Amoine: A Case Study

Working in various school settings, I have been exposed to merely a glimpse of the future in which I pursue. I believe that this passion is driven by looking at my own school counselors when I was younger and realizing how great of an impact they have had on my life. From the counselors in elementary school that have helped me resolve issues with other children over a stolen crayon, to my counselors that pushed me over my limits at Rutgers University, I have become more aware of the positive impacts they have had on my life. I only aspire to be as great of a counselor to others, as they have been for me. This program embodies major values that I possess and would want to expand on in order to support the youth. Through the counseling program, I hope to gain more experience about how to help individuals in various topics such as academic support, self-development, and building relationships with these young

The Comprehensive School Counseling Program Notebook which follows the ASCA National Model third edition was created in School Counseling Programs. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, description, and goals of the program at Mountain Home Junior School. Delivery, Management, and Accountability (AR 1.2).

Rationale for seeking specialization in a CACREP-related program Deciding to become a Student Guidance I am interested in working with elementary or high school students. Working with these students in the school setting, I will be giving the chance to advocate and work with them and other organizations to assist in achieving a positive outlook on social, academic, personal and career development. Consulting and collaborating with parents, teachers, school administrators, medical professors, and other professionals in the medical and counseling field will also contribute to increasing my knowledge in staying with the counseling trends and strategies that will affect the development of students.

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.

Crystal stated that the foster father is not talking nice to Josilynn, Josilynn reports. Josilynn reports that the foster father is saying, "none of your nosey ass business". Worker will address without telling the foster parent what was said, speaking about age appropriate conversations. Crystal reports when the worker informed the foster parent not to cut Josilynn's hair, the foster father told Josilynn that her mother should worry about getting the children back rather than them taking care of the children. The children stated that the foster father is mean and the foster mother is nice. The worker stated that the foster mother is a push over like Crystal and is often ran over by the children. The foster father is not a push

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.

The interview was conducted with Mrs. Kim Cruthirds a graduate of the University of Southern Mississippi School Counseling Program. I am currently doing my practicum with Mrs. Curthirds at Lumberton Elementary School. She is a new counselor this year with the elementary school. A few years back, she was the

Circumstance: CSP made face to face visit with MHS and Ayden to monitor Ayden’s well-being.

Clinician provided support to youth in expressing her feeling and family visits. Clinician praised the youth for volunteering at her summer enrichment program. Clinician discussed healthy ways of expressing feeling

Focus: Miasia will respect the boundaries and belongings of others. Intervention: CSP, MHS and the youth discussed weekly improvement in the home and community. CSP and Miasia review the youth’s feelings and thoughts for the past week in the home and school. CSP, MHS and Miasia discussed ways to improve mornings and keeping on task. CSP and MHS praised Miasia for her progress on this goal. The youth had zero incidents of disrespecting others belongings. CSP provided reinforcement interventions for respecting boundaries in diverse settings. CSP discussed medication management concerns with MHS.

Social Interaction / Skills Ms. Beaton (MHS) explain Destiny reacts to everything in an aggressive manner. MHS describe Destiny as aggressive, pushy and bossy. Destiny had negative interactions with peers and adults at home and in the community. Community and Family Activities by Child and Foster Family Destiny was not involved

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.

The following was discussed: Family: Youth and Mrs. Edman are not getting along. Mrs. Edman stated that during youth’s clinical sessions, youth reported that she hates Mrs. Edman. Youth informed CM that she said she hates her mother sometimes. CM explained to youth the importance of Mrs. Edman and how she should not say the word “hate” to her mother or anyone.

Intervention Toolkit: Behavioral and Social Competences Anger Management and Emotion Regulation Skills Hikaru Furuuchi Seattle University I found the Anger Management and Emotion Regulation Skills intervention from a book Helping At-Risk Students: A Group Counseling Approach for Grade 6-9 (Waterman & Walker, 2009). This intervention is a group intervention that youths

• Relaxation and skills to lessen stress are individual for each child and parent . • Effective expression and modulation are taught to help children and parents identify and cope with a range of emotions