Brea Case Management Plan

Careful attention must be focused on the safety and welfare of each client. Interventions for service delivery are to be spiritually and culturally sensitive respecting each client’s individual needs and preferences. The role of the case manager and the various duties they perform requires education, skills and training to address client needs appropriately. Positive strategies for solving problems and conflict resolution must be obtained to be equipped for any challenges that may

Mother explained that the client studies but takes the exam fast. PP and FF asked if the school makes adjustments for the client since he has an IEP. Mother shared she doesn’t know. PP encouraged mother to talk to the teachers and make sure the client has his academics needs. Mother agreed to talk to the teachers and once CFS comes back from leave he will go to the school too. FF and PP went over family concerns, ways the wrap team can support them and mission statement. Client shared that he would like to improve his grades to participate in a school sport. PP and FF praised the client for wanting to improve his academics and want to participate in a school sport. Mother expressed her mission is to close her case and not reopen. PP praised mother for sharing and wanting to close her case and leave in the pass. Mother expressed concerns over client behavior at home and school. Mother shared that client talks back and doesn’t follow directions at home. Client shared that he doesn’t like to be the only child doing chores at home. Client shared that he gets frustrated and talks back to mother. Mother expressed that she relies on the client a lot to do chores because he is the oldest. PP

A, B) MSTT met with the caregiver to examine how she plans to increase the supervision and monitoring of the youth while out in public. Caregiver expressed while the youth is at home she is going to speak with her mother and his aunt to help while she's at work. MSTT encouraged caregiver to reach out to the school and ask them if they would be able to supervise and monitor him. Caregiver contacted the school and is waiting to hear a response. MSTT will continue to work with the caregiver in increasing the supervision

The department’s intervention plan was to remove the child from the home and place her in a safer environment. My client’s response to this intervention at first was very angry and resentful towards the department. Father especially angry with the department and did not understand why he couldn’t keep his daughter since mother had the drug issue. I realized how difficult it would be to build rapport with them after removing their child. I ensured them that I was there to help; I was very empathic and showed them that I cared about their case. I worked with the parents and helped them to

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: Ms. Smalls (MHP), Santonias and Ms. Givens (MHS) discussed Santonias complying with the rules of the home. MHP and Santonias had a discussing about his NFL football team as a way to build rapport. MHP requests feedback on possible goals from Santonias and MHS for Individual Plan of Care. MHP, Santonias and MHS discuss and process an incident that happened at the school’s gym.

Youth/Family Vision: Iaja is interested wrestling and wants to be a future wrestler. The family wants Iaja to receive the appropriate services via mental health (DDD services) and educational (right school setting) to address her needs. Caregiver wants youth to gain social and linguistic skills.

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 next area of focus presented itself after asking certain questions in this area. Mr. and Mrs. Lake discuss the emotional stress brought on by moving from California to Arizona last year and leaving their 23 year old handicapped son Brad behind in California. Brad resides in a group home where he has lived for the past 10 years. He is very accustomed to his environment there; his needs are put first and it is best for him to stay there. To cope they contact his’ group home weekly to evaluate his needs and concerns the home may have. In addition, plans are made so Mrs. Lake can drive or fly to California to attend important meetings and appointments with her son Bradley. She describes the stress of being so far from her son very hard. She states she relies on her husband, Christian faith, and Brads’ care-takers to help her cope. Observations of this couple show a very solid support system provided

QP examined with Shonquasia, when she should seek help for her depression. QP asked Shonquasia to list the things she can do to keep mentally physical. QP examined with Shonquasia, how she respond and relate to depression. QP discussed with Shonquasia, how depression affects a person. QP provided Shonquasia with observational skills to avoid depression. QP discussed with Shonquasia identify and find healing from worries that cause depression. QP explained to Shonquasia, how negative thinking can increase depression mood. QP asked Shonquasia to list some negative thinking that keeps her in a depress mood. QP provided Shonquasia and her mom information on summer camp and summer activities. QP discussed with mom and Shonquasia the approaching of the end of IIH services. QP discussed with mom and Shonquasia the transition process of IIH services. QP ended the session by reminding Shonquasia and mom of the next scheduled

CM received an email from Monica Guzman (Hunterdon Group Home- Assistant Executive Director) with carbon copy, Meghan Kelley (therapist at EMYL) regarding a scheduled transition date. CM was informed that Hunterdon Youth Services is ready to admit Jason (youth) on Thursday, 3/2/17 at 3:00pm. CM confirmed and will transport youth to Group Home. Ms. Guzman reported that the following documents are outstanding; school transfer card, psychiatric evaluation (within 1 year), updated physical form, and IEP/school records. CM stated that she will fax the IEP/School records to Ms. Guzman. CM will follow-up with Kerry Lopez (Child Study Team) regarding school transfer card.

Focus: Santonias and family will learn, practice and utilize problem solving and conflict resolution skills. Ms. Smalls (MHP) and Ms. Givens (MHS) discuss Santonias’s recent incident.

Case management services were provided in garden Grove. Present at the meeting were WYP (Wraparound Youth Partner) Andy Ngo. Service minutes are high due to WYP Ngo attempting to meet the youth. WYP Ngo reminded the youth of the meeting during the after noon through a phone call. The youth acknowledged the meeting and will be waiting for WYP Ngo. WYP Ngo arrived at the youth’s home. WYP Ngo contacted the youth through a phone call, but the youth hung up on WYP Ngo. WYP Ngo waited for the youth to show up. WYP Ngo contacted the youth again, but the youth did not pick up. WYP Ngo contacted WCC (Wraparound Care Coordinator), WPP (Wraparound Parent Partner) Lyneth Torres, and SUP (Wraparound Supervisor) Sheila Gaston-Cruz to inform them the youth

CM spoke to Kiara Gelin (youth) regarding a follow-up on services. Youth reported she continues to attend the Partial Hospitalization program at the Jersey City Medical Center. CM was informed that youth stopped attending the TASC program due to time conflict and youth will resume the program in September. CM and youth disused employment; youth had a job interview at Wendy’s, Fast food restaurant. CM encouraged youth to apply at local jobs in the mall, CM verbally provided youth with a list of jobs that are hiring in the community. CM inquired about the Cook, Eat and Talk program. Youth reported the family will follow-up with the program once the family phone is working. CM agreed. CM and youth discussed mentor

Case management as described in the text, focuses on the person’s strengths, needs and personal concerns rather than a problem. When a case manager starts working with a client, one goes through a process of screening and assessment to create a social history (2015). This will help us understand our client’s specific needs, situation, and natural supports. After the assessment one can start working on developing an initial plan, this will address the issues indicated during the interview.