Assessing Trauma in Tessie: A Case Study Analysis

A typical case study is a written narrative of some real-life event, situation, or experience centered in a problem or issue faced by a person, group of persons, organization, community, or even an entire society. Case studies are intended to test your understanding of important concepts and discover how to sharpen your intellectual skills of analysis, synthesis, evaluation, critical thinking, and application. Cases add realism to the course and allow you to apply the concepts in a controlled setting while increasing your involvement in the material.
For this Case Study assignment, you will begin by reviewing the case study of a three-year-old child named Tessie, whose mother has come in for an assessment of trauma. Please refer to the following four (4) readings for this module and the CANS assessment tool:
• National Child Traumatic Stress Network. (n.d.) What is a trauma screen tool or process? https://www.nctsn.org/treatments-and-practices/screening-and-assessments/trauma-screening
• National Child Traumatic Stress Network. (n.d.) What is trauma-informed mental health assessment and why is it important? https://www.nctsn.org/treatments-and-practices/screening-and-assessments/trauma-informed-mental-health-assessment
• Scheeringa, M. (n.d.). PTSD for Children 6 Years and Younger. Retrieved from PTSD: National Center for PTSD, US Department of Veteran Affairs. https://www.ptsd.va.gov/professional/treat/specific/ptsd_child_under6.asp
• Kisiel, C., Lyons, J.S., Blaustein, M., Fehrenbach, T., Griffin, G., Germain, J., Saxe, G., Ellis, H., Praed Foundation, & National Child Traumatic Stress Network. (2010). Child and adolescent needs and strengths (CANS) manual: The NCTSN CANS Comprehensive – Trauma Version: A comprehensive information integration tool for children and adolescents exposed to traumatic events. Chicago, IL: Praed Foundation/Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress. http://cctasp.northwestern.edu/pdfs/NCTSN-CANS-Comprehenvise-Manual.pdf
Case Study of Tessie
Consider this case study of a 3-year-old girl, named Tessie. In this scenario, you are the counselor who will meet with Tessie’s mother, Barbara, who was referred to your agency to treat Tessie and the family following the opening of a child protective services case on the family. This is the only information you have on Tessie, her mother Barbara, and their family:
Barbara had noticed a rash on Tessie’s genital area that would not go away for several months and so she took Tessie to the doctor. The doctor took an STD test, found it to be positive, and called CPS. Barbara was stunned knowing that no men had been near Tessie. She half thought it must be the devil’s work.
Barbara is a single mother with four children living in their two-bedroom apartment in Washington Heights, NY: Tessie, 3; Hector, 16; Etan, 17; and Victor, 19. Barbara has been depressed and does not keep up with the home or with her own self-care since the father of the three older children left the family eight years ago. Tessie’s father has not been involved with the family.
CPS required the three sons to be tested for STDs as none would admit to having sexual contact with Tessie and there were no other males who had contact with her. Victor was found to have an STD and he was arrested for the sexual abuse of Tessie. The family was torn up: furious, disbelieving, anguished about Victor’s and Tessie’s welfare, etc.
In her initial interview with CPS, Barbara told the worker that Tessie was just a “problem child”: refusing lately to go to bed and insisting that she sleep with her mother, whom she kept constantly awake by her nightmares and tossing and turning. Barbara said that Tessie’s bad temper, throwing things, and never settling down forced Barbara to smack her sometimes. “Then she got nice and quiet and didn’t make a peep for days,” Barbara said.

Directions
Your role is to assess the possible exposure to trauma and the trauma reactions that Tessie is showing by using the multiple domains of a comprehensive trauma assessment. To accomplish this, imagine you have the opportunity to interview Barbara. Then, in a written format answer the following five questions:

  1. What questions you would like to ask Barbara? Please list ONLY your top 6 questions! For each question, state your reason for asking it. How does each question contribute to the assessment of an important domain of Tessie’s life covered in a CANS assessment?
  2. Please identify 3-4 possible signs that would indicate that Tessie is having some longer-term trauma reactions. Describe each sign and what it might indicate that would need further exploration with Barbara.
  3. Please describe how you will engage Barbara in the assessment process knowing that she is guarded and overwhelmed herself.
  4. Please spell out the picture that is forming in your mind about Tessie’s possible trauma exposure.
  5. What are the risk and protective factors in Tessie’s situation that could enter into her treatment?
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Sample Answer

Assessing Trauma in Tessie: A Case Study Analysis

Introduction

Trauma has profound impacts on children, influencing their emotional and psychological development. In the case of Tessie, a three-year-old girl who has been exposed to sexual abuse, it is essential to conduct a comprehensive assessment to understand her trauma reactions. This essay will explore the questions to ask Tessie’s mother, Barbara, identify potential signs of long-term trauma reactions in Tessie, discuss strategies for engaging Barbara in the assessment process, outline the potential picture of Tessie’s trauma exposure, and analyze the risk and protective factors surrounding Tessie’s situation.

1. Key Questions for Assessment

Here are six critical questions I would ask Barbara and the reasoning behind each:

1. Can you describe Tessie’s behavior before and after the STD diagnosis?

– Reason: Understanding changes in behavior can highlight potential trauma reactions and help assess emotional distress.

2. How does Tessie communicate her feelings? Does she express fear or anxiety about anything?

– Reason: This question addresses Tessie’s emotional well-being and communication skills, essential aspects of her mental health.

3. What is Tessie’s daily routine like? How does she interact with her siblings?

– Reason: Exploring her routine and sibling interactions can provide insights into her social support system and coping mechanisms.

4. Have there been any significant changes in the household environment recently?

– Reason: Identifying environmental stressors can help contextualize Tessie’s behavior and possible trauma exposure.

5. How do you feel about the situation, and what impact do you think it has on Tessie?

– Reason: Barbara’s perspective is crucial for understanding the familial context and emotional climate affecting Tessie.

6. What coping strategies do you or Tessie use when faced with stress or anxiety?

– Reason: Assessing coping strategies can reveal protective factors or maladaptive behaviors that need to be addressed.

2. Signs of Long-Term Trauma Reactions

Tessie may exhibit several signs that indicate longer-term trauma reactions, including:

1. Nightmares and sleep disturbances:

– Description: Tessie’s insistence on sleeping with her mother and her nightmares suggest anxiety and fear related to her trauma. This could lead to chronic sleep issues impacting her overall health.

2. Aggressive or regressive behaviors:

– Description: Throwing things and showing a bad temper may indicate a struggle to process emotions. Such behaviors can signal unresolved trauma that needs further exploration.

3. Social withdrawal:

– Description: If Tessie avoids interacting with peers or becomes overly clingy to her mother, it may indicate feelings of insecurity or fear stemming from her traumatic experiences.

4. Mood fluctuations or emotional dysregulation:

– Description: Sudden changes in mood or difficulty managing emotions can suggest underlying trauma responses, requiring further examination of her emotional state.

3. Engaging Barbara in the Assessment Process

To engage Barbara effectively, I would approach her with empathy and understanding, acknowledging her overwhelmed state. I would ensure a safe, confidential environment where she feels comfortable sharing her thoughts and feelings. Using open-ended questions, I would allow Barbara to express herself without judgment, helping her feel valued and understood.

4. Picture of Tessie’s Possible Trauma Exposure

Based on the information provided, it appears that Tessie has been exposed to significant trauma due to sexual abuse by a family member. The discovery of the STD not only indicates physical harm but also suggests a breach of trust within the family unit. Tessie’s behaviors—such as nightmares, aggression, and desire for close proximity to her mother—point towards deep-seated fear and confusion regarding her safety and familial relationships.

5. Risk and Protective Factors

Risk Factors:

– Family dysfunction: The absence of a stable paternal figure and Barbara’s depression may contribute to an unstable home environment.
– History of trauma: The family’s history of trauma can perpetuate cycles of abuse and neglect.

Protective Factors:

– Strong maternal bond: Barbara’s willingness to seek help indicates a desire for change and protection for Tessie.
– Supportive siblings: Depending on their relationship, siblings may provide emotional support or serve as role models for healthy behavior.

Conclusion

As we assess Tessie’s situation, it is critical to approach her case with sensitivity and a comprehensive understanding of trauma’s impact on young children. Through thoughtful questioning, active engagement with Barbara, and careful observation of signs of distress, we can develop an informed approach to support Tessie in her healing journey. Addressing both risk and protective factors will be vital in creating a safe environment conducive to recovery for both Tessie and her family.

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