12/2/2023 EnchantaVaughn Approved 1.Behavior: QMHP-C greeted JaCarei upon arrival to the home setting. Upon arrival to the home setting, JaCarei appeared to be in a positive mood evident by his facial expressions such as a smile on the face. QMHP-C inquired about his day at school. JaCarei discussed with QMHP-C that he got in a little trouble today because he did not want to sit at the table with his peer at which mother reports school official state these behaviors last 5-10 minutes in duration. 2. Behavior: JaCarei participated in the session and he did not need any redirection from QMHP-C for the remainder of the session. He was cooperative and attentive while participating to the fullest while mother discussing with QMHP-C on how JaCarei needs to understand he cannot do what he wants when he wants and not having his way throwing temper tanturms lasting 4-10 minutes in duration. 1.Intervention: QMHP-C asked JaCarei and family to define the communication problems amongst each other. QMHP-C challenged JaCarei’s mother’s boyfriend to allow JaCarei to speak without interruption and educated him on the importance of allowing him to express independent opinions. QMHP-C steered JaCarei and family away from blaming statements. QMHP-C encouraged each family member to take responsibility for their own communication and behavioral issues and prompted them to use “I” statements as opposed to consistently blaming others for his behaviors. 2. Intervention: QMHP-C taught family members concepts related to reflective listening, rephrasing of confusing statements and the importance of requesting clarification when something is not understood. Underlying dynamics that may be affecting the communication process were explored. QMHP-C educated JaCarei and mother on methods to improve their communication. QMHP-C facilitated and interacted with family in a structured community outlet to increase cohesion and demonstrated positive communication. 1. Response: JaCarei and family members identified anger, yelling, entitlement and lack of responsibility as some of the causes of the lack of positive communication in the home and JaCarei’s negative behavior at school. JaCarei’s father was initially domineering and responded when someone else was asked to speak. Upon being confronted, he was able to tone down his interruptive behavior. JaCarei and his family tended to have no boundaries when it came to interrupting and over talking each other. 2. Response: JaCarei’s mother’s boyfriend often appeared frustrated by the lack of attentive listening and thoughtful responding on the part of JaCarei. JaCarei and family were able to adhere to instructions to allow each other to speak uninterrupted. JaCarei and family were able, with encouragement to settle down and respectfully communicate their thoughts to each other. JaCarei and family were commended on there participation during session and their acknowledgement of the communication problem. JaCarei and family agreed to utilize tactics to improve their communication issues. JaCarei and family were interactive during community session and expressed gratitude. JaCarei and family were able to verbalize the positive feelings related to positive interactions.