A CASE STUDY OF

“INTELLECTUAL DISABILITY”

FINAL REQUIREMENT FOR THE SUBJECT

PSYCH 208 – PSYCHOLOGY OF EXCEPTIONAL CHILDREN

Submitted by:

AGUILAR, MARIA PRINCESS ANGELA L.

CORTES, FRANCIS
MARTINEZ, IVY CLAIRE R.

Submitted to:

VINCENT MAURICE V. CALAMBA, RPsy, RPm

May 2024
CLIENT PROFILE AND REPORT
I. CLIENT’S COMPREHENSIVE PROFILE

A. About the Client

Name: Cyril Bangcal

Age: 19 years old
Sex: Male
Address: Purok Santiago, Bagumbayan, Lupon, 8207, Davao Oriental

B. Presenting Problem:
At the age 4 Cyril exhibited excessive drooling, aggression and hostility, and
delayed academic performance.

C. Client Background History

Biological Dimension:
There are no definite biological causes known as of now that could factor the
client’s condition. Although, some of the distant relatives (uncles) of the client showed
similar features of his conditions. This implies the possibility of a genetic factor which,
however, has not been confirmed as a cause. The mother's pregnancy was said to be
healthy and well, implying that there were no identifiable issues or risk factors during the
pregnancy that contributed to the condition of the client. There have been studies
showing that a lot of factors could cause a person to Intellectual Disability (ID), including
genetic syndromes, prenatal exposure to teratogens, prematurity or low birth weight,
postnatal accidents like traumatic brain injury or infections, and brain structure and
function abnormality.

Psychological Dimension:
The client does not completely understand his condition………..

Social Dimension:
The client has a warm and loving relationship with his parents and little
sister……..

Socio-Cultural Dimension:
Discuss the possible significant information about the client’s culture, religion,
wealth distribution, social classes, etc., that could possibly contribute to his/his problem.
II. CASE REPORT
A. Case Overview:
Cyril is a 19-year-old male client diagnosed with Intellectual Disability and
sometimes manifests in aggressive behaviours (throwing rocks, aggression towards his
sisters/brothers). He has been living with both of his parents and his three other younger
siblings. Cyril's parents play different roles in his life. His father drives him home from
school when he can, but work responsibilities may not always allow him to do so. All the
things related to Cyril's care, like routines and support, are done by his mother, and she
also occasionally goes to his school to visit him. Cyril has one older brother and two
younger siblings who like to make fun of him now and then, which results in Cyril raging
whenever they do.

The client had serious Intellectual Disability issues, which ended up making him
angry with kids most of the time. Cyril's aggressiveness, which can be seen through
throwing rocks and punching others, becomes more visible when he cannot communicate
what he wants or when he feels bullied, particularly by younger children. Cyril's
intellectual disability doesn't stop him from taking care of himself hygienically and
having some autonomy in his daily tasks. He can bathe regularly, get water and wind up
tv wire but finds it hard to turn on tv. When Cyril doesn't see any rice from the rice
cooker, he often has screaming tantrums, and violently throws objects around such as the
rice cooker, gallon containers, and other things. Cyril has no problem speaking when he's
among his older friends, but there are circumstances when his communication skills are
definitely affected. His weak point is that he’s a bit unfortunate and would rather go out
than stay still. Cyril, who was watching somebody repairing a motorbike, appears to take
much interest in mechanical activities and his hobby includes collecting all the motor
parts and tools as well. Cyril's mom tells him that he wants to be a soldier but he has
trouble achieving his goal of becoming one.

According to the findings from the Intellectual Disability (ID) checklist, the client
is…………………..

B. Client’s Diagnosis:
The mental health professionals have completed the assessment and diagnosis of
the client by using various tools and instruments including the checklist provided. The
assessment revealed the client has a serious level of intellectual disability and is mentally
challenged.

C. 4P Factor Model

Predisposing:
 It turns out that some predisposing genetic factors have been found in distant
relatives of the target person, such as uncles who share the client's features of an
intellectual disability. The exact genetic trigger is still unsure, but these studies may
suggest a possible genetic predisposition. However, the family members state that they
believe that those who are carrying children must stay at home during the solar eclipse.
This belief might affect prenatal care as the mother and her unborn child will be exposed
to some environmental factors that could affect their health. In the face of these
difficulties, the client has a reliable attachment style, organizational skills, and routine
adherence, meaning that he is resilient and stable in his attitude towards life.

Precipitating:
These are typically thought of as stressors or other events (could be positive or
negative) that may be precipitants of the symptoms (e.g., conflicts about identity,
relationships, transitions, etc.)

Perpetuating:
The client still has the opportunity to become successful in different areas through
the circumstances that happen to them at the school or personal life. However, Cyril does
not have the resources to secure education or professional help as his family faces
financial problems. Cyril struggles to acquire knowledge because of the distractions from
the noises around him and he has a short memory span. But, he is improving his focus at
tracing and coloring now. At times, he becomes upset if things don't work out as he
wishes and he can't get what he is looking for. He also becomes mad when children bully
him. When Cyril is stressed too much, he may find crying or running away to be the
easiest escape. That made him feel much better, even though it is sometimes not the best
decision to make. Despite this, Cyril's mom is his comfort offering him her shoulder
whenever he needs it. She is so compassionate and makes Cyril get the warmth and the
touch of love that he really needs.

Protective:
The support of people around him, including his family and elder friends, is
helpful in the developmental journey of this character. Through their assistance and
affection, he felt better towards himself and his peers. Family provides unconditional love
and motivation, so he is able to overcome challenges and can be happy because his
family makes him feel that he did well. On the other hand, his elder friends play the role
of mentors, in which they provide knowledge and experiences that are occasionally
useful, and become good models that he can imitate. They helped him build his self-
confidence, resilience that could make him overcome the challenges and chase his
dreams.
 D. Recommendations for Action:
● Extend Special Educational Services to offer more access to resources,
specialized instruction, and assistance to students with intellectual disabilities.
● Advise the family to look for services of professionals such as therapists, social
workers, or disability experts to help come up with personalized approach and
guidance.
● Make IEPs that cover a wide variety of individual learning styles and needs.
These things include less number of students in the class or separate ID from
other disabilities and different ways of teaching as well.
● Categorize need-based scholarships or financial aid programs that help cater for
therapy, specialized equipment or educational programs payment.
● A case-by-case medication choice should be done by an experienced medical
professional who deals with psychiatry and is familiar with the distinctive
characteristics of each ID patient.
● Explore vocational options such as career paths that go together with their
interests and abilities. They may choose to take up vocational training or
workshops to develop tailor-made job skills.

Prepared by:

MARIA PRINCESS ANGELA L. AGUILAR IVY CLAIRE R. MARTINEZ

Evaluator Evaluator

FRANCIS S. CORTES
Evaluator