Joshua is a 12 year old boy who attends Middle School as a 6th grader. Joshua has
been in placement with his grandmother for several months. His behavior has been on
the decline since his middle sibling was recently placed in the home with him. He was
strongly reactive to any signs that his sister was receiving more attention than he was.
He becomes easily angered, his moods shift from constricted to volatile, with frequent
angry outbursts, that carryover to and interfere with school. Joshua shows multiple
signs of arousal (e.g., difficulty sleeping, impaired concentration, edginess and
irritability). He was recently diagnosed with oppositional defiant disorder and ADHD
although he doesn’t yet have an IEP. In school, he is taking the following classes:
Remedial Reading, Math, 6th grade Science, Art, Social Studies and P.E. His favorite
class is Art and the Remedial Reading class is his least favorite. He is at least two
years behind in reading. When he is in a happy mood, Joshua is talkative and social
with his peers.
Joshua’s grandmother, who has her own history of childhood trauma, has become more
depressed and overwhelmed by his emotional outbursts and she has had difficulty
providing consistent caretaking to either of the children, including sending them to
school. She is reluctant to make contact with the school as it just adds one more
overwhelming responsibility to her life.
Trauma History
Joshua has been in the care of his Grandmother since he was 18 months old at which
time Child Protective Services removed him from his parents’ care due to neglect,
physical abuse and parental substance abuse. When initially interviewed by CPS the
mother acknowledged that she was under tremendous stress due to an often violent
relationship with her husband. She admitted that caring for Joshua was difficult because
he was often irritable and rejecting of her attempts to console him. At other times, he
was very restless and clingy toward the mother, especially when the father was present.
She also said Joshua was “slow to develop.” The mother admitted that she and her
husband had a history of drug and alcohol abuse.
At age 5, an attempt to reunify Joshua with his parents failed when he was once again
removed from their care due to a report made by his Kindergarten of seeing bruises on
Joshua’s legs and arms. He was placed back in care with his grandmother and has
been with her since. His parents have separated and he only sees his mother at family
events and holidays. He has had no contact with his father since the second set of
allegations was substantiated when he was 5.
It is evident that Joshua has experienced significant trauma and instability in his life, beginning at a very young age. The neglect, physical abuse, and parental substance abuse he was exposed to have likely contributed to his challenging behavior and emotional difficulties.
The recent placement of his middle sibling in the same home seems to have intensified Joshua’s emotional reactions and created a sense of competition for attention. This has resulted in increased anger, volatile moods, and frequent outbursts, both at home and at school. These behavioral issues are interfering with his academic performance and overall well-being.
Joshua has been diagnosed with oppositional defiant disorder (ODD) and ADHD, suggesting that he may struggle with impulsivity, defiance, and difficulty concentrating. However, it’s important to note that he doesn’t have an Individualized Education Program (IEP) yet, which could provide him with additional support and accommodations in the school setting.
In terms of academics, Joshua is significantly behind in reading, lagging behind by at least two years. His remedial reading class is his least favorite, which could be due to the challenges he faces in this subject. On a positive note, he enjoys his Art class and demonstrates social and communicative skills when he is in a happy mood.
Unfortunately, Joshua’s grandmother, who is his current caregiver, is also struggling with her own history of childhood trauma. This may hinder her ability to provide consistent care and support to Joshua and his sibling. Her depression and feeling of being overwhelmed make it difficult for her to reach out to the school for help and support.
Given Joshua’s traumatic history and his current emotional and behavioral difficulties, it is crucial to provide him with a comprehensive support system. This should include addressing his academic needs through an IEP, providing therapy to help him cope with his trauma and emotional challenges, and offering support and resources to his grandmother to enhance her ability to provide consistent care.
It is also important to involve other professionals, such as social workers and counselors, to assess and address the ongoing safety concerns related to his parents’ history of abuse and substance use. By taking a holistic and collaborative approach, Joshua’s chances of overcoming his challenges and developing a healthier and more stable life can be greatly improved.