Focus: Deonte will demonstrate positive ways of expressing his feelings.
Intervention: CSP and Deonte discussed his feeling about school and home. CSP asked Deonte to describe one way he expressed his feeling to a trusted adult. CSP, MHS and Deonte reviewed last week’s interactions with peer and adults with reflections. CSP encouraged Deonte to continue expressing his feelings daily.
Response: MHS explained Deonte is having minimal problems in school. The youth struggles to express his feeling when peers get him upset in school. Deonte expressed the peer that tries to bully him got into trouble. He does feel safe at school, however, thinks the teacher does not listen when he explains things. The youth explained one example to CSP of expressing
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.
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
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
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: CSP introduce herself as the new SAFY worker to MHS and the youth. CSP discussed goals and interventions MHS and Dnyshia is working on and request feedback on progress. CSP acknowledged the youth’s unwillingness to communicate and wanted MHS to answer the questions. CSP, MHS and Dnyshia discussed recent relationship and demonstration of healthy boundaries.
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.
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).
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.
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
He believes people should see the real side of high school. School officials are worried about the negative implications that the picture will have 5 years from now. They don’t want her to try getting a job one day and she’s not able to get it because just because of a
In the case study, Crying and Marching, Zack Will is a fourth grader boy who seemed to cry for at least 30 minutes every day in different school settings (e.g. cafeteria, classroom, hallway, and music class). According to the information provided in this case, the school guidance counselor, Ms. Ellis, mentioned how Zack’s mother provided information about some difficulties that she was also having with him. Apparently, Jack’s father had moved out, and the mother’s new boyfriend moved in, causing some issues and misbehavior on Zach’s part (p. 56). The school principal, Mrs. Debaliviere, had decided to implement an intervention plan that had been proven to be effective with another student in the past. The principal had assumed that Zack’s crying behavior occurred only to obtain teacher attention. Based on this, Principal Debaliviere had told all teachers to bring Zack to the office as soon as he exhibited the behavior, where he was going to be put in a time-out chair in a corner.
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
The next school to present was Floyd C. Fretz Middle School by their principles Mrs. Slaven and Mrs Signor. Overall, Fretz scored an 84.5%. Looking over the information they received from the state, they concluded that the math program was doing well. Mrs. Slaved credited the students for their hard work. In addition to crediting the students, the principle said that the teachers have implemented a new program called HERE. HERE is a program where a teacher “adopts” a student and mentors them whether it is to improve academically or socially. The staff at Fretz feels the program works well with students who are at risk but does not do much for the advanced students. In class we discussed that middle school is a challenging time period for adolescence. I think the program they have implemented will help to greatly ease the challenges students face. In class we
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.
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.