My-Kayla Case Study

The director stated, "A representative would come in and give the teachers exercises to work with the child as well as spend one on one time with child." The director reported, "Kayla's brother says the F-word a lot and talks about sex all the time." The director listened as the QP informed her the TL is a crisis responder plus there is mobile crisis that will come out to the person that is

A: MHP assisted Ty’Kevinyon in recognizing successful strategies that have been used on days when he controls his temper and does not hit siblings, peers, or others. MHP coached in meditation and self-control strategies to help Ty’Kevinyon convey his anger through suitable statements and healthy physical outlets. MHP encouraged his mother to supply continuous praise and positive reinforcement for his positive social behaviors and better anger control. MHP recommended that Ty’Kevinyon expresses his anger in a positive manner. MHP provided reinforcements for positive behavior.

The reporter stated she’s the child’s step mother’s grandmother and she’s making this report based on the allegations Kayla has told her. According to the reporter, on 12/03/15 Kayla became sick at school and ran a temperature of 102. The reporter stated that the school office called Ms. Lemarshall three times but was unable to make contact. Ms. Crawford stated Sarah’s father was reached and came to pick her up, but because of a work emergency, Mrs. Smith picked the child up from her father. The reporter stated after Mrs. Smith picked the child up from her father, she took her to receive medical treatment. While at the doctor’s office, Mrs. Smith called Sarah’s mother to let her know what was going on and Ms. Lemarshall became upset and told

QP examined with Shonquasia, when she should seek help for her depression. QP asked Shonquasia to list the things she can do to keep mentally physical. QP examined with Shonquasia, how she respond and relate to depression. QP discussed with Shonquasia, how depression affects a person. QP provided Shonquasia with observational skills to avoid depression. QP discussed with Shonquasia identify and find healing from worries that cause depression. QP explained to Shonquasia, how negative thinking can increase depression mood. QP asked Shonquasia to list some negative thinking that keeps her in a depress mood. QP provided Shonquasia and her mom information on summer camp and summer activities. QP discussed with mom and Shonquasia the approaching of the end of IIH services. QP discussed with mom and Shonquasia the transition process of IIH services. QP ended the session by reminding Shonquasia and mom of the next scheduled

QP provided Maunica with a skill building activity geared towards medication management. QP explained to Maunica that the activity will provide her with information to take control of her medications and educate her on the side effect and important of take her medications as prescribed. QP asked Maunica, when was the last time she has seen her doctor. QP asked Maunica if she is taking any new medications. QP asked Maunica if she is taking her medications as prescribed. QP asked Maunica to list some of the side effect of her medications. QP discussed with Maunica the health goals of her medications. QP asked Maunica, what her personal health goals is. QP educated Maunica on medication management. QP explained to Maunica that she can talk to

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

Intervention: MHP taught Osvaldo skills to help express his feelings. MHP provided Osvaldo information on college admission requirements. MHP educated Osvaldo about the importance of exhibiting appropriate behavior at school and home. MHP taught Osvaldo alternative ways to deal with anger. MHP taught Osvaldo additional anger management skills. MHP demonstrated how Osvaldo could manage his frustration in a positive manner. MHP provided a worksheet on anger management. MHP taught techniques for Osvaldo to use to reduce anger and explosive

FOCUS OF PRESENT SESSION: The family checked-in as being “okay” and their week was “good.” The family presented in a euthymic mood and it was congruent with affect. During this session, the client and her mother was asked to express to each other, their feeling and emotions of issues within the home as well as Denae’s behavior. The mother and youth decided on an issue, such as Denae being suspended from school. Each participant switched roles to obtain the other person perspective and feelings they were experiencing. Denae, whom role play her mother brought up issues regarding the child’s behavior. She reported that she understood why her parents punished her, which makes her more aware of what is expected of her. The youth’s mother, whom

Intervention: CSP and Deonte discussed his feeling about school and home. CSP asked Deonte to describe one way he expressed his feeling to a trusted adult. CSP, MHS and Deonte reviewed last week’s interactions with peer and adults with reflections. CSP encouraged Deonte to continue expressing his feelings daily.

Kayla shared, “I did not get into any more trouble after you left or for the week.”

I: Timothy expressed a desire to manage his anger in a more constructive manner. He was attentive and cooperative throughout the session. He mentioned that his anger management could be better. He noted that for the most part, his behavior has been fine. Timothy stated that his father has been supportive. His father reported that his behavior has improved. However, he mentioned that he could do better with controlling his anger. Timothy agreed to work on managing his anger. He also agreed to use the strategies to further improve his behavior. He stated that he will continue to work on his anger this week.

Per mom William has been Compliant with the house rules lately. Per mom William has reduce the using of profanity in the home and is getting along better with his siblings, and his dad. Per mom, she would like William to quit smoking, use comping skills when he get angry more often and think about the effect of his behavior on his family. William stated that he is utilizing coping skills to get along better with his parents, the frequency of anger and aggressive out bursts has reduce significantly. Per William his is not engaging in fighting and argument with his siblings as much and stated that IIH servers is working because he has learned the reason why he needs to control his anger, and his relationship with his parent has gotten better

The “Angry Couple” video depicts a therapeutic session concerning an angry couple who appears to be having difficulty listening to the concerns each have with the other, their relationship and with their therapist. Before the therapy session begins, Dr. Susan Heitler arranges the room for symmetry and interaction. She then begins the therapeutic session by asking a few intake interview questions to better assist the couple in the counseling process.

QP encouraged My-Kayla in participating in a CBT activity geared towards coping skills. QP explained to My-Kayla that the activity will help her in identifying coping resource. QP explained to My-Kayla that coping resources refer to the aspect oneself or the environment that that can help a person to overcome the difficulties they identify. QP assisted My-Kayla in identifying external resources. QP asked My-Kayla to list some internal resources for coping. QP discussed with My-Kayla how to overcome barriers of effective coping. QP asked My-Kayla to list some of her coping skills. QP asked My-Kayla to explain, what she does when she feel stress out or overwhelmed. QP discussed with MY-Kayla safe coping skills and provide an example. QP discussed

Intervention: Clinician discussed the youth was doing in karate and other social activities with his peers. Clinician encouraged the youth to get his rest, because school will start soon. The clinician listened to the youth express his feelings about his activities and relationship with MHS.