ipl-logo

Great Stories Club Book Club

932 Words4 Pages

Behavior Progress: During this review period, Tyler has continued to participate in all aspects of the program with some difficulty. Early in the review period, Tyler presented some struggle with interacting appropriately with his peers and staff. For example, on 5/24/17, Tyler received 8 hour of room restriction and a MRT set back to step 3 for arguing with staff and disrespectful display. On 5/26/17, Tyler received 13 hours of room restriction for engaging in a verbal altercation during class. During this incident, Tyler and his peer were both overheard by staff making inciting and challenging comments towards each other. As result Tyler and his peer both received room restriction and MRT set backs to step 3 for not doing the program as required.

Tyler has been counsel by the treatment team throughout this review period about his repetitive pattern of problem behavior and tendency to argue. Tyler expressed a desire to make behavior changes and has been receptive to feedback given by the treatment team. Due to Tyler’s struggles to manage his behavior, Tyler was initially delayed in obtaining his Level II promotion by …show more content…

Tyler also participated in the program’s greenhouse second plant sale on 5/24/17 and a cooking class at the Young Chef’s Academy. During this period, Tyler and his peers participated in The Great Stories Club book club discussion for the assigned book this period “It’s Kind of a Funny Story” by Ned Vizzini. The assigned book for the next book discussion is “Thirteen Reasons Why” by Jay Asher.

Family/Clinical Progress: In MRT, Tyler completed Steps 4 and is currently working on Step 5. As previously mentioned, Tyler was set back to Steps 1 and 3 of MRT. Tyler attempted to pass his set back on 5/16/17, but unfortunately was unsuccessful. Tyler will have another opportunity to pass his set back on

Show More
Related
860 Words | 4 Pages

He was also held back in school. While being a toddler he threw temper tantrums and banged

Read More
693 Words | 3 Pages

As a part of data collection, the first, third and ninth season were viewed. The three seasons were chosen randomly by the group. Within the Scared Straight Program, there is a brief interview of the child before the treatment chronicling the behavior and day to day activity followed by a post interview after the completion of the scared straight visit. The follow-ups included interviews of each participants and had succinct paragraphs detailing the current changes in behavior and activity with the minor exceptions being those incarcerated or unavailable due to extrinsic

Read More
536 Words | 3 Pages

These youth have been convicted of dangerous crimes such as rape, murder, arson, burglary, and numerous other offenses. Commonly, the correctional system of America is more into warehousing criminals and focusing on the punishments of the crime; not focusing towards rehabilitation or treatment to attempt to fix the criminal and their behaviors that cause these actions. This particular youth facility was one of the very few to use different forms of aggressive rehabilitation to treat each juvenile. With different types of therapists working at Giddings, there are as many unique treatment sessions to be offered for each offender. During “Part One: The Boys,” Hubner begins discussing how the staff is able to identify if a student is a psychopath and unaffected by the treatment provided.

Read More
228 Words | 1 Pages

MHP, MHS and Samantha progress the reported incidents and display of dishonesty. MHP and Samantha review the rules and the prior agreement because of Samantha’s feelings about leaving the placement. MHP, MHS and Samantha review interventions the was effective to decrease reported behaviors. Response: MHS reported Samantha refuse to complete chores,

Read More
207 Words | 1 Pages

Lea 'montria is a very sweet and caring 2nd grade student attending Lake Forest Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class for the majority of the day. Lea 'montria continues to display inappropriate behaviors. She argues with her peers, cries uncontrollable, and whines when seeking attention or things don 't ' go her way.

Read More
312 Words | 2 Pages

In his 2nd period class his teacher reported that he disruptive and needs verbal reminders daily since she started as his teacher. Ms. VanDemark and Mr. Parrot reported during science class on 1/18 that Damarcus was rude, argumentative toward adults and peers, was sexually inappropriate toward other students, defiant, and disruptive. Mr. Parrot stated that when Damarcus was asked to correct his behavior he told him to leave

Read More
85 Words | 1 Pages

Ja'Dyn continues to engage in negative behaviors at school due to his inability to control his angry outburst and lack of ability to utilize his coping skills. Ja'Dyn is a misunderstood young man who has developed a bad reputation at school which has placed him in the crosshairs of all the faculty regardless if he started or engaged in any negative behaviors. Mom needs to be a little more proactive in making sure the school is following his IEP and 504 which is in place.

Read More
184 Words | 1 Pages

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.

Read More
505 Words | 3 Pages

Thank you Mrs. Stephanie Smeltzer, for providing the team with the recent incident of Aki. To the school and treatment team, as Aki is receiving OPT/TSF services through New Behavioral Network in his school and family session (only provided by his Therapeutic Support for Families (TSF) worker) on Thursday due to his foster mother’s availability. It is noted, Aki has started to display more frequent aggressive behaviors in his classroom which has been observed by his TSF worker along with school officials, to which the Aki’s behaviors has become a concern as it is putting others at risk of his tantrums as his exhibiting behaviors of throwing objects which last for a period of 2 hours.

Read More
988 Words | 4 Pages

What happens when humour is combined to talk about difficult subjects in novels? In order to address the severe problem of stereotypes and bring to light that Indigenous people face, these two authors: Thomas King and Drew Hayden Taylor use a unique type of humour. Instead of ignoring unsettling topics, they use humour as a tool to talk about these biases and bring to light these issues. Their work acknowledges the strength of humour and its ability to challenge biases and stereotypes.

Read More
2174 Words | 9 Pages

First up is his suspension. His suspension was not fair whatsoever. Students don’t listen to teachers all the time, and they don’t get suspended. He wasn’t even creating a scene. Students only got distracted when Miss Narwin started to pick on him.

Read More
852 Words | 4 Pages

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.

Read More
1550 Words | 7 Pages

Phillip Kmetz LA365 General Psychology May 8, 2016 Module 11 Case Study 1. “Kevin is a cheerful nine-year-old third grader who is brought to the outpatient clinic after the teacher at the private school he attends repeatedly called his mother about his worsening classroom behavior. His teacher described him as a likable and friendly youngster who always obeyed when spoken to but also repeatedly disrupted the class by his antics and could no longer be tolerated in the classroom. The teacher reported that he hummed and make noises under his breath, blurted out answers without raising his hand, and always tried to be first when the teacher asked a question, even though he often did not have the answer when called upon.

Read More
1342 Words | 6 Pages

Carla is a 7-year-old second grader who displays major tantrums and destructive behavior in the home and school setting. Her parents were recently separated and Carla’s behavior has gotten out of control. Carla’s teacher has verbally expressed concern for her at a recent meeting.

Read More
633 Words | 3 Pages

Lying, although a commonplace aspect of life, often has negative perceptions. These perceptions stem from the assumed immortality or amorality of the liar, as lying is the conscious deception or distortion of reality in an attempt to portray something as other than what it truly is. However, what may at first appear to be a lapse in proper morals can instead be justified as a more careful consideration of them from the liars perspective, as there are situations where telling an untruth is more considerate than the alternative. Stephanie Ericsson further emphasizes this point when she explains every lie she told throughout a particular day, all the while justifying them through the feelings she spared and the overall inconsequential nature of what she lied about. Even though condemning any act of lying comes as a reflex for most, the context and motivation behind a lie is just as crucial as the act itself, therefore justifying untruthfulness in certain situations.

Read More

More about Great Stories Club Book Club

Related Topics

Open Document