Osvaldo Case Study Summary

Re-directing negative behavior is of most importance. As a provider, it is our most ardent task to help children deal with feelings of anger, anxiety, frustration, even violence. Constant counseling and re-direction is given to the children at every step. Reward and consequence is instilled in each direction of counseling. Self-regulation, control, and guidance will constantly be encouraged in my setting.

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: 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.

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.

O1: Osvaldo and foster mother will verbalize understanding about ADD and treatment options for ADD.

Intervention: MHP and Zynaria discuss and process the aggressive behaviors display at school. MHP and MHS discuss changing in behaviors. MHP, Zynaria and MHS review coping skill of counting and breathing for Zynaria to calm down. MHP and Zynaria discuss details of daily non-compliance in the home. MHP encourage Zynaria to always tell the truth about the details to an incident. MHP observed the interacting between Zynaria and MHS. MHP, Zynaria and MHS discuss Zynaria

Clinician discussed set back of displaying unhealthy behaviors in foster home. Clinician praised acknowledging her struggles

This intervention is a group intervention that youths (grade 6-9) to understand their anger and develop their emotion regulation skills or students who have emotional behavioral disability. The strength of this intervention is to encourage students to become aware of their feeling of anger, frustration, and other feelings associate with anger such as shame and guilt, sadness, and loneliness. The intervention helps

Intervention: CSP discussed the youth’s ability to follow the home and school rules. CSP coached the youth to communicate with foster parent and foster sister. CSP praised the youth for resolving issues with foster sister. CSP asked for the youth’s feelings about going home and building a better relationship with her bio-mother. CSP discussed the youth’s behavior towards staff at school and foster parents.

Intervention: MHP request for a report of Samantha’s recent displayed behaviors. MHP, MHS and Samantha process displayed behaviors in the home and the outcomes. MHP and MHS listen to Samantha verbally express her emotions. MHP validate Samantha’s emotions about being in foster care and wanting to be with biological family.

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.

A: MHP utilized cognitive techniques along with behavioral interventions. MHP taught Jer'Quaren how to identify irrational thoughts. MHP explained the relationship between thoughts and feelings. MHP taught Jer'Quaren different ways to look at and respond to negative thoughts. MHP practiced new behaviors with Jer'Quaren. MHP provided reinforcements for positive behavior.

The social skills lesson plan teaches students the skill of dealing with their own anger, and is intended for students in grades Kindergarten. I chose this social skill because it is an issue I have observed in my current Kindergarten student internship. Also, learning to deal with ones own emotions is a fundamental skill. The lesson begins with a read aloud of the book The Mad Family Gets Their Mads Out by Lynne Namka. The story helps children understand feelings of anger, what steps to take to help regulate angry feelings in a pro social way, and why it’s important to deal with our own anger in a positive way. The read aloud is followed by an activity where students will role-play real life scenarios in the classroom. Students will learn the task analysis for dealing with their own anger and implement as they role-play the scenario. The task analysis involves three steps: (1) pause, (2) step back/take deep breathe, and (3) choose appropriate response. Apprpriate response may be to

.Dontrell appeared to be in a very bad mood, he was not receptive to session, however answered some of the questions that was asked during the meet and greet session. Dontrell stated a lot, not in a good way, yelling screaming making threats, using profanity and fighting, everything, argues, throw things, and leave the house, not sure, 8. Dontrell stated, that he does not have a good relationship with his mom, however he would like it to be better. Dontrell stated that his mom does not trust him. Dontrell stated his grades is very poor. Dontrell stated he do not know. Dontrell did not answer this question. Dontrell stated treats him better and trust him. Dontrell stated, yes. Dontrell responded not comfortable. Dontrell responded no. Mom stated,

Fourth session with the Acosta Family. The session main focused was discussing with Mrs. Acosta the idea of aligning with her career goals now that her children are adolescents and how this will contribute to her self-esteem. She has always value education and this will be a great time for her to revalue her life in terms of returning to school. She showed interest in becoming a nurse assistant and we gave her concrete information as to how to do this through the CUNY system. We emphasized the concept that her family will be as strong and healthy as she becomes. We continue to let her know the importance of taking care of herself and how her mood impacts the other family members. Three members were present today and they appeared more engaged than previously seen. Mrs. Acosta talked about the importance of education and how she was known by her teacher as a very good student and this remains a source of pride in her life today. Tania (13) express interest in taking part of extracurricular activities and said that playing volleyball and dancing are two areas of interest. Ysmael (15) although reserved, answered questions and expressed his desire to have a better future, one that he understands is attainable through education. The family has made progress in requesting a housing transfer from their current apartment. Mrs. Acosta has a police report that states that the family has been harassed in July 2017 by the neighbors downstairs. A social worker at the housing