Justin and Justice Denied

A case study excerpt related to alternative school programming

During daily group therapy sessions, one might assume that Justin was bored, as evidenced by his body language and lack of facial expressions.  He appeared without any viable motivation nor purpose, (to which he was perfectly fine).  Basically, he was out of touch with peers and was uncooperative with program staff members(social workers and counselors).

This is not to imply that his peers were necessarily connected or inspired in favor of the program’s therapeutic process in any notable way.  With very few exceptions, none of the students saw group therapy as a means of amelioration with respect to their life-related circumstances. As far as that was concerned, they considered themselves losers who were going nowhere with or without a diploma.

At 16 years of age, Justin was gaining awareness that his continuous lack of accomplishment had left him remiss such that his dreams of being successful in life endeavors were gravely diminished. He could no longer continue to deceive himself as to the dim realities of his anticipated future. He could look forward to a life of mediocrity including low-level wages at undependable jobs, financial instability, unhealthy relationships, and an overall lifestyle of dissatisfaction.  And there was nothing he could do about it. Deflated and defeated at such a tender age. But, what the hell, who cares?  No salvation, nobody to throw a life raft.

It was like watching a sad movie about his own life where academic assignments or homework.  It also served the purpose to give students the opportunity to realize the error of their ways.  Catcher in the Rye as to what he thought about the decision made by Holden Caufileand how can readers in contemporary society can still find value in this story about a wise beyond his age yet naive manchild wondering about Central Park and  mid-town Manhattan in a fashion best described as aimless yet frantic.  Trying in desperation to find something vital while paradocically attempting to lose oneself.  Like disappearing on a train without the foils.

So it came to be that Justin was sentenced to the Q.R. (Quiet Room) for being disrespectful to his teacher.  His teacher, Mr. Edelman, a robust and impending figure of a man asked for him to contribute to the discussion related to what was his opinions as to the novel.  The problem was that Mr. Edelman failed to grasp the understanding that he was disturbing Justin considerably, as he was attempting to sleep.

Subsequently, Justin was remanded to the Q.R. (Quiet Room), an area of the school set aside for students to reflect on the error of their ways in addition to catching up on any academic work that was outstanding due to recalcitrant behaviors.

As I was getting ready to contact the parents of students who were absent without explanation I was stopped by Dean Ratcher, the administrator in charge of student behavioral concerns.  She iterated that she wanted me to accompany her to the Q.R. for the purpose of processing with Justin.  Processing was a term that meant discussing with the student the behaviors which led to his being removed from the classroom and his intentions with regard to regaining the opportunity to rejoin his peers. 

With respect to Justin, I could predict that processing would entail no small amount of sarcasm mixed with passive-aggressive elements to be evident throughout the ordeal. Justin might appreciate the opportunity to entertain himself at the expense of Dean Ratcher. And so it began by Dean Ratcher asking Justin to explain his poor attitude as it applied to his comportment in the classroom. 

He responded that he did not know why he has such an inadequate attitude and that he was always like this.  The discussion thus transpired back and forth with Dean Ratcher repeating her inquiry and Justin responding in kind.  It occurred to me that I had observed Justin assuming more exemplary behaviors during group therapy sessions when he would speak up and assume a role od assertiveness which could serve to encourage other students to volunteer their individual opinions engendering much more energetic group therapy experiences.

As I reminded Justin that he exemplified leadership characteristics on such occasions he started to appear to be persuaded that he was more capable than he oftentimes led on.  His demeanor became more positive as he proclaimed that these things were true and that at times he was appreciative of seizing the moment to express his true feelings.  He continued with a tone of voice consistent with improved confidence.  The simple act of positive praise seemed to be paying off.  Yhe elementary practice of basic operant conditioning was seemingly working. A little positive reinforcement can go a long way.  I became optimistic that Justin could see his way to get out of the Q.R. and back to the classroom appeared to be imminent. 

My plan was to continue to meet with Justin in the process of individual psychotherapy would bode well for him to take charge and realize he was stronger than he imagined.  He and I smiled at each other.  It was evident that Justin was grateful for my input.  It was good for the soul.  And, at that very moment, Dean Ratcher stated “Justin, one minute ago you said you were incapable and now you are saying you are.  I don’t buy it”.  Upon which she turned away from Justin and myself retreating down the hallway to her office.  Justin began to cry and repeated that nothing ever works out for him.  It would be a really hard sell to win him back.

How can we teach our children to trust in a world fraught with lies?

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