11/28/2023 EnchantaVaughn Approved (AM) Upon arrival, Teacher reports client has a close relationship with a new student in class and is starting to get off task. Client was seen displaying inappropriate social behaviors (i.e. touching other peer belongings and taking things that donât belong to him) during group activities. Client appeared to be in a content mood, as evidenced by his polite expressions and great eye contact. Client presented himself with neat and clean attire and was well groomed. Client expressed he was going to have a good day. (PM) Client displayed poor decision making skills by refusing to listen to his teacher and attend alternate class. Client was observed leaning on the wall outside of his class and not complying to authority requests and demands. Client stated he didnât want to be in the room and he was not interested in any experiment and would rather sit in the office and color his math work. When client realized his only options were to go into the class or get a 0, he was not phased by the consequences and tried to leave out of the room without permission. (EOD) Client displayed defiant behaviors and avoided conflict management. (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 reminded client to utilize self calming techniques (i.e. counting and deep breathing) if he starts getting distracted. 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 behaviors and offered self reflection. (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. QMHP provided praise when the client continued to display positive behaviors. QMHP explored client feelings about different subjects in school and how to manage his confidence level and self esteem. (AM) Client greeted QMHP with a hi-five and said good morning. Client verbalized positive feelings about how her day would go. Client demonstrated understanding of goals and objectives, agreeing to follow safety plan daily. Client displayed moderate level of participation in class, lunch, and gym settings. (PM) Client responded in a pleasant manner acknowledging the positive reinforcement that the QMHP provided by saying "I usually walk away". Client communicated that she has a hard time focusing when some of her peers are constantly saying mean things about her behind her back. Client promised to let her teacher know if it continues. (EOD) Client expressed a good attitude and utilized all coping strategies. Client exhibits high self esteem when it comes to her personal hobbies and shares how it helps her relax and meditate. Client was involved in effective learning group, increasing interest and ability to work independently. Client was acceptive of praise. Client stated she struggles with literature but wants to keep practicing and studying after school and at home.