MHS Intervention Examples

Intervention: CSP, MHS and Deonte discussed the youth’s recent behavior in school. CSP and Deonte process the incident of hitting a peer in music class. CSP and Deonte reviewed how a good and bad day look for him to compare his behaviors on each day. CSP and Deonte practiced different ways the youth could respond to peers and teacher when redirected. CSP, Deonte and MHS reviewed IPOC goals and possible activities for the youth.

Going into the third recorded session I wanted to continue to focus on the personal/social development of my client. What is going on in my client’s personal and social life continues to affect her in the classroom. The first area of student focus was Standard A, which states “student will aquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and other” (ASCA, 2004). I believe this standard fell within my counseling model, because we are really trying

O: The client is a teenage boy, he appears to be healthy and wears clean and well maintain clothes. While talking about school work and experience the client sounded upset and frustrated. It seems that not being able to understand daily school work has become a big

On June 30th Dr. Debra Scammon, Director of the Masters of Healthcare Administration program, will be stepping down from the position of Director and Dr. Stephen Walston will assume the responsibilities of Director of the Masters of Healthcare Administration program.

(AS) verbalized that she has struggled with her school attendance for a very long time. She has had an extensive history of poor school attendance beginning at age seven. Prior to her enrolling in Morris High School for collaborative studies, she attended two other schools. In these schools she experienced numerous challenges due to problems with socializing, behavioral issues, low self-confidence and educational gaps. In addition (AS) has periodic episodes of anxiety; she is currently taking medication to help manage her symptoms, which she states prevent her from attending school regularly. (AS) wishes to address her trauma issues, and improve her self-confidence.

Intervention:MHS met with the client and inquired about how he was feeling. Client reported that she was feeling okay. MHS asked client to elaborate on okay. Client reported that things have been going well this week and that he has been in trouble. MHS reviewed the previous session. MHS and client discussed his behaviors in school. Client's grandmother reported that she has been doing well . The client teacher reported that client has been talking excessively in class but he has been talking back. MHS educated the client on following rules and being respectful to adults at school and in the community.

Case management services were provided through a face to face meeting at the youth’s home. Present at the meeting were WYP (Wraparound Youth Partner) Andy Ngo, the youth, and the youth’s grandmother. WYP Ngo attempted to speak to the youth. The youth was ignoring WYP Ngo. WYP Ngo discussed with the grandmother about how is the youth is doing? The youth is doing better. The grandmother discussed with WYP Ngo that she did not bring the youth to see Stars Wars on Friday night. WYP Ngo discussed with the grandmother about reinforcement. WYP Ngo acknowledged and praised the grandmother for not reinforcing the youth’s inappropriate behavior. The grandmother discussed some concerns about the youth’s behaviors. The grandmother does not know why the

Intervention: MHP educated Timothy about socialization. MHP taught Timothy techniques for anger management. MHP discussed with Timothy the importance of education. MHP provided additional educational worksheets on peer engagement. MHP demonstrated the difference between appropriate and inappropriate behavior. MHP instructed Timothy on the benefits of improving his academic performance. MHP provided Timothy with strategies to improve his social skills. MHP provided strategies to improve his study habits. MHP provided positive reinforcements for improved behavior and better social skills.

FOCUS OF PRESENT SESSION: The youth checked-in that she was feeling “good,” and her week was the same. During this session, therapist and client focused on controlling her anger during difficult situations. The youth was asked to describe a time when she was unable to control her anger. Denae reported a few days ago, she and her mother had a disagreement over her reported absences from school. The youth noted she became annoyed because her mother continued to question her. She stated she became angry and threw an item on the ground, breaking it. Denae was asked what could have been done differently, she indicated she could have ignored her mother and walked away. The therapist provided the client with feedback and encouraged her to practice

The team conducted a school conference meeting via phone regarding school placement and safety plan for Treshawn (youth). Phone conference attendees were Jasmine Alexander (CM), Mrs. Borders (resource parent), Dr. Mayo (CST), School’s principal, youth’s behavioral aid and Cathy (teacher). The team discussed safety concerns and talked about youth asking staff for money in and out the school building. CM was informed that youth continues to beg for money outside the local 7 eleven store. Mrs. Borders explained difficulties of getting youth on the bus in the morning. Mrs. Borders requested for a bus aid; the school came up with a plan for Mrs. Boards to walk youth to the bus and wait for him to get on the bus. Mrs. Boards agreed.

Counselor contacted the mother in regards to TC and her brother's behavior. Mother stated that the school is thinking of putting the brother in a smaller classroom due to his behavior. According to the mother, the brother kicks, punches, and spits on other kids and classroom property. The counselor discussed with the mother motivates for the brother's behavior and how the mother disciplines TC and her brother.

Therapist met with individual misbehaving negative at school. Therapist and individual discussed individual disrespecting authority figures. Individual states she cursed at her teacher, hit a teacher, and left the room without permission. Therapist and individual engaged in role play to work on self control and respectful techniques to assist individual with responding respectfully to her authority figures. Individual states she was sorry and will apologize to the adults she disrespected.

L.R. is a 5 year –old male in the kindergarten who currently attends North Elementary School. L.R. IS diagnosed with Depressive Disorder NOS with Bipolar features Attention Deficit Hyperactivity Disorder (ADHD) and is classified as a student with multiple disabilities. L. R. has a history of interrupting other’s while they are reading and be bossy towards his classmates and making upsetting comments towards them. Whenever this behavior are observe the teacher will remind L. R. that he should focus on his class work and not interrupt others. The teacher Ms. Young noticed that every time L. R. is put in small reading groups, that this behavior occurs. In fact, when Ms. Young call out a student name other than L. R. to

This week individual was very disrespectful to authority figures due to individual talking back, refusing to comply with request or rules given by adults, and mumbling under her breath. Individual had to be redirected constantly to stay on task because she was daydreaming.

During the first week of placement I was given an opportunity to observe each class. I saw many students who needed additional support, especially those with behavioural problems. One day I was assigned to a student who was going through a rough day and was experiencing anger issues. When I got to the classroom I saw the student making a huge mess by throwing things across the room and trying to push students off their chairs while I was trying to stop him to calm him down. This particular student was putting the whole class at risk for injuries. Another day I was told by my preceptor to help a different student who was experiencing difficulties in his work. I came into the classroom and saw that the student was not in his seat. I decided to look for him and saw that he was hiding, feeling heated, and avoiding everyone that was around him. I heard negative thoughts from students with behavioural problems about not wanting to do work and most of the time refusing to try. Students with behavioural issues often screamed at their teachers and myself when they are instructed to do work or told to stop playing around. In these types of situations I am involved, the principal, teacher, students, and student needs assistance are also involved. Whenever I am assigned to work with students that are experiencing difficulties, I observed negative communication and attitudes from them. Most of the time these students refused to do to work or participate in activities even though they are