Proposal: Wyp's Response To Intervention Services

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.

The writer help the consumer to complete intake paperwork at Northeast Guidance Center the consumer is a DD and does have problem with reading, and writing. The consumer report during his assessment that he would like to have income, go back to WCCC and have a place of his own. The consumer also states that his mother was murdered when he was young and he live with his aunt whom he call mom and his cousin who often time treat him mean. The consumer is also unable to get around catching the bus because he does have problem reading. The consumer next appointment for his treatment plan is schedule on 01/03/16 at 9:00am. The consumer health insurance has expired so he is unable to get transportation to his appointment. The writer will assist the

There have been several policy-level measures to address the environment of the health care system and how it contributes to health disparities. First, as seen in Figure 3, the uninsured rate in the United States has declined by 43% following the implementation of the Affordable Care Act (ACA. According to National Health Interview Survey data, the increases in insurance coverage under the ACA were substantial across all races and ethnicities [11], increasing access to care for minorities which is an essential step in eliminating disparities. More notably, the ACA has also designated funding towards the diversification of the workforce. These measures took form in the U.S. Department of Health and Human Services Disparities Action

Intervention Central is a free online resource for teachers and school districts to use for the implementation of intervention in or outside of the classroom while following the Common Core State Standards. Jim Wright, a psychologist and school administrator out of New York, created Intervention Central in hopes that the website would help offer high quality RTI in even the lowest budgeted schools. The website offers a wide variety of tools for teachers to use for academic and behavioral interventions as well as assessments and informative articles. Intervention Central also offers training videos and webinars on many different topics. The site breaks the intervention process activities down by subject and subject areas.

In general, significant and growing numbers of individuals and families face substantial economic challenges and as a consequence, mental health challenges. Lower income group including minorities and immigrants experience a higher burden of health-related concerns. People who are homeless do exhibit several of these risk factors because of their living situations, including alcohol and drug abuse, which is common in this neighborhood. Immigrants who do not speak English well may be afraid to seek mental health care if they are undocumented. For these reasons and more, the project is crucial to the underserved people of this community. The groups targeted for outreach through this project are among the most underserved and most vulnerable group

2. Client is demonstrating phase of life problems and which is presenting as restlessness, anxiety, and loss of identity (un-fulfillment) due to his child pulling away from him as she enters school full time.

Across the country, new tools are being provided to states, localities, and community-based helping professionals to aid with the development of policies and prevention interventions designed to meet individuals in their environment and develop frameworks such as trauma-informed services that are tailored towards the private health and human services field to enhance the human services system’s ability to deliver person and family centered services in a cost effective manner.

Response: MHS explained the youth had several appointments with the foster care clinic, mental health and school. The youth’s medication was changed

Therapeutic sessions assist in enhancing the member’s individual’s thoughts as well as those they are building relationships with. The support that they have from family, friends, significant others and the community is essential in their well-being as interactions with others are crucial for development of a sense of self (Meyer, 2003).

Response to intervention (RTI) is an assessment procedure that consists of a multi-step approach to progressively intensive intervention and monitoring within general education for purposes of improving achievement outcomes and accurately recognizing students with learning disabilities. Components of the RTI process include universal screening, multi-tiered levels of support, evidence-based intervention, and using students' responsiveness to evaluate the status of their progress (Jenkins, Schiller, Blackorby, Thayer, & Tilly, 2013). Universal screening measures for students are not likely to result in definite identification for special education. Before students are placed they must be correctly identified with a precise assessment

The Office of Diversity Affairs focuses on two main initiatives, the first of which is the Summer Biomedical Research Program (SBRP). This programs affords undergraduates with the opportunity to engage in scientific research at BSOM and Vidant Medical Center. Undergraduates chosen for this program develop essential researching skills including writing and presenting clinical research. Furthermore, this program provides students who belong to groups that are underrepresented (e.g., racial/ethnic, religious, veteran status) in science with a unique opportunity to find a mentor in the medical field that shares a mutual interest.

QP asked Dontrell, if he is willing to participate in the IIH services. QP asked Dontrell, how comfortable he feels about talking about his feeling. QP asked Dontrell, if he feeling depress or worried about anything. QP asked mom, to list some of Dontrell’ s behavior she is concerned about. QP listened actively as mom express her concerns and fears. QP asked mom about Dontrell’ s court case. QP mom about Dontrell’ s school attendance, grades, and suspensions. QP asked mom, if Dontrell is engaging in substance abuse. QP asked mom, if Dontrell is being complaint with the rules of the house. QP asked mom about Dontrell interaction with his father, if any. QP asked mom about her disciplining strategies. QP answered questions mom asked about IIH services. QP attend Dontrell’ s court council meeting. QP explained to the court counselor, the services that will be provided to Dontrell. QP informed the court counselor of the goals Dontrell will be working towards. QP listened as the court consoler explained to mom and Dontrell, what he need to do in order to comply with court order. QP ended the session by scheduling the next

The meeting started with the positives and the successes. The youth is going to school, getting along with his foster family, and is becoming more independent (doing his laundry, chores, and waking on his own). The foster parents do not have any concerns for the youth. WYP Ngo discussed with the youth about improving his independent living skills through an incentive. The youth is open to the idea. WYP Ngo encouraged the youth to gather information on the football team the youth is interested in. The youth wants to join the football team in school. The youth is attempting to make up credits in one of his classes by doing extra credits. The youth is willing to meet with his biological mother again. Social services worker is attempting to schedule

The travel minutes are high, due to the youth lives in Victorville. WYP Ngo spent some time playing video games with the youth and playing with the youth's siblings. WYP Ngo dropped off some school supplies for the family. WYP Ngo checked in with the youth and the siblings. The youth and the siblings started school last week. The kids take the bus to school and home. The kids go to a public school, but the grandfather is looking into a Charter school. WYP Ngo gathered some information during the the meeting. The youth is enrolled in special education, due to an IEP (Individual Education Plan) with the school and the grandfather. The youth is upset about being placed in a special education, because he feels embarrassed. WYP Ngo attempted to

SWI spoke to the mother using langue line. The mother reported that someone from NYF contacted her regarding services. The mother further reported that she is unable to meet with the therapy 3 times per week because of her schedule. The mother stated that she works and attends school and is only available on Friday after 4PM. SWI inquires if the mother will be available in the morning before she goes to work. The mother reported that if the therapist can get to her home at 7:30am she is willing to participate in services. The mother reported that she can make herself available on Tuesdays at 7:30am and Fridays after 4pm.