10/26/2023 EnchantaVaughn Approved (AM) Upon arrival, client was observed paying attention in class and listening to his teacher during all morning assignments. Client appeared to be in a delighted mood, as evidenced by his ability to stay focused and complete his work on time. Client displayed appropriate classroom mannerisms (i.e. raising his hand, paying attention, and being a team player) and was supported for his cooperation. Client demonstrated that he was having a wonderful start to his week and did not have to be reminded of school rules and expectations. (PM) Client transitioned into pm activities with a pleasant attitude while interacting well with classmates. Client was seen in lunch full of positive energy, as evidenced by him initiating conversation with mental health professionals and peers. Client expressed positive thoughts and was able to appropriately give good feedback. Client implemented self control at his table by staying seated and eating safely with his peers. (EOD) Client demonstrated a cooperative attitude during group activity. Client was provided with support and encouragement for his cooperation. Client expressed positive “I statements” in academic setting (e.g. "I love my class"). As the client prepared for dismissal, he was observed on task and calm, meeting objectives 1, 2, and 3, as evidenced. (AM) QMHP welcomed client to school and provided support and encouragement to ensure a good start to his day and to be on track with achieving his goals and objectives. QMHP monitored client individualized behaviors in collaboration with his teacher and other figures of authority. (PM) QMHP did not have to redirect any negative behaviors and was supportive to client good decision making skills. QMHP brainstormed ways client can make himself better by doing things he enjoys. QMHP isolated client from aggressive behaviors to decrease disruption in class and to reduce excessive talking. QMHP processed behaviors and emotions. (EOD) QMHP taught client alternative method to interpret and cope with stress in the classroom by reevaluating situation or problem in a more positive way. QMHP educated client on coping strategies to deal with his feelings and emotions. QMHP supported client with creating a hobby to engage in during free time and individual breaks (i.e. reading a book, writing a story, or coloring a picture). QMHP challenged client to continue displaying a positive attitude while employing positive reinforcement when client is able to achieve his goals and objectives. QMHP reviewed previous psycho educational activities to ensure retention and knowledge gain. (AM) Client had one on one with QMHP. Client stated he played with his siblings and slept good. Client asked to take a break after completing his work. Client interacted well with his class, following directions and listening to instruction. Client agreed to invest more into himself and express his creative side in school. Client kept his distance from negativity and displayed great leadership skills. (PM) The client was provided with positive feedback as he displayed a realistic understanding of his recurrent pattern of mental illness symptoms. Client was able to sit with his peers without any incidents. Client demonstrated good manners in the cafeteria. (EOD) Client was acceptive of alternative coping methods. Client communicated that he gets frustrated when he feels excluded or targeted. Client shared things he enjoyed doing in class, as well as, things he disliked doing. Client said that he would try to be more involved. Client expressed he wants to continue to get good grades and do well in school. Client showed good understanding of all psycho educational activities, demonstrating he has learned a lot so far.