Family Dynamics Case Study

Meet the Johnson Family

The Johnsons are navigating big changes. This family of five includes:

• Maria (16), a high school junior who loves art and hanging out with friends.
• David (18), her older brother, preparing to graduate and start a part-time job.
• Sam (8), a curious third grader who looks up to both siblings.
• Mrs. Johnson (42), a nurse working long shifts to keep the family afloat.
• Mr. Johnson (45), their father, who lives in another city after a recent separation.

A Sunday Morning at Home

It’s early Sunday. Maria wakes to raised voices downstairs. She tiptoes to the living room and hears Mrs. Johnson on the phone, her voice trembling as she talks about unpaid bills. On the couch, David scrolls on his phone, jaw clenched. Sam is clutching his favorite stuffed dog, watching silently.

Maria’s heart pounds. She closes the door quietly and heads for the kitchen, making cereal while wondering if she should ask Mrs. Johnson what’s wrong. She tries to focus on schoolwork later—but her mind keeps replaying the argument.

How Family Stress Shows Up

Maria’s Experience

• Emotions: Worry, guilt, distraction.
• Behavior: Struggles to sleep, rushes through homework, withdraws from friends.

David’s Experience

• Emotions: Frustration, responsibility, anger.
• Behavior: Shoots hoops alone late at night, snaps at classmates, avoids family talks.

Sam’s Experience

• Emotions: Confusion, fear, sadness.
• Behavior: Clings to toys, asks repetitive questions (“Will Dad come back?”), cries easily.

Mrs. Johnson’s Experience

• Emotions: Overwhelm, isolation, shame.
• Behavior: Cancels friend plans, works extra shifts, sometimes forgets to eat.

Coping Strategies in Action

Despite stress, each family member tries small ways to cope:

• Maria sketches in her journal before bed, turning feelings into art.
• David plays basketball—running off steam on the court.
• Sam colors pictures of a happy family to feel safer.
• Mrs. Johnson calls her sister each evening, sharing fears and advice.

As you read, notice how family disagreements ripple through everyone’s day. Think about moments you’ve seen or felt similar tension—and what helped you manage those feelings.

Session 1 Teacher Script

Introduction and Warm-Up (5 minutes)

1. Show Slide 1
   Teacher says: “Good morning, everyone! Welcome to Family Matters: Mind Impact. Today we’ll focus on effective family communication and how our words and listening skills can support mental health. Everything we share here stays here—let’s honor confidentiality and respect.”

2. Advance to Slide 2
   Teacher says: “To warm up, turn to a partner and tell them about one time when good communication helped you solve a problem at home. You have 30 seconds each. Go!”

   (After 1 minute)
   Teacher says: “Thanks! Who’d like to share a quick example?”
   (Invite 2–3 volunteers.)

Reading Activity (8 minutes)

1. Teacher says: “Next, we’ll read a short case study about the Johnson family. Notice when communication succeeds or breaks down.”
2. Hand out the Session 1 Reading: Family Dynamics Case Study.
3. Teacher says: “Read silently for about eight minutes. As you read, circle or underline any place where someone listened well or could have communicated more clearly. I’ll walk around to support.”
4. Teacher circulates: Clarify any questions, highlight strong listening or clear “I” statements.

Communication Role-Play (12 minutes)

1. Show Slide: Role-Play Instructions
   Teacher says: “Now let’s put these skills into action. We’ll practice active listening and assertive expression through role-plays. Here’s how it works:”

   • Partner A and B choose a prompt.
   • Partner A practices first (2 minutes), then Partner B responds (2 minutes).
   • Focus on eye contact, paraphrasing, “I” statements, and calm tone.
   • After both rounds, discuss what felt helpful.

2. Teacher displays prompts:
   • “Ask to borrow something respectfully.”
   • “Express concern for a family member without blaming.”
   • “Say “no” to an overwhelming chore.”

3. Teacher says: “I’ll time you. Partner A begins now.”
   (After 2 minutes)
   Teacher says: “Switch roles—Partner B starts.”
   (After 2 minutes)

4. Teacher says: “Turn back to each other and share one communication strategy that worked—something you heard or said that felt respectful and clear.”
   (1 minute debrief per pair.)

Verbal Reflection and Close (5 minutes)

1. Show Slide: Key Takeaways & Next Steps
   Teacher says: “Let’s gather in a circle. Go around and share one communication skill you practiced today that you’ll use at home—active listening, an “I” statement, or another technique.”

2. Teacher calls: “I’ll start: Today I’ll focus on reflecting back what I hear before responding. Mia, you’re next…”
   (Ensure every student shares.)

3. Teacher says: “Great work! Today we practiced listening and speaking with respect. Remember, these skills can help reduce stress and strengthen your relationships. In Session 2, we’ll build on this with empathy statements and boundary-setting. See you then!”

End of Session 1

Session 1 Discussion Guide

Objective

• Help students connect the Johnson family case study to their own experiences.
• Encourage recognition of emotions, coping strategies, and empathy.

Discussion Structure (10 minutes)

1. Set the Stage & Norms (2 minutes)

   • Remind students of confidentiality and respect: “What’s said here stays here.”
   • Explain the “one mic” rule: only one person speaks at a time.
   • Introduce a talking piece (real or imaginary) to pass around, ensuring everyone has a turn.

2. Guided Prompts & Sharing (6 minutes)
   • Prompt 1: How did conflict affect each Johnson family member?

   • Follow-up: “What specific behaviors or words showed their feelings?”
   • Equity strategy: Go around the circle so each student responds once.

   • Prompt 2: Which emotions in the case study felt familiar to you?

   • Follow-up: “Can you share a moment when you felt similar?”
   • Equity strategy: Use a quick “thumbs-up/thumbs-down” check to see who wants to share more.

   • Prompt 3: What small coping strategies did you notice?

   • Follow-up: “Which of these strategies might you try?”
   • Equity strategy: Encourage “popcorn style” sharing but invite quieter voices by name if needed.

   • Prompt 4: What might you do next time you feel tension at home?

   • Follow-up: “How could you ask for support from someone you trust?”
   • Equity strategy: Pair-share briefly (30 seconds) then invite volunteers to report out.

3. Reflection & Wrap-Up (2 minutes)

   • Ask students to name one new insight they gained from the discussion.
   • Capture responses on the board or a shared digital doc.
   • Thank students for their honesty and preview Session 2 on building resilience.

Facilitation Tips

• Validate Feelings: Acknowledge each student’s emotions (“Thank you for sharing how that worry feels for you.”)
• Redirect Gently: If the conversation drifts, say, “I appreciate that example. Let’s bring it back to how coping showed up in the case study.”
• Monitor Participation: If some haven’t spoken by Prompt 3, invite them directly: “Taylor, would you share one strategy you noticed?”
• Non-Verbal Cues: Look for body language that signals a student wants to contribute and offer them space.

End of Discussion Guide for Session 1.

Communication Case Study

A Tense Wednesday Evening

It’s a busy Wednesday night at the Johnson home. A school notice sits on the kitchen table: Maria’s grades slipped, and David’s boss called about his tardiness. Mrs. Johnson has just finished a 12-hour shift and looks exhausted. Tension fills the room as dishes clatter and voices rise.

Maria (16) storms in and snaps, “Why didn’t you ask me about my grades instead of yelling?”
Mrs. Johnson (42), feeling defensive, shouts back, “You never tell me what’s going on!”
David (18) pushes his chair away, mutters under his breath, and heads for the door.
Sam (8) hides by the couch, clutching his blanket, eyes wide.

At that moment, communication has broken down:
• No one feels heard.
• Emotions—anger, shame, frustration—escalate quickly.

Turning a Rough Start into a Respectful Talk

After taking a few deep breaths, Mrs. Johnson quietly says, “I feel worried when I see this notice. Can we sit and figure out how to help?”

Maria replies, “I feel stressed balancing school and home. I need help planning my homework.”

David, passing by, pauses and adds, “Maybe I can help you make a schedule after my shift.”

Sam peeks out and asks, “Can we pick one day to have dinner together?”

In this successful exchange:
• Each person uses an “I” statement to express feelings without blaming.
• They listen without interrupting, nodding or pausing before responding.
• They ask open questions (“Can we…?”) to involve everyone.

Key Takeaways

As you read, notice how simple shifts in tone and choice of words can:

• Turn anger into understanding
• Make space for each person to speak and listen
• Create solutions together instead of escalating conflict

Think of a moment when talking calmly or using “I” statements helped you or someone you know. How did it change the outcome?

Session 2 Teacher Script

Introduction and Recap (5 minutes)

1. Show Slide 1
   Teacher says: “Welcome back to Family Matters: Mind Impact – Session 2. Last time, we practiced active listening and ‘I’ statements. Today, we’ll build on those skills with empathy statements, healthy boundaries, and conflict-resolution steps.”

2. Advance to Slide 2
   Teacher says: “Let’s warm up: turn to a partner and share one communication skill you tried at home this week—maybe reflecting back what you heard or using an ‘I’ statement. You have 30 seconds each.”

   (After 1 minute)
   Teacher says: “Who’d like to share a quick win?”
   (Invite 2–3 volunteers.)

Reading Activity (8 minutes)

1. Teacher says: “We’ll read a short Communication Case Study showing a family conflict, and a respectful way they resolved it. Notice examples of empathy, boundary-setting, and the conflict steps.”
2. Distribute Session 2 Reading: Communication Case Study.
3. Teacher says: “Read silently for about eight minutes. As you read, mentally note each moment someone shows empathy, sets a boundary, or follows the resolution steps. I’ll walk around if you need clarification.”
4. Teacher circulates: Highlight moments of empathy statements and boundary phrases.

Group Discussion (7 minutes)

1. Show Slide 3
   Teacher says: “Let’s discuss what you noticed. We’ll follow our Session 2 Discussion Guide.”

2. Prompt 1: “What empathy statement did you see, and how did it change the tone of the conversation?”
   • Follow-up: “Can you suggest another empathy phrase you might use?”

3. Prompt 2: “Where did someone set a boundary, and was it effective?”
   • Follow-up: “How else could you state a boundary respectfully?”

4. Prompt 3: “Which conflict-resolution step stood out to you—pause, ‘I’ statements, brainstorming, or next steps? Why?”

(Ensure at least 3–4 students respond.)

Advanced Role-Play Practice (10 minutes)

1. Show Slide 6
   Teacher says: “Now we’ll practice these advanced techniques. In pairs, choose one scenario and role-play each part for 3 minutes. Focus on:

   • Using an empathy statement
   • Stating a clear boundary
   • Applying conflict-resolution steps”

2. Scenarios:
   • A friend is upset because you borrowed their things without asking.
   • A sibling comes home late and you worry—express concern and set a check-in time.
   • You and a parent disagree on a curfew—find a solution together.

3. Teacher says: “Partner A starts. After 3 minutes, switch roles. Then pause to give each other one piece of feedback: what worked, and one way to make it even clearer.”

4. Teacher circulates: Listen in, reinforce strong empathy and boundary language.

Verbal Reflection and Close (5 minutes)

1. Show Slide 7
   Teacher says: “Let’s circle up and share one advanced communication technique you plan to use at home or with a friend—an empathy phrase, boundary statement, or part of the conflict steps.”

2. Teacher invites: “I’ll start: I’ll try saying, ‘I can see how stressed you feel—can we talk about what would help?’ Next, Jamal…”

3. Teacher says: “Thank you all for your honesty and practice today. Remember: empathy heals, boundaries protect, and clear steps solve conflicts. Keep using these skills—strong communication supports your relationships and your well-being.”

End of Session 2

Session 2 Discussion Guide

Objective

• Deepen understanding of healthy vs. unhealthy coping strategies
• Reflect on how coping choices affect personal and family well-being
• Brainstorm additional healthy strategies and plan for implementation

Discussion Structure (10 minutes)

1. Set the Stage & Norms (2 minutes)

   • Remind students of confidentiality: “What’s shared here stays here.”
   • Explain the “one mic” rule: only one person speaks at a time.
   • Use a talking piece or virtual hand raise to manage turns.

2. Guided Prompts & Sharing (6 minutes)
   • Prompt 1: Healthy Strategies

   • Question: “Which coping strategies did you label H in the reading? How did those strategies affect someone’s mood or the family’s mood?”
   • Follow-up: “Which healthy strategy resonates most with you and why?”
   • Equity strategy: Go around the circle so each student shares one thought.

   • Prompt 2: Unhealthy Strategies

   • Question: “Which strategies did you mark U and what made them unhealthy? How did those choices make things harder?”
   • Follow-up: “What healthier alternative could someone try instead?”
   • Equity strategy: Use “popcorn” sharing but invite quieter voices directly by name if needed.

   • Prompt 3: New Ideas

   • Question: “Beyond the case study, what other healthy ways could we cope with family stress?”
   • Follow-up: “How might you implement one new strategy, and who could support you?”
   • Equity strategy: Pair-share for 30 seconds, then invite a few volunteers to report out.

3. Reflection & Wrap-Up (2 minutes)

   • Ask each student to name one new insight or strategy they’ll try this week.
   • Capture these on the board or a shared digital doc for reference.
   • Thank students for their honesty and preview the next activity: small-group brainstorming of recommended strategies.

Facilitation Tips

• Validate Feelings: Acknowledge emotions and choices (“I appreciate you noting how eating ice cream felt in the moment.”)
• Redirect Gently: If discussion veers off-topic, say, “That’s interesting—let’s bring it back to how we cope with family stress.”
• Monitor Participation: If some students remain silent, check in: “Jordan, I’d love to hear your thought on this.”
• Nonverbal Cues: Look for students who raise eyebrows or lean forward—they may want to speak.
• Encourage Ownership: Remind students that trying new strategies is a process; mistakes are part of learning.

End of Session 2 Discussion Guide.