Problem:
During the session, the client and clinician were joined briefly by the client's grandmother, who signed necessary documents. Clinician inquired about updates, but the guardian was hesitant to engage, and the client expressed irritation during this time, resulting in limited insight being gathered. Before leaving, the grandmother mentioned an email she had sent outlining topics to address in the session. Client shared concerns about ongoing arguments and communication issues with his grandmother, feeling misunderstood and overwhelmed by her demands regarding chores. He acknowledged that he has been missing school or arriving late due to fatigue and disinterest in his classes. Together, they discussed the pros and cons of missing classes, emphasizing the importance of attendance as the client approaches graduation. Client set a goal to minimize absences, aiming to miss no more than three days instead of five. We also talked about clarifying chore expectations with his grandmother to improve communication and reduce arguments. Client also shared some personal updates about his vacation in April with his mother in Puerto Rico and talked about his relationship with his girlfriend. Going forward, the focus will be on helping him communicate better with his grandmother and supporting him in achieving his goal of attending school more regularly. What theories and interventions were used here? Need Assignment Help?