TC And Her Brother's Behavior: A Case Study

She reported that her mother changed, she started to “hit and yell”. Thekli stated when she was in the fourth grade, things got even worse. She indicated in the middle of fourth grade, her mother was hitting her and going “crazy”, Thekli stated that her mother was not “ok.” Thekli reported that she was supposed to do her own homework but her mother started doing her homework. The child reported that her mother would kick doors to get into our room to hit us more. Thekli reported that we locked the doors and mom took a knife to open the door. Every single day in fourth grade, mom began to hit her on the backside, but not hard (a pat). Thekli indicated that her mother did not hit her brother as much. She indicated that she did not hit her or her brother hard. Theli later stated at times her mother did hit both of children hard. Other than this with her mother was ok. Things were normal in the

Intervention: MHP and MHS debrief and process of Santonias’s disregard for appropriate boundaries. MHP challenge MHS beliefs of comparing her own child learning from past mistakes to Santonias repeating the mistakes. MHP asked how limits and boundaries are enforce in the home, community and school. MHP request for MHS to monitor Santonias with total supervision and obverse to identify patterns.

MSTT met with Jamiles to assess how the school is going. Jamiles expressed to MSTT things at school are going well and that she has not been assaulted by her sister. Last week, Jamiles sister stated she going to assault her due to an incident which happened during their visit with Bio dad. Jamiles stated she spoke to her CYS caseworker about switching schools because she attends school with the fear of her sister coming up behind her and hitting her. CYS caseworker reaches out to MSTT and MSTT explained to the caseworker Jamiles concerns seem valid. CYS worker explained to MSTT she will start the process of looking into changing Jamiles school because of her safety. MSTT will follow up with CYS worker with the process of changing Jamiles school.

At approximately 9:57 PM while supervising the Collings House students and Haddon House peer, student Jonathan Rojas was smacked in the back of the head by another peer witch lead to a physical altercation (Rojas punching another peer in the eye). Mr. Ricks Immediately separated the two students and instructed Rojas to go to the Haddon House for some time away. Student Rojas complied with staff directives. Mr. Ricks then call Mr. Taylor who was driving back form court for staff support. Immediately after contacting Mr. Taylor the other peer became agitated and belligerent and fled the Collings House headed toward the Haddon House. Mr. Ricks exited the Collings House and entered the Haddon House where he observed the peer destroying property.

The issues in this case study involve Bob Parrish, an seventh-grade student with defiant behavior as a background; Rebecca Philips, a special education teacher with six years of experience; and Mr. Parrish, Bob’s dad. Besides Bob’s defiant behavior, he has moved schools multiple time due to his mother trying to escape Mr. Parrish and has a history of being placed in a self-contained classroom to receive academic instructions. Bob lives with his grandparents and his dad in an unstructured environment. Mr. Parrish is very inpatient and tries to correct Bob’s behavior through acts of violence.

In 1994 and 1995 Benjamin Cox was a student at Woodberry Public School. He was exposed to an older boy known as TH. Mrs Cox noticed her boy’s behavior was changing. He began refusing to attend school, suffered headaches, nightmares and his behaviour deteriorated. Benjamin finally confessed to his mother that he was being threatened, shoved into

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)

The guidance counselor stated that the other three teacher could not attend the meeting however they provided a report about Shonquasia’s grades and behavior in each of their class. Ms. Witkers stated, that the other teaches reported that Shonquasia is not doing well in their class, and that she is often caught sleeping and that she has an aggressive attitude toward the teacher and her peers. MS. Witkers stated, that the other teacher reported that Shonquasia is not complete assignment and homework. RORC teacher reported that Shonquasia is fail his class because she refuse to wear her uniform. Ms. Witkers, recommended that Shonquasia should be encourage to participate in her class, and to be more respectful to other. Ms. Witkers suggested that consequences for behavior and accountability should be reinforced in the classroom and at home. Per mom Shonquasia does not like to be told what to do and that Shonquasia is capable of getting better grades, however she do not want to put in the work required to get better grades. Per mom Shonquasia likes to do her own thing and it is very difficult for her to punish Shonquasia for bad behavior. Per mom, since last CFT meeting Shonquasia s behavior at home and in school has not

You have to contact with the parents. It’s tied to your APPR, you know (with a threatening tone).” I said, “Mrs. Thiam, I don’t know why you have an impression that I don’t communicate with the parents. I had meetings with Paris’s grandmother and Jayjuan’s mother; I spoke to Noah and Titus’s mother, Jamier’s mother and sent a letter to Russel’s mother, too (just to give Mrs. Thiam some examples). Evan’s problem has just started a couple of weeks ago.” Mrs. Thiam said, “You know why? It’s because of Russell. Evan sees what Russell does and Evan thinks it’s ok to do the same. So, you are contacting the parents, that’s good.” I said, “Yes, by the way Mrs. Thiam, I am the one telling students not to tell me what happened in the classroom or how bad he was. If you have good news (about Evan), share that with me. I always start new.” She did not say anything. I continued, “But when it happened (as I pointed the write up), I was very vulnerable.” Mrs. Thiam said dismissively, “Of course.” “I continued, “I do not feel safe, and I do not feel safe for the rest of the class. My job is not only to care for Evan, but also to teach and protect the rest of the class.” Mrs. Thiam said, “Of course” again

Intervention: MHP request information about the incident that occur on last Friday at school per MHS email. MHP and MHS discuss additional support for Santonias to ensure providing all services before submitting a 30-day notice. MHP and MHS review alternative ways of processing incidents without judgment and blaming with Santonias. MHP explain to Santonias that he is unable to live with his biological grandparents because the state of North Carolina must approve the request. MHP report DSS

Explain why each of the following Educator strategies and/or interactions would be effective in helping the child develop responsible and appropriate behaviour?

I am nearly in disbelief writing with another complaint regarding Tavon Anthony. This has to be at the very least my third time communicating relative to this young man. At this point we feel the only possible solution is to have a meeting between the parents and school staff. While I appreciate the fact finding efforts that have been exhausted to resolve the matter, the incidents have not ceased. When I question Ayanna with regard to the incident I do so comprehensively; using my more than 10 years in law enforcement and more than 10 years as an investigator with Washington, DC Child and Family Services Agency (CFSA). As a result Ayanna informed me, the very first time I wrote a letter that she was never playing the punch game. Either

MSTT met with Sabrina to inform her of the report from the school. MSTT and Sabrina examined Esmrel behaviors and brainstormed what could be causing Esmrel to engage in these negative behaviors. Sabrina believes Drew should start to take a more active role in Esmrel school behavior and academics. She stated Drew need to step it up because she will soon be moving out and Esmrel will be staying with Drew and he needs to be on top of these behaviors. Drew have previous stated he does stay in contact with the school. Which is true what he does not know is the school is not telling him everything because of negative interactions from the pass. MSTT and Sabrina examined Drew statement of being on top of everything in the pass and was told he was to involved and needed to give the children a little more freedom. Now everyone is telling him he need to be more involved. Sabrina would just like Drew to be more involved with Esmrel academic and school behaviors.

The interaction of father and son might indicate that the child would be better off in a residential or Youth Camp

The procedures and laws that protect students from arbitration and wrongful discipline are important, for schools to discipline disruptive and dangerous students (Arum & Preiss 2009, para. 1).