Student Case Conceptualization
Student: Tracy G.
Prepared by: Jasmine Cruz
Purpose: Documentation of CBT Techniques, interventions, cross-system collaboration, and measurable student outcomes
Alignment: NYC DOE Social-emotional learning (SEL), equity, and whole-student development, H.E.R.O. Core Values
Referral Context and Initial Concerns
Tracy was referred for school counseling during her 10th grade year due to emotional dysregulation and family related stressors that were affecting her academic performance.
The referral was made to address her difficulties managing emotions, navigating family conflicts, and maintaining focus and engagement in school.
Her status as a teen mother adds an additional layer of responsibility and stress highlighting the need for supportive interventions within both her home and school environment.
Cognitive-Behavioral Therapy (CBT), Psychoeducation, Mentoring/Peer Support Programs
Current school counselor implemented CBT, Psychoeducation, and Mentoring/Peer support programs to support Tracy in managing emotional dysregulation, develop coping strategies, and build a supportive social network.
Current school counselor also coached Tracy to support her positive engagement in school teams, provided family support to address home-related stressors, and assistance was provided in connecting her with services for her child to promote stability and well-being.
School Based Collaboration and Equity-Focused Engagement
Current school counselor participated in numerous meetings and interventions with teachers, advisors, and school administration to identity related concerns, disengagement, barriers to success and opportunities for support,
A plan of action was collaboratively developed to increase academic engagement, social support, and access to resources to help Tracy succeed at school and manage her responsibilities as a teen mother.
Tracy’s input was included in planning. She expressed interest in greater school involvement, noted barriers, and reported improvement with staff support and preventative services.
To ensure equitable family engagement, Tracy’s mother was informed in discussions about her goals and decisions as a teen mother, fostering understanding, collaboration, and support for Tracy’s academic and personal development
Tracy participated in several school teams and took part in school performances, which supported her engagement and sustained motivation
Social Emotional Learning (SEL) Assessments
Provided Social emotional learning support focused on emotional awareness, stress management, school responsibility, and balancing academic expectations with parenting responsibilities.
Modeled and practiced problem-solving and decision making skills regarding childcare, school attendance, and time management.
Reinforced self-advocacy skills when communicating with teachers, school staff, and family.
Outcomes and Measurable impact
Through specific and targeted counseling support and social emotional skill development, Tracy demonstrated academic persistence and personal growth while balancing the responsibilities of Teen parenthood, graduating and earning recognition as Youth of the Year through a community based organization.
Attendance Improved overtime, through counseling support and constant check-ins, Tracy demonstrated improved school attendance and engagement, which contributed to her ability to meet graduation requirements.
Tracy demonstrated increased school engagement by actively participating in extracurricular activities including softball and end of the year school performances.
Student demonstrated growth in self-confidence, resilience, and goal attainment while navigating the challenges of teen parenthood and academic expectations
Demonstrated ability to balance academic, extracurricular, and parenting responsibilities reflecting improved time management and social emotional competencies
Administrative Summary
This case demonstrates the impact of targeted school counseling interventions in supporting both the student's personal growth and academic success. Through consistent counseling, special emotions, skill development and ongoing encouragement of school and community participation, Current GC supported the student in strengthening self advocacy, resilience and goal setting skills while navigating the responsibilities of teen parenthood.
Mandated Caseload Overview
Academic Year Number of Students on Mandated Caseload
2021- 2022 12 Mandated Counseling 5 At Risk
2022- 2023 11 Mandated Counseling 5 At Risk
2023- 2024 21 Mandated Counseling 3 At Risk
2024-2025 12 Mandated Counseling 5 At Risk
2025-2026 12 Mandated Counseling 5 At Risk
Grade Level Synopsis
2021-2022 Comanaged model for cohort at approximately 115
2022-2023 Comanaged model for cohort at approximately 125
2023-2024 Comanaged model for cohort at approximately 125
2024-2025 Comanaged model for cohort at approximately 180
2025-2026 Comanaged model for cohort at approximately 170
Overview of key initiatives, programs, and services
The following highlights key school counseling approaches I use in my work
Provide one on one and group support to manage stress, emotions, and balancing school with life responsibilities.
Help students speak up for themselves and share their needs advisors, teachers, staff, and families
Work with school staff and families to remove barriers and keep students on track
Connect students to resources and services for support at school and in the community
Encourage participation in school activities to build confidence, friendships, and motivation
Track attendance and collaborate with families to address concerns and support consistent participation in school.
