The paper presents a case analysis and brief reflection on "The One that Got Away" by Charles Allen case study given. The analysis follows a specified presentation pattern starting with issues, knowledge, actions, perspectives, and lastly, consequences.
Issues
The primary problem presented in the case study is Calvin's oppositional defiant disorder (ODD). The safety of Calvin's teachers is at risk as well, and the lack of enough effort for legal action towards the pupil in question is also an issue. According to Polly and the author of the case study, Calvin had developed defiant behavior since from grade II, bullying and collecting money from fellow pupils without fear of being caught by teachers (Allen, Charles). The pupil is said to have asked Mr. Polly to mind his own business when he found forcing collecting money from pupils in the lower grades. It signifies Calvin's ODD condition and the need for help. The author narrates on the awful experience he had with Calvin inside Mrs. Robertson's office, the principal. They had to battle it out to help calm angered Calvin after he pulled down a whole shelve full of books, turning down seats and threatening to cut off his wrist with the edge blade of a scissor.
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The author narrates how he frequently reminded Mrs. Robertson that Calvin needed help; point reiterated by Polly, who also thought the same. However, Calvin was not considered for special education both by the parents and Mrs. Robertson, the school principal. The other minor challenges evident from the case study is that Calvin grew up in a defiant home where his mother and father were incarcerated for criminal offense leading him to live under the care of his aunt until their release. Also, separation of the parents after coming out of jail could have contributed much to Calvin's anger and defiance as well as being thrown out of the house by his father’s girlfriend not even allowing him to collect his school bag and books. Growing up in an unsafe environment for the child is the other issue in the case study that led to Calvin's prolonged problems.
Knowledge
Based on my knowledge concerning the case study presented, even smart and mentally sound pupils can be challenging and difficult to handle at times. ODD is a manageable condition for children in their early ages and parents, teachers, child development experts, and mental health professionals all need to correct the situation. Calvin needed ODD behavioral treatment services to help establish a positive family relationship, including specialized education training, medications, and possibly additional therapy related to mental illness. The opposite defiant disorder occurs in three stages, depending on the time taken to heal. The first is mild; symptoms of anger, defiance, argumentative or vindictiveness appear only in one setting. The setting in this condition refers to home, field ground, and school, among other places. The second is moderate; symptoms appear in two settings. Third is sever; symptoms occur not only in three but also in more settings. Calvin's condition, as presented, is in the severe stage of ODD.
The learning theory argues that ODD is acquired as a response to the child's negative interactions with the parents. The theory asserts that children in their tentative ages absorb and retain knowledge by observing their parents or guardians (Boekamp et al., 2018). Learning theory emphasizes constructivism where leaners like Calvin had their abilities to acquire new knowledge and directives highly depend on already painted ideologies over what the situation looks like. At this juncture, Calvin's parent destroyed his mental ability to learn and view matters in a positive angle; the child is prone to violence and defiance against the rule of law just like his parents and the father’s girlfriend he interacted with. Calvin lacks concern over others; a character trait developed when his mother left to care for him when he needed the mother's care a lot.
Actions
Calvin's issues, as presented in the case study, can be managed through a visible behavior management plan comprised of check-in and check-out list. First, addressing the issue of ODD in the third stage as witnessed for Calvin's situation, I will propose the use of a behavior intervention package where the pupil is served with directional goals and objectives to meet at the end of the session in place of attendance. The teacher is required to check in on expected behavior from the learner at the beginning of the session and checks out at the end of the lesson to rate the performance (Boekamp et al., 2018). Awards and gifts will be rendered to Calvin at the end of every period, for example, every Friday of the Week depending on points scored. Select 3 to 4 characters during intervention with the student to work on; for instance, quietly follow the teacher's request when asked for anything.
For the teachers' safety in dealing with Calvin, they should continuously monitor the pupil without any assumptions of applied Behavior Record Card (BRC). Before the beginning of the learning session, the teacher should keenly understand the moods and observable behavior of Calvin before embarking on the daily business. In the case when Calvin turns wild, the teacher should give him space and always remind him of the BRC and its importance to correcting his behaviors. Calvin's teacher should as well attend the child study committee quite often to get updated on how to manage learners with an ODD condition. The required procedure is a brief meeting between Calvin and the teacher before the commencement of the lesson to get him aware of what is expected of him. Continuous observation and positive compliment of Calvin during the learning session and lastly the calm talks with the leaner; avoiding unnecessary touches.
Perspectives
All the participants in the case study have vital roles in Calvin’s behavioral development. However, if supplied with my proposed action plan, they will display different reactions. The author of the case study is essential as he narrates on his experience with Calvin and what he thought could have been done earlier to correct the situation. The author gives a vivid description of Calvin’s actions and behavior when he got off or felt offended. He also illustrates how he quietly managed to calm Calvin when he got mad at something by asking him to sit by the wall or get to the office, which he frequently obeyed. Polly the retired teacher is very significant by telling his own experience with Calvin as well, both the previous and present where he informs the author that Calvin's condition eventually got him in prison for committing a serious crime. Polly develops the basis for the case study's title "The One that Got Away," referring to Calvin sentenced in prison for letting his condition getaway as teachers. Mary Anderson, the class teacher, is valuable for showing great support for the learners with ODD without giving up despite little training over the same. Mr. Wheeler, the victim of Calvin's agitation, helps understand what individuals with ODD are capable of doing and lastly Mrs. Robertson, the principal; she cautiously advises on how to handle Calvin.
However, different reactions will emerge on adopting the above actions as follows: the author and Poll would love to see the child transformed but most probably through a special school as they suggested. Mary Anderson, the class teacher, would proudly take into consideration to help Calvin attain friendly behavioral actions and turnout as other students not doubting the proposals. Mr. Wheeler, the victim, will neither wish to implement the action plans or come across Calvin as expressed in his words after the agitated learner wounded him. Mrs. Robertson would enforce the action plans on other teachers to implement.
Consequences
The planned actions have implications for implementation. The pros of adopting the proposed action plan include promoting timely feedback on Calvin's behavioral conditions. Depicting the leaner's ability to change his behavior and maintain an amicable relationship with others. The action plan will as well allow Calvin to take a work break in every learning session that will calm his level of defiance and anger. The cons of adopting the proposed action plan will include and not limited to increased taskforce by Calvin’s teachers. Continuous commitment by teachers is necessary as monitoring and assessment will be required to help transform Calvin’s behavior in overcoming his ODD condition (Petric and Szamosközi, 2018). Also, the learner’s will and ability to embrace change is the other challenge the teachers might expect in implementing the action plan.
Reflection
Analyzing the presented case study has a significant impact on my classroom performance as a student interacting with peers and teachers and other education facilitators. Having learned a lot of challenges and difficulties brought by oppositional defiant disorder, I will cautiously look into my actions and response to both classmates and teachers. Also, I will learn to speak out to the relevant authorities, including the school administration about pressing issues that might lead to my listening and acting confusion. From the case study and theoretical education study reviewed, ODD is primarily developed by children learning on parental actions and mistreatment that develops their negative attitudes towards others. I also realize from the analysis that classroom behavior will most likely determine an individual’s future life outside the school. The relationship between the classroom and outside living is evident by Calvin's action in the classroom and later ending up in prison.
In conclusion, the case study provides a critical lesson on children's behavior explicitly oppositional defiant disorder. There are three stages of ODD, namely, mild, moderate, and server, all defined by the number of behavioral activities in settings. Learning theory can help direct the roles played by the characters mentioned in the case study in teaching and handling learners with defiant actions, anger, and vindictiveness. If the action plan is implemented correctly, Calvin will not develop into continuous difficulties in behavior management. Instead, it will change into a healthy child as expected of persons with a sound mind.
References
Allen, Charles. The One Tha Got Away: 310 Case Study 1 pdf.
Boekamp, J. R., Liu, R. T., Spirito, A., Mernick, L. R., DeMarco, M., & Martin, S. E. (2018). Predictors of Partial Hospital Readmission for Young Children with Oppositional Defiant Disorder: Child Psychiatry & Human Development , 49 (4), 505–511. https://doi.org/10.1007/s10578-017-0770-8
Petric, E., & Szamosközi, I. (2018). Parent-teacher agreement on oppositional defiant disorder symptoms: a meta-analysis. Transylvanian Journal of Psychology , (1), 47–73.
