What Is Wrong With Quadir's Actions

• Social intervention – where harmful or destructive behaviour can be contained and moderated with the use of language including facial expressions and words, this intervention may be and should always be attempted first and relied on as a primary action. In my personnal experience as a RCW I find a better success rate with social intervention, defusing challenging behaviour incidents with sympathy or humour often helps calm the situation and move on to a resolution. This could then lead on to a 'restorative justice' meeting where both parties can discuss openly their problems whilst resolving the initial issue.

• Can help identify the situations where challenging or negative behaviour doesn’t occur and provide possible areas of solution.

Re-directing negative behavior is of most importance. As a provider, it is our most ardent task to help children deal with feelings of anger, anxiety, frustration, even violence. Constant counseling and re-direction is given to the children at every step. Reward and consequence is instilled in each direction of counseling. Self-regulation, control, and guidance will constantly be encouraged in my setting.

Kayla was observed disappointed that the QP made her go back in time out for the reminder of her time.

Behavioral Goal: Robert will increase adaptive coping skills when presented with conflictual interactions with others.

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

A: MHP discussed with Ty’Kevinyon the importance of interacting with his peers. MHP advised Ty’Kevinyon to verbalize how his behavior impacts others. MHP advised Ty’Kevinyon to verbalize connections between thoughts/feelings and behavior. MHP recommended that Ty’Kevinyon increase positive social interactions at home and in his community. MHP advised Ty’Kevinyon to make two positive self-statements each session. MHP advised Ty’Kevinyon to increase the times he makes self-affirming statements. MHP recommended that Ty’Kevinyon identify and discuss personal strengths each month in the sessions. MHP provided reinforcements for positive behavior and better social skills.

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

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, sadness, anger, frustration, embarrassment, anxiety, guilt and shame. Quadir completed the worksheet. Quadir stated, heart rate increase, voice get loud, crying shaking and sweating. Quadir completed the worksheet. Quadir stated, yelling, the other persons’ reaction to him, facial expression, and not hearing what the other person saying. Quadir stated he can use coping strategies, walk away, talking to someone of how he is feeling. Quadir stated, on the paly ground, at school road rage, disagreement with opinions, and in the work place. Quadir stated, anger, frustration, fear, joy, shame and love. Quadir stated, influence other, motivate

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, someone that he can trust, confide in, caring, and is no judgmental. Quadir stated that he has one best friend that he trust and cares about. Quadir stated that school should educate a person, help a person be confident, gain lifelong friendships, interact with other and tolerance. Quadir stated can be helpful, can cause a person to become physically ill, can contribute to heart disease, can sometime be health if express in a positive non-threatening ways, and cause people to lose relationship. Quadir completed the worksheet. Quadir stated, if the situation affected them personally, or affect someone the love and care about, consequences

Maunica responded well to the intervention. Maunica continue to make very good progress towards her goals. Maunica stated that she is attending school regularly, and is getting along much better with her mom. Maunica stated that she is taking her medications as prescribed. Maunica stated, that she made decision of getting up and going to school every day, complete high school, doing the right things, not to calling 911, and to get along better with her mom. Maunica completed the online Q & A. Maunica stated, getting into trouble, not getting the result wanted, escalating the situation, and suspension. Maunica stated, it help with make choices, expressing feeling and thoughts, and complete something. Maunica stated, what to eat, clothes to wear,

QP provided Chase with the opportunity to participate in an evidence base practice geared toward understanding warning signs. QP explained to Chase that the activity will him to identify times when he need to take a time-out and how to use self-calming thoughts. QP explained to Chase, that Self-calming thoughts are used to help de-escalate one’s emotions and separate them from a potentially difficult situation. QP explained to Chase, what red flags are; that is, the signs that indicate to a person that a time-out is necessary or a situation may get abusive or escalates. QP explained to Chase that the goal of the intervention is, to teach him how to identify personal red flags and how to use self-calming thoughts in a situation. QP asked

QP engaged Yuma in participating in an evident base practice geared towards taking time-out. QP explained to Yuma that the activity will teach him how to use time-outs to stop himself from becoming abusive or violent. QP explained to Yuma, that the goal of the activity is to show him how to take a time-out before he become abusive or violent when conflict situation arises. QP discussed with Yuma some time-outs strategies, he can use for de-escalating difficult situations. QP role-played with Yuma, how to disengage himself from power struggles with his parent. QP explained to Yuma, that time-out is a step toward better family relationships with his family, may prevent hurting family member, caring about the other person and chance to calm down

The animated war documentary, Waltz with Bashir directed by Ari Folman in 2008, depicts Folman’s search of his lost memories of his experience, as a nineteen year old Israeli Defence Force soldier during the 1982, Sabra and Shatila massacre in Beirut. He begins to seek for his lost memories in the opening scene, with the furious dogs racing through the streets. The sky is yellow-ish which symbolises hallucinations or dreams. Creating the audience to feel tension and confused, due to trying to figure out what is happening as the 26 dogs destroy the place. As the dogs appear out of each corner of the street to join the chase, the people in the city begin to panic and hide away their children as a result of the furious dogs running