Case Study: James and Jane – Social Workers
CASE STUDY for Social Worker Education
DOMESTIC VIOLENCE AND PROPOSED PSYCHOLOGICAL ASSESSEMENT AND INTERVENTION PLAN.
Disclaimer: The possible psychological roots and proposed interventions are based on the limited knowledge that was been provided within this case study. When preparing an official case study in-depth interviews, information, and assessments would be attained to test the possible theories. This case study is set out as an example and should not be taken as an absolute definitive for intervention.
Story: James and Jane have been in a relationship for over five years and have one child William (4 years old) from their union. Jane has experienced significant physical violence as well as coercive controlling behaviours throughout their relationship. Concerns were raised following disclosure from Jane’s older son (6 years old) who informed that James was hitting his mummy and that William would be in the room with her whilst this was taking place. The children were placed in Kinship placement but James undermined William’s placement leading him to being placed in foster care
William’s initial behaviours whilst in foster care
This was understandably a significant and traumatic experience for William who was removed from his family on an emergency. William had not been toilet trained and was still using a dummy. This significantly impacted his speech requiring speech and language intervention. William would ask for snacky meals such us toast, banana, cereal and sandwiches when hungry. It was noted that he would struggle to pace himself whilst eating leading to him ‘inhaling’ his food. When been given a biscuit, he would quickly eat one whilst having his eye on the next one. His diet was very limited and he struggled to use cutlery whilst eating his dinner.
POSSIBLE PSYCHOLOGICAL ROOTS: William’s eating behaviour likely stems from early attachment problems. The connection between his gut and nervous system is showing signs of disruption. When kids don’t feel safe or cared for, they often develop unusual eating patterns. The stomach area is important for feelings of security – both because it’s where babies grow during pregnancy and because it’s full of nerves that help regulate emotions. William’s rapid eating suggests he’s trying to fill an emotional need, not just hunger.
PROPOSED INTERVENTION: Provide regular, reliable access to food so William learns he won’t go hungry. Create easy-to-reach snack areas where he can get food when needed. For school, send him with a small pouch containing healthy snacks that he can access throughout the day. This helps him feel secure and reduces anxiety about not having enough.
Make mealtimes meaningful by preparing special foods he likes and including small notes or drawings in his lunch. These personal touches show he’s cared for even when separated from caregivers. When preparing meals, talk about how you’re making food specially for him. This connects the act of feeding with emotional care, helping him understand that adults will meet both his physical and emotional needs.
Story: His play was described as rough with his toys often breaking them. He described as being constantly on the go running and bouncing off walls. He thrived on annoying the other young person in the placement.
POSSIBLE PSYCHOLOGICAL ROOTS: William’s aggressive play and constant movement show he’s stuck in “fight” mode from past trauma. His body and brain are on high alert for danger. He likely has trouble feeling where his body is in space (proprioception) and may be sensitive to sounds. He probably can’t recognize when he’s hungry, tired, or upset – his body’s signals are all mixed up. His fast eating isn’t about hunger but about feeling safe. His nervous system is overactive, constantly looking for threats. Standard behaviour management won’t work until his body learns it’s not in danger anymore.
PROPOSED INTERVENTION: Have William complete a sensory assessment (SPM-2) with a qualified professional. Use activities from “The Out-of-Sync Child Has Fun” to help with his sensory issues.
Start sound therapy to help calm his nervous system – first with a program called Calm, then move to the Safe and Sound Protocol when he’s ready. These should be done with a trained professional who understands trauma. Keep track of his progress to guide next steps.
Implement the 6Rs program to help reset his overactive nervous system. This helps shift him from fight-or-flight mode to a calmer state where he can learn and connect with others.
Story: It was further noted that William would often take himself up in his room, lie under the covers and watch his tablet. He did not fall asleep whilst doing this and would often be puzzled when the carers were checking on him.
POSSIBLE PSYCHOLOGICAL ROOTS: William’s behaviour shows he’s moving between different stress responses – avoiding others (flight), emotionally shutting down (freeze), and getting overwhelmed. This pattern points to disorganized attachment, where he doesn’t have a consistent way of relating to caregivers. Kids with these issues often develop problems with planning, organization, learning, and understanding social situations. They misunderstand others and feel misunderstood themselves. William’s behaviours aren’t bad behaviour – they’re his best attempt to feel safe in what his body perceives as a dangerous world.
PROPOSED INTERVENTION: Complete a sensory assessment (SPM-2) to identify specific problems with how William processes information from his senses – like touch, movement, sound, and body awareness. These issues can seriously impact how he functions day-to-day.
Pay special attention to his sense of smell – research shows kids with heightened smell sensitivity may be at higher risk for suicidal thoughts during puberty.
Treatment needs to address each sensory system separately before helping them work together. Also check for primitive reflexes that should have disappeared in infancy but might still be present.
Find a therapist with a master’s degree who has at least three years of experience in Dyadic Developmental Psychotherapy (DDP) and understands how sensory issues connect to trauma responses. Include William’s main caregiver in therapy sessions to build secure attachment.
Story: William formed a positive relationship with his foster mum and would not allow the foster dad to carry out any care on him. He often would observe the shoes the foster mum was wearing and would insist she wears the house slippers. He continues to struggle forming a relationship with the foster dad and will sometime close his eyes when he enters the room. He is always aware of where the foster dad is in the house and will sometime opt to stay in his room. However, he can sometimes engage with play with him and seek him out. However, these are very rare occasions
POSSIBLE PSYCHOLOGICAL ROOTS: The foster dad likely reminds William’s body of past threats, even though William isn’t consciously aware of this connection. His brain recognizes things like the dad’s voice, movements, or even smell as potentially dangerous based on past experiences. These reactions happen automatically – William can’t control them. While the foster dad is trying to change his approach, William’s nervous system needs more specialized help to recognize that he’s safe now.
PROPOSED INTERVENTION: Train the social worker in techniques that address how trauma affects the brain, especially the part called the periaqueductal gray (PAG) that controls fight/flight/freeze responses. Once trained, the social worker can teach these methods to the foster parents.
Focus on building these calming techniques into everyday routines rather than creating special “therapy time.” This approach gives William many opportunities throughout the day to experience safety, gradually helping his nervous system reset to a calmer baseline. Regular, predictable interactions that feel safe will help William’s brain form new patterns that aren’t based on fear.
Mum and dad’s behaviours towards William during family time (contact).
Jane presents as flat in mood and struggles to display any emotional responses towards William. They hardly share any physical contact and usually start talking without greeting each other. Jane will follow William around and will not initiate or direct play for William. This often leads to William being bored and seeking attention from the support workers. When William is leaving, Jane struggles to comfort William or say goodbye to him. She will often opt to be left behind when William is leaving. Jane can also present as disengaged and distracted during family time. She is not consistent in attending family time.
POSSIBLE PSYCHOLOGICAL ROOTS: William triggers Jane’s trauma responses, causing her to emotionally shut down (freeze response). This freeze state is even more severe than fight/flight reactions and typically happens when other coping strategies have failed. Jane has poor self-regulation skills, showing as anxiety and likely depression. Her emotional absence during visits, unpredictable behaviour, and avoidance suggest she has disorganized attachment herself.
This pattern makes it impossible for her to give William the consistent, attuned responses he needs for healthy emotional development. Her tendency to disconnect emotionally under stress likely left William without emotional support during key developmental periods, contributing to his current problems.
PROPOSED INTERVENTION: Jane should participate in Emotional Integrative Mental Health therapy with a DDP-trained clinician for 8-16 sessions. This therapy focuses on helping her develop better coping skills beyond fear-based reactions.
The clinical team should regularly assess Jane’s progress in emotional regulation, attachment behaviours, and self-awareness. Only when she shows consistent ability to stay emotionally present under stress should she be included in William’s therapy.
This gradual approach requires careful coordination between clinicians and the social worker. Any transition should happen slowly, prioritizing William’s sense of safety while supporting Jane’s continued growth in co-regulation skills.
Story: James appears to have a good relationship with William. He is consistent in family time and engages William throughout the family time. He is good at forward planning and anticipating William’s needs. Their greet during family time is warm full of hugs and physical contact as well as the leaving with James settling William in the care at the end of family time. As a result, William will often ask for James and will hardly ask for Jane. William will ask other main carers if they are his mummy despite having family time with her.
POSSIBLE PSYCHOLOGICAL ROOTS: William’s good behaviour with James likely isn’t genuine comfort but a survival strategy. He’s learned that being compliant reduces the chance of triggering James, keeping himself safer. This heightened awareness masks his underlying stress.
William asking different women if they’re his “mommy” (called “mommy shopping”) shows he understands his vulnerable position. He recognizes his biological mother can’t meet his emotional needs, so he’s looking for alternative caregivers. This isn’t just attention-seeking but a developmental response to attachment disruption – he’s trying to find someone reliable to attach to.
PROPOSED INTERVENTION: Provide the DDP therapist with detailed information about William’s behaviours and their possible origins. This will help the therapist address William’s safety concerns while respecting his need to form his own judgments about who to trust.
Use therapy sessions to help William develop his own internal safety signals – helping him recognize when he feels safe or unsafe with different people. Don’t tell William who he should trust; instead, help him learn to identify trustworthy behaviours himself.
Focus on experiential learning rather than instructions, allowing William to discover patterns of reliability, emotional attunement, and consistent boundaries in his relationships. This builds his ability to make good judgments about relationships, which is especially important given his history of unpredictable care.
