SophiaWilliams

PennsylvaniaStateUniversity
ProfessionalDevelopmentSchool
SecondaryEnglishEducation
CaseStudy
2015

TableofContents
IntroductiontoStudentS....Pg2
BackgroundofStudentS..Pg3
IndividualizedEducationProgramforStudentS...Pg4
DirectObservationofStudentS..Pg5
AnalysisofStudentS...Pg9
OutlookforStudentS.....Pg10
WorksCited...Pg13

IntroductiontoStudentS
StudentSwasnothavingagoodday.Shestartedclassbycomplainingabouther
outfitfortheday,statingIhatethisstupidoutfit.IdontevenknowwhyIchoseit,butit
waswhatIhadthatwascleanandIthoughtitwasokayathome.NowIthinkitjustlooks
dumb.WhydidIthinkthislookedgood?Unfortunately,thistypeofselfdenigrating
statementisoverheardinhighschoolhallwayseveryday.Inthiscase,though,itis
reflectiveofmorethanjustacultureofintenseselfanalysisandtheselfcritiquethatis
typicalofmanyteenagegirls.ItisthefourthclassinarowinwhichStudentShaswalkedin
andimmediatelystartedtotalkaboutherselfinanegativeway,anditisbecoming
apparentthatitispossiblyindicativeofapatternofselfabuse.
StudentSiseitherearlytoclassordoesnotcomeatall.Mostdaysshecomesinwith
herfriend,setsherthingsdown,andthenheadsouttothehallwaytovisitwithother
friends.Ontwooccasions,shewalkedinbyherselfandsatdown,talkingtomeabouther
friendslackofeffortincommunication.IalwaystextthemwhenImonthebus,andthen
theydonttextmebackuntilclassalreadystartedanditstoolatetoseethem.Itslikethey
dontevenwanttoseemeandtheyrejustignoringmeuntilIcantseethem.Whatever.
Socializationcanoftenbechallengingforstudentswithouttheadditionaltechfactor.Once
itbecamethenormforstudentstohavecellphones,italsobecameanimplicitexpectation
forstudentstohabituallychecktheirdevicestoremaininconstantcontactwithpeople
theyreallycareabout.InmanycasesliketheoneofStudentS,theseunrealistic
expectationsleadtofeelingsofisolationandloneliness.
Thissadnessisathemethatiscarriedthroughmanyofthecommentsmadeby
StudentSandinherinteractionswithteachersandotherstudents.Forexample,StudentS
chosetoread
AnAbundanceofKatherines
byJohnGreenasherchoicenovel.Whenasked
whyshechosethisbook,StudentSsaidthatsheread
TheFaultInOurStars
lastyearin
eleventhgradeandreallylikedit,soshewantedtotrythisbookbythesameauthor.She
statedthatshe(didnt)likeitasmuchbecauseit(was)boringandconfusing.It(wasnt)
funlikethelastoneanditsstupid.Herchoicenoveljournalrevealsadifferentsideofher
experiencereadingthebook,onethatmaygivemoreinsightintowhyshetrulydidnot

enjoyreadingthisbook.Inherchoicenoveljournal,shesummarizesthemainpointsofthe
firstthreechapterseffectively,thennotesMyopinionaboutthisbookisitrelatestomy
lifeandthatissad.Clearlyshewasabletoeffectivelyrelatethebooktoherownlife
experience,anditwasnotahappyconnection.Herabilitytoputherselfinthetext,
though,indicatesaneffortonherparttoparticipateinactivereadingandamoderate
interestinparticipatingintheclassroom.Whenshereturnedthebookbeforefinishingit,
shesaidthatitwasbecauseshejust(didnt)feellikefinishingitbecauseitstoosadand
(shedidnt)wanttodoitso(shewas)done.
StudentSsuffersfromdepressionandanxietyinavarietyofwaythataremade
clearinherdailyinteractionswithherself,herpeers,andherteachers.Itisadirect
challengetoadultsinherlifetoworkcloselywithherasshetransitionsfromadolescence
toemergingadulthoodinordertosupporthereducationandemotionalneeds.Hermental,
physical,andemotionalwellbeingexistinadelicateandcomplexwebofinterrelation,and
itisonlywithastrongnetworkofsupportthatshewillbeabletoeffectivelyshiftfromthe
shelteredworldofhighschooltothechallengingworldofyoungadulthood.

BackgroundofStudentS
StudentSwasidentifiedashavingaspecificlearningdisabilityrelatedtoreadingin
thethirdgrade.Herteachersfocusedondevelopingreadingskillsinavarietyofways,but
StudentShassaidthatshenevercaredaboutreadinganyways,sowhybother?Readingis
dumb.Herstatementmightseemlikealackofdesiretoengageinreading,butitalso
revealsherfrustrationwithherselfandherreadingdisability.Strugglingwithalearning
disabilityforovereightyearswillhavethateffect.StudentShasreceivedinstructional
supportthroughthistime.ShetakesStudySkillsforoneblockeachdaywhereshereceives
supportwithreadingcomprehension,writtenlanguageskilldevelopment,assignment
completion,testpreparation,andstudyskills.Theeffectsofthissupportarealways
contingentonthestudentsreceptiveness,andemotionalhealthissuescaneasilyinterfere
withthereception.

StudentSisdiagnosedwithmajordepressivedisorderandanxietydisorder.She
washospitalizedforapproximatelyfourmonthsattheendofthe20142015schoolyearin
ordertofocusontreatingthesetwoseverelydebilitatingmentalhealthproblems.Student
SisalsodiagnosedwithPCOSsyndrome,gastrointestinalreflux,TMJ,sportsinduced
asthma,andisprediabetic.Shehasphysicalpaininherback,neck,shoulders,ankles,and
feet.Whenaskedhowshescopingwiththesephysicalissues,StudentSsaysthatitallstill
hurts,but(shes)learninghowtojustdealwithit.

IndividualizedEducationProgramforStudentS
TheIndividualizedEducationProgram(IEP)forStudentSsummarizesthehistoryof
hereducationalsupport,trackscoursespecificationsandperformance,listsrecommended
modifications,andprovidesallteachersandlearningsupportstaffwiththisinformation.
TheIEPrecommendationsincludetestingaccommodations,scaffolding,chunking,and
graphicorganizersforassignmentsandassessments,detailedinstructionstobeexplained
andrepeatedbyStudentSinherownwords,andproofreadingofwrittenworkbefore
submissionforgrading.StudentSisresponsibleforrequestinganymodificationsor
explicationoftheserecommendations.Thetestingaccommodationsofadditionaltime,a
secludedtestingenvironment,andrewordingorexplanationofdirectionshavenotbeen
requestedthusfar.ThisisduetothelackoftraditionallystructuredexamsinEnglish12.
TheuseofscaffoldedinstructionisbuiltintothecurriculumofEnglish12,asthe
majorityofstudentsinthissectionofthecoursehavespecifiedornonspecifiedlearning
disabilities,emotionalsupportneeds,orphysicaldisabilities.Formajorassignmentsand
assessments,eachstepoftheprocessisbrokendownintospecifictaskstobecompleted.
Allstudentsmustcompletethesestepsbeforemovingontothenextoneorcollatingthe
finalproject.StudentShasdemonstratedproficiencyincompletingthesestepsandan
understandingofhowthesmallerstepsleadtothefinalproduct.Forexample,when
studentswerecreatingtheirownmagazines,StudentSwasabletoread,interpret,and
analyzethecomponentsofmagazines.Shethencreatedherownletterstotheeditor,
editorial,featurearticles,advertisements,andawordsearch.Afterworkingcloselywith

teacherstoeditandreviseherwriting,StudentSputtheelementstogetherinan
appropriateformat.StudentSthenpresentedhercompletedmagazinetotheclassandwas
abletoexplaineachelement,thepurposetheyserved,andwhysheapproachedthemin
herownwords.

DirectObservationofStudentS
ForthefirstgettoknowyouactivityinEnglish12,studentsareresponsiblefor
creatingavisualrepresentationofsomethingintheirlivesthattheycareabout.StudentS
chosetomakeacollageonapieceofconstructionpaperwithpicturesofherfamily
members.Shesaidthatsheloves(her)familyandtheyrethemostimportantthingin
(her)life.Thefirstfewpictureswereprintedatschool,butwereblackandwhite,so
StudentSelectedtotakeherprojecthomesoshecouldprintpicturesincolor.After
spendingoneandahalfclassperiodsontheproject,studentsthenwroteashort
fivesentenceexplanationofwhattheymadeandwhytheychosetheirsubject.StudentS
waseagertodiscussherprojectwithhertwofriendsinclassandtheteachers.However,
shewashesitanttosharewiththeclass,sayingdoIhaveto?Noonewantstohearabout
meanyways,itsjustastupidcollage.Aftersomeencouragementfrommyself,theother
twoteachers,andhertwofriendsinclass,StudentSfinallygotupandsaidImadethis
pictureofmyfamilybecausetheyrereallyimportanttome.Thisismymother,andthese
aremytwobrothersandtheyreTHEBESTbrothersever.Theytakecareofmeandhelp
meoutwithlotsofthings.Idontgettosee(oldestbrother)verymuchanymorebecause
hemovedoutandthatmakesmereallysad.Thatsit.
WhenreadingIntoThinAirbyJonKrakauer,studentswereaskedtosummarize
eachparagraphaftertheteacherreadit.StudentSfrequentlyvolunteeredherown
summaryoftheparagraph.Tostarteachday,weaskedstudentstoreadtheirsummaries
fromthepreviousclasstorefreshtheirmemories.StudentSwasalwayswillingtoshare
hersummarieswiththeclasswithouthesitation.Attheendoftheunit,studentswrotean
essayfocusedonahighriskactivityoftheirchoosing.StudentSwroteaboutfourwheeling
andthedangersassociatedwithit.Thisessaywasscaffoldedbysubjectselectionsupport,

outlining,andcloseworkwithmyselfandtheotherteacherstoeditandrevisethefinal
writing.StudentSfollowedthroughwiththesuggestedanddirectlymarkedspelling,
capitalization,punctuation,grammar,andstructuralcorrections.Shedidnot,however,
reviseherwritingtoincludethenecessarycomponentsthatweremissingfromthedrafts.
Forthemagazineunit,wewalkedstudentsthroughthestructureofatraditional
magazine.StudentSenjoyedreadingthepopularlifestylemagazineslike
People
and
US
Weekly
inadditiontocookingmagazines.Shewasabletoidentifythedifferent
components,and,afteroneononeconversations,effectivelydescribedthepurposestothe
teachers.Wereadafeaturearticleandbrokedowntheelementstogether,whichshewas
abletodosomewhatproficiently.Whenitcametowritingherownfeaturearticles,shewas
veryresistant.Itriedgettinghertodosomeprewritingforhermagazinearticlesby
suggestingwritinghertopiconasheetofpaperandthenputtingthemainideasbelowit,
butsheonlywantedtoworkontheniceversioninsteadofwastingtime.Wereadan
editorialasaclass,andshestruggledtobreakdowntheelementswithinthewriting,such
asahook,amainidea,andstatistics.Inherowneditorial,shedemonstratedagraspof
Finally,wereadaseriesofletterstotheeditor.Inthis,shehadahardtimeunderstanding
theircontext.Whenshestartedwritingherownletterstotheeditor,shestruggledto
understandtheideaofwritinglettersaboutanimaginedpreviousissueofthemagazine.
Weworkedthroughthisbytalkingabouthowtowritebroaderlettersthattalkedaboutthe
ideasofthemagazineinsteadofspecificarticlesorads.Bydoingthis,shewasableto
effectivelypracticeherwritingwithouthavingtoconceptualizeapreviousissueofher
originalmagazine.
WhenStudentSstartedcreatingtheadvertisementsforhermagazine,shemadea
onepageadfortwodifferentcatfoods.Iaskedherwhichoneshewastryingtosell.She
saidImtryingtosellbothofthem,thatswhyIhavethemonhere.Youknowwhenyou
seetwodifferentthingsonthesamepage?ThatswhatImdoing.Itoldherthatwhenwe
seeanadinamagazine,acompanyhastopayforittoputitinthere.Evenifyoureputting
twocatfoodsonhere,onlyonecompanypaidforit.Whywouldonecompanypayto
advertisefortheircompetition?Sheputherheaddownandgotbacktowork.Shestarted

bydeletingoneoftheimagesofcatfood.WhenIcamebacktocheckonher,shehad
deletedtheotheroneandwasstaringattheblankpage.Itoldhershecouldusethosetwo
imagesforhalfpageadvertisementsinsteadofoneforboth,andsheshookherhead.Itold
herifshehadanyquestionsabouthowtosetuptheadsthatIwasavailabletohelp.
ItwasalsonoticedatthistimethatStudentSspentalargeamountofworktimein
classhelpinghertwofriendswithpartsoftheprojecttheystruggledwith.Aftergiving
studentsatask,Iwalkaroundtheroomtotroubleshootanyquestionsorareasofdifficulty
forstudents.WhenIgettoStudentSandhertablegroup,sheisfrequentlyhelpingthe
othertwostudentsfindresearch,setuptheirdocuments,orrevisetheirwriting.Inoticed
thatshewasspendingalargeamountoftimeworkingontheotherstudentsworksrather
thanherown.Oneday,shewasdiscussingcorrectionstotheeditorialswithhertablemate.
Shewastellingtheotherstudenthowtoreviseherpaper,andwhenIapproachedthetable,
sheshooedmeaway,sayingIvegotthis,werefine.Iobservedtheirconversationand
realizedthatshewassteeringthestudentinadifferentdirectionthanwewereaimingfor.
WhenIapproachedthetableforthesecondtimetospeakwiththeotherstudent,StudentS
glaredatmeandmutteredunderherbreaththatwewerefine.Jeez.Aftertalkingtothe
otherstudentaboutherpaper,IreturnedtotheconversationwithStudentS.Itoldherthat
Iwasconcernedaboutthefactthatshewasspendinghertimeworkingonotherstudents
papers.Thismeantthatshewasntspendingclasstimeonherownpaper,andthenshehad
moreworktodooutsideofclass.Shesaidthat(she)doesntmind,itsbettertohelpthe
othersbecausetheyneeditmore.Sincethen,IhavefocusedongentlyredirectingStudent
Stostayontaskinclassandworkingtomakesuretheotherstudentsareabletodotheir
workontheirown.Constantredirectiontofocusonthetasksathandisnotabnormalin
English12,andStudentSisnotdoingherownworkforagenerousreason:sheiscaughtup
intryingtohelpherfriendsandclassmateswiththeirwork.
Twoweeksandfourclasseslater,Ihandedbackafeaturearticlewithrevisions
notedonit.StudentSbecameincreasinglyagitated,andwhenItriedtotalktoher,she
wouldntlookatme.WhenIwalkedaway,sheglaredatme.Iaskedtheotherteacherifshe
wasawareofanypotentiallynegativesituationthatStudentSmightbeexperiencing.When

sheapproachedStudentS,thestudentbegancryingandthetwowentoutintothehall.
StudentStoldtheotherteacherthatshefeltlikeIwaspickingonherandbeingmean.She
wasupsetaboutnotbeingunderstoodwhenheradwasmeanttocomparethetwocat
foods.Shewasmadabouthavingtocorrectherfeaturearticles.ShewasiratethatIkept
tellinghertonothelpherfriendsinclass.Also,shewasunhappyaboutwhatwasgoingon
withhercomplicatedfriendrelationships.Aftertheotherteacherletmeknowaboutthis,I
startedkeepingaclosereyeonherwork.Istartedfocusingoncommunicatingthepositive
aspectsofherworkandsandwichingtheareasthatneedimprovement.Thisreopened
thelinesofcommunication.Atthistime,Ialsoreviewedherthreeworksheetsfromthe
unit.Theircompletionspannedalmostthreeweeksand6classes.Uponreview,astheunit
progressedtothepointatwhichStudentSwasvisiblyupsetinclass,herhandwriting
shiftedfromlarge,sweepingstrokestotiny,compact,evenlettering.WhenIsawthis,I
recognizedthevisiblemanifestationofdepressivementalandemotionalstressors.Clearly,
theissuesthatStudentSexperiencedbothinandoutsideofclasswerecausingsevereand
demonstratedpsychologicalstrain.
Inthemostrecentunit,studentswereaskedtochoosetheirownnovelfromthe
dystopiagenre.StudentSstartedbychoosingashortbookwithaprettycover.Shethen
noticedthatanotherstudentpicked
TheGiver
andshesaidthatshelovedthebookwhen
shereaditandwantedtoreaditagain.Ratherthanreadthebookagain,Iaskedifshe
wouldmaybebewillingtotryreading
GatheringBlue
,thecompanionbookto
TheGiver
.
Sheeagerlyagreedandpickedupthebook.Shestartedreadinginclassthatday,andhas
beenmakingprogresswhenwereadinclass.Shedoesnotreadoutsideofclass,butIasked
herifshelikedreadingthebookandshesaidthatshelikesitalotbecauseitisinthesame
place,butitsaboutagirlnamedKirainstead.Soitsprettyclosebutalsokindadifferent.
Sheisgoingtocontinuereadingthebook.
Aspartofthedystopianunit,studentswereaskedtoresearchcountriesthat
displayedcertaindystopianelements.StudentSstartedtalkingabouthow****hadalotof
thesedifferentthingsgoingonandsheknewalotaboutitbecauseherfatherisfrom****.
Shesaidshewantedtodoherresearchnoteson****,butthenchangedhermindbecause

shedidntthinkitwasokaytogooutsidetheparametersthatwesetout.Atthispoint,I
encouragedhertofocuson****becauseofherpersonalconnectiontoitandthefactthatit
wassomethingthattheotherstudentsmightnotknowaboutthatshehadbackground
knowledgeof.WhenIsawherthenextday,sheexcitedlytoldmethatsheshalfwaydone
withtheresearchandshewasclearlyveryproudofwhatsheaccomplishedandthe
initiativethatshewastaking.Itwasacombinationofadvocacyandencouragementthat
leadstoengagementinawaythatIhadntseenbefore.

AnalysisofStudentS
StudentSstruggleswithacombinationofphysical,mental,andemotional
challenges.PolycysticOvarySyndromeleadstoweightgain,acne,andfacialhair
(Polycysticovarysyndrome),allofwhichcanwreakhavoconateenagegirlssocialization
andselfperception.Itoftenleadstodepression,asshowninthestudybyAnnagr,
Tazegl,andAkbaba.Weightgain,onitsownevenwithoutfactoringinthePCOScanlead
todepressivesymptoms(Carpenter).
Readingdisabilitieshavealsobeenproventohaveacorrelation,albeitwithout
directcausation,withdepressionandanxiety(Arnold).Studentswhostrugglewithreading
areoftensequesteredintheirowngroupoflowestlevelreadersandsometimesevenleft
behindacompletegrade.Thesestudentsarealreadyseparatedfromtheirfellow
classmatesbyability.Theyarephysicallyseparatedbymentalacuityandthefeelingof
isolationisreinforcedinstudentswhomayhavebiologicalpredispositionstoward
depression.Arnoldstatesthatgirlswithreadingdisabilitiesevidencemoredepressive
symptomsthanyouthwithoutreadingproblems.(Arnold,206)Thestudyconcludedthat
Midtolateadolescencemaybeparticularlystressfulformanyadolescentswithpoor
reading,astheydealwiththecontinuingfrustrationofschooldemandsrequiringreading,
andponderamorelimitedrangeofchoicesfollowingsecondaryschool.(Arnold,213)
StudentSisworkingveryhardtomoveforwardthroughalloftheaforementioned
challenges.SheiscurrentlyenrolledinAdaptivePE,forwhichshegoestothegymevery
daytoexercisewithasmallgroupofstudentsworkingtogether.Shehasreachedhertarget

weightlossgoalssofarthisyear,butwhenaskedifshewantstocontinuewiththe
program,shesaysthatsheisntsureiftherestimein(her)schedule.Wellseehownext
semesterislookingwhenwegetthere.Whenthere,shealsohelpsstudentswithsevere
physicallimitations,whichsheabashedlytakessomepridein.
StudentSisalsotakingEarlyChildhoodEducation.EarlyinOctober,StudentScame
toclasstalkingaboutherbaby.Shetoldmethatshewasresponsiblefortakingcareofa
cryingelectronicbabyallnightanddidntgetanysleep.Shetoldmethatshewokeupin
themorningtofeedthebabybecauseitwascryingbutforsomereasonthekeywasnt
working(toindicateherresponsetothecrying).Thisstartedastringofconversations
aboutchildcareandshetoldmethatshewantstohaveherownathomedaycareoneday.
Havingworkedatapreschoolextendeddayprogram,Istartedtotellheraboutmy
experiencesthereandshewasveryinterestedindiscussingthedailyoperation.Shewas
excitedtohavesomethingtotouchbaseoneachday,whetheritsherexperienceinthe
EarlyChildhoodEducationclass,oraquestionaboutwhatIdidwhenakidfelldownand
hurthimself.

OutlookforStudentS
StudentSwillbestayingatschoolforathirteenthyearafterourcurrentschoolyear.
Shewillhaveonecreditofhistorytotakeinordertograduate.Shewillalsotakethe
opportunitytoenrollinEarlyChildhoodEducation2,inwhichstudentscontinueto
practicechildcare,learnmoreaboutthefieldbyvisitingprogramsinthearea,andworkon
theirportfolioforpostsecondaryeducation,certification,oremployment.StudentSwill
worktowardsChildDevelopmentAssociate'sDegreeinthisclass.Toreceivethedegree,
shemustbe18yearsoldandhaveherdiploma,sotheextrayearwillservetoprepareher
tomeettheserequirements.StudentSwillthentaketheNOCTI(NationalOccupational
CompetencyAssessment)attheendoftheyear.Thesupportoftheprogramisalreadyin
placeandStudentSwillneedthistocontinuethroughouthertimewithit.Positive
affirmationthatsheismakingherownchoicesandtrulyhasthepotentialtoachieve
somethingbeyondgraduationgivesheragreatersenseofprideandpurpose.

10

StudentSwillalsoparticipateintheLifeLinkprogram.Shewillstarttotransitionin
herlivingsituationthroughtheprograminwhichstudentsspendanincreasingamountof
timeinasupervisedindependentlivingapartmentuntiltheyspendawholeweekthere.
Itisachanceforstudentstopracticebasicselfefficacyskillssuchasmealplanning,
cleaning,andfiguringouttransportation.ThegreatestchallengeforStudentSwillbethe
socializationofhavingroommatesotherthanherfamily.Shehastoldmethatshedoesnt
wanttohavetolivewithotherpeople,butthatitsimportantforhertolearnhowtoliveon
herownsoshellhavetodealwithit.Withthesupportofherfamily,herteachers,andthe
supportstaffatLifeLink,thiswillbeamajorandpositivesteptowardsStudentSfeeling
likesheisabletotakecareofherself.
StudentSshouldalsobeencouragedtokeepupwiththeAdaptivePEthroughout
hertimeatschool.AccordingtoMcPhieandRawana,theeffectofphysicalactivityand
exercisehaspositiveeffectsonadolescentsandemergingadultsdiagnosedwith
depression.Exerciseandpossibleweightlosswillhaveapositiveeffectonthemental,
physical,andemotionalwellbeingofStudentSandshouldbecontinuallyadvocatedforin
herfuture.
ForEnglishclass,wewillcontinuetoworkonbuildingreadingskillsbyfindingtexts
thatStudentSmayhavebeenexposedtoinsomecapacityinthepasttocreateasenseof
comfortwiththematerialsothatshecanpracticereadingskills.Wewillalsokeepworking
onconstructiveredirectionwhenStudentSveersofftohelpherfriends.Inthesecondhalf
oftheyear,wewillbeaddressingmanypracticalreadingandwritingtasksstudentswillbe
expectedtobeabletodoaftergraduation,suchasreadingaleaseorfillingoutajob
application.Atthistime,wecanaddresssomeofthethingsshewillbeaskedtolookatin
hercareerpursuitandtheLifeLinkprogram.
StudentSisnotaloneinherstruggleswithdepression.Accordingtothe2013
PennsylvaniaYouthSurvey,over40%ofseniorsatStateHighreportfeelingdepressedand
thattheyfeellikeafailure.Thirtypercentoftwelfthgradestudentsreportfeelingsadmost
daysandthattheyarenogoodatall.Thesepercentagesarethehighestintwelfthgraders
ascomparedtosixth,eighth,andtenthgradestudents.Itisnotmerelyabiologicalfactorof

11

studentsgrowingupintotheirpsychoses.Itisindicativeofacombinationoffactors,and
eachoneneedstoberecognizedandaddressedbypeoplewhoareclosetothestudents.
Johnson,etal.suggeststhatteachersareinastrongpositiontoaffectchangeinthe
situationsinwhichtheyinteractwiththeirstudents.Theyadvocateforcreatingalearning
environmentthatestablishesclearanddirectcommunication,flexibility,initiationof
positivepeerinteraction,demonstrationofrespectinbothdirections,andfacilitationof
conditionsforincreasedselfefficacy.Thisisthetasksetoutforallteachers.
InthecaseofStudentS,sheisfortunatetohaveastrongteamofpeoplearoundher
whocareaboutherandtrytopromotehermental,physical,andemotionalwellbeingin
theirownways.Thechallengeforeveryoneinvolvedwillbefiguringouthowtoslowly
shiftthesupportstructurewithouttoosignificantlydisruptingthementalandemotional
stabilityofStudentS.AsStudentStransitionsfromaprotectedchildtoanemergingadult,
itisimperativethatsherecognizeherstrengthsandembracethem,whileatthesametime
learninghowandwhentoaskforhelpwhenshereallyneedsit.Ilookforwardto
continuingmyworkwithStudentSaswemoveinthisdirection.

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WorksCited

Annagr,BilgeBurak,AybikeTazegl,andNurselAkbaba."BodyImage,SelfEsteem
AndDepressiveSymptomatologyInWomenWithPolycysticOvarySyndrome."
ArchivesOfNeuropsychiatry/NoropsikiatriArsivi51.2(2014):129132.Academic
SearchComplete.Web.1Dec.2015.

Carpenter,KMetal.RelationshipsbetweenObesityandDSMIVMajorDepressive
Disorder,SuicideIdeation,andSuicideAttempts:ResultsfromaGeneralPopulation
Study.AmericanJournalofPublicHealth90.2(2000):251257.Print.

Arnold,ElizabethMayfield,etal."SeverityofEmotionalandBehavioralProblemsamong
PoorandTypicalReaders."
Journalofabnormalchildpsychology
33.2(2005):
20517.
ProQuest
.Web.3Dec.2015.

Johnson,Cinda,etal."Don'tTurnAway:EmpoweringTeachersToSupportStudents'
MentalHealth."
ClearingHouse
84.1(2011):9.
MasterFILEMainEdition
.Web.1
Dec.
2015.

McPhie,MeghanL.,andJennineS.Rawana."TheEffectOfPhysicalActivityOnDepression
InAdolescenceAndEmergingAdulthood:AGrowthCurveAnalysis."JournalOf
Adolescence40.(2015):8392.AcademicSearchComplete.Web.5Dec.2015.

"PolycysticOvarySyndrome(PCOS)."MayoClinic.MayoFoundationforMedicalEducation
andResearch,3Sept.2014.Web.6Dec.2015.

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