5/26/2023 EnchantaVaughn Approved (AM)Upon arrival, client was not compliant or cooperative at the beginning of class. Client refused to sit on the carpet during reading time. Client stood at the door and pouted for 10 minutes. Client looked at his classmates and yelled âshut upâ. Client was directed to be respectful and not to take his attitude out on other people. Client continued to have a difficult time adhering to classroom management and listening to his teacher. Client ran out of class and began chasing peers down the hallway. Client was observed horse playing and making inappropriate noises until counselor arrived. Client was confronted about his choices and leaving class without permission. Client would not process his feelings with QMHP and was escorted to take a 15 minute time out. (PM)Client was separated from negative behaviors and given a chance to correct his mistakes. Client outbursts persists for several minutes during his break and additional redirection was provided. Client ran off during one on one to attend art specials. Client outbursts went away and he was at his table working quietly like nothing happened. Client went into his lunch period with a nonchalant attitude. Client appeared to be moody and needing one on one. Client was confronted by QMHP. Client was inquired how he was feeling. Client shared negative affirmations at this time. Client have to be willing to make better choices in school in order to achieve all objectives on a consistent basis. (EOD)Client has shown minimum progress with following treatment plan. Client was seen having difficulty complying to rules and demonstrating inappropriate manners in gym, lunch, and classroom settings. Client displayed a lot of energy before transitioning to his evening classes to prepare for the end of the day. (AM)QMHP supported client involvement in selected activities. QMHP processed with client about what he learned from the activity after the review. QMHP praised client for his cooperation despite not wanting to go to class or be in school today. QMHP discussed with student how empathy, communication, and awareness can prevent and reduce conflicts. QMHP brainstormed with client a list of conflicts that typically occur in his life, at school, and at home in efforts to identify possible conditions or triggers that precede the actual conflict.(PM) QMHP utilized role playing to demonstrate the calming effects of predicting the thoughts, feelings, and actions of self and others prior to the outbreak of a conflict. QMHP assisted client in exploring other coping strategies that he had previously used to solve problems and avoid conflict. QMHP prompted client to share anticipated thoughts and feelings and to indicate how this process reduces angry reactions. (EOD)QMHP asked appropriate questions about school. QMHP reviewed the reported behaviors with client in efforts to allow him to express his point of view and self-reflect at his leisure. QMHP reminded client of his expectations and what it takes to achieve his objectives on a daily basis. (AM)Client demonstrated excellent skills due to positive interaction with peers and helping others. Client expressed he was feeling good and enjoying his day. Client stated he woke up on time for school, got dressed, and ate breakfast which gave him enough energy to feel confident about himself and capable of success. Client communicated good âI statementsâ, such as, âI will be a leaderâ âI will show respectâ âI will do my work and listen to my teacherâ. Client was observed following directions and participating in class. (PM)Client was able to complete his classwork with less than 3 prompts remaining focused in class and reporting to therapy session during his lunch break. Client showed an improvement from previous days experiences in the home. Client expressed appreciation to QMHP by saying thank you. (EOD)Client benefited from positive reinforcement in the home. Client interacts well with his peers unless he feels incompetent or indifferent. Client was able to reduce hyperactive behaviors with additional support and redirection from his counselor. Client engaged in self-reflection and role-playing exercises to recognize his mistakes and how it can determine whether or not he passes or fails.