i got a problem with my paper.can you please write the paper by using the case study am mentioning here under.my proffessor asked me to do this and i have only 2 hours to do this.This is also a suicide dairies case study with different persons in the situation.please try to understand my situation and send it as soon as possible for me.make sure you are using the McAuliffe &chenoweth 2008 model for this as you already mentioned in the revised paper.thank you.
Setting:
A high school in an inner city area with over 800 students. The school has a diverse population of students including young people from wealthy professional families, students who are homeless or from impoverished households, students from refugee and migrant families, and students from rural areas who board in the city.
Client:
Testimony (Tess) N’Dcello: A 15 year old young woman from West Africa who has attended the school for about a year, ever since her family came to Australia as refugees.
Stakeholders:
Ivor: A Guidance Officer at the school.
Niri: A community development worker from the migrant support service; she has assisted the N’Dcello family to find housing and work in the local area
Ivor looked at the blank beige wall of his office, and he was certain he could see little black spots wiggling and swimming against the plain background. One thing you could say for sure- the Department of Education did not waste money on frivolous things like coloured paint or office decorations. Take, for example, the uniform grey powdercoating on the imposing filing cabinet in the corner. It stood, solid and unbreakable, secure in case of flood, fire or nuclear attack. Ivor looked at the locked bottom drawer of the cabinet and thought again about its contents.
He had been supporting Tess for more than 10 months. He remembered the shy, downcast girl with the lisping French accent who had timidly knocked on his office door. She couldn’t raise her head to look at him and she answered most of questions with a shrug or a murmur. He was (justifiably) proud of the way he had worked to build rapport with her, listening and gently commenting, until she had felt enough trust to share her story.
And what a story it had been. In her 15 years, Tess had endured hardships which still made Ivor’s stomach churn when he thought about it. She had seen the raw violence of war firsthand, when she had seen her older brother ripped apart by bullets. She had seen her home town reduced to rubble in a senseless civil war which she still didn’t understand. She had gone from a position of prestige within an educated family, to a situation of such dire poverty that she still had the physiological effects of nutritional deprivation (headaches, food intolerances, aches in her joints). She had survived in refugee camps in her home country and Australia and Ivor still wasn’t sure which system had caused her more damage.
And through all this, Ivor had listened and empathised and validated and coached, and as his reward he had watched Tess gain confidence and grow. It was the little signs he treasured – her voice grew louder, she began to make eye contact, she found a group of friends amongst the girls at school. A few times he had heard her laughing in the school yard with these girls- a deep, chortling belly-laugh which filled him with hope.
Ivor had also experienced some changes as well. As he worked with Tess, he had, at times, felt a deep well of sadness which felt like it would rise up and overwhelm him. He remained very composed and very professional on the outside but sometimes he woke up at night and just lay in bed, blankly staring at the ceiling. Sometimes he would cry for no apparent reason. He found himself tuning out during some of his counselling sessions with other students- for some reason, he became almost enraged by the endless parade of blond, petulant Year 9 girls who came to him to complain about their boyfriends and unreasonable parental discipline issues. He tried to focus on their problems but they seemed so artificial and inconsequential.
Many days, he found getting out of bed to be a real chore, which surprised him. Generally, he was a very positive person and he loved everything about his job. He had worked very hard to become a “GO”, starting as an English teacher more than 10 years ago, and attending every course and professional development session to work towards his goal of becoming a school counsellor.
Over the last month, his weekly sessions with Tess had taken a different turn. They had begun to focus on problem-solving some family relationship issues together. As Tess had developed friendships and social networks amongst young people her own age, she had come into conflict with the strict cultural and religious standards of her parents. It had started when Tess had come home wearing a tight t-shirt proclaiming “Playboy Princess”. Her mother had torn it up (despite the fact that it was borrowed from a friend!) and her father had stopped her from leaving the house for a week.
Ivor had talked with Tess about the difficulties of trying to fit into Western culture whilst maintaining respect and relationships with her parents. Tess loved them and wanted to make them happy, but she felt like they needed to keep a wall of difference between them and the society they had come to. Tess didn’t want to live behind the wall and had argued with them. Ivor struggled with his role- a big part of him wanted to push Tess towards developing her individualism, by seeking her own happiness and taking on the personal freedoms which were so ingrained in Australian culture. Another part of him saw Tess coming from a culture of respect, interpersonal obligations and social control- he didn’t want to be responsible for her losing her identity and relationships.
Well, it was all speculation now. Ivor looked at the filing cabinet again and tears welled up in his eyes. Tess had taken her own life a few days ago by ingesting a massive dose of over-the-counter medication. It had been shocking and entirely unexpected.
Ivor was probably the only person in the world who knew why this had happened. The day after Tess’ death, he had received a hefty package in the mail. It contained a battered, hard-bound notebook and a note. The first page of the notebook stated “The diary of Testimony Nazarette N’Dcello” in bright red and green felt tip pen. The note stated simply:
Mr Ivor, you have been very kind to me. When you get this you will know that I cannot be in this life any more. You read this and you will know why this is true. You must keep this yourself and not give it to anyone because of the great shame of my family. Please do not tell them anything.
-Tess
Tess’ diary had been, for the most part, a fairly standard recounting of her friendships and struggles to cope in the school. However the last few pages recounted her horror to find that her grandfather had been granted refugee status and was coming to live with the family. In simple language, Tess described years of childhood sexual abuse by her grandfather, and her fear and horror that he would be living with her. She stated that she could not shame her family by telling her parents but she couldn’t face living with him.
After the funeral, Ivor had been approached by Niri, a migrant support worker who had been supporting Tess’ family ever since they moved into the area. Niri said the family was completely devastated and had no idea why Tess had taken her life. Tess’ mother was blaming herself for what had happened, and thought that Tess had suicided because of the family’s strict rules. Ivor had simply told Niri that “there was much more to it” and Niri had immediately latched onto this, saying that Ivor owed the family some closure and that she would be bringing them to see him.
Ivor was still in a state of shock and was struggling to manage his own grief, let alone the needs of Tess’ family. He had locked the diary in his filing cabinet and he hadn’t told anyone about it. However the appointment had been made. Niri, and Mr and Mrs N’Dcello were waiting in the front office…
