3/9/2023 EnchantaVaughn Approved (AM) Upon arrival, client was seen preparing for morning routine. Client was observed in class working on an assignment along with his peers. Client appeared to be in studious mood, as evidenced by his focus and concentration in class. Client displayed a positive attitude while waiting for teacher to start the next activity. Client was acknowledged for his patience. Client was observed in his tutoring class listening and following directions. Client was praised for being a responsible student and for initiating his assistance. (PM) Client was seen transitioning into lunch with excellent manners, holding the door for others and using proper voice control. Client was observed exhibiting good table manners, cleaning up his trash and holding meaningful conversations with his peers. Client was praised for making age appropriate choices, such as walking in a single file line, listening to authority, and helping others. (EOD) Client was reminded of goals and objectives. Client was educated with conflict resolution skills and taught about social awareness in order to learn ways to compromise and avoid inappropriate behaviors. Client was praised for his cooperation and for being on task. Client engaged in group discussion utilizing team building skills and active listening skills while interacting with his peers during psycho educational activity. Client was very engaged with his peers during free time, showing interest without being disruptive to others. Client was able to focus on his work and comply with directions, dismissing withot incident and achieving objectives. (AM) QMHP had one on one with client. QMHP reviewed yesterday's activities. QMHP provided support and encouragement to ensure goals and objectives are met. QMHP monitored client individualized behaviors in collaboration with his teacher and social environment. QMHP encouraged client to make good choices and to avoid negative thoughts about himself. QMHP processed client positive behaviors. (PM) QMHP assited client in developing more social skills. QMHP inquired about possible challenges client can experience with applying this skill. QMHP provided positive feedback. QMHP reflected on client goals and objectives. QMHP isolated client from distractions to decrease disruptive behaviors and to reduce episodes. QMHP assisted client in normalizing the changes that are occuring in school. (EOD) QMHP explored the client’s capability to cope with his stressors and to get back on track. QMHP modeled the correct behaviors and conduct during session time. QMHP assisted client with finding and utilizing necessary resources. QMHP verbalized the awareness that all people are unique, learn differently, and have various strengths and weaknesses. (AM) Client communicated positive affirmations and self talk. Client verbalized positive feelings about building relationships in school. Client displayed management of individualized behaviors. The client has not overreacted with anger to minor frustrations or irritants. Client responded in a pleasant manner acknowledging the positive reinforcement that the QMHP provided. (PM) Client was able to reevaluate himself and display a more positive attitude toward peers and authority. Client has become more involved in age appropriate social activities and was given positive reinforcement for these choices. Client demonstrated expectations and responded well to feedback. Client reported a decreased stress level due to his modulation of social contact, and the success of this was reviewed. (EOD) As the client developed understanding of academic expectations, he reported increased satisfaction and function. Client responded well to feedback, interacting well with others. Client implemented his plan for restoring relationships, and this was reviewed.