This assignment is the same for weeks 5-8 but the roles will shift through your group as different folks present.
This assignment requires students to work collaboratively in small consultation groups to develop and present case evaluations of children or adolescents depicted in selected films that address mental health and developmental issues. Each student will participate as both a presenter, who provides a clinical case analysis, and a facilitator, who guides the discussion during the weekly group meetings. The purpose of the assignment is to practice clinical formulation, peer consultation, and intervention planning within a supportive peer group, highlighting the importance of collaboration and reflection in clinical practice.
Prior to Week Five, students must confirm the schedule for live meetings, the chosen technological platform, and assign roles of facilitator and presenter for each week’s session. Each student selects a character from a specified list of films representing children or adolescents, with multiple characters from the same film permissible if they are within the specified age range. The selected character will serve as the basis for the assessment. One student may submit their plan before or at the beginning of Week Five to the instructor.
The assessment process involves watching a provided film that features children or adolescents with mental health themes, then conducting a comprehensive biopsychosocial evaluation. This evaluation must include relevant developmental, psychological, social, and biological factors, referencing class readings and other scholarly sources. The student acting as presenter will prepare a detailed case report—including assessment findings, two theory-based intervention strategies with rationale, and 2-3 questions about intervention challenges, barriers, or self-awareness issues—and present it to the group during the live online session.
Each session lasts approximately 45-60 minutes and involves active participation from all group members, with roles of facilitator and presenter rotating weekly. During the meeting, the facilitator guides discussion while peers provide constructive clinical feedback supported by rationale. After each presentation, group members complete peer review forms documenting feedback and insights. The assignments must be documented in the submitted forms, clearly indicating the presenter and facilitator for that session.
The films available for selection include, but are not limited to:
Perks of Being a Wallflower, Donnie Darko, Little Miss Sunshine, Girl Interrupted, Juno, Basketball Diaries, Infinitely Polar Bear, What's Eating Gilbert Grape, Breakfast Club, Inside Out, I Know My First
Name Is Steven, Honey Boy, Akeelah and the Bee, and What Maisie Knew.
Students can propose alternative films for approval by the instructor, providing a rationale for their choice.
Paper For Above instruction
The purpose of this assignment is to cultivate students' skills in clinical formulation, peer consultation, and intervention planning through a structured group project focused on case analysis of children or adolescents depicted in films. This experiential learning activity simulates real-world clinical supervision and collaborative problem-solving, emphasizing the importance of reflective practice and evidence-based interventions in mental health treatment.
Collaborative work begins early in the semester with the assignment of groups, who must coordinate the schedule and technology platform. The designated roles of facilitator and presenter rotate weekly to ensure comprehensive participation and shared learning. The presenter’s role involves conducting a thorough biopsychosocial assessment based on the film's characters, integrating developmental theory and clinical concepts discussed in class. The assessment must be detailed, covering biological, psychological, and social factors relevant to the character’s mental health issues.
Utilizing a film that highlights mental health themes among youth, students will develop an evaluation that includes identification of presenting problems, developmental considerations, family dynamics, peer relationships, and environmental influences. The assessment should reference scholarly sources, including class readings, along with relevant developmental and clinical literature. The presentation should include two intervention strategies grounded in established theories, with clear rationales explaining their appropriateness for the case.
In addition, students should formulate specific questions that explore potential challenges in intervention, barriers faced by the client or clinician, and issues of self-awareness or emotional responses that may impact treatment. These questions foster critical reflection and discussion during group meetings.
The live sessions serve as opportunities for peer feedback, with each student actively participating in dialogue, offering clinical insights, and supporting their colleagues’ analysis. Written peer reviews are submitted afterward, capturing constructive feedback and reflections on the case presentation. The overall goal is to enhance clinical reasoning, promote ethical and culturally sensitive practice, and reinforce the value of collaborative consultation in mental health care.
Evaluation of this assignment will be based on the quality of the case presentation, the relevance and application of assessment and intervention strategies, active participation in group discussions, and the depth of peer feedback provided. The process emphasizes professional communication, critical thinking, and engagement with evidence-based practices.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Brannigan, M. (2015). Child and adolescent clinical psychology. Routledge.
Craig, R. J., & Baucum, D. (2014). Diagnosing and treating childhood mental disorders. Guilford Publications.
Kazdin, A. E. (2017). Child and adolescent psychopathology. Pearson.
Nelson, C. A., & de Haan, M. (2011). Neural correlates of cognitive development. Journal of Child Psychology and Psychiatry, 52(4), 379-388.
Piaget, J. (1972). The psychology of intelligence. Routledge & Kegan Paul.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
Szapocznik, J., & Kurtines, W. M. (2018). Family psychology: Innovative approaches to research and practice. Routledge.
Welsh, M. E., & Beail, N. (2015). Education and training in clinical supervision. Routledge.
Weithorn, L. A., & Campbell, S. B. (1982). The role of parental consent and child assent in research involving children. The Journal of Pediatrics, 100(6), 1032–1035.
