Counselling Theory and Practices

Running head: counselling theory and practices.
Counselling theory and practices
Name of the author
Name of the university
Authors note

Running head: counselling theory and practices.
Part one
1) Case Summary.
The move Room is based on the novel originally written by Emma Donoghue. This story is
narrated form the point of view of a five-year-old boy, who was kept captive in small room
along with his mother (ma). In this story jack lives along with ma in a small room that
contains a small kitchen, a basic bathroom a wardrobe and a TV set. Jack was accustomed to
these things and started believing that these were the only things, which were real. Ma was
not willing to disclose the truth in front of his little boy because she was convinced that she
would not be able to provide him with the better opportunity. In this way, Jack started living
in this self-made and self-proclaimed ethereal world but it is also interesting to watch the way
he was raised. Ma indeed was a good mother and always made him feel that he is the hero of
her life. Continuous address of Jack as Prince Jacker Jack, as Samson and Superman made
him inculcate virtues like bravery and courage. Thus, the raising was very important because
it was bravery that turned out to be the hope in the life of Ma and Jack himself. This does not
mean that jack was devoid of fear rather he had that capacity to overgrow the fear. However,
it does not mean that he will not be the victim of psychological trauma. Even if he is hero he
is only kid who keeps on counting his teeth to feel normal. This is because he has lost the
ability to comprehend what is real and what is figment of his imagination. Five years in his
life he taught himself to believe something but again, suddenly in rapid change of events the
meanings that he attached to the world turned upside down.
Identifying information- Prior living, Family, Prior treatment, Living-Situations-Now.
Presenting problem/chief complaints- History of the problem, Prior attempts to solve the
problem.

Running head: counselling theory and practices.
History/ Bio psychosocial- unable to feel at ease with the current reality, problem in the
cognitive perception, moods and unusual habits.
Background information- childhood, endemic trauma and lack of exposure
Assessment:
o Observations:
 The degree of cooperation of the child with his therapist
 The activity and the level of concentration while the sessions were
going on.
 The social and the cognitive skills
 Specific area of difficulties were also observed in the sessions.
o Mental Status Exam (MSE):
 Physical appearance: Jack was pleasant looking and was staring at
everything that is possible.
 Manner of relating to the examiner and parents, including the ease
of separation: Jack avoided the eye contact and was not reacting to the
process of examination.
 Mood and effect: Jack looked numb and reacted less, he was only ease
with his mother.
 Anxiety: he was very anxious to go back the room.
 Psychomotor behaviour (including activity level and unusual
motor patterns): emotional and physical activity seemed reduced.
 Form and content of thinking: thinking has slowed down but it has
coherent ideas in place. There is no hallucination or delusions.
 Speech and language: his speech was age-appropriate.

Running head: counselling theory and practices.
 Overall cognitive functioning: his cognitive built was impaired and
he could not come ease with reality
 Attention and concentration: appears to have difficult in following
conversation.
 Memory: The memory is recurring and constantly long to go to room.
 Orientation: is not oriented in time and place
 Judgement and insight: is not aware that he is suffering from a
problem.
 Examination of risk: there is no such evidence for it.
Client cultural considerations: No child should be studied in isolation, the cultural context
is very important to understand the problem of the child.
o Past and present mental health provider must be analysed.
o Disparities in the mental health care system
o Cultural linguistic competency of the child will also be assessed in the
process.
Diagnosis:
DSM-5 Diagnostic Criteria:
Criterion A: witnessed trauma,
Criteria B: unwated and upsetting memory, flashbacks, emotional distress,
Criterion C: trauma related thought and feeling,
Criteria D: decreased interest in activities, difficulties in experiencing positive
effects, Criterion E: hyper vigilance,
Criteria F: symptom from 5 years,
Criteria G: symptoms are creating functional distress, and