Santonia's Dispropriate Boundaries

Michael was being disruptive in class and had to be removed by Ms. Cruz, School Counselor. He was making inappropriate noises, putting his feet on his desk and kneeling on his chair. When corrected he became argumentative and defiant toward Ms. Frazier. As Ms. Cruz was escorting him out of the classroom he pointed two fingers toward Ms. Frazier’s face and mocked what she was saying.

The family members express respect for each other. The parents and children in this family are viewed as individuals who work, attend school and have separate lives. There is no evidence of violence in this family. Physical punishment is not used as a form of discipline. A time-out period is usually given to allow a bad behavior to end and to contemplate the behavior (Clark, 2003). Removal of privileges such as not going outside with a friend, or not watching a certain television show is sometimes used to discipline. This type of discipline is appropriate for the school aged child who values his friends and his free time.

Intervention: MHS reviewed the previous session. MHS discussed with client about her disrespectful behavior at school. The client’s teacher reported the client has not been doing her work and she has been being very disrespect to adults at school. MHS explained to the client that she will have to learn how to have respect adult at home and at school. MHS discussed listening and obeying and following the rules without any negative behaviors like talking back to teachers and school workers. MHS explained how people don't like to be around rude and disrespectful children and her behavior can be affecting her grades

However there are also instances where a pupil’s inappropriate behaviour needs to be referred on to someone else.

1.2-Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with policies and procedures of setting.

Describe, with examples, the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting?

| Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting

1.5 - Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behavior?

R/O responded to Civic Memorial High School in reference to a Juvenile not wanting to listen to the Principal. Upon arrival I spoke with Mr.Kilpatrick who stated that the juvenile had an altercation with one of the teachers and said "fuck you" to the teacher. Mr.Kilpatrick stated that he was only trying to get the juvenile in a separate room away from the hallway but the juvenile would not comply.

Focus: Santonias’s family will learn and utilize healthy communication skills for Santonias to move towards adoption or kinship placement. Ms. Smalls (MHP) and Ms. Givens (MHS) discuss possible placement with maternal grandfather and step-grandmother.

A large-for-his-age preschooler uses aggressive behavior that frightens and hurts other children. They are afraid of him, and their parents start to express concern to the center director. The teachers feel stressed and tired. They spend so much time helping manage this child that other children do not get the attention they need. (Feeney)

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

Intervention: CSP, MHS and Dnyshia discussed current events of her suspension till school resumed in 2016, texting nude pictures of self to unidentified males, 21 school referrals in school term, IEP meeting and the GAL got upset with the school officials. CSP redirected Dnyshia’s response of laughing and smiling when getting the facts about her school suspension. CSP and MHS praised the youth for telling the truth and willing to discuss the step that lead to the fright with ex-boyfriend. CSP reviewed and role-played positive ways of reacting or remove Dnyshia from possible risks of negative outcomes. CSP encouraged MHS to get more involved in Dnyshia education

Chaplain (2010) discusses how a multilevel nature of behaviour management, which extends from each child as a unique individual to the whole school ethos, can create effective learning. This coincides with clear expectations for behaviour in order to allow learning to happen.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)