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1. A CASE STUDY:
WHO’S
RESPONSIBLE FOR
DAMIEN?
By Ozlem Cevik, Marjie Hicks and
Monique Guevara
EDUC 225 Family and Community
Relations
April 12, 2012

2. CLASS DISCUSSION:
WHAT ARE THE ISSUES AT HAND?
Without being specific, what are some of the issues that this
case study presents?
 Single parent, little or no support from other parent, lack
of financial support, working 2 jobs
http://youtu.be/NGD-OHtfQCA
 Older sibling who acts as caregiver sometimes
 Student with disciplinary issues, unstructured time, no
male role model, lack of supervision, possible that 1st
hour needs are not being meant
http://youtu.be/TY1fnegoMjc

3. CASE STUDY DISCUSSION:
THEMES
 What is the impact of school rules and the
consequences on this families life?
 How is the home environment impacting Damien’s
behavior at school? Is there a way to maintain
appropriate school environments?
 What are the different parties roles and
responsibilities?
 How can home and school coordinate so that
everyone's best interest is being served?

4. THE PLAYERS
 Dedra – Damien’s mother
 Damien
 Tameka – Damien’s older sister
 Mrs. Jackson – Damien’s 1st grade teacher
 Mr. Hobbs – The principal of Damien’s school
Briefly, how do you think each of these people feel?
How does Dedra view her responsibility for Damien’s behavior at
school?
What about Mrs. Jackson? Who does she see as responsible for
Damien’s behavior at school?
What kind of principal do you think Mr. Hobbs is?
What kind of parent do you think Dedra is?

5. THE ISSUES
 What are the major issues in this case?
 Is the school justified in having strict rules and
consequences? Why or why not?
 Is Damien’s mother justified in her claim that the school is
responsible for dealing with Damien while he is at
school? Why or why not?
 Who needs help in this case? What kind of help?
 To what extent are school personnel expected to become
involved in the lives of students?
 Should school personnel be held equally responsible for
the learning achievement of all children regardless of their
background?

6. PROBLEMS AND CONFLICTS
 Make a list of the major problems or conflicts in this
scenario?
 Do they stem from Damien’s personal life or do the
originate with the school?
 Taking a closer look at our list can you organize these
problems into primary and secondary categories?
Think about who is upset with who and why. What does
each participant wish to achieve?

7. SOLUTIONS
Could any of these problems or conflicts have
been prevented? If you had been one of these
people, what might you have done differently?
 How can all parties work together to resolve
the conflicts in this case to everyone’s benefit?
 What community agencies might be of help to
Dedra and her family?

8. FIELD EXPERIENCE
School Based Community Based
 Presentation by:  Presentation by:
Ozlem Cevik Marjie Hicks
and
Monique Guevara

9. FIELD EXPERIENCE B
Interviewed: Shannon Gubser, Counselor
Lackamas Elementary School
Within the local community there are a variety of services available to families in need.
Unfortunately due to the remote location of this school, only a few might benefit Damien and his
family as outlined in case study “A”. Within the immediate area here are some of the services
that were available.:
 Apple Health for Kids
Medical insurance assistance for children on a sliding fee scale
1-877-543-7669
 Lyons Club/Yelm Vision
Assistance with vision care
Contact school counselor for referral

10. FIELD EXPERIENCE B
 Crossroads Food Bank
Crossroads Covenant Community Church
360-400-7877
 Yelm Community Services
Food Bank, Back Pack Food Program, Community Santa, Thrift Store
360-458-7000
 McKinney/Vento Homeless Assistance Grant
Financial assistance to help homeless families
Contact school counselor for referral
360-894-0846
www.endhomelessness.org

11. FIELD EXPERIENCE B
 Smile Mobile
Mobile dental clinic that travels throughout Thurston County (part of
Thurston County Housing Authority)
Contact school counselor for information
1-800-572-7835
 Cascades Camp & Conference Center
Christian retreat that offers after school horsemanship program
360-894-3838

12. FIELD EXPERIENCE B
 YCare
Before and after school care offered at selected schools in Yelm (not
available at Lackamas)
360-705-2642
www.southsoundymca.org
 Lackamas Elementary
Offers parenting classes (Love & Logic)
Contact school counselor for information
360-894-0846

13. FIELD EXPERIENCE B
Parents or caregivers may request assistance directly
and/or be referred by counselor or other staff member
Because of this schools isolated rural location there are
not many additional services available. A good
reference tool for parents and teachers alike is the
2010-2012 Parent Resource Guide of Thurston County.
It lists many community services that are available for
children and families. A copy can be down loaded at:
www.thurstontogether.org

14. FINAL REFLECTION
 Take a moment to reflect and pretend that you are a single
parent faced with the situation in our case study. How is
your perception of the issues different from that of the teacher
or principal in this case?
 Now, put yourself in the role of teacher. Construct a list of
classroom rules and the consequences for breaking them.
Remember that these rules need to include how parents and
administrators will be involved in supporting appropriate
student behavior.
 What are the implications for family involvement as they relate
to classroom and school rules?