Focus: Amoine will improve cooperation skills. Intervention: CSP and MHS discussed the youth’s growth and progress with this goal. CSP assisted the youth with practicing ways of expressing emotions in an age appropriate manner. CSP and MHS discussed emotions of how MHS treats her in diverse setting. CSP praised the youth for being honest about her emotions. CSP and MHS discussed homework of working on communication. Response: MHS expressed Amonie mostly stay to herself and is expressing her feelings. The youth told MHS on several occasions that she treats her foster-sister better. Amonie explained she does not express her feelings to everyone and trust a lot of people. She prefers to practice face to face at the next visit. Amonie does not
Focus: Ms. Smalls (MHP) administered the Casey Life skills assessment, the Circle of support and the Child and Adolescent Needs and Strengths assessment with the assistance of Ms. Givens (MHS) and Antazia.
Foster parent, Shanikqua Glenn, stated that the reason she requested this Review is because she would like to express her “point of view” of the incident. Ms. Glenn indicated that she is concerned about Azzore; she is receiving phone calls from his school and he is “crying for me.” Ms. Glenn expressed that Azzore has various marks on him which were inflicted by his sister, Tymani. Ms. Glenn indicated that she is concerned about Tymani and Azzore being in a foster home and the treatment Azzore is subjected to by Tymani. Ms. Glenn voiced that Tymani was not allowed to physically abuse Azzore while both children were placed in her home.
Action: CSP and MHS discussed changes in daily schedule because of Ayden’s surgery and foster brother’s surgery. Ayden has medical appointments during the week foster brother’s plan recovery from heart surgery. Ayden has upcoming appointments to replace his feeding tube, pulmonologist and pre-op for ear surgery on 11-23-15. CSP encouraged the MHS to continue the great work getting the children to all medical and DSS appointments. There are no family visits scheduled with bio-parents. Ayden continues to respond to the school staff and his motor skills are improving.
A: MHP educated Jer’Quaren about appropriate behavior. MHP provided a worksheet about anger management. MHP taught strategies to improve behavior. MHP taught Jer’Quaren conflict resolution skills. MHP demonstrated positive and negative behavior to help Jer’Quaren understand the difference. MHP provide reinforcements for positive behavior.
Intervention: MHP, MHS and Skylar discuss steps Skylar take before deciding daily. MHP review the outcomes of each decision Skylar made in the past month. MHP, MHS and Skylar role-play Skylar deciding to gain insight. MHP challenge Skylar’s thoughts on thinking through each step before deciding for the best outcome. MHP, MHS and Skylar discuss some outcomes from recent decisions. MHP praise Skylar for processing decisions.
Response: MHS explained the youth had several appointments with the foster care clinic, mental health and school. The youth’s medication was changed
Clinician provided support to youth during this transitional period. Clinician assisted the youth with positive ways to communicate with MHS and foster sister in the home. Clinician encouraged the youth to get involved once enroll into the summer enrichment program and community. Clinician will assist the DSS worker and MHS
Intervention: CSP, MHS and Antavia discussed the youth’s refusal to communicate with MHS, attend school and comply with the home rules. CSP and Antavia process her reality of returning home and having a healthy productive life. CSP and MHS discussed the youth’s recent behavior of cursing at MHS and leaving the bedroom window open. CSP provided support to Avtavia as she expressed her feeling about living with her grandfather and the upcoming foster care review board meeting. CSP encouraged the youth to inform MHS or CSP when she needs additional assistance.
FOCUS OF PRESENT SESSION: The family checked-in as being “okay” and their week was “good.” The family presented in a euthymic mood and it was congruent with affect. During this session, the client and her mother was asked to express to each other, their feeling and emotions of issues within the home as well as Denae’s behavior. The mother and youth decided on an issue, such as Denae being suspended from school. Each participant switched roles to obtain the other person perspective and feelings they were experiencing. Denae, whom role play her mother brought up issues regarding the child’s behavior. She reported that she understood why her parents punished her, which makes her more aware of what is expected of her. The youth’s mother, whom
This intervention is a group intervention that youths (grade 6-9) to understand their anger and develop their emotion regulation skills or students who have emotional behavioral disability. The strength of this intervention is to encourage students to become aware of their feeling of anger, frustration, and other feelings associate with anger such as shame and guilt, sadness, and loneliness. The intervention helps
My-Kayla responded well to the intervention. My-Kayla continues to make very good progress toward her goals. My-Kayla stated, My-Kayla stated, speaking up for herself, being able to say no to people, making request, and being nice and polite to others. My Kayla stated, strong, confident, fair, easy to talk to and honest. My-Kayla stated, speaking her mind, expressing her feelings, being friendlier and not being shy. My-Kayla stated, strong, right, and confident. My-Kayla stated bossy, nice, stand up for themselves and respected. My-Kayla stated that she is not sure how she would express herself, if she had to be assertive all the time. My-Kayla stated being out spoken, being able to express feelings and wants and being confident in oneself.
Observation/ Participation: The client was in an okay mood. He client informed the MHS that he has been behaving in school and at home, but the client’s teacher said the client behavior needs improves.
F: Family will help Bryan identify and verbalize his feelings and needs in an appropriate manner to improve his behavior in diverse settings. Ms. Smalls (MHP) assist Bryan and Mrs. Makely (MHS) to process an escalated incident.
The Universal Review included 180 school-based studies involving 277,977 students. The strategy involved classroom programming, which were a set of lessons that sought to develop social and emotional skills such as problem and feeling identification, goal setting, conflict resolution strategies and interpersonal problem-solving skills (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymicki and Durlak, 2008).
Intervention: Clinician discussed the youth was doing in karate and other social activities with his peers. Clinician encouraged the youth to get his rest, because school will start soon. The clinician listened to the youth express his feelings about his activities and relationship with MHS.