Recommended: Strengths and weaknesses of an counselor
Judge Laura Turlip 400 Church St. 2nd Floor, Archbald, Pa. 18403 (570) 876-0570 was advised of the identity of Investigator Sean P. Brennan and of the confidential nature and purpose of the interview, Turlip, provided the following information: Turlip worked as in private practice from 2000 until 2005 when she ran for judge. She took office in January 2006 and was reelected in 2012 and her term run until 2018. Turlip recalled the Donna Smargiassi case. She knew Donna and her sister and parents from the area just like she knows Lili Vioncek-Clark and her family. Clark and Turlip have been friends for approximately 5 years.
Response: MHS and Antazia discuss the draft treatment plan. MHS and Antazia asks questions about the goals and interventions. Antazia expresses the DSS worker is not working to get her and sister with their biological family. MHS and Antazia progress an incident of disrespect towards an adult.
Kathy Copeland is currently the Vice President of Human Services at Goodwill of Orange County (GIOC). Copeland soon began working in nonprofits after graduating from University of California Los Angeles because of her passion to work with and for people. Although Copeland prioritizes her family, Copeland chose to leave being a stay-at-home mom and come back to work because of the great job opportunity here at GIOC.
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.
Reighn learned to express her frustrations regarding her mother and past experiences. The youth continues to display age appropriate behaviors and interactions with adults and peers. Reighn had supervised family contact with her brothers and other family members approved by DSS worker via telephone and face to face. Family contact and visitation with biological mother and maternal grandmother is still suspended.
• CG 4.1 How do you ensure that families are kept aware of what 's happening in their child 's daily/weekly life in your program? I make sure that families are kept aware of their child’s life on a daily and weekly basis by providing them with the information from their child’s day on a daily report. I also make sure that I communicate with them both positive and negative things are their child’s day. I want to keep a healthy relationship between myself and the child’s parents and to do so I need to communicate with them about their child’s day.
How the children who are rejected from playtime will isolate themselves or won't reach out to others if they need help or want to hang out, Vivian read a story to the students about how to treat others and how to treat people fairly. In chapter 2 “Is it fair? Will it work” this chapter covers recording the students actions on what she just taught them from the book she read in the chapter before this, she says that the 1st graders surprises her and the younger the children the more intense approach. She asks a question to the students “Is the new rule fair? Can it work?”
Questionnaires are completed to assess for baseline symptoms, thoughts, and behaviors at the beginning, mid-point, and end of group. Anecdotal information and surveys play a large role in understanding what is and is not working with SPARCS. This information is gathered from students, parents/guardians, and school staff throughout SPARCS groups. Following up with caregivers and youths to see how they are functioning after the treatment intervention is also important. This can give providers a sense of how well youths retain the concepts of SPARCS.
Carla’s tantrums and destructive behavior continues to be problematic in her other classes as well. A behavior intervention needs to be put in place that will help Carla’s behavior decrease. So, we first use a behavioral assessment which will include direct observation and then recording the behavior as it occurs (Miltenberger, 2016). I would start out by having interviews with Carla and her parents along with the teachers that are involved. We would discuss Carla’s behavior and figure out what her target behavior.
In this film by Mark Waters, teenagers are depicted as bullies who constantly manipulate people to get what they want and who are two-faced. Certain social groups, such as the Plastics, use manipulation to achieve their goals. This is evident when, in the phone call scene, Cady influences Gretchen and Katy and she makes them start hating Regina. This suggests that teenagers, in order to get what they want, will manipulate their own friends without caring about the consequences.
Results The major findings of the study were in the five response themes to TDV from parent and adolescents. The themes were communication, protecting the adolescent, comforting/supporting, providing counseling, and how it is important for parents not to overreact during the conversation of TDV. Within each theme, they examined the comments made by parents and adolescent in relation to the themes (Black & Preble, 2016).
Short-Term Goal(s) Pam will develop and utilize skills to manage her frustration with parents or others, 3 out of 4 days per week. Objectives: 1. Pam will attend sessions two days a week to learn how to control her anger management and relaxation techniques. 2.
I model appropriate behaviors, establish routines and simple rules in the classroom, speak positively with the children, understand that children may not be ready to share, and they need to explore and experiment with control and saying ‘no’. I realize that all children may show challenging behaviors – they are learning to control their bodies, and to control their emotions. I feel the most important aspect of positive guidance for challenging behavior is to build strong relationships with the children. These relationships allow me to know exactly what each child needs in terms of developing their social, emotional, and problem-solving skills, their self-regulation, and their
Case Study – Linda Prepared by Margaret Mills For Human Growth and Development QQI Level 5 Assignment February 2016 Introduction Linda is a 14 year old teenager who comes for respite at regular intervals to the care home I work in. Linda appears bubbly and out going and always mixes well with her peer group. On this occasion I notice Linda appears withdrawn and has lost a lot of weight she is not interacting with the other members for social activities. One of the other teenagers has told me that Linda has confided in her that she is being bullied in school and being called fat
Your class has listened to a radio discussion about how adults can be a good influence on younger people. You have made the notes below: Ways adults can influence how younger people behave: giving rules setting an example offering advice Some opinions expressed in the discussion: “Sometimes it’s fun to break the rules!” “If you admire somebody, you try to behave like them.”
