Case Note:Mobile phone conversation as at 12/2/2020 2 PM
The parent of John contacted Carnegie Vanguard School on February 11, 2020, in the necessity of assistance. The secretaries explained as informed by the parent that the guardian was concerned about his son’s ability to excel in classwork because of the language barrier. Mrs. Ray was directed to my office, and I continued to assist the parent. According to my observation, Mrs. Ray had difficulties speaking in English fluently, and she appeared agitated due to her son’s concern. For this reason, I decided to speak to her in French. I requested her to be patient and asked about the son’s grade and the name of her teacher. The guardian explained to me that she had relocated to the U.S soon and knew very little English. For this reason, I assured her that everything would be alright, and I had to help her satisfactorily. Later she shared that his son was in grade 9, and his class teacher was Mr. Steve. Mrs. Roy shared to me that she needed an assistant to talk to his son’s teacher and explain about the language barrier. Madam Ray explained to me how she was overwhelmed when his son gave all the school assignments on his first day at school, and she couldn’t understand anything. Mrs., Ray started crying as she told me she didn’t want to be the cause of her son’s failure in his classes. As a result, I consoled Madam Ray and asked her whether I could set a meeting with the family prior to meeting the class teacher. The guardian was excited after I told her I could explain the forms to her. The next meeting was set for Friday 18, 2020, at 2 PM.The conversation ended after she confirmed the family members to be present for the meeting.
Initial meeting 19/2/2020
The first meeting with Ray family notes:
Subjective: Initially, the parents of Jon Ray contacted Carnegie Vanguard School on February 11, 2020, needing assistance.
Objective: The main goal is to help Ray’s family in a culturally sensitive manner. My plan shall be the provision of resources to assist the family in the language barrier as well as the factor that affect their acculturation.
Assessment: After questions to have clearer as well as a comprehensive understanding of the dynamics of the family, we learned that Ray’s family had a traditional family structure. This idea is helpful in the child’s transition in school. The father proved his supremacy as the family head while the mother was the head of the family household. The family had cohesion with their traditional norms, had an emphasis on parenting practices as well as children’s supervision. Madam Ray continued emphasizing the importance of her son’s performance. When asked how I could be of importance, the family requested for financial assistance and social networking as they knew no one in their new residence.
Plan: Due to the initial meeting with the family, my objective is the provision of information to members of those family members for free contact with English classes at a local college in the area. Mrs. Ray was very excited. I communicated to the program coordinator while the family was still in my office and set the first assessment for March 3, 2020. A mediation meeting is set with John’s class teacher. Later I made follow-up conventions to assure the family was successfully functioning. I also found financial referral and outreach programs. Ray’s family was excited about the results of the meetings.