— Overview
This is a single case, left in 2025, not written as an ongoing 2026 practice. From June to September 2025, ten weekly sessions were held face to face at the client’s middle school. Each meeting ran about fifty minutes: forty with the client, ten with a parent. Recording was done with prior consent. The client is a 13-year-old boy, the first of two sons, living with his parents and a younger brother of ten, with no academic after-school class.
Play therapy for impulsivity and poor adjustment had begun at age four and had ended before middle school. An ADHD diagnosis dated from age eight, and medication was ongoing. The main complaint was anger in conflict with peers. He wanted friends and felt avoided. Mild depression is also named. Parents reported inflexible thinking, childish behavior, frequent anger, and poor peer relations. The method is a case study, with cognitive and behavioral work, repeated self-monitoring, attention to automatic thoughts in peer conflict, Socratic questions and a downward-arrow method to restructure irrational beliefs, and practice in problem-solving and communication — asserting, empathizing, and making a request.
The first two sessions were for rapport. He tried to understand the other person’s position, and to stop before anger rose above six points. Early anger in peer conflict was scored 8 to 10; mid- and late-session scores ranged from 3 to 10, and did not fall in a clean line. As the account judges this one case, thinking shifted from “I can do nothing” to “I can try”; he began to consider the other person’s position; self-monitoring helped him notice which thoughts triggered anger, and that above a certain level anger cannot be controlled; later he recognized irritation before anger; and depression after conflicts decreased substantially.
When depression reached a high level, self-harm appeared, and intervention was urgent. That fact is stated without further detail. The account itself says later work should expand subjects and methods. Citations include Erikson (1968), Luna and others (2015), Brown and Larson (2009), Shin Eun-jeong (2024) on self-monitoring, Kim Seon-min (2016) on CBT for anger and depression, and Jeong Seong-mi (2014) on suicide and self-harm risk, among others named in the text.
No real names and no invented effect sizes are added.
— Contents and key concepts
Ten weekly sessions, left in 2025
The work is a single case. From June to September 2025, ten weekly sessions were held face to face at the client’s middle school. Each meeting ran about fifty minutes: forty with the client, ten with a parent. Recording was done with prior consent. Those dates are left in 2025. They are not written as an ongoing 2026 practice.
The client is a 13-year-old boy, the first of two sons, living with his parents and a younger brother of ten, with no academic after-school class. Play therapy for impulsivity and poor adjustment had begun at age four and had ended before middle school. An ADHD diagnosis dated from age eight, and medication was ongoing. The main complaint was anger in conflict with peers. He wanted friends and felt avoided. Mild depression is also named. Parents reported inflexible thinking, childish behavior, frequent anger, and poor peer relations. No real names are used, and identifying physical description is left out.
A method, and what this one case showed
The method is a case study, with cognitive and behavioral work. There was repeated self-monitoring, attention to automatic thoughts in peer conflict, Socratic questions and a downward-arrow method to restructure irrational beliefs, and practice in problem-solving and communication — asserting, empathizing, and making a request. The first two sessions were for rapport. He tried to understand the other person’s position, and to stop before anger rose above six points.
Early anger in peer conflict was scored 8 to 10. Mid- and late-session scores ranged from 3 to 10, and did not fall in a clean line. As the account judges this one case, thinking shifted from “I can do nothing” to “I can try”; he began to consider the other person’s position; self-monitoring helped him notice which thoughts triggered anger, and that above a certain level anger cannot be controlled; later he recognized irritation before anger; and depression after conflicts decreased substantially. When depression reached a high level, self-harm appeared, and intervention was urgent. That fact is stated without further detail. The account itself says later work should expand subjects and methods. No effect size is invented. Citations in the text include Erikson (1968), Luna and others (2015), Brown and Larson (2009), Shin Eun-jeong (2024) on self-monitoring, Kim Seon-min (2016) on CBT for anger and depression, and Jeong Seong-mi (2014) on suicide and self-harm risk, among others.
Sources
- a single-case account of ten weekly REBT sessions, from June to September 2025, with a 13-year-old middle-school student with ADHD, on anger in peer conflict, with mid- and late-session scores ranging from 3 to 10, and with the account’s own caution that later work should expand subjects and methods.
Last updated: 14 November 2026
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