Tyheem's Response To Intervention

presence in class, told him to keep quiet, and publicly insulted him about his hardship

Ty’Kevinyon stated that his day was going well. He mentioned that his behavior has been good. His mother reported that his behavior has improved. He expressed a desire to work on his social skills. His mother mentioned that he is easily angered. She mentioned that he does not always communicate properly with his peers. Ty’Kevinyon agreed to engage in more positive social interactions with his peers this summer. He also agreed to continue making positive self-statements about himself. He stated that he is looking forward to attending the summer events provided by the company. Ty’Kevinyon listed several positive characteristics about himself such as being athletic, energetic, and friendly. Ty’Kevinyon stated he will work on his social skills and maintain positive behavior.

I: Ty’Kevinyon appeared to be in a positive mood at the onset of the session. He appeared to be shy during the first part of the session. His mother reported that his grades are poor and he gets in trouble at school. Ty’Kevinyon informed the MHP that he does not like to do homework. His mother stated that he is taking

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, talking back to an adult, using profanity, calling people names, being prejudice, disrespecting others, and destroying things when upset. Quadir stated, he does not have control of his behavior when he gets upset. Quadir stated that he thinks about what he did after the situation, and sometime he feels sorry for his behavior. Quadir stated, a few weeks ago when his mom called him gay. Quadir stated, being called gay hurt his feelings. Quadir stated, yelling, kicking, hitting, does things to get attentions from his mother, throwing things, talking in class, getting up and leaving class, and putting his head down in class. Quadir responded no. Quadir stated, getting along with others, making better choices, and control behavior. Quadir stated, talking back, fighting, being abusive, and yelling. Quadir completed the worksheet. Quadir stated, that a student at his school is teasing him, and he complaint to the teacher. Quadir stated, that he feels like fighting the student, but he made the decision to informed the teacher.

Criteria for Achievement: Tyawna will be able to manage and comprehend display behaviors of verbal and physical aggression 5 out of 8 incidents per week.

Before I met with the student to do counseling sessions, I got a chance to see him, when he got into trouble for stealing supplies from his teacher. He cried and was very quiet, whenever he was asked about why he stole the supplies. I was nerve about doing sessions with him, because I was told that he was not much of an open person and he had a lot of non-verbal

Tyheem was able to respond to the intervention with encouragement and verbal prompting. Tyheem appeared to be in good physical health. Tyheem continues to make steady progress towards his goals. Tyheem stated, that he sometime ignore his emotions, pretend something not happen, and talk about was bothering him in a calming way. Tyheem stated that he feel angry at himself, cry and get upset over simple things for example being asked to wash the dishes. Tyheem stated, that the person may not want to hurt another person’s feelings, fear, to avoid conflict situation, and how other see them. Tyheem stated, that the person may get sick, depressed, and violence. Tyheem, stated that the person may hurt self or others and becoming violent. Tyheem

Upon meeting (S.D) he verbalized that he has struggled with his school work for a very long time. In fact, (S.D) said that “he hates school” and he wished he didn’t have to go. In session we are working on overcoming his negative outlook about school. This

Tyheem responded well to the intervention. Tyheem continues to make progress towards his goals. Tyheem stated, that he wants something right away, when he is upset and he feels afraid. Tyheem stated that his mother, teacher, and friends. Tyheem stated, that his mother is very patient with because she tolerate his bad behavior, and she love and care for him. Tyheem stated, that having patient is important because it helps pope to stop and think before responding to a situation, it helps people to accept differences in other people, and it helps with being able cope with an uncomfortable situation and helps with respect others. Tyheem stated, that was able to role played a scenario of being impatient, by doing facial expression and body language,

It just seemed as if it was yesterday to Michael, which his family was moving to Washington D.C for his dad’s job, and now there moving to North Carolina. Michael Williams is a young 14 year old boy who is from Idaho, because of his father’s job; he and his family are always relocating. They went from Idaho to Washington D.C and now they are headed to North Carolina. He is in the 8th grade, and once settled into their new home, Michaels mother Crystal enrolled him into Alexander Middle school. A week went by and he has all of his classes for the semester and he is used to his teachers already. Even though he is used to his teachers, Michael is tired of moving around, changing schools and starting over trying to make new friends. Michael likes this school but he does not like the students. Every class has a class clown and there’s a bully always bothering people and interrupting class. The bullies at this new school are on a whole new level. They interrupt the teachers when they are talking, kick the back of the other students chairs, make other students do their homework, hit the other students and scare the students who are shy and weak. Michael sits in the front of the class with the students that pay attention, so that he can feel safe and will not be distracted. Children should come to school with the ambition to learn, no child should be bullied or tormented by other students; bullies should have intense consequences when they try to trouble other students at school.

Tyheem continues to have difficulty controlling his behavior, and being consistence in applying coping skills techniques in crisis situations. Per mom, Tyheem continues to have feelings of being disappointed and abundant due to his father promising him things and not following through with promises. Tyheem stated, that he would like to spend more time with his father and for his dad to stop lying to him. Tyheem also have difficulty with accepting the family financial situation, which contributes to him feeling depress and worried. Since last review, Per mom, Tyheem is being more be patient and more understanding and is adjusting to his new home. IIH team will continue to teach skill building techniques geared towards coping skills, anger

Dear editor, it has been brought to my attention that bullying and mental illness is not treated very well in this school. There have been reports of bullying, specifically, against Jorie Whitman. I believe that our school should look into these problems more, since it is the school’s job to take care of the students, and with Jorie’s expulsion, I don’t think that the school is properly taking care of the student body. Bullying is one of the leading causes of depression and suicide, so, if we don’t fix this issue soon it may be too late. Maybe, for Jorie Whitman it already is too late, and schools have caused another student to live a life of sadness and fear.

Jimmy has a generally good outlook of life but as of recently he seems to be falling a sleep in class and or not paying attention. His coach's seemed worried about him due to him not playing up to par in sports. Many of Jimmy's teachers say he's getting by but is not participating or is engaged in class. Many think Jimmy might be having family problems but when asked by his guidance counselor he said he simply just isn't getting enough sleep.Jimmy's not starting the year right and ended getting into a fight in the locker room and ended up suspended. When asked what was the cause of the fight Jimmy stated that it was over skill level and the other student was mocking Jimmy's ability to play. After words the school recommended Jimmy to participate in a recently started case study on the effects of high levels of stress on high school students who participate in extracurricular

The teacher became emotionally distress from being locked in and losing freedom. He or she become angry and felt powerless during the time of the lockdown. Some students was fearful of being assaulted while some students were distress as evident by feeling anxious and panicky. After writing about the event, another event occurred in another state, triggering the teacher's anxiety and causing him or her to become sad. The teacher stated feeling of numbness of the situation and being "mostly angry at the suspects for invading..." Some were even upset, even wanting to leave the room. Some of the individuals felt powerless, thus creating emotional distress.

Throughout this course, I have been writing about a specific student in my class, whom I have been calling Hunter. As previously stated, Hunter was a difficult student. Hunter is a 5-year-old Kindergarten student. He did not attend Pre-School; therefore Kindergarten is his first school experience. Hunter comes from a home with divorced parents. Hunter’s mother is now remarried. His biological father resides with his girlfriend. Hunter’s father and girlfriend recently had a baby. Hunter enjoys working on his grandparent’s farm. He tends to horses, cows, and chickens. Hunter also helps bail hay using a tractor and is permitted to operate a riding lawn mower. Hunter arrives at school on time, wearing clean clothes, and appears to have proper