Appropriate Behavior Summary

Because PCIT was originally developed as a treatment program for children with disruptive behaviors, the core tenets of the program focus on behavioral strategies to improve the parent-child relationship (Eyberg 199). Treatment sessions for PCIT involve active engagement of both the parent and the child in which the counselor or therapist acts a mediating coach in order to teach positive interaction skills. First, the therapist observes the parent-child interaction and tallies their behaviors on a coding sheet to

For my senior year field placement, I am currently working at Elwyn’s Media campus in the Children’s Behavioral Health Services Outpatient program. At the outpatient program I am working with the Director of Clinical Operations, Ellen Chung. I also work with Jennifer Torrey who is the Clinical Coordinator for Elwyn’s Media location’s Outpatient program. I also work one on one with the Outpatient Case Manager, Shaneen Brown. I am also working in the Therapeutic After School Program (TASP). At the TASP I work with the Case Manager Jennifer Ziegler and the Clinical Case Manager Denise Georganas. The outpatient therapy team at Elwyn is a multidisciplinary team that works to help children reach their fullest potential. Some services offered by the Outpatient program at Elwyn are psychiatric evaluations, individual therapy, group therapy, family therapy, medication management, client/family education and community resources. The goal of the Therapeutic Socialization Program is to facilitate socialization and communication skills and to decrease problematic behaviors through participation in fun and engaging in activities. This program is based on the principles of Applied Behavior Analysis and other proven approaches to develop individually tailored treatment protocols to help children, adolescents and young adults in the areas of socialization, self-regulation and communication. The TASP also focuses on providing parents with new information to better understand their child’s

|Parent conferences, professional counseling, verbal redirection, medications, student one-on-one counseling, intervention plan from team, in/out-of-school |

Individual counseling is a responsive service that involves one-to-one counseling with a student. Please use the case noted below to conceptualize the case and answer the questions on the rubric. Please use the rubric as your template for the assignment. That is, save a copy of the rubric as “Elementary School Treatment Plan”. Then, simply type your responses within the rubric template row and under each bulleted item. References will be included at the end of the document on a separate page in APA style. There is no required page length; just be sure to cover the rubric components completely and succinctly.

P: Facilitator and PP met with the client and mother to identify situations and triggers that contribute to the client’s behaviors.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Pt has a hx of conflict within the family structure. Per report from mother they recently been evicted from their home to living with a friend and her 2 children. Pt states she does not trust her mother because she calls her “retarded and crazy”. Pt reports having low self esteem. Per report from mother, pt father is not participative with the pt.

Behavior: Reyna behavior has improved from the initial date of placement. Youth became very proud when achieving her goals. Reyna completed his goals of complying with rules of the home and school on a daily basis, express her frustrations in an appropriate manner and have bi-weekly visits with bio-family. Youth learned various ways to cope and express her feelings at individual therapy and SAFY clinicians.

Intervention: Ms. Smalls (MHP) and Mrs. Clark (MHS) discuss Taliana change in behaviors after taking the medication. MHP request MHS to provide feedback on Taliana’s behaviors after starting the medication in the home. MHP and MHS process Taliana disclosing information to a school staff about sexual abuse. MHP explain to MHS to have Taliana medication reevaluated. MHP emailed Taliana’s DSS worker about the change in behaviors after taking the medication. MHP encourage MHS to monitor Taliana side effects. MHP and MHS walked to Taliana’s room for MHP to physically see Taliana.

Intervention: Ms. Smalls (MHP), Mrs. Clark (MHS) and Taliana discussed Taliana adjusting to the home. MHP encouraged Taliana to ask questions if she does not understand something. MHP praised for willing to communicate with MHS and family. MHP, MHS and Taliana discussed Taliana’s emotions about family visits and no contact with biological mother. MHP praised Taliana expresses her feelings. MHP explained to Taliana and MHS that the DSS case worker will visit next week. MHP provide an update from DSS worker about clothing and eyeglasses. MHP administrated the Casey Life skills. MHP allowed Taliana to share stories about her biological mother and family.

Response: MHS expresses the goals are suitable for the youth in care. Taliana asks questions about the interventions and returning home to biological father and step mother. Taliana and MHS provide additional information about Taliana’s behavior patterns. MHS ensure Taliana ask all her questions before MHP explain the length of the IPOC. Taliana express comprehension of each section of the IPOC. MHS check her calendar for the next visit.

When therapist met with the client at school, therapist did check in client reporting any behavioral issues or conflict at home or at school and client reported that she is sometimes fight with her siblings at home when she takes some of their toys to play with and the client's siblings does not want her to play with it and started to fight and push each other. Client reported that when the mother knows about the fight, mother gives time out to the mistaken child in the room or in the yard. Therapist discussed with client the alternative behavior if she wants to play with some toys belongs to her siblings. Client reported when asked about the alternative behavior that she may ask them, she may ask to exchange the toys or games for a while,

Zynaria did not accept any responsibility to her behaviors. Zynaria explain throwing three desks and three chairs in the classroom, three chairs in Mr. Shaw office and the recycle bin. Zynaria felt it was the teacher’s fault and she was able to control her behaviors. Zynaria report calming down after Mr. Shaw asked. Zynaria changed the details to the incident after MHP explain talking with Mr. Shaw around 1:00PM. MHS reminded Zynaria of the coping skills that was practice at home. Zynaria reply that she did not need to use the coping skills. MHS demonstrated the way they practice each skill at home. Zynaria demonstrate each skill and stated not needing to use the coping skills. MHS report Zynaria is getting more defiant. Zynaria struggles staying on schedule. Zynaria require several redirections to complete a task. MHS explain sometimes Zynaria would challenge MHS requests and redirection. Zynaria gave MHP a smile and agree to tell the truth. Zynaria looked at MHS when communication as if Zynaria needed approval. MHS expresses Zynaria does struggle with impulses, however it is manageable. MHS felt Zynaria expression through physical aggression is the

Intervention: MHP and MHS debrief an incident of Taliana expressing not wanting to return to the biological family. MHP encourages MHS to set time out daily with Taliana to review Taliana’s daily functions. MHP listens to MHS concerns.

Planned Interventions/ Frequency/ Responsible Party: 1. MHP will use CBT techniques (i.e. role-play, modeling, and challenging distorted thoughts) to recognize, understand and redirect inappropriate behaviors and distorted thoughts monthly. 2. MHP will teach Autumn’s family adaptive skills (relaxation techniques, deep breathing, and behavioral rehearsal) monthly. 3. MHP will use techniques derived from motivational interviewing to move Autumn’s family and Autumn towards accepting responsibility for Autumn’s actions and motivation to change inappropriate behaviors monthly.