Estudio de caso sobre discapacidad intelectual leve en una menor con enfoque en estrategias de evaluación e intervención J. Law Epistemic Stud. (January - June 2023) 1(1): 16-23 https://doi.org/10.5281/zenodo.14201442 ISSN: XXXX-XXXX CASE STUDIES Case study on mild intellectual disability in a minor with a focus on assessment and intervention strategies  Miguel Alejandro Bravo García miguelalejandrobravo@gmail.com 1 Universidad de Sevilla, España. Received: 26 December 2022 / Accepted: 16 January 2023 / Published online: 31 January 2023 © The Author(s) 2023 Miguel Alejandro Bravo García 1 Abstract This case study provides a comprehensive as- sessment of “Ana,” a 12-year-old girl diagnosed with mild intellectual disability of prenatal origin, focusing on emo- tional, cognitive, and behavioral domains. The primary ob- jective was to identify her specific needs and develop tai- lored intervention strategies to enhance her adaptation within family and school environments. The methodology included semi-structured interviews with her legal guardian and teach- er, direct observation in family and educational settings, and psychometric assessments, such as the Raven’s Progressive Matrices and the Dembo Self-Evaluation Scale. The find- ings revealed that “Ana” displays fluctuating self-esteem and significant emotional dependency on her mother, linked to anxious attachment patterns, which contribute to her low frustration tolerance and reactive aggression. Cognitively, she demonstrates attention deficits and below-average in- tellectual capacity, although she excels in creative activities like drawing, which may serve as an expressive outlet and bolster emotional resilience. The conclusions emphasize the need for a comprehensive intervention approach, incorporat- ing structured support in both home and school settings, the development of emotional regulation skills, and frustration management techniques. This multidimensional approach promotes better adaptation for “Ana” and lays a foundation for her long-term emotional and social development. Keywords mild intellectual disability, self-esteem, anx- ious attachment, emotional regulation, psychoeducational intervention. Resumen Este estudio de caso aborda el análisis integral de “Ana,” una menor de 12 años diagnosticada con disca- pacidad intelectual leve de origen prenatal, centrando su evaluación en los aspectos emocionales, cognitivos y com- portamentales. El objetivo principal fue identificar las ne- cesidades específicas de la menor y desarrollar estrategias de intervención para mejorar su adaptación en el entorno familiar y escolar. La metodología incluyó entrevistas se- miestructuradas con su tutora legal y su maestra, observa- ción directa en contextos familiares y educativos, así como pruebas psicométricas como el Test de Raven y la Escala de Autovaloración Dembo. Los resultados revelaron que “Ana” muestra una autovaloración fluctuante y una depen- dencia emocional significativa hacia su madre, asociada a patrones de apego ansioso, que influyen en su baja tolerancia a la frustración y respuestas agresivas. En el ámbito cogni- tivo, presenta atención dispersa y capacidad intelectual por debajo del promedio, pero destaca en actividades creativas, como el dibujo, que pueden ser aprovechadas como canal de expresión y fortalecimiento emocional. Las conclusiones subrayan la importancia de un enfoque de intervención inte- gral que incluya apoyo estructurado en el hogar y la escuela, desarrollo de habilidades de regulación emocional y técnicas de manejo de la frustración. Este enfoque multidimensional promueve una mejor adaptación de “Ana” y sienta las bases para su desarrollo emocional y social a largo plazo. Palabras clave discapacidad intelectual leve, autovalora- ción, apego ansioso, regulación emocional, intervención psi- coeducativa. How to cite Bravo, M.A. (2023) Case study on mild intellectual disability in a minor with a focus on assessment and intervention strategies. Journal of Law and Epistemic Studies, 1(1), 16-23. https://doi.org/10.5281/zenodo.14201442

J. Law Epistemic Stud.(January - June 2023) 1(1): 16-23 17 Introduction Case studies in psychology have proven to be a crucial methodological tool for in-depth analysis of individual phe- nomena, particularly in the context of developmental condi- tions such as mild intellectual disability. This methodology enables not only a detailed examination of each patient’s specific characteristics and needs but also the design of tai- lored intervention strategies that address the complexities in- herent in each case (Cleland et al., 2021). In the field of clini- cal and educational psychology, case studies are essential for exploring the cognitive, emotional, and social dimensions of individuals, providing a holistic perspective that encompas- ses their development, adaptation, and the influence of their environment on progress and well-being. Mild intellectual disability is a condition characterized by significant limitations in intellectual functioning and adap- tive behavior, affecting practical, social, and conceptual skills. Although mild, this type of disability can considera- bly impact children’s lives, hindering their ability to integra- te into educational and social environments and increasing the likelihood of experiencing emotional regulation issues, low self-esteem, and challenges in forming meaningful so- cial connections (Vicente-Colomina et al., 2020). These di- fficulties can be significantly heightened when family and educational environments lack the structural and emotional resources necessary to provide adequate support. Recent stu- dies indicate that children with mild intellectual disabilities in socioeconomically vulnerable contexts face a higher risk of behavioral problems and emotional disorders, largely due to a lack of structure and support in their immediate surroun- dings (Valencia & Casadiego, 2016). The case study focuses on “Ana,” a 12-year-old diagno- sed with mild intellectual disability of prenatal origin, who faces a range of barriers within her family and school en- vironments that impact her emotional well-being and social and academic adjustment. This diagnosis brings specific cha- llenges in learning, socialization difficulties, and issues with emotional regulation. In Ana’s case, these challenges are intensified by a family environment marked by a lack of sta- bility, emotional support, and structure, which increases the risk factors associated with her development. Intervention in cases like Ana’s requires a thorough evaluation of her cogni- tive abilities, social adaptation, and the family dynamics that directly influence her growth. Therefore, this study aims to conduct a comprehensive assessment using a combination of psychometric and qualitative techniques to examine key aspects such as Ana’s memory, attention, abstract thinking, and affective processes. The use of standardized psychometric techniques, se- mi-structured interviews, and direct observation in this analysis not only helps to identify Ana’s strengths and areas for improvement in her development but also supports the design of intervention strategies that promote a more posi- tive and structured family and school environment. Various studies highlight the importance of collaboration between family and educational staff when intervening with minors with intellectual disabilities, as both home and school con- texts directly influence the child’s behavior and emotional well-being (Flyvbjerg, 2022). Coordinating efforts across these settings, alongside psychoeducational programs for caregivers, is essential for fostering the emotional and aca- demic development of children in vulnerable conditions (Be- nitez Salcedo, 2022). In addition to these aspects, the present study seeks to con- tribute to the understanding of practical interventions within the field of educational and clinical psychology for cases of mild intellectual disability. The recommendations generated from this analysis will aim to reduce the problematic beha- viors observed in “Ana,” strengthen her family and social relationships, and promote her autonomy and emotional self-regulation skills. These strategies are designed not only to address Ana’s immediate needs but also to provide a solid foundation for her long-term development. Implementing a comprehensive intervention approach, which combines con- sistent family and educational support, is essential to opti- mize the growth of minors with special needs in highly vul- nerable environments and serves as a replicable intervention model for similar cases. The objective of this research is to conduct a comprehen- sive assessment of the emotional, cognitive, and behavioral characteristics of “Ana,” a minor diagnosed with mild inte- llectual disability, with the goal of designing and implemen- ting intervention strategies that support her adaptation and development within her family and school context. Through specific psychometric tests and observation te- chniques, this objective seeks to conduct an in-depth as- sessment of Ana’s cognitive abilities, including memory, attention, and reasoning ability. This analysis will allow us to understand her learning limitations and identify areas in which she demonstrates adequate or even remarkable perfor- mance. Recognizing these strengths will be key to develo- ping activities that enhance her self-confidence and provide her with a sense of achievement, while the identified weak- nesses will guide the structuring of educational and thera- peutic interventions. Ana’s family life and environment have a direct influence on her emotional processes and social behavior. Through in- terviews, observation, and analysis of her interactions with authority figures and close family members, this objective aims to examine the impact of her family environment and parenting styles on her emotional well-being. This objective also includes the identification of possible risk factors, such as lack of emotional support and an unstable family structu-

J. Law Epistemic Stud. (January - June 2023) 1(1): 16-23 18 re, which may contribute to her maladaptive behaviors and socialization difficulties. Based on the findings of the cognitive, emotional, and so- cial assessments, interventions will be proposed to support Ana’s comprehensive development. Recommendations will include strategies to manage episodes of aggression and frus- tration, foster healthier social relationships with her peers, and strengthen her emotional self-regulation. In addition, interventions will be developed in collaboration with her school and family environment to enhance her autonomy, such as the assignment of responsibilities at home and school. The goal is to facilitate an adaptive process where Ana feels integrated and supported within her environment, promoting her long-term social and emotional development. Materials and Methods This study focuses on the case of “Ana” (pseudonym), a 12-year-old girl diagnosed with mild intellectual disability of prenatal origin. Mild intellectual disability is characteri- zed by limitations in intellectual functioning and adaptive behavior, affecting key skills needed for learning, sociali- zation, and emotional regulation (Vicente-Colomina et al., 2020). These limitations often manifest as difficulties in pro- cessing and retaining new information, challenges in social communication, and struggles with adapting to complex or challenging situations in family and school environments. Ana also faces additional risk factors related to a minima- lly structured family and school context, marked by a lack of consistent routines and sufficient emotional support. Her primary family unit, consisting mainly of her great-grand- mother, lacks the resources necessary to meet Ana’s special needs, which further complicates her personal adaptation and development. Furthermore, Ana’s school environment does not provide individualized support programs or specialized services to facilitate the academic and social integration of students with intellectual disabilities. Ana’s participation in this study is driven by the need to understand her abilities and challenges from a holistic perspective, considering how the interactions between her condition and her environment impact her de- velopment. This comprehensive exploration aims to identify not only her limitations but also her strengths, with the goal of designing tailored interventions that promote her emotio- nal and social well-being. The assessment process was conducted over a two-month period, during which multiple observation and analysis ses- sions were carried out to address Ana’s cognitive, emotional, and social dimensions. The case study methodology emplo- yed in this research allows for an in-depth exploration of the- se aspects in a real-world context, providing a personalized and detailed approach to analyzing her situation (Cleland et al., 2021; Flyvbjerg, 2022). To gain a thorough understan- ding of her needs and behavior, various techniques were em- ployed, each of which is described below: Semi-Structured Interviews: Interviews were conducted with Ana, her legal guardian (great-grandmother), and her teacher, designed to explore various aspects of her family, academic, and emotional life. These interviews were con- ducted in a safe and friendly environment to help partici- pants feel comfortable sharing their experiences and percep- tions. This qualitative approach provided a detailed view of the contextual factors influencing her behavior and emotio- nal development. Furthermore, the semi-structured format allowed for flexible and in-depth data collection, enabling relevant topics to emerge based on the interviewees’ res- ponses. The interview with her legal guardian, in particu- lar, offered insights into family dynamics, parenting style, and perceptions of Ana’s needs, while the interview with her teacher helped identify pedagogical strategies employed and academic barriers she faces (Bachrach & Arntz, 2021). - Direct Observation: Systematic observation of Ana’s be- havior was conducted during each evaluation session, both in natural settings (e.g., in the classroom and at home) and in a controlled environment (during individual assessments). This technique is essential for capturing behavioral patterns and analyzing her interactions with authority figures, peers, and family members. Classroom observation allowed for an assessment of her ability to follow instructions, socialize with classmates, and respond to academic tasks, while ob- servation in her home environment revealed her reactions in a less structured setting. This approach also enabled the verification and cross-referencing of information obtained in interviews, providing an objective foundation for understan- ding her behaviors and skills across different contexts. - Psychometric Tests: Several standardized tests were em- ployed to assess Ana’s cognitive and emotional profile, pro- viding an objective analysis of her abilities and challenges. These tests included: - Raven’s Progressive Matrices: A nonverbal reasoning test measuring Ana’s cognitive ability compared to her age group. This test focused on assessing her perceptual develo- pment and abstract reasoning skills, fundamental areas for understanding her level of intellectual functioning and pro- blem-solving ability. - Kent Test: This test provides an estimate of Ana’s gene- ral intelligence and mental capacity, helping to identify her strengths and limitations in overall cognitive performance. The test is designed to assess memory, logical thinking, and general comprehension—critical elements for identifying her potential areas of strength.

J. Law Epistemic Stud.(January - June 2023) 1(1): 16-23 19 - Dembo Self-Assessment Scale: Used to evaluate Ana’s self-perception in areas such as health, intelligence, happi- ness, and character. This assessment helped to identify stren- gths and vulnerabilities in her self-image, an essential aspect of her emotional development. Ana’s self-assessment also reveals how she perceives her abilities compared to others, which is important for understanding her level of self-esteem and potential emotional responses in situations of stress or frustration (Cortez Paz, 2022). Each of these techniques provides complementary data on Ana’s emotional, social, and cognitive functioning, aligning with recommended approaches in case studies that prioriti- ze a multifaceted analysis of the subject (Asenahabi, 2019). This comprehensive methodological approach also allows the findings to be applicable in similar contexts, providing a solid foundation for guiding more precise and effective interventions. The combination of interviews, direct obser- vation, and psychometric tests enables not only a thorough assessment but also a deeper understanding of how Ana’s experiences and context interact with her diagnosis, which is crucial for designing intervention strategies tailored to her specific needs and social environment. Ethical Considerations Following ethical guidelines for case studies in clinical psychology, several measures were implemented to protect Ana’s emotional well-being and ensure adherence to stan- dards of confidentiality, informed consent, and minimization of emotional impact (Guillemin & Gillam, Sanz et al., 2022). These ethical measures not only protect the participant but also ensure the validity and reliability of the data obtained, as well as uphold the principles of dignity and autonomy for minors involved in clinical and educational research. The fo- llowing outlines the ethical practices implemented: Informed consent was obtained from Ana’s legal guardian, as well as from her teacher and the school principal, who reviewed and approved the research protocol. This consent included a thorough explanation of the study’s objectives, the procedures that would be used, and the potential bene- fits and risks associated with Ana’s participation in the study. Additionally, a verification process was conducted to ensure that all parties fully understood the research terms. This in- cluded dialogue sessions to address questions and emphasize Ana and her guardian’s right to withdraw from the study at any time without repercussions. Techniques adapted to Ana’s cognitive development level were used to explain, in an accessible and age-appropriate manner, the purpose of her participation and the procedures she would undergo. Care was taken to use accessible langua- ge and ensure that Ana understood her participation was vo- luntary and that she could voice any discomfort at any time. To protect Ana’s confidentiality and anonymity, a pseu- donym was used, ensuring that her personal identity was not disclosed at any stage of the research or in the dissemination of results. Additionally, all personal information and assess- ment results were stored in secure, encrypted environments accessible only to the research team. Data obtained was kept in a de-identified format throu- ghout the analysis, and any communication or reporting of case results was thoroughly reviewed to prevent the disclo- sure of information that could indirectly identify Ana or her family. This process is particularly important in case studies involving minors, who are more vulnerable to the exposure of sensitive data, especially in complex emotional situations (Sanz et al., 2022). All professionals involved in the research signed a con- fidentiality agreement to ensure that no case information would be discussed with third parties outside the study team. To ensure Ana’s well-being during assessments, all tests and interviews were conducted in a friendly and familiar set- ting, with the presence and support of trusted figures, such as her guardian or teacher, when necessary. Sessions were sche- duled at appropriate intervals, allowing for regular breaks to give Ana time to rest and reduce any potential anxiety related to the process. Emotional support strategies were employed, such as gui- ded reflection moments and the use of calming activities at the beginning and end of each session. This methodology ai- med to establish a trusting and secure environment, allowing “Ana” to feel comfortable and willing to engage. To reduce tension, play therapy techniques and visual aids adapted to her comprehension level were used, facilitating a less intru- sive and more emotionally respectful assessment process (Drotar et al., 2009). In cases where “Ana” showed signs of discomfort or stress, the researchers adapted or postponed assessments, respecting her emotional state. The planning of these inter- ventions included a continuous review of the impact of each technique to ensure that no excessive emotional burden was caused and that the assessments contributed positively to her development. A protocol was established to intervene if “Ana” experien- ced adverse emotional reactions during the study. This proto- col included the availability of a clinical psychologist to pro- vide immediate support if additional emotional needs arose, ensuring that any negative impact was addressed promptly and appropriately. Additionally, follow-up sessions were agreed upon with her legal guardian after the assessments to evaluate any changes in “Ana’s” emotional state and to take further me- asures if necessary. These follow-up sessions help identify and mitigate any potential residual effects of the research

J. Law Epistemic Stud. (January - June 2023) 1(1): 16-23 20 process and allow for ongoing assessment of the partici- pant’s well-being. In designing this case study, the goal was not only to meet ethical standards but also to offer a potential long-term bene- fit for “Ana.” Through the assessment process, recommenda- tions and intervention strategies were shared with her guar- dian and teacher, providing them with useful tools to support “Ana’s” development more effectively. This commitment to the participant’s benefit reinforces the ethical focus of the research and ensures that “Ana’s” participation in the study contributes positively to her long-term well-being. This ethical approach and the emphasis on long-term be- nefit are fundamental in research involving minors, particu- larly in studies focusing on developmental conditions, as it is essential that the findings produce practical improvements in participants’ lives rather than merely contributing to data collection (Guillemin & Gillam, 2022). These ethical consi- derations ensure that the study not only meets the standards of psychological research but also prioritizes “Ana’s” emo- tional and psychological well-being at every stage of the pro- cess. This ethical commitment forms a critical foundation for producing findings that are both applicable and respectful of the participant’s experiences, generating meaningful insights that not only contribute to academic knowledge but also pro- vide practical improvements in “Ana’s” life and her family and school environment. Results and discussion In the emotional domain, “Ana” exhibits a notable idea- lization of her mother, who appears to be a central figure in her self-concept and self-worth. The idealization of parental figures is common among minors experiencing emotional insecurity or a lack of adequate support in their family en- vironment (Rendón Quintero & Rodríguez Gómez, 2021). For “Ana,” this idealization is accompanied by unstable self-worth, characterized by feelings of inferiority and, at times, narcissistic traits. This combination may hinder her emotional development, creating an internal conflict be- tween the need for external validation and the low self-es- teem she experiences. Literature suggests that minors with fluctuating self-worth often develop reactive defense mecha- nisms in response to frustration, manifesting aggressive res- ponses as a means of protecting their self-concept (Garofalo et al., 2021). In “Ana’s” case, this aggression primarily arises when she perceives threats to her self-worth or reelección from others. The analysis also suggests that “Ana’s” idealization and fluctuations in self-worth are related to patterns of anxious attachment, which are typical in minors raised in unstable fa- mily environments (Bowlby, 2020; Siegel & Bryson, 2021). Anxious attachment is characterized by a constant search for validation and emotional security, which can amplify dis- proportionate emotional responses when faced with stress or frustration. According to Moretti and Peled (2022), minors with anxious attachment tendencies often display reactive responses such as aggression or emotional instability in an attempt to regulate their emotions in the face of perceived insecurity in their environment. However, these patterns can be modified through appropriate interventions that promote secure attachment and strengthen emotional self-regulation through support and psychoeducation strategies. In the cognitive domain, “Ana” exhibits distracted atten- tion and below-average intellectual ability, characteristics commonly observed in children with mild intellectual disabi- lity. Her difficulty maintaining attention impacts her learning capacity and limits her academic performance, especially in tasks requiring sustained cognitive effort (Chaverri Chaves & León González, 2022). These limitations also affect her adaptability to complex situations, where she shows difficul- ty understanding her social and academic contexts. However, her long-term memory is adequate, and she demonstrates a notable ability to express her emotions and thoughts throu- gh art, particularly drawing and poetry. Research suggests that engaging in creative activities can serve as an alternative channel for emotional expression and as a resource to boost self-esteem in children with cognitive limitations (Chanco Alvear, 2022). Such activities could be a pathway to develo- ping her sense of competence and security. The inconsistent development of executive functions— such as working memory, cognitive flexibility, and inhibitory control—may also contribute to “Ana’s” challenges in social and academic adaptation (Diamond, 2022). These executi- ve functions are essential for learning, emotional regulation, and adaptability. According to Moffitt et al. (2020), deficits in these areas can exacerbate attention problems, reducing her academic performance and her ability to respond appro- priately to environmental demands. Conversely, studies by Gallagher and Blader (2021) suggest that fostering creativity in children with mild intellectual disability can help them develop a sense of competence and self-sufficiency, partially compensating for their cognitive limitations. “Ana” displays low frustration tolerance, which manifests through physical and verbal aggression toward her peers. This behavior is associated with a reactive response to si- tuations she perceives as threatening or that challenge her self-concept (Clark, 2021). Additionally, in the family set- ting, “Ana” exhibits episodes of hyperactivity and nighttime wandering, possibly as an expression of the lack of structure and emotional support at home. Child psychology literatu- re emphasizes that children in unstable contexts or without structured family routines are at greater risk of developing maladaptive behaviors (Villavicencio Aguilar et al., 2020).

J. Law Epistemic Stud.(January - June 2023) 1(1): 16-23 21 This low frustration tolerance, along with the socializa- tion difficulties observed in “Ana,” are typical behaviors of children with emotional regulation disorders. Studies by Hinshaw and Sheffler (2021) highlight that these children often experience disproportionate responses to frustrating situations due to a limited capacity to manage stress. The influence of the family environment is crucial in this context, as the lack of clear boundaries and structure can exacerbate maladaptive behaviors such as aggression and hyperactivi- ty (Loeber & Pardini, 2022). These findings underscore the need to establish family routines and develop emotional re- gulation skills in “Ana” to improve her daily adaptation. The comprehensive assessment of “Ana” reveals a com- plex interaction among emotional, cognitive, and behavioral aspects, significantly influenced by her family and school environment. Her idealization of her mother, combined with unstable self-worth, suggests an emotional dependency that limits her development and fosters disproportionate emotio- nal reactions when she encounters frustration. This pattern of dependency and validation-seeking may be associated with an anxious attachment style, exacerbated by the lack of stability in her family environment. This dependency limits her ability to develop emotional autonomy and contributes to her emotional instability and aggressive responses when her self-worth is challenged. To improve her emotional we- ll-being, “Ana” could benefit from psychoeducational inter- ventions designed to foster secure attachment and strengthen her self-regulation skills. In the cognitive domain, “Ana” demonstrates limitations in attention and intellectual capacity, consistent with her diagnosis of mild intellectual disability. These deficiencies impact her academic performance and her ability to adapt to social demands, placing her in a vulnerable position wi- thin the school context. However, her long-term memory and creative abilities, such as drawing and poetry, represent areas of strength that could be leveraged as resources for emotio- nal expression and self-esteem enhancement. Developing these skills within a supportive emotional environment could serve as a means to improve her self-confidence and emotio- nal regulation. In the behavioral aspect, her low frustration tolerance and socialization difficulties reveal a need for intervention in emotional regulation skills and the development of social competencies. Her aggressive reactions and hyperactivity at home reflect a lack of effective strategies for managing stress and frustration, a common issue in children raised in low-structure family environments. Implementing a structu- red routine and developing techniques for self-control and anger management could provide “Ana” with a more secure and predictable environment, promoting better social and emotional adaptation. The findings underscore the need for a comprehensive in- tervention approach that addresses not only “Ana’s” emotio- nal, cognitive, and behavioral aspects but also the contextual factors within her home and school. Children with mild in- tellectual disability living in unstable family environments face a heightened risk of developing behavioral issues and social adaptation difficulties. Therefore, a multidimensio- nal intervention involving active participation from family, educational staff, and the social environment could optimize outcomes, supporting her socio-emotional and academic de- velopment. With consistent and structured support, “Ana” is expected to improve her emotional regulation and develop essential social skills that contribute to her well-being and future adaptation. Conclusions This case study of “Ana,” a minor diagnosed with mild in- tellectual disability, highlights the complexity of the emotio- nal, cognitive, and behavioral factors influencing her deve- lopment, as well as the crucial role of her family and school context in her daily experiences and adaptation process. Based on the assessments conducted, it is concluded that “Ana” demonstrates a significant emotional dependency on her mother, reflected in an idealization that indicates a con- tinual search for validation and emotional support. This de- pendency, coupled with fluctuating self-esteem and anxious attachment patterns, contributes to her emotional instability and defensive responses, particularly in situations of frus- tration. These findings underscore the need for an emotional intervention aimed at fostering secure attachment, helping her build more stable self-worth and a sense of emotional autonomy. In the cognitive domain, it is confirmed that her limita- tions in attention and intellectual capacity, consistent with her diagnosis, affect her academic performance and her adaptability within the school setting. However, her streng- ths in creative activities such as drawing and poetry provide an avenue to enhance her emotional expression and self-es- teem. These areas of creative skill present an opportunity to develop a sense of competence, which could serve as a re- source for emotional regulation. Encouraging these activities in a supportive environment can contribute to improving her self-confidence and her ability to tackle academic and social challenges. From a behavioral perspective, low frustration tolerance and difficulties in emotional regulation manifest as aggressi- ve reactions and marked hyperactivity, particularly at home. These behaviors are characteristic of children lacking effec- tive strategies for stress management, especially when living in family environments with limited structure and inconsis-

J. Law Epistemic Stud. (January - June 2023) 1(1): 16-23 22 tent boundaries. The research underscores that establishing family routines and strengthening self-control skills can create a predictable environment that facilitates “Ana’s” so- cial adaptation and interactions. Overall, the findings of this case study indicate the impor- tance of a comprehensive and multidimensional intervention approach that addresses not only “Ana’s” emotional, cog- nitive, and behavioral aspects but also the context in which she develops. The intervention should focus on providing structured support both at home and school and on develo- ping emotional regulation skills that will enable her to face challenges constructively and with greater resilience. Addi- tionally, the active involvement of her family and school en- vironment is essential to foster optimal socio-emotional and academic development. 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