Using Verbal Communication In Focus: Samantha's Family

Intervention: MHP educated Timothy about appropriate behavior. MHP taught Timothy conflict resolution skills. MHP taught Timothy strategies for anger control. MHP taught Timothy calming and relaxation techniques. MHP provided a worksheet about anger management. MHP provided reinforcements for improved behavior.

Steven A. Beebe, Susan J. Beebe, Mark V. Redmond ,Terri M. Geerinck . Interpersonal Communication: Relating to Others, Pearson Education Canada; 5 edition (Feb. 15 2010)

This is our final assignment for your class, and because of my communication issues with my children, I am writing this paper again and will have to redo all of my presentation. When I started this class, I was stunned because I thought I knew everything I needed about communication. Well as you can guess, I was wrong I have learned quite a bit along this long journey through Introduction to Communication. I am here writing about some of the key points of communication that I have learned and hopefully I will be able to show you that I was able to learn from you and your

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.

Focus: Santonias and family will learn and develop firm, consistent limits and maintain appropriate boundaries. Ms. Smalls (MHP), Santonias and Ms. Givens (MHS) debrief recent incidents in the home and community.

Action: MHP and MHS discuss Donovan’s behaviors in the home and community. MHP and MHS review monthly paperwork that is needs to be submitted. MHS and MHP complete a walk-through of Donovan’s bedroom and play room. MHP and MHP discuss upcoming medical appointments. MHP email Ms. Greene at the MUSC Foster Care Support Clinic to assist MHS with verifying upcoming medical appointments. MHP and MHS discuss MHS contact with Donovan’s DSS worker.

services are not established. MHS is working with the referring agency to have services provided in the schools. Ms. Smalls (MHP) follow-up The referring agency will provide information for individual therapy. MHS will schedule and provide follow-up as needed.

8. Selenna has displayed disrespect, manipulating and defiant behaviors in the home. MHS report Selenna, refuses to talk about her past traumas to start the healing process.

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

Ms. Smalls (MHP) provides MHS and Destiny support and encouragement at bi-weekly face to face visits. MHP, MHS and Destiny is establishing a meaningful relationship. MHP, MHS and Destiny practice managing emotions and communication in the bi-weekly face to face visits through positive interventions, role-play, and practicing of coping skills. MHP modeled the coping skills and interventions for Destiny and MHS at the bi-weekly visits. Destiny receives Behavior Modification services to alter reported negative behaviors.

Intervention: CSP, MHS and Antavia discussed the youth’s refusal to communicate with MHS, attend school and comply with the home rules. CSP and Antavia process her reality of returning home and having a healthy productive life. CSP and MHS discussed the youth’s recent behavior of cursing at MHS and leaving the bedroom window open. CSP provided support to Avtavia as she expressed her feeling about living with her grandfather and the upcoming foster care review board meeting. CSP encouraged the youth to inform MHS or CSP when she needs additional assistance.

Intervention: MHP, Santonias MHS and family members discuss Santonias display of behaviors and the use of practicing conflict skills. MHP listened to MHS concerns of Santonias display of choices and struggling to use simple problem solving skills. MHP and Santonias role play two scenarios for Santonias to practice walking away, asking for assistance form an adults and talking to MHS with fear of getting in trouble. MHS listen and praise Santonias for expressing his emotions about display of behaviors.

Intervention: MHP, MHS and Skylar discuss steps Skylar take before deciding daily. MHP review the outcomes of each decision Skylar made in the past month. MHP, MHS and Skylar role-play Skylar deciding to gain insight. MHP challenge Skylar’s thoughts on thinking through each step before deciding for the best outcome. MHP, MHS and Skylar discuss some outcomes from recent decisions. MHP praise Skylar for processing decisions.

Intervention: CSP discussed the youth’s ability to follow the home and school rules. CSP coached the youth to communicate with foster parent and foster sister. CSP praised the youth for resolving issues with foster sister. CSP asked for the youth’s feelings about going home and building a better relationship with her bio-mother. CSP discussed the youth’s behavior towards staff at school and foster parents.

Since the start of this class, I have been reminded again and again that the concepts we are learning can be applied to everyday life. For instance, when we talked about non-verbal communication, I realized that it is impossible to not communicate. There are many activities, other than the use of language, that allow us to draw meaning from something we observe. When my mother widens her eyes at me without stating a word, I understand she is telling me to think twice about the action I’m about to take. It has been great to be able to assign concepts and vocabulary to interpersonal relationships and communication activity that I have been experiencing. Now let me introduce you to my friend Izzy and her boyfriend Ken as I analyze the