Positive Ways Of Expressing Feelings

A, B) MSTT met with the caregiver to examine how she plans to increase the supervision and monitoring of the youth while out in public. Caregiver expressed while the youth is at home she is going to speak with her mother and his aunt to help while she's at work. MSTT encouraged caregiver to reach out to the school and ask them if they would be able to supervise and monitor him. Caregiver contacted the school and is waiting to hear a response. MSTT will continue to work with the caregiver in increasing the supervision

Intervention: Ms. Smalls (MHP), Santonias and Ms. Givens (MHS) discussed Santonias complying with the rules of the home. MHP and Santonias had a discussing about his NFL football team as a way to build rapport. MHP requests feedback on possible goals from Santonias and MHS for Individual Plan of Care. MHP, Santonias and MHS discuss and process an incident that happened at the school’s gym.

Focus: Ms. Smalls (MHP) administered the Casey Life skills assessment, the Circle of support and the Child and Adolescent Needs and Strengths assessment with the assistance of Ms. Givens (MHS) and Antazia.

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

Discussion: Ms. Roger reported that Corey's Medicaid hasn't been reinstated, as a result, his therapy and all medical appointment is on hold. She stated that Corey has enough medication and is not at risk of running out. Ms. Roger expressed concern with Corey's Maladaptive behavior (substance Abuse), truancy and medication refusal. She asserted that Corey's addiction to this substance is affecting him significantly. Corey denied it, purported that he's not addicted to it but uses it as a coping mechanism. Corey stated that he's been absent multiple times from school because he's lethargic in the AM. Ms. Rogers indicated that his Maladaptive behavior is contributing to it. Ms (Family growth) informed Corey about their Substance abuse program

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

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.

This creates a discrepancy between her goal and behaviour. While Ariana is aware of this discrepancy, she is not ready yet. In the reading, it states that resistance occurs when the adolescent feels pushed and are not ready. Therefore, at this stage, I need to roll with resistance. I will focus on why she loves sports and see if there are alternative ways of bonding with her family and engage in collaborative exploration based on the Facilitating attuned interaction approach (FAN) model. For example, Ariana mentioned having lack of energy to play sports. I want to know what might be contributing to her low energy, what helps her and how things were different when she had enough energy. At the same time, I will support her self-efficacy by noticing current and past success. For instance, she has commented that she really wanted to smoke after Campus Connection finishes. Next time, I will acknowledge that she had not smoked for the whole day and compliment her for

Intervention: CSP, MHS and Reighn discussed improvement in thinking and reacting to peers at school. CSP and Reighn review coping skill that assist best with expressing her emotions and reactions. CSP and MHS discussed the youth’s ability to manage her reactions in diverse settings.

Intervention: MHP taught Osvaldo skills to help express his feelings. MHP provided Osvaldo information on college admission requirements. MHP educated Osvaldo about the importance of exhibiting appropriate behavior at school and home. MHP taught Osvaldo alternative ways to deal with anger. MHP taught Osvaldo additional anger management skills. MHP demonstrated how Osvaldo could manage his frustration in a positive manner. MHP provided a worksheet on anger management. MHP taught techniques for Osvaldo to use to reduce anger and explosive

Case management services were provided through an FM (family team meeting) in the youth’s home. Present at the meeting were WYP (Wraparound Youth Partner) Andy Ngo, WPP (Wraparound Parent Partner) Roxana Terpening, WCC (Wraparound Care Coordinator) Francisco Isais, WSUP (Wraparound Supervisor) Sheila Gaston-Cruz, and the youth’s mother. The youth was not present at the meeting. WYP Ngo introduced himself to the mother. The team explained the role of the Wraparound members to the mother. The team explained to the mother about the services of Wraparound. The mother filled in some paperwork. WYP Ngo gathered information during the first initial meeting about the youth. The youth used to wrestle and is still interested in wrestling. The youth does

Clinician role-plays with the youth to demonstrate age appropriate interventions. The youth practices positive communication with adults and peers in diverse settings. Clinician discussed the youth sporadic hyper behaviors

FOCUS OF PRESENT SESSION: The family checked-in as being “okay” and their week was “good.” The family presented in a euthymic mood and it was congruent with affect. During this session, the client and her mother was asked to express to each other, their feeling and emotions of issues within the home as well as Denae’s behavior. The mother and youth decided on an issue, such as Denae being suspended from school. Each participant switched roles to obtain the other person perspective and feelings they were experiencing. Denae, whom role play her mother brought up issues regarding the child’s behavior. She reported that she understood why her parents punished her, which makes her more aware of what is expected of her. The youth’s mother, whom

Daniel Yardley is a 25 year old African American male living alone off campus but with a presentation style that appears to be incongruent with his responses. The individual has reported feelings of anxiety and depression but in a confident, upbeat, and secure manner. During the counseling session, Daniel appeared reluctant to offer great details to questions and avoided any eye contact. In addition to denying any homicidal and suicidal ideation, he also reported no past counseling experience. However, he is discouraged by feelings of depression and has attempted to break out of his temper as his self-reported social awkwardness continues to frustrate him. Since people think that he becomes too creepy and intense in relationships, Daniel also reports of numerous difficulties in maintaining relationships. Actually, most of his relationships are reported to be remaining at the superficial level despite of whether they are friendship or romantic in nature.

Oberservation/ Particpation: MHS met with the client to reinforce the intervention listed above. MHS began the session with