Deonte Response Example

At Hazelwood High School, they do things differently than at my school. At Hazelwood, most of the people worry about themselves and nobody else. Most of the school doesn’t get good grades and the school does not do anything about it. One day in English class Andy walked out when they were reading Macbeth because it was too emotional for Andy to handle. His friends were concerned and told the school counselor. They said, “But… but… it seems like… like… he needs help or somethin’.” Then the counselor said, “Well, I probably shouldn’t tell you boys this, but he is getting some outside counseling… So you boys can relax and be assured that he is getting whatever help he needs”(100). At Harrisburg High School, if someone had an issue like that, the counselors and teachers would be concerned, even if the person was getting outside help. Another thing about education that is different than mine is the school. In Ronda’s English homework, she wrote, “Our school building must have been built about a million years ago, because it was brown and tall and raggedy-looking, but it fit right in with the rest of the day”(16). At my high school, we are very fortunate to have a very new building to learn inside of. At Hazelwood High, they were not fortunate enough to have a new high school be built. Culture and education are very important pieces of people’s

Steve Ross, a 16 year old African American male, completed an Agape Family Counseling assessment to monitor his progression. Steve’s teacher reported concerns about Steve’s relationship with his peers to Mrs. Ross. In the past, Steve stated that his classmates would exclude him from their activities. Steve stated that, he would explain things in a literal manner which would could his peers to “make fun” of him. Mrs. Ross also reported that Steve would only talk in detail about the subjects that he was interested in. Mrs. Ross also expressed concern about his social skills among his peers.

Students feel like they are worthless now because they have been brought down so terribly. Not only are students feeling worthless but they are also scared to interact with new people now. There have also been teachers that do not do nothing when told about students’ problems, Stephanie Soliz confesses this when answering one of the questions and says, “It made me feel scared and it made me fear interacting with people. I did go to someone for help I went to my teacher for help but she didn’t really help”(Soliz). Another student named Eliza Rubio explained how she feels and said, “It brings down your confidence on how people will think of you. It affects your ability to do your best at the things you used to do. I didn’t go to someone because I felt like I could just ignore it, but in reality it sticks to you for life”(Rubio). Each and every student have contrasting personalities in which it makes it very difficult to deal with, but staff members at Madera High School should be prepared to deal with any type of student there. At Madera High School, there is peer tutoring where students can go and talk about their problems and students can receive help there and it is super confidential. Since many students have said they were afraid to go ask for help, peer tutoring is the place to go

Teachers may look at him as a student with challenging behaviors, and not want him in their classes in the future. Teachers at schools at times talk about students who have challenging behaviors. If Stanley’s teacher were to speak to teachers that Stanley may have in the future this may cause Stanley to be looked at differently and be oppressed. This writer is not allowed to talk to teachers about Stanley. If this writer were allowed to speak to teachers about Stanley, Stanley’s strengths could be communicated to teachers in order to help stop this

Carl Fleischer, a 17 year old high school student was sent to the Social Workers office to discuss surrounding issues that might be the cause of his failing grades. Carl was very candid in his conversation with the Social Worker and admits to being an under achiever. Carl is not performing well academically which is a concern. The school Social Worker wanted to learn about Carl and asked him open and closed ended questions about is daily life style. Carl was very talkative in the conversation about himself and became detached when asked to talk more about why he felt he dad was a scumbag.

Clinician provided support to youth in expressing her feeling and family visits. Clinician praised the youth for volunteering at her summer enrichment program. Clinician discussed healthy ways of expressing feeling

Response: MHS explained Dnyshia is her baby and the youth does not talk much. Dnyshia did not acknowledge pervious interventions and looked to MHS to answer the question. The youth was withdrawal. She was laying on MHS and stating she was frustrated. Dnyshia refused to express the source of her frustrated. MHS explained the

Recently, Melinda’s grades have plunged down and at the guidance office, she is told, “Melinda. Last year you were a straight -B student, no behavioral problem, few absences. But the reports I 've been getting …. well, what can we say?” (Anderson 114).

Family: Youth and Mrs. Edman are not getting along. Mrs. Edman stated that during youth’s clinical sessions, youth reported that she hates Mrs. Edman. Youth informed CM that she said she hates her mother sometimes. CM explained to youth the importance of Mrs. Edman and how she should not say the word “hate” to her mother or anyone.

Intervention: MHP, MHS and Skylar discuss steps Skylar take before deciding daily. MHP review the outcomes of each decision Skylar made in the past month. MHP, MHS and Skylar role-play Skylar deciding to gain insight. MHP challenge Skylar’s thoughts on thinking through each step before deciding for the best outcome. MHP, MHS and Skylar discuss some outcomes from recent decisions. MHP praise Skylar for processing decisions.

Deonte remained in the MHS Pringle home from 07/012015 to 07/31/2015. The youth continues to learn and practice positive ways to communicate with adults and peers. Deonte completed summer camp and is currently enrolled in karate. The youth had thrived in the current placement demonstrating comprehension of interventions. Deonte remains active and respectful in social environments. Deonte had no family visit during this period. The youth shared he is ready for the new school year by practicing his Reading, Math and Science.

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

Response: MHS explained Samantha was excited at first. Samantha expressed being afraid because the new youth was hitting the walls and the floor. Samantha reported the youth verbally threaten her for talking a lot. MHS reported reinsuring Samantha there was no reason to fear the youth. MHS state having a discussion with the youth. MHS explain Samantha

SC asked William has his behavior under control. William said that he been doing a lot better with his behavior. Williams said he not run away and his has not been skipping school. He noted he is working hard to not get in trouble. William said that he is allowed to hang out with his friends more because he not getting trouble. William said that is will continue to work on his behavior because he wants to continue to be able to hang with his friends. PROGRESS MADE ON OUTCOME William has his behavior under

Cn and Cn parents was present during session. Cn participated in discussion by sharing the things that she need to work on with new assigned Th. Cn engaged in processing with help of Th and Cn parents. Th will work with Tabitha to develop self-awareness of affective states.