3/30/2023 EnchantaVaughn Approved (AM) Upon arrival, client walked into class with a poor demanor and tone. Client was not in a good mood, as evidenced by his facial expressions and crossing his arms aggressively. Client was pulled aside for one on one with QMHP. Client was inquired about his attitude and why he was starting his day on a bad note. Client did not communicate his feelings, at this time and proceeded to ignore questions. Client tried walking off and turning his back on QMHP. QMHP encouraged client that his day can be as hard if he decides to make it that way or easy if he decides to make it that way. Client looked extremely frustrated. Client was given a few mintues to process and implement coping skills on his own before additional redirection would be given. Client needed a small cool down break before returning back to class. Client did not want to begin his classwork or attend the activity selected. Client put his head down and went to sleep. Client tends to act out for attention or when he needs help. Client have a hard time expressing his feelings appropriately and cheering himself up. Client was provided with support in the classroom and given an opportunity to make better choices. Client exhibited poor sportsmanship in the classroom by not wanting to be apart of any groups and wanting to be left alone. Client verbalized school was boring and he wasn't learning anything. Client was given feedback and prompted to try his best to make the most of his school day. QMHP communicated with client that he was extremely behind academically and needed all the classtime he could get if he wanted to make a difference this year. Client displays low self-esteem and confidence when talking about his progress, improvements, and setbacks. (PM) Teacher prompted client to listen and follow directions and that she would do her best to separate him from stressful environment and keep away from the negative energy that was causing him to feel upset. Client was happy to know his teacher and counselor had his back and was more willing to cooperate. Client prepared for lunch. Client was observed walking with his peers and exhibiting good social skills. Client was reported having a better half of the day and turning his day around. Client experienced a few challenges but began to focus and get back on track. Client was seen in lunch in his seat and conversing with his peers. Client is reminded to avoid getting mixed up in situations that have nothing to do with him. Client was monitored displaying the correct manners at the lunch table. Client went to his session quietly and politely. Client wanted to spend his time on the computers and tablets that were offered by the other angencies instead of having to participate in group activity. Client was prompted to take his psycho educational sessions more seriously if he wanted to keep getting better in school. Client displayed moderate hyperactivity, at this time and was encouraged to have self-control if he wants to earn a fun break. Client is learning to maintain social expectations and follow authority directives promptly. Client was taken back to class to finish his assignments and prepare for specials. (EOD) Client had a hard time transitioning back into the class due to not wanting to be in class with his less favorite teacher. Client was reminded to be respectful and listen to both of his teachers. Client pouted for a few minutes then got himself together. Client was observed working on individual assignment without interrupting anyone. Client displayed appropriate interaction with his peers and dismissed from school without incident. Client failed to achieve objective 1, due to incompliance of authority requests and having personal conflicts throughout his day that kept him unfocused in class and during other social activities.