## DAP Progress Note

### **D — DATA**

| Category | Details |
|----------|---------|
| **Presenting Concern** | Academic underperformance (failing 2 classes); acculturation stress |
| **Background** | 16-year-old male who immigrated to Canada 1 year ago with parents. Parents do not yet speak English. Client serves as primary translator/interpreter for parents. |
| **Academic** | Failing 2 courses; struggles with English-language instruction; teacher recommended counseling |
| **Family** | Lives with parents; no other siblings mentioned; parents want to maintain traditional culture and are concerned about academic performance |
| **Social** | No friends; limited social life (school + home only); isolated from peers |
| **Cultural** | Wants to engage with Canadian culture; parents want to maintain traditions; cultural values conflict |
| **Financial** | Parents may not want to pay for English program; client cannot get a job |
| **Referral Source** | School teacher |

### **A — ASSESSMENT**

- **Acculturation stress / acculturation conflict:** Client is experiencing tension between his family's traditional values and his own desire to engage with Canadian culture and peers.
- **Role overload / language brokering:** Client carries significant adult responsibilities (translating for parents, managing his own education) at age 16.
- **Academic stress:** Failing grades create pressure; client fears parents will respond by increasing academic demands rather than addressing underlying language barriers.
- **Social isolation:** No peer connections; limited opportunities for informal socializing.
- **Cultural identity conflict:** Client loves his parents but feels they "don't understand" his experience; he identifies more with Canadian ways than his parents do.
- **Language barrier:** Client recognizes that improved English would help him pass and reach his goal of university.

### **P — PLAN**

1. **Explore homework help/tutoring resources** — Client asked specifically about this; investigate school-based or community programs.
2. **Explore peer-based English learning opportunities** — Client wants to learn English with others from his home community; this would support both language acquisition and social connection.
3. **Explore social connection opportunities** — Discuss clubs, community centers, or school-based activities where he might meet peers.
4. **Facilitate a conversation with parents** — Help client prepare to discuss his academic struggles and the value of English support with his parents; explore how to frame it in a way that aligns with their values.
5. **Discuss cultural adjustment and identity** — Validate his experience of cultural conflict; explore ways to honor both his heritage and his emerging Canadian identity.
6. **Follow-up** — Schedule next session to review resources identified and progress on conversations with parents.