Framework for Youth Issues – Risk, Ecological & Ethical Analysis

Sheena, 19 years old, is a second year student in the Institute of Technical Education (ITE). She has been engaging in self-harming behaviours (i.e. wrist slashing) for the last six months. She has been finding it hard to cope with deciding which education and career pathway to follow given the pressure instilled by her parents and her poor academic performance thus far. What added to that stress was her recent break up as her ex-boyfriend had cheated on her. She deems self-harm as a means of relieving the pressure she is experiencing.

Sheena feels that such behaviour is normal in her generation. While she recognises that engaging in self-harm is not a long term solution, it has been an effective means of coping. She is embarrassed to seek treatment, as she worries that “others will find out” and she does not understand why she should require treatment as her self-harm does not result in any significant damage, does not hurt others, and is not illegal.

She has an elder brother who is doing well in University and whom her parents are very proud of. She often feels jealous of her brother. Her circle of friends is small and she does not open up to others easily. Sheena does not want her parents to get a hint that she is self-harming as she had heard family members discuss how embarrassing and unlucky it was to have relatives or friends who had mental health issues. Also, her father had often said that one had to resolve whatever personal or family issues within the family and not embarrass the family by talking about problems with external parties.

Her teacher, having observed Sheena for a period, referred her to your youth agency to have a ‘chat’ as she was concerned seeing the cut marks on her wrist. Sheena had refused to talk to her teacher, but had agreed to the referral.

Question 1

Analyse Sheena’s level of risk using the FIVE (5) areas of competencies of youth.

Question 2

Examine Sheena’s case and assess the presenting problem using Bronfenbrenner’s ecological model.

Question 3

Discuss the THREE (3) ethical responsibilities you would apply when helping Sheena.

Question 4

Appraise THREE (3) elements of the school environment that can have an impact on ‘at-risk’ youth like Sheena.

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Risk analysis using five areas of Youth competencies

The analysis of Sheena’s level of risk indicates that in terms of emotional competence, it is high because she uses wrist slashing to regulate stress which indicates poor coping skills. The recent break up including academic pressure shows unmanaged distress. With respect to cognitive competence, it is considered as moderate to high because the aware self harm is not long term but justifies it as effective. The social competence shows high risk as the friend circle is very small and also avoids support from teachers which indicates low help seeking ability. The moral competence shows moderate risk as it is evident from weak understanding of personal well-being responsibility. Finally the behavioral competence also shows high risk, as there is ongoing self harm for 6 months, and the avoidance for support increases the risk of escalation.

Bronfenbrebber’s ecological model analysis

The microsystem which implies the immediate environment shows that parents have high expectations, brother is jealous when doing comparisons, and school teacher is concerned because sheena is resistant to engagement. At mesosystem, the issues are poor family school communication as Sheena hides the issues, and lack of coordinated support noticed. With respect to Exosystem, the family belief restricts the access to help from outside, the academic pressure is also a major issue contributing in the form of indirect stressor. In the macro system, the mental health stigma leads to shame in seeking help while the chronosystem indicates that the cell phone is ongoing for 6 months.
The analysis indicates that the problem is multi-layered and it is not an individual one.

Ethical responsibilities

The three ethical responsibilities to apply when helping Sheena are confidentiality in the form of explaining Sheena to build trust and respect privacy. The second one is duty of care by ensuring safety planning and referral to mental health services. The final one is respect for autonomy by utilizing non-judgmental engagement.

School environment factors affecting Youth

The positive factor is the teacher awareness and the referral system as the teacher identified the wrist cuts early, academic pressure environment which is a negative factor as poor performance increased stress and self worth issues, and finally the availability of counseling support can be considered as a mixed factor, as the support exist but requires more safe, confidential and youth friendly access.

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