10/23/2023 EnchantaVaughn Approved (AM) Upon arrival, client was in a excited mood, as evidenced by his high level of energy and enthusiasm. Client was observed displaying appropriate behaviors in morning group. Client explained he fell down on his way to school and did not have time to freshen up before school. Client showed excellent self control, not letting anything bother him or get him off track. Client asked QMHP “what day was yesterday” following one of the questions from his morning assignment. Client was determined to get his answers filled in since the teacher promised a treat for those who independently finished their work. Client was observed receiving help and was reminded to figure out the answers on his own. (PM) Client transitioned to pm activities in a good mood, displaying excellent leadership skills by leading class to the gym for recess. Client was involved with extra curricular activities for most of the day, utilizing positive communication skills in his assigned area. (EOD) Client expressed happy emotions after leaving the gym, expressing he had fun playing with a bean bag while interacting with his peers in a running activity. Client was observed in class finishing his math problems in collaboration with his teacher. Client is supported with appropriately asking for help. Client displays a really low confidence level when it comes to sharing his feelings but can identify feelings outside of his own. Client is encouraged to engage in self reflection and allow himself to release any tension built up and to work on it one day at a time, implementing objectives 1, 2, and 3. QMHP welcomed client to school. QMHP inquired about evening and morning. QMHP asked how client was feeling. QMHP asked if client needed help with anything. QMHP encouraged client to stop by the boys room to clean up. QMHP offered assistance to client while empathizing positivity. QMHP encouraged client to work independently. (PM) QMHP monitored individualized behaviors for acquisition of objectives. QMHP encouraged client to contribute his ideas to group discussion. QMHP encouraged client to be the example for others. QMHP encouraged client not to follow others he see that are doing wrong. QMHP reminded client of goals and objectives. QMHP praised client for his efforts and encouraged him to remain on task. (EOD) QMHP reflected with client on his day, reviewing both good and bad experiences. QMHP processed with client, "what would you do different tomorrow”. QMHP encouraged client to have a good evening. QMHP encouraged client that tomorrow is a new day. QMHP reviewed coping strategies with client in hopes that it would help increase confidence. QMHP processed client non verbal responses and challenged client to express himself and communicate his feelings daily. (AM) Client had one on one with QMHP. Client stated he spent time with his family yesterday and got plenty of rest. Client expressed he was ready for today’s activities. Client nodded in agreement and prepared for teacher instructions. Client said thank you "I feel better". Client was seen in defiance of rules and regulations but was able to correct himself quickly and logically. (PM) The client was provided with positive feedback as he displayed a realistic understanding of his recurrent pattern of mental illness symptoms. Client displayed moderate level of participation. Client was able to stay in class without any incidents. Client said that he would try his best and looked forward to being a leader to his peers. Client has a clear understanding of goals and objectives and agrees to work on making better decisions. (EOD) Client shared things he enjoyed doing today, as well as, things he disliked doing. Client said that he would be patient and take his time with new activities. Client expressed he wants to utilize interpersonal skills in class and was acceptive of feedback. Client smiled and promised to have a good rest of the day. Client was happy to hear positive feedback from his teachers and mental health professionals, as evidenced by display of positive and desirable gestures.