5/17/2023 EnchantaVaughn Approved AM) Upon arrival, client was observed in good spirits. Client spoke to QMHP and joined a few of his friends in line for breakfast. Client was reported arriving to his homeroom class in an optimistic mood and displaying appropriate manners toward his teacher. Client grabbed breakfast and was quiet during announcements, making sure to say the pledge of allegiance and remain silent. Client was motivated to go to class and have a good day. Client was seen joining his class and settling into his morning assignments. Client seemed to be enjoying his morning, communicating positive social behaviors (e.g. keeping his hands to himself and giving his peers personal space). Client displayed good active listening skills. Client was encouraged to express himself and be confident about his answers. Client exhibited a positive attitude, and this was monitored during non-stressful and stressful moments in all settings. Client displayed calm and peaceful expressions, lining up with his class to go to lunch. (PM) Client appeared to be a positive mood heading to lunch, as evidenced by his cooperative behaviors in line and displaying appropriate manners. Client interacted well with his peers, initiating meaningful conversations and playing safely. Client was observed cleaning up his trash and preparing for psycho social. Client was observed following directions and ignoring distractions on stage. Client participated in group exercise and was observant to his surroundings (e.g. recognizing when to walk away or mind his business). Client displayed a good attitude towards peers and authority and needed little to no redirection, at this time. Client was able to complete activity, return to class, and transition into the next activity without incident. Teacher reports giving client support and encouragement to enhance his self-esteem. Client was educated with mental health skill building and given the resources he needs to practice the appropriate behaviors. (EOD) Client exhibited cooperative and desirable social skills after lunch and recess. Teacher reported that client has been excelling in his academics and stated he has improved and developed the classroom expectations. Client was seen at his desk working quietly. Client appeared to be in a good mood as evidence by him participating in group activity without conflict. Client remained on task and in cooperation with class rules. Client was not involved with any incidents today and was supported by his teachers and staff. Client continues to build new interpersonal relationships with his peers, sharing and taking turns in a civilized manner. As the client, displays more positive than negative behaviors in school he is doing a much better job maintaining the appropriate conduct in school and staying out of trouble, therefore meeting objectives 1, 2, and 3. (AM) QMHP monitored client individualized behavior modifications in collaboration with his classmates and teachers. QMHP expressed gratitude toward positive interaction with his classmates and teachers. QMHP encouraged client to continue displaying positive behaviors. QMHP supported client involvement in selected activities. QMHP processed with client about what he learned from activity after the review from the teacher. QMHP praised client for his cooperation despite of not wanting to go to class or be in school today. (PM) QMHP discussed with student how empathy, communication and awareness of another point of view can prevent or reduce conflicts. QMHP brainstormed with client a list of conflicts that typically occur in his life in school or at home in efforts to identify possible conditions or triggers that preceded the actual conflict. (EOD) QMHP utilized role playing to demonstrate the calming effects of predicting the thoughts, feelings and actions of self and others prior to the outbreak of a conflict. QMHP prompted client to share anticipated thoughts and feelings and to indicate how this process reduces angry reactions. QMHP asked appropriate questions about group activity. QMHP reminded client of school rules and expectations. QMHP supported and monitored client in social and academic setting to ensure goals and objectives are met. (AM) Client modeled different ways to walk away from a conflict when frustrated. Client modeled how to separate himself from negative situations by counting to 10. Client demonstrated how to verbalize his feelings without yelling and being aggressive. Client was able to speak calmly and demonstrate his improved verbalization skills while conversing with other QMHP. (PM) Client participated in brainstorming exercise and was able to identify possible conditions or triggers that precede a conflict in school or at home. Client did not display any outbursts during the role play exercise. Client had difficulty understanding due to minor distractions. Client appeared to be learning from his mistakes and correcting them throughout the day. Client responded well to praise. (EOD) Client was receptive as QMHP demonstrated and defined the meaning of empathy. Client actively participated with QMHP as they discussed and processed empathy. Client demonstrated that he was able to process productive expressions of anger. Client displayed active behaviors in group settings. Client is making progress with expressing himself. Client made insightful comments which contributed to discussion. Client did not run away from group or get frustrated like he normally does during room changes. Client said he likes coloring activities. Client agreed to follow instructions and finish his work. Client was seen interacting well with his classmates and teachers. Client seemed to be enjoying the day and looked excited when transitioning to dismissal setting.