On June 2, 2016, while serving room restriction for another offense, Rashad made direct threats to harm staff and was observed attempting to provoke other residents to physically attack that staff member. Rashad has flat out refused staff directives in his most recent incident, which resulted in a 48 hour room restriction. On June 23, 2016, Rashad again made direct threats towards staff and became verbally aggressive towards staff when redirected. This incident is the latest in which he has made direct threats towards staff. In addition he remained defiant for several hours following his placement on room restriction and continued to ignore staff directives. This behavior is not only displayed in the CPP Unit, but he displays negative behaviors in the classroom and within a group setting; which results in disruption of services for other residents, as well as persuading others to be disruptive. Rashad does not appear to be motivated by the negative reinforcement initiated through the CJDH Behavior Management Program, or by the rewards-based incentives he can earn through the program commissary. Rashad often times informs…
Response: MHS report Taliana’s behaviors for the past week was consistent. When redirected, Taliana respond in a positive manner without verbal aggression towards MHS. MHS explain the “I” statement does assist with the increase communication and identifying barriers.…
QP engaged Maunica in participating in a CBT activity geared towards managing feelings. QP explained to Maunica that the active will increase her awareness on how to cope with strong feelings. QP asked Maunica to explain what she does, when she experiencing anger feelings. QP asked Maunica to list some positive coping strategies to deal with anger feelings. QP asked Maunica if she thinks teens make poor decisions when they are experiencing anger feelings. QP assisted Maunica in identifying warning signs of anger feelings. QP asked Maunica to list some consequences of anger. QP asked Maunica to list some cost of anger feelings. QP discussed with Maunica the cues that helps a person know they have an anger problem. QP asked Maunica to explain,…
QP met with Nasir and his mom for the first time. QP explained to Nasir and mom about IIH service that will be provided. QP provided Nasir and mom a brief explanation of the goals that Nasir will be working towards and what is expected of him during the sessions. QP asked Nasir, about his behaviors that he thinks he needs to work on. QP asked Nair about his interaction with his mom. QP asked Nasir about his hobbies. QP asked Nasir about problems he having in school and at home if any. QP asked Nasir about his interaction with his peers and siblings. QP asked Nasir about his grades. QP asked Nasir, if he is compliant with the house and the school rules. QP asked Nasir, who he can turn to for emotional support. QP asked Nasir, if he is worried…
Good evening Professor and class. As tasked by this week’s forum below you will find my assessment of QRC193 and how that relates to a given paradigm as well as identification of an associated risk with the case study and how I would mitigate it. First, let’s start with the background concerning Simmons and Sutter’s (2007) research paper.…
Randy often engages in a number of behaviors that may be adversely affecting other children in the classroom. At times, Randy is considered to be restless and impulsive, and has difficulty maintaining his self-control. The second area that both raters rated him in the At-Risk range was in the area of Adaptability. An At-Risk score here suggests that Randy has difficulty adapting to changing situations and that he takes longer to recover from difficult situations than most others his age. The third area that both raters rated him had elevated scores was in the area of Atypicality. Randy’s mother rated him in the At-Risk…
Needs improvement to be more engaged so can be more of a team player and helping others.…
The problem Quindlen has is Child Hunger. The entire essay is about child hunger in america. In the first paragraph she was talking about public service announcements on child hunger, and that there were a fairly unanimous response from the participants. With what seems like a sarcastic tone she says “Not here. Not in America, if there was we would hear about it by reading it in papers or seeing it on the news and we would fix it.” Anna questions the slogan The Sooner You Believe It, The Sooner We Can End It.…
A: MHP discussed the importance appropriate behavior. MHP advised Charles to manage his frustration in a positive manner. MHP recommended that Charles uses the calming strategies when feeling angry. MHP advised Charles to monitor his response to difficult situations. MHP discussed the importance of having positive friends. MHP provided reinforcements for positive behavior. I: Charles seemed genuine about improving his behavior and grades. He stated that he understands the importance of positive behavior. He was engaged in the session. He stated that he utilizes the calming strategies when he gets frustrated. His mother reported that his behavior has been better at home. His mother stated that he has been working with his brother. Charles stated that he enjoyed the calming techniques. He expressed a desire to work on his grades. He mentioned that he will respond to difficult situations in a positive manner. Charles stated that he will be careful with the company he keeps. He stated that he will continue to exhibit positive behavior. P: MHP will follow up with Charles. MHP will provide activities to improve his…
In order to deal constructively with challenging behaviors such as quarreling, I try to take the quarreling children and…
In addition to this, I am tasked with tackling many young adults’ difficulties in understanding social situations and managing their behaviour as a result of this. This may be through the playing of games which require teamwork and careful cohesion to achieve a better result; or giving them opportunities to express themselves in the correct manner to a named TA (in this case myself). For example, if a situation has arisen within the school day, and the individual has been upset with the way they, or a peer reacted to their behaviour. We discuss strategies they could use in order to prevent this sort of incident occurring again, in addition to teaching them ways they could repair any trust or friendships that may have been damaged by the event. This overall also builds rapport with the individual, and they feel they can express their emotions freely; causing their school-life to be far less stressful.…
NVQ 3 : Unit 6 – Working Together for the Benefit of Children and Young People…
There, I taught him how to act properly, how to treat everyone fairly and with equality and how to live life in peace. I taught him to disregard this conflict and always acquire new friends not enemies.…
Today is the first Friday back from vacation in January. You have been advised that Quan, a new child to the program, will be in your class on Monday. His parents have called and asked that you return their call to discuss how you will be helping Quan acclimate to the program, and what they can do to help him make friends and feel comfortable. On the same day you find out that Quan (from the previous situation) is coming to school, you are informed that Ashley, who has cerebral palsy, will be joining your class on Tuesday. You are told that she shakes and stutters. Your program supervisor wants to know what you will do to help her adjust and become part of your classroom.…
The content of this document is, ... Unit 4222-635 Support individuals with autistic spectrum ... Assessors must retain records of questions and answers or the focus ...…