Due to Dionisio non-complaint behavior at Trinitas Child and Adolescent Outpatient Department he was recommended to attend IOP at High Focus Centers in Cranford. Dionisio and his mother continues to address their family challenges in family therapy at the High Focus Center in Cranford. It appears that both Dionisio and Mrs. Estremera are both invested in family therapy. Mrs. Estremera also reports that Dionisio behavior in the home has improved and she is proud of the progress that he has been making so far. Action: Dionisio and Mrs. Estremera
There are concerns with regards to underlying mental health for Selena Goodall. During the intake, Ms. Goodall reports that she was diagnosed with bipolar. Then during the course of the six month with working with Ms. Goodall, she then reports that she was also diagnosed with ADHD and mood disorder. She was unable to provide dates of when she was diagnosed and where. According to Ms. Goodall, she reports that she diagnosed as a child.
D: Client was on time for intake appointment. Together, discussed the assessment recommendation and barriers to successful treatment outcomes. Client reviewed and signed of all treatment admission paperwork, including treatment agreement, ROIs, THS treatment policies, THS alcohol drug Services patient rights, THS patient responsibilities, THS health and safety information, THS counselor disclosure information, patient grievance procedures, THS HIV/AIDS information, THS notice of privacy practices, referral to Quit smoking, and marijuana policy. Treatment plan was developed, which was focused on Dim 4, 5, and 6; focusing on developing readiness to change, identifying relapse potential, and building a strong family and social support system.
Focus: Santonias and his family will learn and utilize healthy communication skills to move towards adoption or kinship placement. MS. Smalls (MHP), Santonias and Ms. Givens (MHS) to discuss communication and wanting to see his sibling. Intervention: MHP, Santonias and MHS discuss communication with peers and adults.
Madison was referred for a full psycho-educational evaluation as one part of her mandated three-year re-evaluation process. Madison has a current special education classification of Other Health Impaired, secondary to Neurofibromatosis. She is educated within a general education classroom; in addition, Madison attends resource room daily for 40 minutes in a five student to teacher ratio classroom (5:1). She receives counseling services with a counselor for thirty minutes twice a month. Her testing accommodations include extended time (1.5) and refocusing/redirection.
Description of the Interviewee Kelly Jo Duprey is a Licensed Professional Counselor, who works at Samaritan Counseling Center and Foundations Counseling Center (K. Duprey, personal communication, September 8, 2015). She started counseling in 2001 and got her license in 2003. She has worked at Samaritan since 2006 and Foundations Counseling Center since 2010 (K. Duprey, personal communication, September 8, 2015). Kelly Jo also became a Medical Assistance Certified Provider in 2008 (K. Duprey, personal communication, September 8, 2015). She has 21 years of experience working with families and children and 14 years of experience counseling families and children (K. Duprey, personal communication, September 8, 2015).
Focus: Anthony and family will learn and demonstrate increased honesty, compliance with rules, control over impulses, and acceptance of responsibility for his behaviors and actions. Ms. Smalls (MHP), Ms. Givens (MHS) and Anthony discuss disruption of placement. Intervention: MHP and MHS discuss school incidents that were recorded, however were not reported to her from the school. MHP review the school documents for SAFY records.
Good Morning Ellen: I hope all is well with you and the Bronx Prevention programs. I left a message for you on 7/14/17 regarding a possible linkage between Good Shepherd’s Prevention programs and St. Dominic’s Non-Medicaid Care Coordination program. The Care Coordination program works with children with Severe Emotional Behaviors who do not qualify for Health Homes. The idea for the linkage was to provide St. Dominic’s community support for children who are ready for discharge, but would need additional support. It has come to my attention that St. Dominic’s has a Prevention program, and it is the Department of Health’s expectation that they refer the children from the Care Coordination to their own Prevention program first.
She received her MSW from Simmon’s and is an LICSW. She currently works with school aged children with mood disorders, oppositional defiant disorder (ODD), post-traumatic stress disorder (PTSD) and attention deficit/hyperactivity disorder (ADHD). A majority of her clients are referred from the Department of Children and families and school adjustment counselors, as well as directly from parents. The agency utilizes a multi-disciplinary treatment team approach, that includes a variety of mental health professional, therapists, psychiatrists and therapeutic mentors, services are provided at the clinic but may also take place in the home or
Started the new school year at Triton this fall and I am amazed by the staff and specialists that we have for the children to reach their needs and goals. We have teachers, paraeducators, behaviorists, speech therapists, and occupational therapists. They are all here working together as a team to help these young individuals succeed. Most of the individuals didn’t make it in a traditional school setting because they escape school, get suspended, having erratic behaviors that most teachers can get physically hurt if they are not properly trained. The Ventura County Office of Education provides training and refreshers for CPI training for Nonviolent Crisis Intervention.
In the movie Short Term 12, a drama about a foster-care facility for troubled teenagers portrays the emotional journey of the teenagers and the staff running the facility. A troubled teenage girl named Jayden is brought into Short Term 12 because her father is not able to deal with her. Jayden has a past of self-harm and upon arrival is disinterested in befriending the other adolescents as she is not interested in “wasting time on short-term relationships.” Jayden displays symptoms of oppositional defiant disorder as she defies authority figures and throws tantrums. Using the illness prospective, Jayden can be diagnosed as having oppositional defiant disorder as well as depression.
After four weeks a PST meeting will be held, discussing what was document in the first two tires. If the parent accepted that their child needs special help, tire three will start. After completing all three tiers a MEDC will take place if needed. For behavior problems there are also three tiers to RtI. And like academic RtI, tier I of a behavior RtI the teacher will document the student in whole group instruction.
For nearly 10 years, I have worked with students with behavioral needs in several different schools. In addition to working with students, I have also supported teachers and other school staff members in their efforts to stabilize each child’s behavior. This past school year I had the pleasure to work with Colette Koszarek. She is hardworking, dependable, and has an amazing sense of humor. She truly is a valuable asset to the Ridley School District team.
The MSDG-SIT has shown to be more effective than the traditional SIT because the children were more actively involved in this form of therapy, and it is a very easily accessible tool that parents found to be positive for their children (Tsung-Yen & Kuo,
Strong emphasis is given on nurturing relationships with the families of young children and functioning collaboratively with other professionals. The program offers a series of coursework encircling infants, toddlers, preschoolers, and primary children. Through student teaching, field placements, and practical learning, students build up competence in the use of developmentally appropriate methods and practices. Major themes within the program comprises of understanding and admiring family diversity, supporting families in their roles with young children, and addressing the necessities of children with special needs in comprehensive
