6/8/2023 EnchantaVaughn Approved (AM) Upon arrival, client had a small episode early this morning, due to leaving his book bag on at home with his snacks. Client was upset and did not want to go to class without it. Client had a hard time transitioning into the school. Client was able to reduce his aggravation and temper by talking to mental health professional. Client finally decided to do the right thing.Client is encouraged to make his own decisions and display appropriate behaviors in class. Client utilized the positive reinforcement that was provided by QMHP. QMHP reassured client that he was doing a good job and earned himself a reward. Client was happy to be recognized as a good student which motivated him to continue doing his work. Client did not need any redirection or help at this time. Client successfully maintained classroom management skills taught by his teacher (i.e. raising his hand, waiting his turn, staying in his seat, exhibiting good social behaviors, and sharing with others). Client transitioned to lunch in a good manner, as evidenced by him walking correctly down the hallway and holding the door for his peers. (PM) Client was observed engaging in conversation and enjoying his lunch period. Client ate his food and threw away his trash. Client went to his session with no issue and debriefed about his day. Client mentioned he was doing good and finished all of his work. Client was given an incentive for his hard work. Client said thank you. Client participated in a role play activity. Client was educated that showing his teacher good behaviors following his mistakes shows that he took initiative to make better choices and proves that he is willing to do a better job in school. Client displayed excitement once he realized he loved reading books and grabbed his favorite one from his desk before leaving the class with his counselor. Client has a tendency to become disorganized and impulsive in his responding in unstructured setting where there is an external stimulation, and a break was provided to reduce any triggers. (EOD) Client was monitored and supported at the end of the day. Client was able to complete his work and concentrate in class. Client spent the remainder of his day in his seat and on task. Client participated in each activity and interacted well with others. Client displayed good social skills and exhibited excellent attitude. Client has followed through on instructions given by staff. Client appeared less distracted and more focused. Client prepared for dismissal by cleaning up after himself and grabbing his book bag. No incidents were reported, therefore client met objectives. (AM) QMHP monitored client individualized behavior modifications in collaboration with his classmates and teachers. QMHP expressed gratitude toward positive interaction with his classmates and teachers. QMHP encouraged client to continue displaying positive behaviors. QMHP supported client involvement in selected activities. QMHP processed with client about what he learned from activity after the review from the teacher. QMHP praised client for his cooperation despite of not wanting to go to class or be in school today. (PM) QMHP discussed with student how empathy, communication and awareness of another point of view can prevent or reduce conflicts. QMHP brainstormed with client a list of conflicts that typically occur in his life in school or at home in efforts to identify possible conditions or triggers that preceded the actual conflict. (EOD) 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 prompted client to share anticipated thoughts and feelings and to indicate how this process reduces angry reactions. QMHP asked appropriate questions about group activity. QMHP reminded client of school rules and expectations. QMHP supported and monitored client in social and academic setting to ensure goals and objectives are met.(AM) Client modeled different ways to walk away from a conflict when frustrated. Client modeled how to separate himself from negative situations by counting to 10. Client demonstrated how to verbalize his feelings without yelling and being aggressive. Client was able to speak calmly and demonstrate his improved verbalization skills while conversing with other QMHP. (PM) Client participated in brainstorming exercise and was able to identify possible conditions or triggers that precede a conflict in school or at home. Client did not display any outbursts during the role play exercise. Client had difficulty understanding due to minor distractions. Client appeared to be learning from his mistakes and correcting them throughout the day. Client responded well to praise. (EOD) Client was receptive as QMHP demonstrated and defined the meaning of empathy. Client actively participated with QMHP as they discussed and processed empathy. Client demonstrated that he was able to process productive expressions of anger. Client displayed active behaviors in group settings. Client is making progress with expressing himself. Client made insightful comments which contributed to discussion. Client did not run away from group or get frustrated like he normally does during room changes. Client said he likes coloring activities. Client agreed to follow instructions and finish his work. Client was seen interacting well with his classmates and teachers. Client seemed to be enjoying the day and looked excited when transitioning to dismissal setting.