Juwan Worksheet Analysis

The problem with certain coping mechanisms are that they can be detrimental to the health (either physical or mental) of one and the health of the community to either a lesser extent (such as alcoholism or anorexia). As junior is struggling with situations varying in severity from him being beaten up on an almost daily basis to having to deal with the death of his sister he exercises some of these coping mechanisms yet has learned that if these are in any way detrimental to ones health they will eventually self destruct.

Rockie, Ron, and Garry, The end of FY-15 is fast approaching and we have to validate all NMCI users, devices, services, and software for your PSDs. The normal validation process is users>devices>services>software. I know that without an ACTR on site this can be difficult, but I have a method that I have used successfully at other remote sites without an ACTR on site. I will try to validate as much as possible without inundating everyone with spreadsheets and data calls. I have created two spreadsheets for each PSD, one is for users and the other is for devices, but before I send them out - I would like to do a desktop audit of users to speed up the validation.

When given group work to do, John often becomes unfocused and is found talking to other students about material that is unrelated to the task.

Hello, this is Toi Williams. I am a tenth grader and I attend Shepton High School. I have a big problem. My avid teacher Mrs. Turner put a zero in for Community Service Worksheet(blue sheet). She saw me, with her own eyes, put the worksheet under the turn-in bucket yesterday (11/5/2015), during block lunch. Then today (11/6/2015), she came to talk to me about my blue sheet, which was in her hand. She talked to me about how Coach Aspen signed my blue sheet in numerous spots. He signed the school event and community service section because I went to a lot of Shepton High School football games. While there, I volunteered to record he games. Mrs. Turner said that it counted, as community service. Also, on my blue stated that I am in HOSA, with

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, sadness, anger, frustration, embarrassment, anxiety, guilt and shame. Quadir completed the worksheet. Quadir stated, heart rate increase, voice get loud, crying shaking and sweating. Quadir completed the worksheet. Quadir stated, yelling, the other persons’

Placement/s: Reyna placed into the home of Ms. Patricia Beaton on 02/09/2015. Behavior: Reyna behavior has improved from the initial date of placement. Youth became very proud when achieving her goals. Reyna completed his goals of complying with rules of the home and school on a daily basis, express her frustrations in an appropriate manner and have bi-weekly visits with bio-family. Youth learned various ways to cope and express her feelings at individual therapy and SAFY clinicians.

Maunica responded well to the intervention. Maunica continue to make very good progress towards her goals. Maunica stated that she is attending school regularly, and is getting along much better with her mom. Maunica stated that she is taking her medications as prescribed. Maunica stated, that she made decision of getting up and going to school every day, complete high school, doing the right things, not to calling 911, and to get along better with her mom. Maunica completed the online Q & A. Maunica stated, getting into trouble, not getting the result wanted, escalating the situation, and suspension. Maunica stated, it help with make choices, expressing feeling and thoughts, and complete something. Maunica stated, what to eat, clothes to wear,

Jahafraka responded well to the intervention. Jahafraka continues to make progress towards his goals. Jahafraka completed the worksheet. Jahafraka stated, fighting, talking back, refusing to do something, not following the rules, using profanity and teasing. Jahafraka stated, no cell phone use, no fighting, no bulling, and no eating in the classroom, no running in the hall ways, no using profanity, no drug or weapons. Jahafraka state, suspension, expelled, parent being called, being written up and in school suspension. Jahafraka completed the worksheet. Jahafraka answered questions to update his PCP and NC Topps. Per grandma, Jahafraka’s behavior at home has improved a little since last reviewed. Per grandma, Jahafraka continues to get into

QP examined with Shonquasia, when she should seek help for her depression. QP asked Shonquasia to list the things she can do to keep mentally physical. QP examined with Shonquasia, how she respond and relate to depression. QP discussed with Shonquasia, how depression affects a person. QP provided Shonquasia with observational skills to avoid depression. QP discussed with Shonquasia identify and find healing from worries that cause depression. QP explained to Shonquasia, how negative thinking can increase depression mood. QP asked Shonquasia to list some negative thinking that keeps her in a depress mood. QP provided Shonquasia and her mom information on summer camp and summer activities. QP discussed with mom and Shonquasia the approaching of the end of IIH services. QP discussed with mom and Shonquasia the transition process of IIH services. QP ended the session by reminding Shonquasia and mom of the next scheduled

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

Quadir responded well to the intervention Quadir continues to make progress toward his goals. Quadir stated, being threated, being hit, being yelled at and being punished. Quadir stated, avoiding the situation, having calming self-talk, tell someone about the situation and walking away. Quadir stated, harming others, harming self, wishing

AP English: Literature and Composition Name: Chandler Priddy P.3 Major Works Data Sheet Major Works Data Sheet Page 2 Major Works Data Sheet Page 3 Characters Name Role in the story Significance Adjectives 1. Henry Higgins 2. Eliza Doolittle 3. Colonel Pickering 4. Mrs. Higgins 5. Freddy Eynsford Hill 6. Alfred Doolittle 1. Eliza’s teacher 2. The flower girl who is transformed into duchess. 3. The assistant

Juwan responded well to the intervention. Juwan is making progress towards his goals. Juwan stated, being yelled at, embarrassment, being hit, being call names, being teased, being provoked, being disappointment, being treated unfairly and privileges taken away. Juwan completed the worksheet. Juwan rated his frustration level at 8 and his anxiety level a 5. Juwan stated, walk away, using calming techniques, asking for time out, asking someone else to help with the situation and resolving the situation in a calming manner. Juwan completed the worksheet. Juwan stated that he get angry at home a lot because his older brother provoke him and his mom treats him unfairly, by making him do most of the chores at home. Juwan stated that every time he

Raekwan responded well to the intervention. Raekwan sated, frustrated, anxious, depress, fear, embarrassed, and upset. Raekwan stated, yelling, bulling other people, teasing, and taking his stuff without asking, treating him unfairly and talking negative thing about him. Raekwan completed the worksheet. Raekwan stated, being yelled at being accused of doing

Response: Timothy appeared to be in a positive mood at the onset of the session. Rapport was established and adequately maintained during the session. His grooming was adequate, and he was cooperative during the session. He made good eye contact and his affect was normal. No S/H ideations. Timothy stated that he was having a good day. He stated that his behavior has been better at school and home. His father reported that his behavior remained consistent with the goals of the treatment plan. He noted that he still needs to work on his attitude. He also noted that his grades could be better. Timothy acknowledged that his grades were not the best. He expressed a willingness to work on improving his grades. He indicated that he would continue to exhibit positive behavior at school. He also stated that he knows that his behavior can impact his academic performance. He agreed to utilize the conflict resolution skills whenever he finds himself in hostile situations. Timothy stated that he will continue to work on his anger problems. He seemed to like the calming techniques. He stated that his day has been supportive. He seemed to enjoy the worksheet about anger management. No at-risk indicators noted. His overall progress