6/9/2023 EnchantaVaughn Approved (AM) Upon arrival, client was observed settling into the camp group room eating his breakfast quietly and preparing for his morning work Client was on task and exhibiting appropriate social skills. Teacher reports client was being disruptive in class, yelling and being disrespectful during the group activity. After several prompts, client continued to display a negative attitude while making fun of his peers art expressing inappropriate comments (i.e. "that’s ugly” and "that doesn’t look good”) when returning back to his seat. Client was acceptive to redirection after the third time of being reminded to follow directions. (PM) Client transitioned to lunch in an energetic mood, as evidenced by him initiating conversation with mental health professionals. Client expressed positive thoughts and was able to appropriately ask for help. Client implemented self control at his table by staying seated and eating safely with his peers. (EOD) Client did not demonstrate a cooperative attitude during group activity. Client was provided with feedback about how his behavior and verbal messages have an impact on others. Client expressed negative “I statements” in academic setting (e.g. "I hate school"). Client was encouraged to think positive and reminded to relax when he feels overwhelmed. Client did not met objectives 1 and 3, as evidenced by failing to reduce symptoms of ADHD and verbally attacking his peers with hateful words. (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 her teacher and other figures of authority. (PM) QMHP confronted and redirected client’s negative behaviors and encouraged his to make better choices and to utilize self calming techniques (i.e. counting and deep breathing). QMHP brainstormed ways client can make himself better. QMHP isolated client from aggressive behaviors to decrease disruption in class and to reduce excessive talking. QMHP processed unacceptable behaviors and discussed possible consequences. (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. 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 psycho educational activities to ensure retention and knowledge gain. (AM) Client had one on one with QMHP. Client stated he played with his sibling yesterday and slept well. Client said he wanted to take a break after finishing his work. Client was not interested in being apart of a group. Client refused to listen to his teacher and continued making mean comments. (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 not on track with goals and objectives and agrees to work on making better decisions. Client communicated that he gets frustrated when he falls behind. Client shared things he enjoyed doing today, as well as, things he disliked doing. Client said that he would be patient and learn to work as a team. Client expressed he wants to get good grades and earn points for participation so that he can end the day on green. Client had a difficult time staying on task, as evidenced by impulsive and hyperactive behaviors displayed throughout the day.