Case Example

This child presents with a generally positive view of themselves, demonstrating strengths in creativity, verbal expression, and social interaction. They describe themselves as good at writing stories, remembering facts, and explaining things clearly, which may indicate strong narrative and verbal reasoning skills. Their enjoyment of painting, drawing, and outdoor play also suggests a preference for expressive and active learning styles. Socially, they appear confident and engaged, reporting that they make friends easily, enjoy listening to others, and play well with peers. Emotionally, they view themselves as resilient and self-aware, stating they can cheer themselves up and feel good about themselves. However, their responses also indicate some emerging needs. They report getting distracted easily and needing movement within the classroom, though they do not identify with finding it hard to sit still, suggesting their distractibility may be more cognitive than physical. They find homework hard, may struggle with sustained listening, and do not find writing physically tiring, pointing to possible difficulties with working memory or task persistence rather than motor coordination. Interestingly, they do not feel they are good at following rules, enjoy problem-solving, or staying calm in tricky situations, which may reflect challenges with executive functioning or emotional regulation in structured settings. Their responses also suggest they may under-report worry or low mood, as they feel good about themselves but do not describe feeling happy at school, calm in busy environments, or good at staying calm under pressure. These inconsistencies highlight the need for further exploration, particularly around emotional regulation, environmental sensitivity, and task engagement, to inform tailored support that builds on their social and creative strengths.