GREAT Intervention Paper

The Universal Review included 180 school-based studies involving 277,977 students. The strategy involved classroom programming, which were a set of lessons that sought to develop social and emotional skills such as problem and feeling identification, goal setting, conflict resolution strategies and interpersonal problem-solving skills (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymicki and Durlak, 2008).

Behavior is reinforced when one or more of the following Guidelines for Success (G.F.S.) are met:

The first important ingredient in the G.R.E.A.T program is the instruction of life skills is the foundation of the program. The program is intended as an immunization against delinquency, youth violence, and gang membership for children in the years immediately before the prime ages for introduction into gangs and delinquent behavior. In accordance with a study by Dr. Esbensen in 2000, delinquency often serves as a precursor to gang involvement, the GREAT program focuses on providing life skills to students to help them avoid delinquent behavior and resorting to violence to solve problems. Communities need not have a gang problem in order to benefit from the program as its primary objective is prevention and is intended as an immunization against delinquency, youth violence, and gang membership.

Teachers in the classrooms where the program is being taught also help facilitate the lessons as well. All of the four phases have the same primary focus, which is to educate its participants about the dangers of gang membership. The first component of the program is taught to students in elementary school. In this phase, students are introduced to the GREAT program concepts and skills in order to begin the change in the participant’s behavior. The students participate in six lessons and each is about one hour in duration. These lessons teach the participants about the importance of decision making, how to effectively communicate with others, and they also get exposure to anger management strategies. The six lessons in the elementary stage are essential to help to build a foundation for the middle school component of the GREAT program, which goes more in depth into gang resistances (Esbensen et al.,

The micro level intervention that this writer would use is individual counseling. Individual counseling would allow this writer to learn about each client individually and what basic needs are not being met in their lives. This writer could assist each client in finding shelters, employment, care for physical and mental health problems and other services to help meet the client’s basic needs. An example of this micro intervention can be seen at the Center for Urban Community Services in New York City according to Lorenzo & Barbosa,

Wood, M.D, et. al (2007). Brief motivational intervention and alcohol expectancy challenge with heavy drinking in college students: A randomized factorial study. Addictive Behaviors, 32(11), 2509-2528. doi:10.1016/j.addbeh.2007.06.018

In the article with Cohen and Semple (2009), mindful interventions can help families grow in their behaviors. Parental distress has reactions on their children. Interventions can improve a relationship between a parent and their child (Cohen & Semple, 2009). Interventions can treat eating disorders, generalized anxiety disorder, obsessive-compulsive disorder, and alcohol and substance abuse programs, as well as mood-related disorders (Cohen & Semple, 2009).

Response to intervention, also known as RTI, is a multi-tiered system for early identification and a process that implements support for students with learning and behavioral needs. There is no standardized system for RTI, therefore there are variations and many ways to implement and initiate these services. Typically these services are broken down into steps or tiers, in order to ensure all students are being universally screened and are receiving the help they need.

Interventions provided during this service: Individual rehab services were provided. WYP discussed with the client about the CSP objectives. The client is being compliant with his mother (talking to her more, coming home before curfew, going to school, and understanding his mother better), the client is using his copping skills (basketball, deep breathing, and exercising) to decrease his irritable outbursts (throwing objects, yelling, and foul languages), the client's has improved his independent living skills (taking care of his son, going to school, working with his stepfather, playing basketball, and doing chores). WYP assisted the client with practicing his coping skills by randomly commanding the client to use one of his coping skills.

The G.R.EA.T. program is taught to the youth starting in elementary and continuing until middle school. The elementary program and middle school program are both skill based learning. The elementary program is designed as an introduction course to the middle school program. The elementary program sets the foundation that begins to teach the youth skills that are needed for the more intensive program that is taught in middle school. All of this is done while they develop the bond between the youth and law enforcement officials. These bonds continue to develop once the students move onto the middle school program.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

The P.A.R.T.Y Program is an organization to help Prevent Alcohol and Risk-Related Trauma in Youth (hence the acronym P.A.R.T.Y), but is it a useful experience for students in grade nine? Although some may argue that is was an exceptional experience, and in some cases that may be true, it has been proven to have several defaults. For instance, the lack of movement decreases the ability of the student’s focus, and the scarcity of the instructional information was shocking. The lunch activity, although seems effective in theory, was more frustrating than informative.

The therapist will engage with developing the treatment plan. Each family member will participate and agree to the content in order to make it a collaborative effort and a family intervention. The plan will consist of three goals and two-three interventions based on Bowen family theory. The therapy will consist of twelve sessions and will meet weekly, in which Rosalyn and Carl will attend each session, while the children will attend three – twelve. If necessary, the therapist will assess the need to incorporate more private parent time.

The author states that the best way to set up an intervention plan for our clients is “to start with the client. Ask the client about what it is that he or she wants to work on” (Ward & Mama, 2006, 131). The author suggests that we may see the obvious things that the client wont and that we should see if it would be an interest for them to work on it as well. (Ward & Mama, 2006, 131) But that we should wait until the end of our meeting after the client has told us what they want to work on. After we have done out intervention plan the author explains that we need to take our plan to our supervisors and explain the client and the presenting issues and goals to them so that they have sense

The clinician will integrate multiple theories that will support a single group of researchers who conducted a case study that proposed the two theories with the purpose of obtaining the most current information regarding language difficulties, social communication difficulties, and the outcomes it provides when working with school-age children. The theories identified during this research were Biological Maturation and Social Interactionism. The clinician will further indicate the relationship between neuronal function in the process of language and the theory selected.