When dealing with the case study I would try to talk to the group as a whole without trying to single out Lisa in front of the other students. I think maybe the circles where the students talk would help this group. There seems to be problems with how they work together. If there is a break in the day or time to talk to Lisa, I would try to talk to her and see what is bothering her. She is having difficulty working with a group I need to try to understand why. I want to let her know I understand getting frustrated but not try to blame her for causing difficulty. Also with that she and the group need to learn that we don't always get our way and have to do things we don't always like but it is part of responsibility and growing up. They can work together and practice problem solving.
I wasn't sure what to do if Lisa still refuses to work with the group so I went to google. I found an article that provides dialogue and advice on how to work with kids that aren't wanting to work with the teacher or group. Here is the link but I added the main portion of the article.
http://www.sheknows.com/how-to/articles/5992/how-to-handle-a-stubborn-kid
Don't set yourself up to lose
Let's work backwards on this. We will study a situation in which a teacher creates a minor disaster in her classroom. Her attempts to control a situation result in a "blowout" by the student, creating a need for other professionals to be involved. Then we will look at how this could have been avoided in the first place. Once we have done this, we will take a look at the use of this technique in our own homes with our own children:
Teacher: (speaking from across the room.) "Jessie, why are you moving your chair? You don't need to do that. Move it back where it was!"
Jessie: "Brittany is going to help me."
Teacher: "You don't need her help. Now move your chair back where it was!"
Jessie: "But I need help on this."
Teacher: "Move that chair, or you're going to get sent to the recovery room."
Jessie: "I don't have to. You can't tell me what to do. You're not my mother!"
At this point the situation deteriorated. Jessie was ordered to leave the room. She refused, and was threatened with disciplinary action. Hearing this, she ran screaming out of the room and other professionals were drawn into the situation.
A "nobody loses" approach
Here is another approach to the very same situation. No battle line is drawn. Regardless of how the child reacts, she is actually obeying the adult's request. Both the dignity of the adult and the dignity of the child can be maintained. Disciplinary action to help Jessie learn the wisdom of cooperating with the teacher can be provided at a later time if necessary:Teacher: (walking up the student and whispering.) "Jessie. I need you to move your chair back. Would you consider doing that for me? Thank you." (The word, "consider," takes away any threat and eliminates the opportunity for Jessie to be defiant.)
Jessie: "But I want Brittany to help me."
Teacher: (still whispering.) "I'm sure that's true, and I'd like you to consider moving."
Jessie: "No. I don't have to."
Teacher: (still whispering.) "Thanks for considering it. Do you really think that it's wise to refuse when I ask in a nice way? Personally I don't think that's a wise decision. We'll talk about that later." (The teacher walks away and Jessie remains where she is provided she does not create a disturbance.)
Since Jessie was not ordered to move, she has already complied with the teacher's request. She was not told to move, only to consider moving. Nobody has lost a battle at this point. The other students are not aware of the problem and the teacher's authority has not been challenged in front of the group. Jessie's teacher now has the time to muster her forces and figure out how to deal with Jessie's lack of cooperation. If discipline is necessary it can be done in private.
The teacher added some character education into this confrontation and the situation never got out of hand.
