Antazia's Case Study

On 9/20/2016, Issac was placed in a kinship foster placement with the paternal aunt after a waiver was completed. A referral was done for a home study to the DCF Hyde Park Office on 9/23/2016 and the home study was assigned to Ms. Jeannie Serrano. Jeannie Serrano from the Hyde Park Office had been out to the home and made recommendations to foster mother about the home. During the home study and

Randall Thigpen is a case manager professional interviewed for this assignment. The introduction and purpose of the interview was done through the phone, but the questionnaire was sent via email. Randall’s official title is Placement Desk Coordinator. Randall provides services to foster care children in the Arapahoe county DHS in Colorado. Although the Randall does not have a nursing degree, eight years of experience working with foster care children was valuable when providing information about the population of interest. Some of the responsibilities include finding a home for children who are removed from their home and their parents or caretakers are regarded as not fit to take care of their children. Other job responsibilities include the supervision of other case workers and to ensure the safety and wellbeing of the child in foster care through continuous assessment of the current placement and adjustments as necessary. The following questions were developed and sent to the foster care professional.

Violations of the agreement will lead to an internal staffing to consider the needs of the foster children remaining in your foster home.”

Per referring agency, Antazia parents has parental rights. Antazia does have siblings in care at this time.

Shonquasia continues to feelings of being depress and feels worthless, suicidal thoughts when angry, frustrated, and provoked, at home and school setting. Since last review there has been little improvement with shonquasia’s behavior in home and school setting. Shonquasia continues to have difficulty coping with her anger and aggressive outburst in all settings. IIH team will continue to provide skill building interventions geared towards coping skills, anger management techniques, improving self-image, changing thought process, expressing feelings and how to react differently to anger situations. Since last review Shonquasia has not had mention hearing voices or had any manic episode. Shonquasia is encouraged to use journaling, take her medications

Shonquasia has reduce the number and frequency of her aggressive behavior in all setting. Since last review Shonquasia has had an recessive episode at home. Per mom Shonquasia is not applying coping skills to deal with anger and frustration. Shonquasia has not had any manic episode since starting IIH services. Shonquasia continue to have difficulty with expressing her feeling, trusting others and using coping skills for problematic situations. IIH team will continue to provide skill building interventions geared towards coping skills, verbalizing feelings and anger management

Mental Health services are not established. MHS is working with the referring agency to have services provided in the schools. The referring agency with follow-up with the school. The referring agency will provide information for individual therapy. MHS will schedule and provide follow-up as needed.

Jaiden is a 14 y/o S/W/F presenting with symptoms of ADHD and OD. Individual was referred by AZ Kelsey Academy. Current symptoms are defiant behavior toward any authority at home or school, disobedient, lies, manipulates and steals at home and at school. Father stated she usually doesn't lose her temper or has angry outburst, but that she enjoy to aggravate others. Dad stated she is known has a bully at school. Dad disclosed he is worry about Jaiden gathering with the "wrong people" or bad influences at school. Father explained Individual have stolen cell phones at home and school. Disclosed at home she is constantly doing things to provoke fights and disruptions at home like taking her sister's clothes w/o permission. Father shared he took

Mykiriea received 1 behavior referrals in the 16-17 school year, all for breaking the rules. Specifically, she was noted to unacceptable classroom behavior. At times in the classroom, behaviorally she can have issues with other students, usually boys, which involve some type of horse play or an exchange of profanity. For the 15-16 school year Mykiriea has several conferences and redirection concerning appropriate school behavior and peer interaction. Mykiriea's teachers noted some concerns regarding talking and other off-task behaviors. However, they noted that she benefits from being seated away from certain peers and has improved her self-monitoring skills, resulting in more on-task behavior. Mikiriea misses many key instructional teaching

Oppositional Defiant Disorder (ODD) is one of the most common clinical disorders in children and adolescents (Nock, Kazdin, Hirpi & Kessler, 2007). Greene et al. (2002) defines ODD as “a recurrent pattern of developmentally inappropriate levels of negativistic, defiant, disobedient, and hostile behavior toward authority figures”. ODD primarily consists of stubborn (e.g., tantrums) and aggressive behaviors that the child attempts to rationalize based on the circumstances rather than view as consequential and problematic (Kazdin, 2010). Therefore, ODD can have serious implications for the child’s functioning at home, in school, and in the community, so parents of children with ODD are more likely to utilize child mental health services (Kazdin, 2010). The history, symptoms, diagnosis, prevalence, age of onset, duration, risk factors, comorbidity, and treatments of ODD will be discussed, as well as the rationale behind the revisions from the fourth (DSM-IV) to fifth editions (DSM-5) of the Diagnostic and Statistical Manual of Mental Disorders.

The student that I have selected for my writing case study is a third grade student from Ms. Wytaske classroom, her pseudonymous name is Kim. She is an eight year olds Hispanic girl who comes to resource to receive additional special education services for ELA and mathematics. She also revives speech therapy and physical therapy. Last school year she missed a lot of school days, however, so far this semester she shows up to the school most of the time. She has a little brother who just enrolled in Griffith Elementary School in kindergarten grade. During school day, whenever she falls asleep or misbehaves in her classroom, such as makes noise or not follows directions at all, then her teacher, Ms. Wytaske, would send her to the resource classroom

As a Behavioral Interventionist and Mobile Therapist with New Behavioral Network from 2013, I provided case management services to children/adolescents and their families that were referred by the DSCYF department of Prevention and Behavioral Health Services. When a client enters the program, I complete an intake assessment called the Psychosocial Evaluation which focus on the areas of Family, Mental Health, Legal, Physical, Self-injurious/Suicide, Sexual, Substance Abuse, and Physical History to determine the client’s needs within their treatment. After completing the client’s intake paperwork, I proceeded to complete an Admission Summary within 7 days of the Admission//Intake date. With the help of the client’s referral documents, prior

L.R. is a 5 year –old male in the kindergarten who currently attends North Elementary School. L.R. IS diagnosed with Depressive Disorder NOS with Bipolar features Attention Deficit Hyperactivity Disorder (ADHD) and is classified as a student with multiple disabilities. L. R. has a history of interrupting other’s while they are reading and be bossy towards his classmates and making upsetting comments towards them. Whenever this behavior are observe the teacher will remind L. R. that he should focus on his class work and not interrupt others. The teacher Ms. Young noticed that every time L. R. is put in small reading groups, that this behavior occurs. In fact, when Ms. Young call out a student name other than L. R. to

Per teacher report, individual shows regression with anger management due to individual does not comply with rules or directions given by her and continue to talk back to adults and peers daily.

Per Ms. Smith (MHS), Samantha is described as moody, verbally aggressive and manipulating. Samantha continues to have positive and negative peer and adult interactions in the community and school. Samantha has difficulties with focusing, accepting redirection and responsibility for her behaviors. Samantha’s behaviors continue to be unpredictable.