Case Study Of Behavior In The Home

Samantha continues to make minimal progress towards this goal. Samantha struggles with complying with the rules of the home and community. Samantha’s behaviors are not constant. MHS provides Samantha daily reinforcement to decrease the poor behaviors and actions. MHS and MHP process non-compliance with Samantha at weekly visit. Samantha displayed physical aggression has decreased. MHS report Samantha displays more verbal aggression when redirected.

A: MHP assisted Ty’Kevinyon in recognizing successful strategies that have been used on days when he controls his temper and does not hit siblings, peers, or others. MHP coached in meditation and self-control strategies to help Ty’Kevinyon convey his anger through suitable statements and healthy physical outlets. MHP encouraged his mother to supply continuous praise and positive reinforcement for his positive social behaviors and better anger control. MHP recommended that Ty’Kevinyon expresses his anger in a positive manner. MHP provided reinforcements for positive behavior.

Intervention: MHP, Santonias MHS and family members discuss Santonias display of behaviors and the use of practicing conflict skills. MHP listened to MHS concerns of Santonias display of choices and struggling to use simple problem solving skills. MHP and Santonias role play two scenarios for Santonias to practice walking away, asking for assistance form an adults and talking to MHS with fear of getting in trouble. MHS listen and praise Santonias for expressing his emotions about display of behaviors.

QP met with Dontrell and his mom for the first time. QP explained to then the services that will be provided. QP discussed the goals that Dontrell will be working towards. QP explained the rules and guidelines needed to be followed in order to participated in IIH Services. QP asked Dontrell these questions to in order to identify some of his problem areas, how often do he feel angry or frustrated, how does he express his anger, what frustrates him most, how does he express his anger at home, what do your family do when he gets angry at home, and on a scale of 1-10 how does he rate his anger. QP asked Dontrell about his relationship with his mom. QP asked Dontrell about his grades at school, QP asked Dontrell, what he would like to do in the future. QP asked Dontrell to list some

Intervention: MHP and MHS discuss several incidents in the home that Samantha displayed defiance and disrespect. MHP use role-play to process outcomes from reported behaviors and practice alternative ways to express herself. MHP, MHS and Samantha discuss the role-play and possible trigger for the behaviors. MHP provide Samantha examples of her behaviors that is consistent in all environments. MHP administer the circle of support to prepare for Samantha’s discharge. MHP offers Samantha to review coping skills to improve overall behaviors. MHP explain to Samantha adjusting to a family unit is important.

Intervention: MHP taught Osvaldo skills to help express his feelings. MHP provided Osvaldo information on college admission requirements. MHP educated Osvaldo about the importance of exhibiting appropriate behavior at school and home. MHP taught Osvaldo alternative ways to deal with anger. MHP taught Osvaldo additional anger management skills. MHP demonstrated how Osvaldo could manage his frustration in a positive manner. MHP provided a worksheet on anger management. MHP taught techniques for Osvaldo to use to reduce anger and explosive

FS arrived to (client) Quinton Garrett's home to discuss and improve Quinton's behavior and progression towards his goals. FS explained to mom that the week approaching is the last week of camp. FS also reminded mom of Quinton's behavior during camp. FS informed mom that services are not nearly as effective if she doesn’t implement structure in the home as advised. FS pointed out to mom that Quinton says mom doesn’t care when he asked why do he act the way he does. FS also pointed out how far praising Quinton for his behavior goes. FS pointed out examples of how Quinton reacts to positive interactions with authority. FS reminded mom how, when Quinton does something he looks at FS because he expects a praise or some type of interaction with

A: MHP helped Timothy in becoming conscious of major unsettled problems in his life in order to lead to a level of resolution. MHP supported Timothy in exploring past and present issues and conflict. MHP recommended that Timothy explore and list past and present incidents presenting conflict and anxiety. MHP advised Timothy to participate in image desensitization techniques to relieve anxiety. MHP advised Timothy to weigh the cost and benefits of his irrational fear and anxiety. MHP reinforced such desirable behaviors and the need to properly take medication.

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

He will also demonstrate anger through appropriate expressions and healthy physical outlets. A: MHP educated Jer’Quaren about the consequences of negative behavior. MHP taught Jer’Quaren conflict resolution skills. MHP utilized a worksheet about anger management. MHP provided reinforcements for positive behavior. I: Jer’Quaren appeared to be positive mood at the onset of the session. He showed an adequate effort to participate in the session. Rapport was established and adequately maintained throughout the duration of the session. He was cooperative during the session. Jer’Quaren made good eye contact and his affect was normal. He stated that his day was going well. He mentioned that his behavior has been better. His foster mother reported improvements in his behavior. She stated that he has done better with following directions. Jer’Quaren mentioned that he understands the impact of negative behavior. He mentioned that he was excited about moving. He seemed to enjoy the worksheet about anger management. The worksheet provided him an opportunity to learn about how to identify things that trigger anger. He stated that his attitude is his biggest concern. Jer’Quaren stated that he will exhibit positive behavior this

Intervention: MHP educated Timothy about socialization. MHP taught Timothy techniques for anger management. MHP discussed with Timothy the importance of education. MHP provided additional educational worksheets on peer engagement. MHP demonstrated the difference between appropriate and inappropriate behavior. MHP instructed Timothy on the benefits of improving his academic performance. MHP provided Timothy with strategies to improve his social skills. MHP provided strategies to improve his study habits. MHP provided positive reinforcements for improved behavior and better social skills.

Therapist met with individual to continue discussing issues with peer interaction. Individual states he has been doing well with interacting with his peers. Individual states he ignored a peer when they talked about his shoes. Therapist praised individual and encouraged individual to continue ignoring distractions from his peers that may cause him to get in trouble. Therapist and individual practiced conflict strategies to assist individual resolving conflicts peacefully. Individual states he will continue using the conflict strategies to interact positively with his peers.

Per mom William has been Compliant with the house rules lately. Per mom William has reduce the using of profanity in the home and is getting along better with his siblings, and his dad. Per mom, she would like William to quit smoking, use comping skills when he get angry more often and think about the effect of his behavior on his family. William stated that he is utilizing coping skills to get along better with his parents, the frequency of anger and aggressive out bursts has reduce significantly. Per William his is not engaging in fighting and argument with his siblings as much and stated that IIH servers is working because he has learned the reason why he needs to control his anger, and his relationship with his parent has gotten better

MSTT met with Natalie to assess how she and her husband deal with Daniel during a stressful situation. MSTT also worked on completing MST paperwork. MSTT was unable to cover or assess how they handle the stressful situation while dealing with Daniel negative behaviors. MSTT and Natalie were able to work on completing MSTT paperwork. Natalie instead wanted to discuss Daniel's behaviors and his level of disrespect he has towards them while he is home. Daniel normally spends the summer with his father in New York for the summer and while he is there he's able to control his anger and respect his grandmother and his father. She explained there are times he does disrespect them but not the level he displays at home with her. MSTT spoke with her

Action: MHP introduced herself to Breanna. MHP explained the program, visits and addressed the youth’s concerns. Breanna only concern at the initial visit was returning home to great grandmother and not attending school. Breanna disclosed information of threats of self-harm and cutting her left fore arm. MHP email Breanna DSS worker for more information and confirm the youth information. MHP comfort the youth about school