6/27/2023 EnchantaVaughn Approved (AM) Upon arrival, client was seen in the hallway waiting for breakfast (Client is in summer school). Client held small conversation with peers then went to class. Client was observed listening to the announcements and looking at the front board. Client was witnessed in his seat and working on his morning worksheets. Teacher reported client is making progress with his goals and objectives, as evidenced by him learning new ways to resolve conflict with his teachers and peers. Client appeared to be in a good mood, as evidenced by his positive facial expressions and ability to reframe from all distractions. Client models great listening skills when it is not his turn to speak. Client raises his hands when he has a question. Client understands that it is his responsibility to be a good student and follow directions. Client states that he is going to have a good day and utilize his relaxation techniques when he needs recoup. (PM) Client was observed in lunch displaying appropriate manners while waiting in line with his peers. Client was observed following directions and maintaining a positive attitude. Although having difficulty coming to group therapy, client was assisted in identifying positive, realistic self-attributions about himself and advised to give his full undivided attention. The client was reinforced regarding his ability to cope with negative feelings about self without feeling threatened. Client was observed following directions and ignoring distractions. Client participated in group exercise and was observant to his surroundings (e.g. recognizing when to walk away or mind his business). 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 supported with staying on task and being a team player. client appeared to be in a content mood, as evidenced by his straight facial expressions and positive body gestures. client looked very focused and alert at his desk. Client displayed appropriate social skills and showed good mannerisms until dismissal. Client met all objectives, as observed. (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.