Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.
In the pediatrician’s office that I work, there is a playroom for the children of parents that came to bring a sibling to the office. I work there at this playroom taking care of the children in this playroom. I often observe how the parents, usually the mother, interact with their children, and also how the children act when the mother needs to leave the room and when they come back. It was not until this week that I was able to name the interactions and to understand what is behind the children reactions. This week, in my developmental psychology class I learned about an experiment developed by Mary Ainsworth called ‘Strange Situation’ (Belsky, 2013, p. 115). In this experiment, a mother and a child enters a play room like the one that I work, and after the child is playing with the toys, a stranger comes in and interact with the child; after a while the mother leaves the room, the same way the mothers at the pediatrician’s office leave the playroom; after some minutes the mother returns and the stranger leaves the room; a couple of minutes after the child is situated again and playing, the mother leaves again leaving the child alone, and returns after another couple of minutes (Belsky, 2013, p. 115). While the researchers observed the children, their interaction with their mothers, and their reactions to the situations through a one-way mirror (Belsky, 2013, p. 115), I observed as the stranger that is in the room interacting with the child.
The art therapy session is held every Tuesday at a small space in the gym. When the intern picked her up from her class, she did not look the intern and walked fast to the art therapy room. At the room, she stated that she had a “worst day at everywhere.” The intern checked in with her, but she did not share in detail. A sample of a doll and art materials were provided. Cindy asked the intern if she can take it to home, and the intern reminded her the rules. She did not respond and began to make the doll without words. Cindy appeared to be unmotivated to do art but followed the direction. In the process, Cindy required an assistance of the intern because of her clumsy hand movement. While the intern helped her, she expressed the feeling of frustration. She often mentioned “you do it… you are much better than me... you make it
Talin displayed a visibly positive and social affect when he arrived this morning. He smiled often and was socially appropriate when interacting with staff and peers. I went over Talin’s schedule with him for today and then allowed him to choose an activity for some independent leisure. Talin spent some time writing in his notebook, and putting together a puzzle. Before heading out for the day, Talin was given a couple of visual options to choose from to determine what activity he preferred to do first. Talin first chose to go to Bowling. I assisted Talin with obtaining his shoes and bowling ball. I then showed Talin what lane he would be bowling on. Talin was visibly excited bowl, needing redirection to put his shoes on before starting the
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.
The B.A.T clinical team met Mrs. Vasquez (mother), on September 9th, 2016, at their home located in Riverside, CA. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to David. The clinical team gathered information regarding David’s history (as outlined in the section above) and inquired about the challenges they encounter, including and behaviors that are of concern.
A 65 year old resident is admitted to a Skilled Long Term Care Facility for a hip fracture. The resident has a Wound Vac and open wound upon admission to the Nursing Facility. The resident is due to receive Physical therapy and rehabilitation and go home. The resident must also receive wound care once per shift from the wound nurse or floor nurse depending on the shift. The resident is an alcoholic and is married with four children. The resident comes from a low income housing area with multiple flights of stairs and the housing area does not have handicap accessible apartments. Resident has Medicaid and Medicare at the time of admission the resident has not had a 60 day well stay and cannot use his Medicare to pay for
In the past, a team that comes to mind is a clinical treatment team several years ago that I was a part of as a manager. A treatment team consisted of social workers, clinicians, group home staff and parents. One particular client that I was working with came to the group home with oppositional behaviors, running away from home and very aggressive. The client was untrusting of adults and hated attending school. The group home was a very structured setting with staff that worked in shifts to supervise the clients and work on their treatment goals. The treatment team met every thirty days to review the progress of the client to determine if the client was progressing or needed higher level of care. After months of working the program, attending
While Brandi prepared luncch the children continued their activies. Jarred played on the computer and Zoey played with the cat. During lunch preparation Brandi continued to talk about the case. Brandi talked about all the systems she had in place to assist the children with the barriers they were experiencing. When the children came into the kitchen to get their pizza Brandi changed the subject to a more positive tone. The children retreived there food and went intot the room to continue thier activities. Brandi also went tinto the room and laid in the bed with Zoey as she played on the phone.
In the classroom during the playtime when Leo; aged 16 months and Mateo; aged 18 months started argument about a truck. Leo had the truck first; Mrs. Gail started to move near them. She told Mateo, Leo Had it first. Let’s take turns, it’s nice to share. Let Leo finish with the truck and come with me, I can help you find something else. Mateo went with Gail to see what does she has. Gail said to Mateo, I have something special for you, let us see, do you want to play Bubble or water table. Mateo picked Bubbles. Gail started to play with Mateo, Ella; aged 16 months,, and Sofia; aged 17 months, when Leo saw Gail playing bubbles with the other kids; He left the truck and came to play with them. While they are playing all together, Leo tried to
There are different articles that review the “team nursing care model” approach .For the purpose of this paper I would like to begin with the article “championing a team: reviewing the role of team composition, context and trust on nursing team performance,” as stated in Australian Journal of Sustainable Business and Society “In order to successfully perform tasks, there needs to be a proper mix of team composition in terms of team knowledge and team skills. Also, the team must work in a good surrounding through a positive team context.(2016, p, 50). In this article the roles of the team members are described and elaborated on discussing the makeup of the team and the how it applies to patient outcomes. As stated in AJSBS,” team nursing allows better communication and enhances accuracy in decision-making processes” (p, 51). The team as a whole have different attributes and skills that develop an efficient team. There are four factors that are addressed , team performance, team composition, team context, team trust. Each factor expands on the roles in the team. Team performance being one factor is as stated in AJSBN “. Team performance is a result of team members’ engagement in task work and teamwork processes that involve activities in completing a task, through collective integration, synthesis, and sharing of information” (p, 51). Team composition is required to have a blend of team members that have collective knowledge, expertise and skills, as stated
Brenda and April found dolls and kitchen items to play with. While Codi found different hats to try on. All of their play changed because they interacted with different materials. Ms. Brittany provided more than enough props for them from the mirrors, dolls, stroller, cash register, flowers, and so much more. Because of this large variety, the children were able to keep playing and their play was not interrupted.
In the first stage of the experiment, children were brought to the experimental room by the controller and the model, who was in the hallway outside the room and was invited to come in and join in the game. The room was set up for playing and the activities were selected because they had high interest for nursery school children. One area was arranged was a child’s play area, where there was a table and chair, potato prints and stickers. After settling the child in its corner the adult model was brought to the other side of the room where there was a small table, chair, tinker-toy set, a mallet and a big inflatable Bobo doll. After the model was seated the experimenter left the experimental room (Diessner, 2008).
Option A is incorrect: With regards to DIR Floortime: It is appropriate to introduce the DIR Floortime Model to increase communication during play-based activities, given that Demetrius displays delays in functional-emotional development, and is also in the process of being investigated for a possible diagnosis of Autism Spectrum Disorder (ASD). Even though an ASD diagnosis has yet to be confirmed, Demetrius is likely displaying enough symptoms and characteristics reminiscent of autism to warrant further investigation. Furthermore, the DIR Floortime Model is especially relevant for the ASD population, since the approach addresses relational and communication issues unrivaled by other play-based approaches. In addition, Demetrius refuses all attempts (whether therapist- or parent-initiated) to engage in play activities; hence, Demetrius' refusal to engage in reciprocal interactions during play is likely not due to discomfort around the therapist only, given that he does not respond to his