Case Study: Rosie’s story

Case Study: Rosie’s story23

Rosie is a 11 year old girl who was referred to the SHINE program due to experiencing trauma pertaining to a significant involvement with the Child Protection system as well as exposure to family violence. Rosie has reportedly previously experienced bullying which contributed to disengagement from school. Additionally, Rosie was experiencing issues with regulating her emotion. Rosie was reluctant to engage in any type of support service and initially stated that she did not want to work with SHINE, however would attempt to engage. How did the SHINE program support Rosie?

After collaboratively completing the Youth Star assessment with the practitioner. Rosie was able to identify that she was struggling with issues of selfesteem as well as difficulty regulating her emotions, in particular anger. The practitioner used an array of theories and approaches when working with Rosie and her family to address her emotional concerns and lack of self-esteem including:

Emotional awareness activities and strategies which encouraged recognition of physical signs of anger in the body as well as strategies and tools to regulate anger when triggered. Exploration of various relaxation and mindfulness techniques such as guided meditations, breathing exercises and visualisation. Assisting and supporting Rosie to identify further tools to assist in emotional regulation which Rosie identified to be physical activity such as going for walks or listening to relaxing music.

Positive self-talk and selfacceptance using various Cognitive Behavioural Therapy techniques to promote an increase in self-esteem. The exploration of organised community group activities for which Rosie could participate in after school and build friendships, networks and selfesteem.

What did Rosie achieve?

Upon completing ten sessions, Rosie reported she felt she was becoming less triggered by situations and instances that would previously cause her to heighten and escalate emotionally. In addition, she stated that when she did become triggered, she felt confident in implementing strategies that were collaboratively created by Rosie and the practitioner. Rosie enrolled in school despite previously being adamant that she did not want to attend school and that school wasn’t for her. Rosie gradually increased her hours of attendance and displayed a high level of motivation to maintain and improve her learning. Rosie was nominated for and won an award as part of her council Youth Services Team awards for her resilience and ability to overcome adversity.