Molly Hunter

2166154
EDUC3620 – Relationships for Learning
Assignment 1 - Case Study
Reflection on My Personal Practice and Knowledge

John
John is often shy but also what might be described as an academically ‘gifted’ student (his parents have
high hopes about his musical ability in the piano). He has, however, become increasingly withdrawn
and, to you, irritable in setting. He often looks tired (fatigued) with poor concentration despite his ability.
Yesterday he confided to you that he feels ‘sad inside’ but was clearly irritated when you asked him for
further details. It does not seem that any other member of staff has noticed these changes in John’s
demeanour. John has been ‘like this’ for nearly every day for over a month.

Mental health issues have been noted to be a public health issue affecting up to a quarter of Australian
youths (Armstrong et al., 2016). The observations of John’s change in behaviour initially suggest an
internalised mental health issue (depression/anxiety) however, at a deeper glance, there may be many
causes for the behavioural changes.

John’s behaviour, specifically his comment that he feels ‘sad inside’ may suggest that he is suffering
from depression. He was also observed to be increasingly socially withdrawn, fatigued, and irritable, all
of which are noted as being presented behaviours for those with depression by Armstrong et al. (2016).
As depression can affect the social, emotional, and behavioural aspects of a person’s life, it is
important that it is assessed and treated by a professional. It is for this reason that I would be most
comfortable referring the student to a school psychiatrist (if one is available) or a school councillor, who
would have more experience and expertise. I think that before doing so it would be wise to have a
conversation with John’s parents. I think that for this conversation, be it over the phone or (preferably)
in person, it would be wise to have another member of staff present (as a support member). John’s
parents’ response to his change in behaviour at school may alter the approach taken.

When combating depression, having a strong support network can be vital. Because of this I think that
aiming to have John’s parents as involved with the school as possible when trying to return John to his
usual self is vital. It may also prove to be beneficial for John to have a mentor within the school;
potentially another student with similar skills and interests.

In order to determine the true cause of John’s behavioural change over the past month, a professional
evaluation would need to be completed. While John was comfortable enough to communicate that he
feels ‘sad inside’, he was irritated when asked for more information. Because of his obvious irritation
with me asking for details, I think it may be a better option to ask if there is another member of staff
(preferably a psychiatrist/councillor) that he would be comfortable speaking to about his feelings. If his
response is not positive, it may be best to speak to the counselling staff and school management, in
conjunction with John’s parents, as to the next best move.

John’s change in behaviour suggests, at face value, that he may be suffering from depression. In my
opinion of limited experience, I think it would be most beneficial to John to speak to a psychiatrist about
his feelings and his change in behaviour. I think that being in close contact with John’s parents
throughout the process is also vital.

References
Armstrong, D., Elliott, J., Hallett, F., & Hallett, G. (2016). Understanding Child and Adolescent Behaviour
in the Classroom: Research and Practice for Teachers. Port Melbourne, VIC: Cambridge University Press.