SDQ Reflection

The Beck Youth Inventory Test was developed in 2001 by Judith Beck, Aaron Beck, John Jolly, and Robert Steer. The purpose of this psychological testing tool is a brief self-report to measure the distress in children and adolescents (Flanagan & Henington, 2005). The Beck Youth Inventory includes using five self-administered scales. The five tests include the Beck Depression Inventory, Beck Anxiety Inventory, Beck Anger Inventory, Beck Disruptive Inventory, and the Beck Self-Concept Inventory. These tests can be administered individually or in combination to the youth. The intended population for this test is ages 7-14 years (Flanagan & Henington, 2005). This test is used to assess symptoms of depression, anxiety, anger, disruptive

To understand Nigel’s behavioral challenges, it is imperative to collect information about his behavior before the interview (Crone and Horner, 2013). Information and questions to be asked during the interviews must be those who seek to understand the cause, consequences associated with the behavior, frequency of the problems, timing and the some of the intervention strategies that have been explored. It is with the hope that Nigel opens up to during the interview to provide much information that may help find a solution to the challenges faced and further understanding the problem.

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

| Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points

I excited that teaching in the DPP is about to become reality. Daniel and I have enjoyed meeting everyone over the past 3 months. I know Ms. Yates preferred Monday or Tuesday evening. I am going to contact Morgan Kirkland today about April’s Class zero or setting up another meeting time. I will send any updates I get from Ms. Kirkland.

This assignment is intended to provide evidence of a candidate’s knowledge, understanding and skills required to support positive behaviour of children and young people. By completing all tasks within the assignment the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Unit 209 - Support Children and Young People’s Positive Behaviour

Loona, M. I., & Kamal, A. (2011). Translation and Adaptation of Disruptive Behaviour Disorder Rating Scale. Pakistan Journal of Psychological Research, 26(2), 149-165. Retrieved from http://www.pjprnip.edu.pk/pjpr/index.php/pjpr/article/viewFile/23/16

I reviewed the text and the video. I was impressed by many points made in them. I liked that they paired each competency with a set of knowledge, skills and attitudes necessary to perform the job the best possible way and meet the goal to improve the quality and safety of the healthcare systems (http://qsen.org/about-qsen/project-overview/). That way if there is insufficiency in one or another category, it can be addressed in timely manner and positive changes implemented. It is also great that they implemented the new knowledge first in the nursing schools, so that the new nurses start on the “right track” and be trained properly in the innovative ways of care. It is also great that the school were given the opportunity and the place (QSEN.org) to exchange experiences and suggestions for teaching and improving the program.

Daniel has been referred by his primary school grade coordinator to the Child and Adolescent Mental Health service for an assessment. The referral was followed after failed attempts by the school and family to manage Daniel’s deteriorating behavior patterns over the last few weeks and poor academic performance due to unidentified underlying issues.

Throughout my high school career, I tutored students in my school district that were not able to pass the state mandated tests during the summer. Each year that the peer tutoring program was implemented, Mesquite ISD saw a rise in test scores by at least twenty percent.

Hello my dear friend! I hope you are doing well. I am just writing to let you know that I finally started my semester at STCC. As you know, I missed the last two semesters due to situations that got out of my hands. I have a new job, but I also switched to Liberal Arts. At the moment, I am enrolled as a full-time student. My husband says I might regret it, because it can get overwhelming for me due to the language barrier, and having too much in my plate. Although, he might be right about having too much; I will do my best to finish this semester with good grades. One of the classes I signed up to is History-110, section E80. My professor’s name is John Diffley. I do not know him yet since it is my first week in school, but he seems to love

According to the 2011 results on the AIHW report, 93% of young Australians rate their physical and mental health status as 'good', 'very good' or 'excellent'. However, some serious health problems specific to this age group have the potential to undermine their wellbeing, among them mental disorders, sexual health, overweight, obesity or problems with substance use can affect their physical and mental health. Certain mental issues like such as depression disorder, anxiety and physical disorders like sensory impairments, obesity can have implications for a young person’s psychosocial growth and development, health care needs, educational and occupational attainment, and involvement with the justice system (AIHW, 2011).

My PDQ-4 results did not indicate the symptoms or presence of a personality disorder in any of the clusters of PDs.

Since some of the wording in the MLQ, I found confusing or many of the questions may not even apply to my practice setting, I would have to select unsure. I had to select that option several times and therefore, I am unsure how valid a survey is when selecting unsure so frequently. When Northouse (2016) discusses transformational leadership, the author points out that some studies have already challenged the validity of the MLQ. The one thing I did learn from the MLQ is that according to my personality, I feel that I ought to be doing everything and doing it extremely

The work of the researchers above caused me to make some important connections to my current experiences as a teacher. As pointed out by Gregg (2002) and Purcell-Gates (1989), my fourth grade SLD have similar frustration struggles. They have great difficult finding the words to express themselves and give up on the task or ask to do something else. In one instance, one of them asked if he could draw instead of talk or write about a topic. When asked why, he said that he knows what he wants to say but does not know the correct words and doesn’t want to be mocked by peers. It was amazing to see how his drawing depicted exactly what the task required. There is no doubt that teachers can do more to aid SLD oral and written language if we are