service by his teacher. Indeed, she reported difficulties for Tim, particularly concerning his behavioral disorders and various lack of involvement in the exercise of school activities. [...]
[...] This moment of escape at the border between the relational and the emotional gives him a moment of security and release necessary for his flourishing. The arrival of incidents reported by teachers testifies to a deep sense of unease and difficulty in facing all situations. By putting on the table the family conflicts, Tim gives himself the opportunity to improve his attitude at school. By taking into account the adaptations made to improve his care, his need is satisfied and he can fully focus on his academic abilities, feeling understood. The interview also arrives at a critical moment in Tim's life. [...]
[...] A global intervention from all actors is necessary to achieve an effective response. In addition to the psychologist's action, teachers and peers can be involved to alleviate the struggling student. Redefining comfort within his environment is a first step towards reclaiming Tim's school activity. Elements of justification on social and economic resources around Tim, as well as any potential medical and psychological antecedents, may be relevant to benefit from a highly personalized and supported approach. The conclusion of the interview should allow for a first assessment for Tim and to address with him the next steps, describing the friendly way of collaborating, working daily with the school while addressing his needs. [...]
[...] The dialogue should also allow for determining the ambitions and desired orientations of Tim in order to play on his motivational factors. The school should be a springboard for Tim to achieve his goals and become the person of his choice. This is a lever that allows us to understand Tim's interest in school, but also to re-mobilize him so that he can overcome obstacles using his self-esteem. We must show him his previous successful experiences while supporting him in the development of his talents. [...]
[...] By accepting external opinions, he enriches himself and affirms his opinions openly. [...]
