7/3/2023 EnchantaVaughn Approved (AM) Upon arrival, client was observed displaying good social skills in the hallway headed to his assigned group room. Client waited in line one behind the other without pushing or shoving. Client spoke to QMHP. Client stated his morning was okay, he was just hungry. Client grabbed breakfast and went straight to class. Client was observed in class on task and following directions. Client appeared to be in a content mood, as evidenced by his relaxed demeanor and calm expressions. Client displays positive social skills, getting along with others and initiating conversation. The client was supported as he practiced approaching others to increase his involvement in social activities. The client has used positive characteristics, and the benefits of this were reviewed. Client seem to understand the importance of uninterruptive listening by waiting his turn to speak. Client was seen in his seat and exhibiting positive body language. Client is monitored in academic setting making good choices. Client maintains ability to pay attention despite other distractions in class. Client is given positive feedback from his teacher regarding progress with his grades and academics. Client expressed gratitude by smiling. Client is seen transitioning to lunch and pm activities in a cooperative manner. (PM) Client was observed transitioning into lunch setting, walking one behind the other and waiting in line quietly. Client was monitored and supported for his cooperation and following rules. Client engages in meaningful conversation. Client was seen smiling and laughing. Client was in an enthusiastic mood while utilizing the positive reinforcers given by authority figures. Client displays age appropriate social interaction (e.g. good eye contact and listening). Client joined group. Client was upset when he realized he had to do work. Client struggles with completing activity. Client displays low confidence when asked to express himself and explain his feelings. Client seems to be heavily influenced by his peers. Client is observed maintaining healthy relationships. As the client has developed better relationships, he has found more support and been more stable during crisis times. (EOD) Client transitions back into class safely. Client was attentive and engaging during group activity. Client displays good interaction with his peers. Client is seen being a team player and being supportive to his class. The client was reinforced for following through and implementing the initiation of social content and reporting a feeling of success with the experience. As the client prepared for dismissal, he modeled age appropriate behaviors and a positive attitude, 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.