1/10/2023 EnchantaVaughn Approved (AM) Upon arrival, client left the bus area smoothly and safely. Client picked up his breakfast and walked quietly down the hallway to class. Client was observed entering his class in a polite and respectful manner. Client appeared to be in a good mood, as evidenced by his positive energy and smile. Client displayed good interaction with his peers and was seen actively listening to the announcements. Client presents pleasant manners at his desk and seemed to be excited to learn and be at school. Client greeted QMHP with a hug and asked to take a break. QMHP communicated with client that it’s too early and he needs to start his work first. Client agreed and prepared for his morning assignment by taking out a pencil and waiting for instructions. Client displayed appropriate behaviors and was able to participate in all activities offered to his class. Client appeared to be making new friends in class and benefiting from their support, as seen when he laughs and giggles often. Client demonstrated good sportsmanship and team work skills during group exercises, as evidenced by him sharing and taking turns. Client exhibits good energy in class and remains calm and content even when others are off task around him. Client’s hyperactive and impulsive behaviors were under control and he continued to stay on track with goals and objectives. (PM) Client was seen heading to lunch and walking safely down the hallways. Client was courteous of his peers in front and behind him and was careful not to push or shove anyone in line. Client was kind and caring towards staff and went into the cafeteria without running or being loud. Client was monitored starting conversation and being a friend. Client waved and greeted peers as they walked by. Client was cooperative throughout the entire lunch period, as observed by both mental health professionals. Client was given free time before psycho educational activity started. Client’s symptoms of ADHD were reduced significantly, due to calm and fun filled environment. Client loves coming to session. Client works well with others and isn’t afraid to be different. Client displays appropriate social skills and cognitive skills, at this time. Client shows full participation and contributes to group discussion. Client shared personal stories that he has experienced dealing with today’s topic on “Experiencing Happy Experiences” in school and influenced his peers to share their happy moments as well. Client communicated positive thoughts about himself and others. Client says that he is happiest when he is around people he love and when his teacher recognizes him for being good and when people give him things. Client did a good job expressing his feelings appropriately and knowing when to accept positive and negative feedback from others. Client was observed being a team player by cleaning up after himself and throwing away trash that wasn’t his. Client returned to academic setting to finish his classwork and prepare for the end of the day. (EOD) Client was seen in his seat paying attention to his teacher, presenting good posture, and displaying appropriate voice volume. Client was supported for his positive attitude and following instructions. Client did not require redirection at this time. Client utilized relaxation and coping strategies effectively and showed ability to problem solve without an adult. Client was given a thumbs up for displaying good conduct in class and being on task. Client displayed responsible behaviors and was seen preparing for dismissal and announcements without impulsiveness or hyper activeness, and this behavior was monitored and supported until it was time to leave. Client walked safely and smoothly to the bus area while waving goodbye to peers and staff. Client met objectives 1, 2, and 3. (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 inquired about 3-day weekend activities, asking what was exciting about your weekend. QMHP inquired about morning routine and how client was feeling. QMHP monitored client individualized behaviors in collaboration with his teacher and other mental health professional. QMHP encouraged client to make good choices and to utilize self calming techniques (i.e. counting and deep breathing) and processed with him about last week's behaviors, the good and bad. QMHP challenged client to continue displaying a positive attitude while employing positive reinforcement when client is able to achieve his goals and objectives. (PM) QMHP provided praise when the client continued to display positive behaviors throughout the day, remaining on task and was very respectful to peers and authority. QMHP isolated client from distractions to decrease disruptive behaviors and to reduce excessive talking in class. QMHP explored the client’s capability to cope with his stressors. QMHP brainstormed how to resolve conflict without engaging in aggressive behaviors. QMHP offered help. QMHP encouraged client to continue having a good day. (EOD) QMHP monitored for acquisition of objectives. QMHP redirected client negative behaviors. QMHP encouraged client to stay in class and comply to rules and directives. QMHP encouraged client to be the example. QMHP encouraged client not to follow others that he see are doing wrong. QMHP intervened to assist in explaining behaviors to client. QMHP reflected with client on his day, both happy and frustrating experiences. QMHP encouraged client that tomorrow is a new day. QMHP processed client feelings. QMHP engaged in active listening. QMHP assisted client with recognizing his own personal strengths and how to apply them to reach his goals and objectives. (AM) Client greeted QMHP by saying good morning. Client reflected on his weekend activities. Client said he woke up feeling good and was ready to have a good day. Client expressed positive thoughts about himself. Client stated he didn't need help with anything at the moment but would tell an adult if he needs help. Client communicated by nodding and exhibiting good eye contact. Client verbalized positive feelings about goals and objectives. Client communicated that he wants to work independently. Client displayed good participation in various settings and was responsive to all instructions, interacting well with his peers. Client responded in a positive manner acknowledging the positive reinforcement that the QMHP provided. (PM) Client said thank you and continued to do what he was told. Client said he was going to have a good day and decided to practice yoga poses with group member before returning to class. As the client has made more of his own decisions, he reported increased satisfaction and function. Client responded well to feedback, interacting well with his peers. Client agreed to behave and communicated a positive attitude when reviewing problem solving and self control strategies. Client promised he would try his best to correct himself when faced with conflict. Client was displaying respectful, non aggressive behaviors in lunch. Objectives were being met at this time, dispite stressful environment. (EOD) Client avoided distractions in social setting, while utilizing anger management skills. Client seem to have a big influence on his peers. Client displays leadership skills by helping others and being a good citizen in school. Client acknowledged interventions and verbalized clear understanding. Client engaged in reflective thinking. Client communicated the do's and don'ts. Client was in a pleasant mood after feedback was given. Client was seen having a good evening. Client was able to identify the role he plays in each situation and continues to comply with authority rules and regulations. Client remembered to apply himself and utilize his strengths to focus on meeting his goals and objectives.