9/19/2023 EnchantaVaughn Approved During morning arrival, client was observed displaying a poor attitude while coming into the academic setting. The teacher mentioned to counselor that client has been experiencing some difficulty with adhering to instructions. Teacher also stated that he was experiencing frequent disruptions in the classroom when the client refused to comply with rules. Client failed to remain in his designated area without permission, as evidenced by client arriving to QMHP without a pass. Client stated “my teacher know I’m here.” Client was escorted back to class. Client struggled to interact during morning academic hours, as evidenced by him not participating in class. Client behaviors were viewed as defiant and disrespectful. Client had a hard time transitioning into the first activity of the day. Client walked aggressively down the hallway and dragged his body against the wall, indicating he was not in a good mood. Client stated he did not want to be in school and that he wanted to go home. Client appeared tired and upset. Client had a difficult time making it down the hallway. Client was redirected and ordered to get his act together and head to class. Client displayed hyperactive behaviors walking into class. Client appeared to be off task during morning academics, as evidenced by client being easily distracted by his peers. Client was observed attempting to whisper to his peers during instructional period. Teacher requested for client to stop talking and interrupting the class. Client was not recpetive and continued inappropriate behaviors. Client struggled to refrain from using aggression as he was observed horse playing with his peers. Client attempted to justify his negative behavior as he stated “We was just playing.” During middle academic hours client struggled to refrain from engaging in disruptive behaviors, as evidenced by client not being on task and was sent to speak to his counselor. QMHP will review key concepts of being a responsible student in the school setting. QMHP supported client displaying positive interaction with peers and authority. QMHP praised client for staying on task. QMHP complimented client for utilizing acquired skills, paying attention, and focusing on the importance of his assignments. QMHP monitored client verbal skills while in the session in efforts to determine the need for additional interventions. QMHP provided positive gestures such as “good job” “keep up the good work” in efforts to show approval of client’s current actions. QMHP provided redirection when needed and processed with client on what he needs to do to achieve ISP objectives every day. QMHP reviewed the reported behaviors with client in efforts to allow him to express his point of view. QMHP continued to elaborate on ways client can cope and manage stressors at school, home, and in the community. Client greets his counselor and waits for instruction. Client exhibited good manners after earning incentive for his hard work. Client expresses good statements about his day saying he was doing his work, using her manners, and being fair to others. Client is more confident at home, as evidenced by assertive and proud tone when communicating with peers and authority. Client continued to participate in the therapeutic activities without prompting from QMHP or mother. Client remained focused on the lesson as QMHP implemented different interventions. Client communicated positive affirmations and self-talk. Client shared some of the things he does at home to help him relax. Client stated he loves playing outside after school and playing games on the computer, both educational and fundamental. Client participated in reviewing important information regarding his mental illness condition.