A case study of a pupil’s response to LEGO-based therapy to target socio-emotional skills

Abstract

‘Anna’ was referred to the Educational Psychology Service due to presenting difficulties in speech and language, under-developed socio-emotional skills and a lack of ability to attend to tasks at hand. The Problem-Analysis framework, commonly practiced in educational psychology, was used to structure the case study. Various aspects of Anna’s development were assessed through consultation with school staff, direct observation and standardised assessment. Problem dimensions were identified on the basis of assessment information, which was used to support the formulation of Anna’s difficulties. Based in psychological theory and evidence, formulation suggests a limited sense of belonging, limited meta cognitive awareness on employing self-help skills and less secure attachment. A LEGO Based therapy intervention was implemented across six-weeks, to address Anna’s difficulties within a child-led context and analyse its impact over time. A three-tiered evaluation of the effectiveness of LEGO-based therapy, comparing Anna’s behaviour pre- and post intervention, illustrated a positive improvement in Anna’s problem dimensions. The findings may be interpreted in light of the limitations and potential bias, which are reflected on within the context of the author’s personal and professional learnings. The application of Anna’s case for future practice is discussed.