Princess/CSS/FAM CSS Behavior- Foster mom states that individual mouths off on a daily basis when she is redirected about her behavior. Foster mom states that when she advised individual to clean her room individual yelled at her and told her you’re not my mom and you can’t tell me what to do. Intervention- ST summarized the meaning of a negative attitude to individual. ST reviewed with individual how she is being rude. ST summarized to individual that her response to her foster mom is negative. ST established with individual that her continuous disrespect makes it difficult to maintain placement. ST taught individual that she is not stopping to think about how her actions can affect her. Next ST trained individual on how to stop and think. ST reminded individual that failing to show respect shows that she is challenging authority figures. ST coached individual on positive communication by teaching individual the meaning of active listening skills. ST trained individual on how to use active listening skills. ST trained individual to stop, look, and listen when an adult is talking through demonstration. Next ST instructed individual to repeat taught skills. ST used role play to practice taught skills. Response- Individual is argumentative in session. Individual states that she is so angry that her foster mom always has something to say. Individual states that she always gets so pissed off by her foster mom that she cannot control her temper sometimes. Individual states that she wants to follow directions and do the right thing. Individual states that she is just so aggravated because she is still in care. Individual shows that she understands taught skills and that she can do better but sometimes she just has a bad day. Plan- ST will continue to teach individual how to use stop and think about her actions. ST will continue to review active listening with individual. ST will continue to coach individual on receptiveness. Transitional Considerations- Individual continues to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual states that she can put forth effort. Behavior- Per foster mom individual is inconsiderate towards her brother’s feelings. Individual is rude aeb teasing her brother about being a cry baby and wetting the bed. Intervention- ST identified with individual that she is displaying poor manners through rude behaviors. ST explored with individual how being rude to her siblings will create chaos and tension. ST processed with individual how chaos and tension will make it difficult to maintain a healthy relationship within the home. ST examined the roles that an older sibling have in the home such as being a leader, setting good examples, and being helpful. ST explored with individual how she can incorporate theses roles into her daily routine. ST discussed with individual how she can be more respectful to foster mom, complying with directives and rules, and doing her chores. ST counseled individual on the importance of family and quality time. ST explained to individual that quality time can be spent by bonding. ST explained to individual how bonding includes sharing a common interest. ST developed a list of activities that individual can do to utilize her positive role as an older sibling. Next ST utilized role play to educate individual on how she can implement positive older sibling roles. Response- Individual states she is mad that her foster mom tries to make her spend time with her brother all the time. Individual is defensive and states that she loves her brother but he is just too much to deal with at times. Individual admits that she knows that she needs to set better examples for her brother. Individual states that misses her mom and that she wishes that things could go back to normal. Individual shows that she understands how she can incorporate positive examples into her daily routine. Plan- ST will continue to educate individual on alternative behaviors. ST will continue to review individual’s goals with her. ST will continue to encourage individual to make good decisions. Transitional Considerations- Individual will continue individual therapy until being discharged to a lower level of service. AED- Individual continues to show some progress aeb individual states that she needs to set better examples. King/IND Ind Behavior- Foster mom states that yesterday she had to ask individual four times to brush his teeth. Per foster mom individual complies with the directions when he wants to. Intervention- ST counseled individual on following directions. ST educated individual on respect and compliance. ST identified the difference between positive behaviors and negative behaviors. ST examined with individual how he fails to show respect for authority figures.ST educated individual on the meaning of good hygiene.ST processed with individual how maintaining his hygiene is part of maintaining positive behaviors. ST explored the downfall behind disrespectful behavior. ST explained to individual how maintaining respect will include him complying with the rules sooner than later. ST educated individual on following directions by giving individual simple tasks to complete through a game of I Spy. Response- Individual states that he does not like brushing his teeth every day. Individual states that he that he is not bad and he is a big boy. Individual is redirected twice to listen and focus during therapy. Plan- ST will continue to educate individual on how to make good choices. ST will continue to explore behaviors that are positive. ST will continue to process with individual how others feel when they are a target of his defiance. Transitional Considerations- Individual will continue individual therapy until being discharged to a lower level of service. AED- Individual continues to show some progress aeb individual states that he can make good choices. Jakayla/IND Behavior- Foster mom states that individual does not like to be redirected when she is doing things the wrong way. Per foster mom she tries to help individual in writing her name, but individual yells leave me alone I can do it myself. Intervention- ST counseled individual listening and being receptive. ST identified with individual how she is not being receptive when she does not let others help her. ST educated individual on how she is being defensive. ST explored with individual how being defensive does not help her complete a task or reach her goals. ST educated individual on how helpful she can be to herself by being a good listener. ST educated individual on active listening by encouraging individual to stop, look, and listen when an adult is trying to help her. ST explored and discussed and underlining issues that individual has with authority figures. ST educated individual on how moving forward to stop and think to avoid becoming defensive when others try to help her. ST explored with individual how to listen and be more receptive by assisting individual in completing a puzzle. Response- Individual yell that she does not need people help all the time. Individual is encouraged twice to use her inside voice. Individual states that she knows how to be a good listener likes she does at school. Individual is responsive in making changes in her behaviors. Individual states that she is big girl and not a cry baby like her sister call her. Plan- ST will continue to identify with individual how to be more receptive and not defensive. ST will continue to process with individual how to maintain positive behaviors. ST will continue to explore with individual how being helped is not a bad thing. Transitional Considerations- Individual will continue individual therapy until being discharged to a lower level of service. AED- Individual continues to show some progress aeb individual is not redirected more than three times during therapy. Jacoya/IND Behavior- Foster mom states that individual does not know how to express how she feels without being disrespectful. Individual yells, walks away, and slams door when she becomes upset. Intervention- ST counseled individual on positive communication. ST identified how not over talking, listening, and not being defensive are examples of positive communication. ST processed individual’s thoughts and feeling behind reported situation. ST discussed with individual how she is entitled to her feelings. ST identified with individual how talking it out is a way to help her express herself without being disrespectful. ST identified with individual how walking away is sheltering feelings and can later lead to negative behavior. ST utilized impulsive behaviors as the negative behaviors. ST identified with individual how to utilize positive communication through role play. Response- Individual states that she does she walks away sometimes because she does not want to go off. Individual states that she slams the door because she knows that it makes her foster parents mad. Individual states that she feels like nobody understands her but her mom and she is just ready to move back home. Individual states that she tries to do better with her attitude but she gets tired of being corrected and told what to do all the time. Individual shows during role play that she can display positive behaviors. Plan- ST will continue to identify with individual how to make positive attitudes. ST will continue to educate individual on respect. ST will review individual’s goals with her. Transitional Considerations- Individuals will continue to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual admits to her negative attitude. Melinda/IND Ind Behavior- Per foster mom for the last two days individuals have been displaying oppositional behaviors aeb individual has refused to follow the rules. Foster mom reports that individual yells no she does not want to when she is advised to get up and get dressed. Intervention- ST educated individual on the importance of following directions. ST identified with individual how not following directions shows a lack of respect. ST sorted out with individual how she has been displaying disrespect by not complying. ST explored with individual how the tone that she is using with adult figures is disrespectful after she is given directions to follow. ST reviewed the expectations to maintain placement and positive behaviors. ST explored the rewards behind listening and following directions such as tablet time, outside time, a treat from the store, high five for good job. ST encouraged individual to make positive decisions. ST reviewed the importance of following directions through the book Are you listening? Response- During session individual places blame on others. Individual states that people like to get her in trouble. Individual is encouraged twice to not interrupt while reading short book. Individual states that she does not listen because some days she does not feel like it. Individual states that she likes to be rewarded at home like at school. Individual states that she can be a good listener like Pete from the story. Individual states that she does not want to be in trouble anymore. Plan- ST will continue to identify with individual how being a good listener plays a role in reaching her goals. ST will continue to educate individual on decision making.ST will continue to review individual’s goals with her. Transitional Considerations- There are no transitional considerations at this time. AED- Individual continues to show progress aeb individual states that she wants to make better decsions. Alexia/CSS/IND CSS Behavior- Foster parents report that individual becomes so angry with sibling that she states things like she hopes she dies in a ditch. Intervention- ST established with individual how she is letting her anger get the best of her. ST summarized to individual how she is making bad choice. ST taught individual the meaning of compassion. ST reviewed individuals reported behavior to teach individual how her behavior shows a lack of compassion. ST worked with individual on positive communication. ST taught individual that when she communicates to stop and consider what she says can either help or hurt someone. Next ST trained individual on the stop and think method to decrease individual speaking impulsively. ST reminded individual to use her coping skills when she is challenged by her anger. ST trained individual on taking a deep breathe, counting to ten, and counting back from ten slowly. First ST demonstrated coping skills to individual, Following demonstration ST prompted individual to repeat taught skills. ST then practiced taught skills with individual through mock scenarios and reported situation. ST summarized to individual how her reported behavior is aggressive. ST established with individual how aggressive behavior decreases the chances of her developing a healthy relationship with her sibling. ST taught individual to consider how other feel when they are a target of her anger. Response- Individual yells that her sister is such a tattle tell and gets on her nerves. Individual states that she does not mean what she says and that she is just mad at the time. Individual is redirected to lower her voice. Individual states that she has not been in the best mood and she is ready to go back to school and be with her friends. Individual states that she does not like being in trouble. Individual shows that she understands how to use taught skills. Plan- ST will continue to train individual how to stop and think. ST will continue to review positive behaviors with individual. ST will continue to remind individual on the importance of compassion and respect. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. Additional notes: Individual denies any current suicidal ideations, self-mutilation/cutting behaviors, homicidal ideations, or delusions/hallucinations. Ind Behavior- Per foster parents individual was advised to clean her room this morning and has refused to do so. Individual threw everything in the closet on the floor and states that’s clean enough. Intervention- ST counseled individual on following through with a task. ST discussed with individual how she is not following through with a task when she does not complete is properly. ST explained to individual how she loses time when she does not do something the right way the first time. ST explored with individual how everything has its own place. ST processed with individual how her response to directives from authority figures is disrespectful. ST educated individual on respect. ST explored with individual how maintaining positive behaviors includes completing given tasks. ST examined with individual how she is not listening and following directions. ST processed with individual how can replace negative behaviors with positive behaviors. To end session ST walked through individual’s room with her to educate individual on how everything has its own place. Response- Individual is redirected once for mumbling under her breathe when addressing reported behavior. Individual admits that she did not clean her room properly. Individual states that she knows was ready to watch TV and was going to come back and fix it. Individual shows that she knows where things go in her room and places them there properly. Plan- ST will continue to educate individual on complying immediately. ST will continue to review goals with individual. ST will continue to educate individual on how to make good decisions. Transitional Considerations: Individual will be continues to work on goals to be discharged to a lower level of services. Additional notes: Individual denies any current suicidal ideations, self-mutilation/cutting behaviors, homicidal ideations, or delusions/hallucinations Jasia/IND/FAM Ind Behavior- Per foster mom individual likes to make jokes on others but when someone jokes with her she becomes upset aeb being argumentative and rolling her eyes. Intervention- ST examined individuals reported behavior with her through CBT model. ST evaluated reported situation to identify with individual if she is getting mad about nothing. ST identified and discussed with individual how being argumentative can lead to confrontation. ST educated individual on conflict resolution. ST educated individual on how to stop and think to make a sound decision on how she wants to handle her anger. ST explored with individual how others feel when they are a target of her anger. ST shared with individual how she can be rude other than verbally. ST identified and discussed with individual how she can be rude through body language. ST explored with individual how rolling her eyes, walking away, and smacking her teeth can be rude. ST identified with individual how to resolve conflict and not be argumentative through role playing exercise. Response- Individual states that she is unable to make good decisions when she is in a bad mood. Individual states that she has not wanted to talk with anyone. Individual states that she was going to apologize to her foster sister when she got the chance to because she does not like confrontation. Individual admits that she was rude. Individual shuts down once during role play. Individual shows that she understands how her body language can be rude. Plan- ST will continue to identify with individual how to make good decisions. ST will continue to explore with individual how others feel when they are a target of her anger. ST will continue to review conflict resolution. Transitional Considerations- Individual continues to work on goals to be released to a lower level of service. AED- Individual shows some progress aeb individual takes responsibility for her actions and wants to make amends. Fam Behavior- Per foster mom individual hates that she can’t use her cell phone to speak with her mother. Foster mom states that individual pops her lips when she is told no. Foster mom states that individual behaves like the rules do not apply to her at times. Intervention- ST counseled individual and family through MFST model on rules and respect. ST identified with individual how the rules in the home apply to her ad they do the other children. ST explained to individual how asking to do something she has already been told no about shows that she has no regards for the rules in the home. ST processed with individual how asking repeatedly to do something when she is told no shows that she is challenging a decision that an adult has been made. ST explored with individual how others when they are a target of her defiance and lack of respect. ST educated individual and family on boundaries and power struggles. ST identified and discussed with individual how to replace negative behaviors with positive ones. ST assessed with individual how she is not focusing on the positive but looking more so at what she finds negative. ST facilitated foster mom stating how she feels when individual challenges a decisions that she has made. ST discussed moving forward from this situation with individual and family. Response- Individual states that she is tired of not being able to be free with family. Individual states that she has been in foster care for over two years and she misses her mom and the rest of her family. Individual states that she has not been in the best of mood since her great grandmother passed away. Individual states that since then she has wanted to talk to her mother more. Individual states that she is sorry for her attitude but she has not been able to help it lately. Individual apologizes for her attitude but states that people need to just give her a break. Foster mom states that the rules are the rules but she is still trying to be here for individual. Plan- ST will continue to educated individual on rules and respect. ST will continue to explore positive decision making with individual. ST will continue to review individual’s goals with her. ST will continue to encourage individual to focus on the positive. Transitional Considerations- Individual continues to work on goals to be released to a lower level of service. AED- Individual shows some progress aeb individual apologizes for her negative behavior. Allysa/IND/FAM Ind Behavior- Dad reports that individual’s two cousins have moved in and individual has not been adjusting well. Individual has been bullying her younger cousins for their desserts when she has eaten all of hers. Individual threatened to punch them until they agreed to give there dessert up. Intervention- ST explored with individual how she being aggressive and not thinking about how her actions through CBT model. ST educated individual on bullying. ST identified and discussed with individual how she is invading others personal space. ST processed with individual how others feel when they are a target of her anger. ST educated individual on the stop and think method. ST explored with individual how failing to stop and think leads to irrational decision making. ST reviewed healthy eating habits with individual. ST identified with individual how she is not displaying good eating habits. ST explored with individual how consuming more than what she is allowed can be unhealthy and over eating. ST educated individual on anger management techniques with individual such as self-talk and taking a step back. ST discussed with individual how these techniques can help her make rational decisions and decrease aggressive behaviors. ST counseled individual on how to use anger management techniques through role play. Response- Individual states that she did not think that her dad knew what she did or would believe her cousins. Individual states that she is sorry about her reported behavior. Individual states that she was not going to really punch anyone she just wanted the ice cream because that is her favorite kind. Individual states that she knows what a bully is and she does not want to be called a bully. Individual shows that understands anger management techniques. Plan- ST will continue to identify with individual how to make positive decisions. ST will continue to process with individual how others feel when they are a target of her anger. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue to work on goals until discharged to a lower level of service. AED- Individual shows some progress aeb individual takes responsibility for her actions. Fam Behavior- Dad states that he is trying to teach individual responsibility but she continues to be dishonest. Dad states that this morning her had to stand and watch individual wash her face and brush her teeth this morning when she lied about already doing it. Intervention- ST counseled individual and family through MFST model. ST educated individual and family on honesty and dishonesty. ST processed with individual how her dishonesty plays a role in how well her dad feels she is responsible. ST discussed with individual how showing that she is not responsible lowers the chances of her getting a pet. ST identified and discussed with individual how trust is broken when she has to be watched to do things that she can do independently. ST identified with individual how her actions shows that she can make good decisions. ST processed the difference between good and bad decisions making. ST educated individual on how she is not following rules and directions in the home. ST identified how her lack of compliance shows that she is not being a good listener. ST educated individual on active listening. ST educated individual on how to stop, look, and listen when she is given a directive. ST reviewed how to utilize active listening though role play. Response-Individual states that she wants to be a good listener. Individual states that she does not want to be in trouble with her dad because she really wants a new puppy. Individual states that she is sorry. Individual states that she lies about brushing her teeth because she does not feel like doing is because school is out. Individual states that it made her feel like a baby when her dad was watching her. Individual argues and over talks dad during therapy that she is a big girl. Dad states to individual that he knows that she is a big girl but she needs to do better with her choices and her lying. Individual is redirected once during role play. Plan- ST will continue to identify the importance of honesty. ST will continue to process with individual how to make positive decisions. ST will continue to explore with individual that her hygiene is important. Transitional Considerations- Individual will continue to work on goals until discharged to a lower level of service. AED- Individual shows some progress aeb individual takes responsibility for her actions. Kori/CSS/IND Ind Behavior- Foster mom states that individual has been displaying a negative attitude since she was caught stealing her credit card. Individual has been walking around the house slamming doors mumbling she hates her life and this house. Intervention- ST counseled individual on anger management. ST educated individual on anger management techniques such as understanding your anger, examining underlying issues, and making smarter choices. ST identified with individual how displaying a negative attitude towards others shows that she has not taken responsibility for her actions. ST explained to individual how adjusting her anger can lead to a positive attitude. ST identified and discussed with decision making with individual. ST educated individual on positive and negative decision making. ST examined with individual how to use tools to ensure that she is making the best decision possible though the Decision Making Matrix. ST facilitated individual filling out the worksheet by using reported situation. Response- Individual states that she and her foster mom are never going to see eyes to eye. Individual states that she wishes that she would wake up in the morning and she would be home already with her mom. Individual states that she overhears her that her foster sister may be going home and it makes her sick. Individual states that she does not really feel like she belongs with this foster family. Individual punches her fist and states that she understands what she is angry about and she just wants a normal life. Individual states that slamming doors makes her feel better sometimes. Individual states that she sometime she does not stop to think. Individual states that she is going to try to use worksheet if she can remember. Individual shows that she understands how to use worksheet. Plan- ST will continue to identify with individual how her anger is getting the best of her. ST will continue to process with individual how to maintain positive behaviors. ST will continue to review individual’s goals with her. Transitional Consideration- Individual will continue to work on goals until discharged to a lower level of service. CSS Behavior- ST met with individual. Individual states that she is really starting to get really pissed the hell off because she wants to talk to her mom and she has not heard from her. Individual states that she has been thinking about running away to find her. Intervention- ST established with individual that she is angry about missing her mom. ST reinforced to individual that acting impulsively will not solve anything but make it worse. ST summarized to individual how running away is dangerous. ST demonstrated anger management techniques to individual such as taking a deep breathe, counting backwards slowly, stating a positive thought, and asking self if you are okay. ST established the importance of controlling anger though techniques. ST taught individual that she can confront and deal with her anger through positive communication. Next ST demonstrated communication skills such as making eye contact, use her inside voice, and choose her words wisely. ST practiced taught skills with individual through role play. Response- Individual states that she hates when her mom misses her phone call. Individual states that sometimes she worries that her mom does not miss her as much as she misses her. Individual states that she knows that she has bad attitude lately but she does not mean to. Individual states that she just has a lot going on in her head. Individual states that she is going to try and work on controlling her anger when learning anger management techniques. Individual states that she rarely has something positive to state but she will try. Plan- ST will continue to train individual on positive communication. ST will continue to coach individual on how to use anger management techniques. ST will continue to establish with individual how her behavior is affecting her. Transitional Considerations- Individual will continue to work on goals until discharged to a lower level of service. AED- Individual shows some progress aeb individual states that she wants to do better. Imperial/CSS/IND CSS Behavior- Foster mom states that individual displays oppositional behaviors towards sibling when she is angry. Individual threatens sister that she is going to choke her if she does not stop looking at her. Intervention- ST summarized to individual how she is making bad choices on how she is handling her anger. ST described to individual how her behavior is inappropriate. ST demonstrated to individual how her reported behavior appears to others. ST trained individual on the stop and think method. ST established with individual how if she stops to think that she can make better decisions. ST taught individual the meaning of impulsive behaviors. ST summarized to individual how her impulsive behaviors is caused by giving into her anger. ST taught individual how she is being verbally aggressive. ST trained individual on positive shut down. ST trained individual to take a step back to cool down and control her anger. ST taught individual that while shutting down she can use coping skills. ST demonstrated deep breathing, counting to ten, and counting backwards from ten. First ST demonstrate taught skills to individual first. Next ST instructed individual to repeat taught skills. ST used reported situation to practice with individual how she could have used taught skills. Response- Individual states that she says mean things sometimes when she is mad. Individual states that she does not like people to look at her when she is in trouble. Individual states that she did tell her sister three times to stop looking at her. Individual states that she was not really going to choke her but that she stated it just to be mean. Individual shows that she knows how to use taught skills after being encouraged twice to stop, look, and listen. Plan- ST will continue to teach individual how to shut down in a positive manner. ST will continue to train individual how to make good choices. ST will continue to summarize the importance of using coping skills. Transitional Considerations- Individual will continue to work on goals until discharged to a lower level of service. AED- Individual shows some progress aeb individual states that she wants to do better. Ind Behavior- Individuals teacher reports from camp that individual threw a tantrum the day before because she wanted to play with playdough when her table was given blocks. Individual threw that Plato against the wall and turned over her chair screaming she does not want to play with blocks. Intervention- ST utilized therapy session to counsel individual on impulsive behaviors. ST explored with individual how her tantrums add to oppositional behaviors. ST identified with individual how throwing tantrums lessens the chances of her getting what she wants and other privileges. ST educated individual on appropriate classroom behaviors such as listening, following directions, and being respectful. ST processed with individual how these positive behaviors can lead to rewards ST utilized role play to implement positive behaviors into her daily routine. Next ST reviewed classroom rules with individual. Response- Individual states that she felt bad after she threw the playdough because everyone was looking at her. Individual states that she likes to play with playdough more than blocks and she told her teacher that. Individual is redirected once during role play to lower her voice and listen. Individual places blame on her peers stating that she is not the only one who did not want to play with blocks. Individual states that she can behave in class. Individual shows that she understands the rules of the home. Plan- ST will continue to identify positive behaviors with individual. ST will continue to process with individual how others feel when they are a target of her anger. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue individual therapy until being discharged to a lower level of service. AED- Individual continues to show some progress aeb individual states that she needs to set better examples. Princess/FAM Fam Behavior- Foster mom states that individual yells at her when she tries to enforce the rules. Per foster mom individual yells no she is not a baby and slams the door in her face. Intervention- ST counseled individual and family through MFST model. ST explored with individual how her response to her foster mom is defiant. ST identified with individual her failure to comply with the rules in the home increases oppositional behaviors. ST encouraged individual to stop and think before she reacts to an adult to decrease disrespectful behaviors. ST educated individual on how to communicate with and adult by monitoring her tone, to be mindful of her actions and to maintain a level of her respect. ST discussed with individual why she has a bed time. ST explored with individual how she can lower her chances of being punctual the next day and having a productive day. ST reviewed positive communication with individual through role play. Next ST facilitated foster mom and individual using inside voices. Response- Individual is screaming pacing the floor stating that she hates it here because she is treated like she is a little baby. Individual states that she does not know why her foster mom acts like she does not know that it is summer. Individual states that she slams the door and walks away because she does not want to argue. Individual states that she wishes that she could just live her life. Individual shows that she knows how to communicate but is encouraged twice to lower her voice. Foster mom states that individual is super disrespectful and does not know if individual is ever going to change. Plan- ST will continue to identify with individual how to make good decisions. ST will continue to educate individual on anger management. ST will continue to explore with individual how she has rules and expectations in the home. Transitional Considerations- Individual will continue to work with individual on goals to be discharged to a lower level of service. AED- Individual continues to show some progress aeb individual states that she wants to make better decisions. Meonshae/CSS/IND Ind Behavior- Foster mom states individual has bad mood swings and others are starting to isolate themselves from her. Per foster mom other kids in the home state that individual threatens them and calls them names when she is angry. Intervention- ST addressed individual’s behavior through CBT model. ST identified and discussed individual’s negative attitude with her. ST discussed and processed underlining issues in or before coming to thus home. ST identified with individual how others feel when they are a target of her anger. ST processed individual’s thoughts with her. ST educated individual on mood swings. ST explained to individual how her changes in moods can affect more than just her. ST educated individual on positive relationships. ST identified with individual how positive behaviors and communication can help control anger, maintain relationships, and decrease oppositional behaviors. ST educated individual on self-control strategies such as step back and self-talk. Next ST utilized role play to examine with individual how to utilize self-talk and to step back. Response- Individual is blowing her breathe stating that she does not care what people say about her. Individual states during role play how when she tries to take time to herself that there seems like there is no real privacy. Individual states that she share a room with her foster siblings and she hates that. Individual states that her she feels more aggravated than usual. Individual states that sometimes she just needs so me time. Individual states that when she thinks about the stuff that she has been through it hurts her. Individual states that she wishes that she was like her friends and lived a normal life. Individual states that she feels funny talking to herself. Plan- ST will continue to identify with individual how others feel when they are a target of her anger. ST will continue to process with individual how to utilize self-talk. ST will continue to process individuals’ thoughts with her. Transitional considerations- Individual will be transitioned to a lower level of care or discharged when she meets her goals. AED- Individual shows progress aeb individual states that she will work on her goals. CSS Behavior- Foster mom states that she has to tell individual more than once daily to watch her mouth. Individual over talks her and argues when she is redirected about making cleaning her side of the room properly. Intervention- ST informed individual that she is displaying oppositional behaviors. ST summarized to individual that oppositional behaviors are negative in her reaching her goals. ST taught individual that in order to reach her goals she must consistent in working maintaining respect. ST taught individual the meaning of respect. ST taught urged individual to consider how her actions can affect her in the long run. ST summarized to individual how she is not listening and following directions. ST trained individual on active listening skills by training individual to focus on the speaker, body still, and be receptive. Next ST used role play to reiterate and practice taught skills. Response- Individual states that she gets so tired of rules all the darn time. Individual states that she cleans her room and makes her bed the only way she knows how. Individual states that she wishes that she does eventually listen to her foster mom but her foster mom is not her real mom. Individual states that she wishes that she was able to take some of the stuff she does back because she does not like being in trouble. Individual displays that she knows how to be a listener. Plan- ST will continue to train individual on the stop and think method. ST will continue to coach individual on active listening skills. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue individual therapy until being discharged to a lower level of service. AED- Individual continues to show some progress aeb individual states that she needs to set better examples. Aubrey/CSS/IND CSS Behavior- Babysitter reports that individual gets of task easily. Per babysitter when it’s time for individual to sit at the table and eat she stands up in her chair and tries to jump to the couch. Intervention- ST summarize the difference between good and bad decisions. ST established with individual that when she loses focus that she is not following directions. ST taught individual how her failure to focus in this situation is leading to trouble. ST taught individual the meaning of safety. ST summarized to individual how her reported behavior is not safe. ST trained individual on how to stop and think. ST taught individual that not stopping to think can lead to consequences. ST reviewed consequences such as hurting herself and other, no computer, tablet, or TV time. ST trained individual on table manners. ST demonstrated to individual how to sit in her seat properly, chew with her mouth closed, and to use her napkin. Next ST instructed individual to model taught skills. ST practiced taught skills through mock scenarios. Response- Individual states that her foster siblings dare her that why she does what she does. Individual states that sometimes she forgets her manners. Individual is redirected once during session for talking and not listening. Individual states that she does not want to hurt herself or other people. Individual shows that she can listen and follow directions. Individual shows that she understands two of the taught manners well. Plan- ST will continue to teach individual how to stop and think. ST will continue to work with individual on listening and following directions. ST will continue to review table manners with individual. Transitional considerations- Individual will be transitioned to a lower level of care or discharged when she meets her goals. AED- Individual shows progress aeb individual states that she wants to be safe. Ind Behavior- Per foster mom individual does not complete a task daily unless she is told to do so more than three times. Individual was told this morning four times to brush her teeth before she actually complied. Intervention- ST counseled individual on respect and hygiene. ST identified with individual how her continuously being defiant shows that she has no respect for authority figures.ST identified with individual how she is being rebellious. ST explored with individual how to refrain from thoughtless behavior. ST reviewed active listening with individual. ST processed with individual how being an active listener can help her comply later than sooner. ST explained healthy living to individual. ST identified with individual how good hygiene is a part of healthy living. ST educated individual on good hygiene. ST identified and discussed how not brushing her teeth falls under the umbrella of healthy living. ST utilized a Grouping Card Activity to educate individual on how the difference between good and bad hygiene habits. Response-Individual redirected twice to sit in her chair properly. Individual states that she did brush her teeth because sometimes it takes a long time. Individual states that she thought that she did not have to brush her teeth because it is the summer time. Individual states that she wants to be healthy. Individual states that she would brush her teeth more if she had sponge bop tooth paste. Individual states that she can listen and following directions. Plan- ST will continue to identify with individual how to make positive decisions. ST will continue to educate individual positive behaviors. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue individual therapy at this time until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual shows that she cares about her hygiene. Takera/CSS/IND Ind Behavior- Per foster mom individual and foster sibling got into an argument. Individual became aggressive aeb pushing her foster sister and calling her stupid. Intervention- ST identified and discussed with individual how her behaviors is physically and verbally aggressive. ST identified with individual how others feel when they are a target of her anger.ST identified how aggressive behaviors can isolate her from others and hinder her from developing and maintaining healthy relationships in the home. ST educated individual on personal space. ST explored the importance of patience and boundaries. ST educated individual on anger management. ST explored with individual how her anger is getting the best of her. ST identified positive behaviors that individual can do with her hands other than be aggressive such as saying hello, shaking hands, and giving a hug. ST utilized role play to review positive behaviors with individual. Response- Individual states that she did not mean to push her. Individual states that it happened before she knew it. Individual states that her foster sister hits her all the time. Individual states that her foster is such a cry baby and irritating. Individual denies having an anger problem. Individual shows that she knows how to use her hands for positive things but that she really does not like to hug that much. Plan- ST will continue to identify with individual how to make positive decisions. ST will continue to explore with individual how to use her words and not physical force. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. AED- Individual shows progress aeb individual states that she can use her hands for more positive than negative. CSS Behavior- Foster mom states that individual abuses her phone privileges weekly. Individual is caught using her phone at 12am. Per foster mom when individual is caught she becomes argumentative stating that you can’t tell me what to do because you are not my mom. Intervention- ST met with individual for session. ST summarized to individual how arguing with an adult shows that she has little or no respect for authority figures. ST established to individual that she is being disrespectful to the home. ST informed individual that she is abusing the privilege of having a phone when she does not follow the rules properly. ST trained individual on decision making by teaching individual how to stop and think. ST taught individual that by failing to comply can get her privileges revoked. ST coached individual on active listening skills to lower the chances of individual being argumentative. ST modeled active listening to individual by teaching individual to stop, look, and listen when an authority figure is talking to her. Next ST practiced taught skills with individual. Response- Individual states that her mom brought her that phone and she should be able to use it when she wants if she cannot sleep. Individual states that misses living with her mom because she did not have all these rules. Individual is very angry during role play stating she already has to share everything else and her phone is the only thing that is just hers. Individual shows that she understands how to listen during role play but is redirected twice to not over talk during therapy. Plan- ST will continue to train individual active listening. ST will continue to review individual goals with her. ST will continue to work with individual on respecting the rules in the home. Transitional considerations- Individual will be transitioned to a lower level of care or discharged when she meets her goals. AED- Individual continues to work on goals with little or no progress. Jakayla/IND Ind Behavior- Foster mom reports that individual shows little or no progress in taking care of her body aeb individual is told repeatedly to take a bath Intervention- ST explored individual’s rebelling behaviors towards taking a bath. ST discussed with individual how she is making bad decisions about maintaining her hygiene. ST reviewed negative and positive hygiene habits with individual. ST identified with individual how being told repeatedly to complete a task is challenging authority figures. ST examined with individual how she is not maintaining positive behavior when she does not listen and follow directions. ST processed with individual how negative behavior that is continuous comes with consequences. ST discussed consequences that are associated with behavior that she has been displaying. ST reviewed good decision making through decision making Bingo. Response- Individual states that she knows how to make good decisions but her foster mom is always rushing her. Individual states that she’s slower than other people and it takes her a long time to do things. Individual states that taking a bath takes a long time sometimes. Individual states that she wants to just go home because her mom does not make her take baths every day. Individual is shows that she understands the difference between good and bad hygiene. Plan- ST will continue to identify with individual how to make positive decisions. ST will continue to explore with individual how others feel when they are a target of her defiance. ST will continue to process with individual how her defiant behaviors comes with consequences. Transitional considerations- Individual will be transitioned to a lower level of care or discharged when she meets her goals. AED- Individual shows progress aeb individual states that she understands good hygiene. Carlisia/IND/FAM Ind Behavior - Individual states that she is unable to go places and do things with her friends. Individual states that the shit makes her so mad. Intervention - ST counseled individual on positive social behavior. ST explored with individual how when she keeps company of negative people that she raises the chances off adding to her oppositional behaviors.ST processed with individual how it is important to illuminate negative people from her personal space so that she can raise the chances of making good decisions . ST educated individual on positive decision making. ST educated individual on the attributes of positive people. ST examined with individual how the others decisions can affect her. ST identified how rewarding it can be by surrounding herself with positive people. ST educated individual on positive communication such as saying hello, asking a question about likes and dislikes, and sharing something positive about herself through role play. Response - Individual states that she feels like if she is so goody two shoes that people will think that she is lame. Individual states that she is used to being around cool people and her foster mom does not get that. Individual states that her mom was the same way when she lived with her trying to tell her what to do. Individual shuts down once during role play and is encouraged to put forth effort. Plan - ST will continue to educate individual on positive behaviors .ST will continue to review individual’s goals with her. ST will continue to identify social goals for individual. Fam Behavior - Foster mom reports that individual tries to call her mom and does not reach her. Per foster mom when individual can't reach her she becomes defiant aeb not listening and taking back. Intervention - ST counseled individual and family through MFST model. ST explored with individual how taking her anger and frustration out on others will not solve anything. ST processed with individual how she is entitled to her feelings but how there is a more appropriate way to express her anger than being disrespectful and confrontational. ST educated individual and family on being respectful. ST took turns giving each family member a chance to reflect and share on a time that they were disrespectful. ST educated individual and family on respectful behaviors by reviewing manners and acts of kindness .Next ST utilized role play to educate individual on how to utilize these positive behaviors. Response - Individual states that she feels like people catch her at the wrong time .Individual states that's it’s not always her that is the one with an attitude .Individual places blame on others in the home. Individual is redirected once during role play for her tone .Foster mom states that she wants individual to stop being do defensive. Plan- ST will continue to educate individual on positive communication .ST will continue to review individual’s goals with her. ST will continue to identify with individual how to control her anger. July 10th – 17th Jasia Ind Behavior - Individual reports that she is nervous about going to her fosters mom family cookout. Individual states that when she thinks about meeting new people and what she will say the more she wants to just stay home and rest her book. Intervention - ST counseled individual on being fearless. ST identified and discussed with individual how to replace distorted thoughts with positive ones .ST processed with individual how when she tells herself that she already can't do something then she will begin to convince herself that she can't do it . ST examined with individual what she finds most difficult about socializing with others. ST educated individual on how manners, acts of kindness, and active listening can be used to face her social fears through role play. Response - Individual states that she is not happy with how she is not that sociable. Individual states that she wishes that she was more talkative like her foster sister but sometimes she thinks that can be very annoying. Individual states that she is not shy when she is around her family because they understand and know her more .Individual shuts down once during role play. Individual shows that she knows how to use good manners Plan - ST will continue to educate individual on communication skills. ST will continue to review individual’s goals with her .ST will continue to examine with individual how to face her fears. Allysa/IND Ind Behavior- Dad informed ST that individual shows little or no respect daily when she can’t have her way. Dad states that individual gives word for word when she is told no or throws things. Intervention- ST counseled individual on decision making through DBT model. ST explored with individual how choosing to be aggressive and disrespectful is not the best decision when she becomes angry. ST identified how she is displaying impulsive behaviors. ST educated individual on how impulsive behaviors can place her in trouble with authority figures. ST explained to individual how being defiant and disrespectful can lead to consequences such as no tablet or special activities. ST assessed with individual how her behavior can lead to others being disappointed in her. ST shared with individual how her behaviors show that she cannot accept the word no. ST explained to individual how the word no does not mean never. ST explained the steps of listening to individual such as looking interested, involving yourself by responding appropriately, staying on target, test your understanding, evaluate the message, and neutralize your feelings. Next ST reviewed active listening through role play. Response- Individual responds with anger when discussing that consequences can follow her negative behavior. Individual is encouraged to control her anger. Individual states that she does not like it when her dad tells others that she is misbehaving. Individual states that she does not understand when her dad tells her no because what she wants is not that expensive. Individual states that if her dad does not get it then he may forget. Individual shows that she understands how to be a good listener but states that she does not always like to listen. Plan- ST will continue to educate individual on positive behaviors. ST will continue to explore with individual on how to make better decisions. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual shows that she can knows how to be a good listener. Kori/CSS/IND/FAM FAM Behavior- Foster mom states that when she asks individual to complete a task she overhears individual talking negatively about her aeb stating that she makes her sick, that her foster sister is my favorite, and how she just wants to get out of here. Intervention- ST counseled individual and family through MFST model. ST explored with individual how mumbling under her breathe shows that she is not considerate of her foster moms feelings or has respect for authority figures. ST processed with individual how others feel when they are a target of her disrespect and lack of compassion. ST explained to individual how it takes more time and energy to rebel than it does to comply. ST assessed individuals reported behavior with her to determine if she is making good judgement. ST explored with individual how to stop and think before she reacts to decrease impulsive behaviors. ST counseled individual on communication skills. ST identified with individual how there are more appropriate ways to express herself than being rude and disrespectful. ST noted to individual and family that communication is key in developing and maintaining healthy relationships in the home. ST facilitated individual and foster mom expressing themselves respectfully. Next ST identified with individual and family how they continue this process moving forward. Response- Individual shows that she understands that communication is important. Individual states that she says things when she is angry and upset. Individual expresses that it bothers her when her foster mom ease drops on her when she is trying to have a moment to herself. Individual states that she is going to make better decisions once she is under the same roof with her mother. Individual states that nobody understands that when she goes back to live with her mom things will get better. Foster mom denies ease dropping and states that individual speaks where she can be heard. Foster mom states that she is trying to continue to work with individual on her negative outlook. Plan- ST will continue to educated individual and family on positive communication. ST will continue to explore with individual how others feel when they are a target of her anger. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual expresses herself without shutting down. CSS Behavior – Individual loss her temper on her foster sister yesterday. Individual yelled at her foster sister in her face stating that she can’t stand her that she thinks she is perfect. Intervention- ST reminded individual that yelling n someone face is invading there personal space. ST taught individual that she is not cooperating with the rules and expectations of the home when she invades others personal space. ST reinforced the importance of the stop and think method to individual. ST modeled to individual the distance between two people when communicating. Next ST practices making eye contact, using inside voices, and communicating with respect by using mock scenarios. ST demonstrated an anger management technique to individual such as self-talk. Following demonstration ST prompted individual to show how she could have used self-talk in reported situation. To close session ST reviewed taught skills through role play. Response- Individual states that she is upset because she has so many thing son her mind. Individual states that she has court coming up and feels that things are going to go badly. Individual states that she is angry because she knows that nothing ood ever happen to her. Individual shows that she understands how to use techniques but states that sometimes she does not slow down enough to use them. Plan- ST will continue to train individual on positive behaviors. ST will continue to coach individual on communication. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual states that she can make better choices. Ind Behavior- Foster mom states that individual states that she is full when dinner is finished but turns around and sneaks food into her room. Per foster mom individual eats when she is bored or angry. Intervention- ST counseled individual healthy living. ST identified how eating healthy, maintaining positive behavior and thinking are parts of living healthy. ST identified and discussed with individual how she is eating impulsively. ST explored with individual how eating impulsively is over eating which is not healthy. ST explained to individual how she is not maintaining positive behaviors by sneaking and taking things. ST explained to individual that her decisions shows that she is not thinking before acting. ST explored with individual how she can replace impulsive eating with healthy living decisions such as writing, walking, making good decisions, and thinking positive about herself. ST identified with individual how these healthy decisions can decrease depression in the home. ST counseled individual on making a healthy snack to increase healthy living and portion size. Response- Individual states that she does not want to over eat but she does. Individual states that when she overeats she feels bad afterwards. Individual states that her foster mom would not know that she was over eating if she did not snoop around in her room. Individual is defensive aeb rolling her eyes and mumbles under her breathe. Individual states that she likes snacks. Individual states that she is going to try and do better because she does not like feeling depressed or gaining weight. Plan- ST will continue to educate individual on positive behaviors. ST will continue to review individual’s goals with her. ST will continue to explore with individual how she can make better decisions. Transitional Considerations- Individual will continue work on goals to be discharged to a lower level of service. Jacoya/IND Behavior- Foster mom states she reminds individual daily that she is not the boss in the home. Individual punishes siblings by putting them in time out and threatening to whip them if they don’t listen. Intervention- ST addressed individual reported behavior through CBT model. ST identified and discussed with individual how behavior is inappropriate as a youth and sibling in the home. ST explored with individual how she is trying to be an authority figure in the home. ST educated individual on the meaning of a disciplinarian. ST discussed with individual how her behavior hinders her from having a healthy relationship with her siblings. ST identified with individual the steps she should take when she feels her sibling’s behavior is getting out of hand. ST identified walking away to find an adult, encouraging her siblings to do better, and setting positive examples. ST encouraged individual to Stop and Think before acting to decrease impulsive behaviors. ST explored how it is easy to make irrational decisions when she does not stop and think. ST reviewed with individual how by taking matters into her own hands shows that she is challenging authority figures. ST reviewed the positive sibling behaviors to replace negative sibling behaviors such as reading together, playing a game, and being helpful to one another. Next ST played trouble with individual while facilitating how she can teach her sibling how to play. Response- Individual states that she loves her sister but sometimes she feels like her sister needs a good spanking and her foster mom can’t give her one. Individual states that her sister would not do the things that she does if they were living home with their mom. Individual states that her sister says mean things to her and sticks her tongue out behind her fosters mom back and lies about it. Individual states that she knows how to be a good big sister and take care of her siblings. Individual states during game that sometimes it’s hard to teach her sister new things because she does not listen. Plan- ST will continue to educate individual on maintaining a healthy sibling relationship. ST will continue to review individual goals with her. ST will continue to educate individual on how to be respectful as youth in the home. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual states that she care for her sibling. Princess/IND Ind Behavior- Camp counselor states that individual has been disrespectful the last two day. Individual rolls her eyes and tells the camp counselors nobody tells her what the hell to do. Intervention- ST identified with individual how she is breaking the rules in the home. ST processed individual’s thoughts behind her lack of respect. ST explored how failing to follow the rules at camp can lead to her being dismissed from the summer program. ST identified and discussed with individual how authority figures feel when they are a target of her disrespect. ST educated individual on behaviors that are appropriate for camp vs the behaviors that she has been displaying. ST educated individual on the importance of knowing consequences prior to making decisions. ST identified with discussed privileges that can be revoked at camp behind defiance and disrespect such as no swimming, movie day, and the trip to the theme park. ST educated individual on the difference between positive and negative decision making. ST counseled individual on how her decisions contribute to all aspects of her life. ST utilized I have choices to educate individual on five questions she can ask herself when trying to make a good decision. Next ST reviewed individual’s responses with her. Response- Individual states that the camp counselors are too young for her to even have to answer to them. Individual states that she feels like they be trying her and she be trying not to go off. Individual completes worksheet and states that she knows right from wrong but if she disagrees with what someone is saying to her then she is going to go off. Individual is defensive off and on during therapy stating that someone always has something negative to say about her. Plan- ST will continue to track individual’s progress. ST will continue to identify with individual how other feel when they are a target of her anger. ST will continue review individuals goals with her. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to show progress aeb individual shows that she understands how she can make good decisons. King/IND Ind Behavior- Foster mom reports that individual slows the house down in the morning because he refuses to get dressed until he feels like it. Individual sits in the middle of the floor playing with his shoes for ten minutes before he complies with putting them on. Intervention- ST educated individual on following directions and being on time. ST discussed with individual how her failure to listen and follow directions can affect more than just her. ST identified with individual how time is loss when he complies later than sooner.ST identified and discussed with individual how being late can cause the whole house to be late. ST educated individual on how his behavior is disrespectful. ST examined with individual if he is being a good listener. ST reviewed active listening skills with individual. ST encouraged individual to stop, look, and listen when an adult is talking to him. Next ST discussed getting into a routine to maintain consistency with being on time. ST educated individual on how a routine raises the chances of him having a productive day. ST utilized a image check list to counsel individual on how to maintain staying on tasks in the morning. Response- Individual admits that in the morning that he does not follow directions. Individual states that he does not always follow directions because he is still sleepy. Individual states sometimes he does not always like the shoes that his foster mom picks out. Individual states that sometime he wants to wear shoes that does not have strings. Individual shows that he understands check list after being redirected to focus twice. Plan- ST will continue to identify with individual how to get into a routine. ST will continue to explore how a check list can help him. ST will continue to encourage individual to listen and follow directions. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual admits to being defiant. Melinda/IND/FAM/ Fam Behavior- Foster mom reports that when individual has a problem with wanting to be in control. Per foster mom individual does not like to share the role of being the teacher when she plays with others children in the home. Individual will throw pencils and refuse to play if she cannot be the teacher. Intervention: ST utilized MFST model to counsel individual and family for therapy session. ST educated individual on acts of kindness. ST identified how there is a lack of sharing in the home and sharing is an act of kindness. ST assessed individuals reported behavior to examine if she is sharing with others in the home. ST explored respect as an acts of kindness. ST counseled individual and family on how being aggressive towards others is not being respectful. ST explained to individual how throwing things can seriously hurt someone and make others not want to be around her. ST reviewed anger techniques with family such as the stop and think method, taking a personal time-out, and self-talk. ST identified with individual how all these behaviors can increase healthy communication and relationships in the home. ST facilitated individual expressing how not being the teacher makes her feel. ST explained that there are more appropriate ways to express her anger such as using her words. Next ST facilitated individual using her words through role play. Response- Individual is defensive yelling at her sister that she is a good teacher. Individual is encouraged to lower her voice twice. Individual states that she says sorry when she hurts someone’s feelings. Individual states that she wishes that she could be the teacher all the time. Individual states that when she throws the pencils she does not hit anyone and that she hits the wall. Individual states that she is not a mean person and that her sister calls her mean. Individual shows that she can express herself during role play without throwing objects. Foster parents state they will continue to encourage individual to use her words. Plan- ST will continue to educate individual on how to keep her hands to herself. ST will review appropriate behaviors with individual. ST will continue to review individual goals with her. Transitional Considerations- Individual will continue family therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual admits to her aggressive behavior. Ind Foster mom states that individual threw a tantrum the night before when it was time for her to take a bath. Individual locked herself and the closet yelling she does not want to take a bath. Intervention- ST utilized this session to counsel individual on being healthy. ST explored with individual how being healthy is more than eating. ST explained to individual how being healthy means taking care of her body by taking her medicine, taking a bath, and maintaining positive behavior. ST explored with individual identified and discussed with individual how she is not using her best judgement by not wanting to take a bath. ST processed with individual how she loses time being rebellious. ST explored with individual how the time she spent locking herself up in the room was the time that she could have used to take a bath and having free time. ST reflected with individual on how she was being rude and disrespectful. ST examined the consequences behind oppositional behaviors with individual. To close session ST reviewed active listening by educating individual on how to stop, look, listen, through role play. Response- Individual states that she does not mean to be rude and disrespectful but she did not want to take a bath first that she wanted to take a bath second. Individual states that sometimes she does not like being first. Individual states that she did come out the closet and take a bath. Individual states that sometimes she does not care about being healthy. Individual is redirected once to stop during role play. Plan- ST will continue to identify with individual how others feel when they area a target of her defiance. ST will continue to review individual’s goals with her. ST will continue to educate individual on active listening. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual admits to her defiant behaviors. Alexia/CSS/IND CSS Behavior- Per foster mom individual has to have the last word when she is being redirected. Individual over talk’s authority figures in the home and then walks away mumbling. Intervention- ST reviewed the meaning of respect with individual. ST summarized to individual how she is making bad choices. ST reminded individual that nothing gets resolved by yelling and being argumentative. ST demonstrated to individual how her behavior is disrespectful. ST established with individual how she is letting her anger get the best of her. ST reviewed anger management techniques with individual such as self-talk and the stop and think method. First ST modeled techniques to individual. Next ST prompted individual to repeat taught techniques. ST established with individual how she can refrain from losing her temper through coping skills such as deep breathing, counting to ten, and asking herself what she can do differently. ST demonstrated coping skills to individual. Following demonstration ST practiced taught skills with individual. Response- Individual states that every time she tries to get a word out it happens to be when her foster mom is talking. Individual states that she is not that disrespect but maybe just a little. Individual states that she tries to be good at communicating but it does not always work out for her because people do not understand her. Individual shows that she is capable of using taught skills after being encouraged twice to out forth effort. Plan- ST will continue to train individual on positive behaviors. ST will continue to coach individual on the stop and think method. ST will continue to motivate individual to make better choices. Transitional Considerations- Individual will continue skill building services at this time until being discharged to a lower level of service. AED-Individual denies any current suicidal ideations, self-mutilation/cutting behaviors, homicidal ideations, or delusions/hallucinations. Ind Behavior- Foster mom expressed her concerns about individual’s behavior when she returns back to school. Per foster mom individual follows negative behaviors because she states that she wants to be cook not a dork. Intervention- ST counseled individual on positive behaviors within a school setting. ST identified with individual how she is not being a leader by mimicking the negative behaviors of the company she keeps. ST educated individual on this type of behavior shows a lack of independence. ST explained to individual that a lack of independence means that she cannot think for herself and that she allows others to think for her. ST reviewed decision making with individual. ST educated individual on the stop and think method. ST identified with individual how stopping to think can decrease impulsive and irrational behaviors. ST identified following directions, responding respectfully, sitting in her seat properly, and staying on tasks a positive behaviors in a school setting. ST identified and discussed the rewards of being a leader. ST processed with individual ST used role play to educate and review the expectations in a school setting. Response- Individual denies being a follow and argues that she is a leader aeb stating that kids want to be like her because she is funny. Individual states that she feels like there are certain teacher who are against her and try to give her a hard time. Individual states that she gets straight As so nobody should say anything to her. Individual shows that she is aware of how to display positive behaviors in a school setting. Plan- ST will continue to identify with individual how to make positive decisions. ST will continue educate individual on being a leader. ST will continues to review individual goals with her. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual complies with therapy. Aubry/CSS/IND/FAM Ind Behavior- Foster mom states that individual takes things that belongs to others in the home. Per foster mom when individual is redirected to give it back to her sibling individual throws it and yells I hate you. Intervention- ST counseled individual on how others feel when they are a target of her aggressive behaviors. ST identified and discussed with individual how she is invading others personal space by taking things without asking for permission. ST explored with individual how her decision making has not been the best. ST processed with individual how she is not respecting others by being aggressive. ST explained to individual how her aggressive behaviors do not help the situation. ST shared with individual how there are more appropriate ways to go about using other people’s things. ST educated individual on asking for permission. ST explained to individual how asking for permission can decrease the conflict she has been having in the home. Next ST utilized role play to review how to ask for permission. Response- Individual admits that she takes things but places it back before anyone realizes at times. Individual states that she just wants to borrow it not have it. Individual states that she hates being the baby in the smallest in the house. Individual states that she misses her mom and is ready to go back and live with her. Individual is redirected once for not focusing during therapy. Plan- ST will continue to identify with individual how others feel when they are a target of her disrespect. ST will continue to review individual’s goals with her. ST will continue to encourage individual to make good decisions. Transitional Considerations- Individual will continue to work on goals to be released from services. AED- Individual continues to show some progress aeb individual takes responsibility for her actions. CSS Behavior- Foster mom reports that individual has been advised for two days to make her bed and she has refused. Per foster mom when she reminded individual this morning individual yelled that she does not have to. Intervention- ST summarized to individual how she is being disrespectful. ST established with individual how the way she way that she responded to her foster mom was disrespectful. ST modeled to individuals reported behavior to her to show individual how her behaviors appears to others. ST taught individual the role of authority figures in the home. ST established with individual her role as a youth in the home. ST summarized to individual how her reported behaviors shows that she is challenging authority figures. ST taught individual to comply later than sooner. ST trained individual on being a good listener through the stop and think method. ST trained individual to stop and think to make sure that she is listening to make the best decision possible. ST taught individual safe behaviors for the home. ST established with individual that the behaviors that she is displaying is not safe for the home. ST reminded individual that continuing to display the same behaviors shows that she is not growing as a person. ST coached individual on how to stop, look, and listen when she given a directive. Next ST instructed individual to repeat taught skills. Following instruction ST practiced taught skills with individual through role play. Response- Individual states that she likes jumping on the bed because its fun. Individual states that she used to jump on the bed at her dad house. Individual states that she can be a good listener because sometimes she’s a good listener at school. Individual states that she said sorry for being disrespectful. Individual states that she is going to do better. Individual is redirected once to focus when practicing taught skills. Plan- ST will continue to train individual on active listening. ST will continue to coach individual on the stop and think method. ST will continue to review individual’s goals with her. Transitional Considerations- Individual will continue skill building services at this time until being discharged to a lower level of service. AED- Individual continues to work on goals aeb individual states that she can and want to do better. Fam Behavior- Per foster mom individual lashes out at her when she is told that she is unable to go home. Individual yells to foster mom that she is a liar and she hates her. Intervention- ST utilized MFST model to counsel individual and family. ST explored with individual how to she is taking her anger and frustration out on others. ST identified and discussed individuals fosters moms role in her life. ST explored with individual how her foster mom is there to be helpful and care for her not be a target of her anger. ST facilitated foster mom expressing to individual how she feels when she is a target of individual’s anger. Next ST educated individual and family on positive communications. ST explored with individual how she can express herself verbally without raising her voice, making eye contact, and choosing her words wisely through role play. Response – Individual states that it hurts her feelings when she is told that she is unable to go home. Individual states that she wishes that she could see her mom and dad because she misses them. Individual states that she wants to call them and talk to them like her other foster siblings do but she cannot. Individual states to her foster mom that she is a little bit sorry. Individual states that she is going to make better decisions. Foster mom states that she will continue to show individual that she loves and cares for her. Plan- ST will continue to educate individual on positive behaviors. ST will continue to review with individual how to communicate in a positive manner. ST will continue encourage individual to remain positive. Carlisa/IND Ind Behavior-Individual informed ST that she feels like people always let her down. Individual states that every time she asks her mom can she visit with her sister her mom’s says not today. Individual states that sometimes she does not feel loved. Intervention- ST identified and discussed with individual how the way she thinks can affect the way she feels. ST educated individual on how to replace distorted thoughts with positive ones. ST explored with individual how thinking negative can lead to depression. ST counseled individual on positive outlets. ST explained to individual how positive outlets can be useful in working through her anger and frustration. ST identified journaling as a positive outlet for individual to use when she is feeling challenged by her anger and frustration. Next ST facilitated individual completing journal activity on how she feels and what she is thinking. Response- Individual states that she does not journal as much as she use to. Individual states that she does not want to let things get to her but she feels like she has been through enough. Individual states that she tries to think positive but sometimes she can’t help it. Individual states that she is going to try and do better. Plan- ST will continue to review individual’s goals with her. ST will continue to explore journaling with individual. ST will continue to process with individual how to think positive. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual complies with therapy. Imperial/CSS/IND/FAM CSS Behavior- Power struggles continue in the home aeb individual is redirected daily for trying to be the adult in the home. Individual tries to give orders and tries to discipline her sister by placing her in the corner. Intervention- ST summarized to individual that she is not the adult in the home. ST established with individual that she is a youth in the home. ST informed individual that she is not in control in the home. ST reviewed the roles that an adult has in the home such as making the last decision, disciplining, and giving directives. ST trained individual on how it is her job to let her foster parents help her make the best decision, give the directives for her to follow and let them be the judge of the most appropriate consequence. ST established with individual how to make eye contact, use low tones, and and listen when she is given a directive. ST modeled these active listening skills to individual. Next ST instructed individual to repeat taught skills. ST coached individual on self-control strategies such as the stop and think method and self-talk. ST demonstrated to individual how to use these strategies. ST reviewed and practiced with individual how to use taught skills through role play. Response- Individual is redirected once to lower her voice during session .Individual denies trying to be bossy. Individual states that her sister does not listen to her foster parents and she just tries to get her to do the right thing. Individual states that she likes being the boss like her teacher. Individual shows that she can stop and think. Individual states that she misses her other siblings and her mom and she is ready to go home. Plan- ST will continue to train individual on active listening. ST will continue to coach individual on the stop and think method. ST will continue review with individual’s role as a youth in the home. Transitional Considerations- Individual will continue to work on goals through skill building services. AEd- Individual continues to show progress aeb individual is only redirected once to lower her voice during session. Ind Behavior- Individual shows opposional behaviors daily in the home aeb complying with directives later than sooner. Individual is asked at least five times to put her toys away the night before and get in bed before she actually complies. Intervention- ST identified and discussed with individual how her lack of compliance shows little or no respect for authority figures in the home. ST identified underlying issues behind her failure to comply later than sooner. ST examined individuals reported behavior with her to determine what triggers her lack of respect. ST identified with individual how when she does not listen and follow directions that she is not meeting the expectations of the home. ST explored what the rules are in the home. ST educated individual on decision making. ST explained to individual that she is not making good decisions when she is given a directive. ST educated individual on the downfall behind not getting enough sleep such as being late the next day, not having a good day, and being to sleepy to enjoy activities the next day at camp. ST used the book Bedtime For Frances to review with individual why it’s important for her to go to bed when she is told. Response- Individual states that she does not want to go to bed because she wants to stay up later like her foster sister. Individual states that she does not like to listen when she is upset. Individual states that she does not want her toys taken away so she is going to try and listen. Individual struggles off and on during therapy getting in and out of her seat. Plan- ST will continue to identify with individual how to make better decisions. ST will continue to explore with individual how others feel when they are a target of her defiance. ST will continue to review individual goals with her. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual shows that she can knows how to be a good listener. Fam Behavior- Per foster mom individual becomes argumentative with her when she corrected or redirected aeb yelling and being rude when an adult is talking. Intervention- ST educated individual on positive communication such as using inside voices and choosing words wisely. ST identified and discussed how yelling in an adult face shows that she is violating personal space. ST educated individual and family on positive shut down. ST explained how shutting down in a positive is a time for thought collecting to handle anger in a more appropriate manner. ST reviewed positive shut down with individual and family through role play.ST explored controlling anger and managing respect through MFST model. ST educated individual on how being argumentative with an adult shows that you have no respect and that your not being receptive. ST educated individual and family on the meaning of respect. ST identified and discussed behaviors that show respect such as listening, following directions, and complying immediately than later. Response- Individual is redirected twice to have a seat. Individual states that she is able to control her anger sometimes. Individual admits that sometimes she can be loud. Individual states that she feels upset when she feels like people are not listening to her. Individual shows that she understands positive shut down. Foster parent’s states that she will continue to remind individual that she is the adult in the home. Plan- ST will continue to identify with individual how to maintain positive behaviors. ST will continue to review individual goals with her. ST will continue to educate individuals on decision making. Transitional Considerations- Individual will continue to work on goals until being discharged to a lower level of service. AED- Individual continues to show progress aeb individual sits after being redirected less than three times. Jakayla/CSS/IND/FAM CSS Behavior- Per foster mom when she redirects individual’s sibling individual tries to intervene aeb fussing at her sibling and threatening to pop him. Intervention- ST established with individual that she is not the parent or adult in the home. ST established with individual that threatening others is just as worse as actually doing it. ST established behaviors that are positive when interacting with her siblings. ST taught individual that one important role that she has as a sibling is to set good examples. ST trained individual on self- control strategies such as self-talk, stop and think method, and to take a step back. First ST modeled strategies for individual. ST instructed individual to model how she could use one of the strategies. ST summarized to individual how her behavior is aggressive. ST reviewed the downfall behind aggressive behaviors with individual. Next ST used role play to review skills from session. Response- Individual states that she does not like being called aggressive. Individual states that her foster mom does tell her that she is the adult in the home. Individual states that she is only trying to help. Individual states that her brother does not listen and when she does not listen that her big sister gets on to her. Individual shows that she understands taught skills. Plan- ST will continue to train individual on self-control. ST will continue to review active listening skills with individual. ST will continue to teach individual how to use her best judgement. Transitional Considerations- Individual will continue skill building services at this time until being discharged to a lower level of service. AED- Individual continues to work on goals aeb individual admits that she is aware of the rules. Ind Behavior- Foster mom states that when individual could not stay up late the niht before she threw a tantrum aeb kicking the door yelling she wants to stay up. Foster mom states that she advised individual that it was time for her to get in the bed six times before individual complied. Intervention- ST reviewed the rules and expectations of the home for individual to follow. ST educated individual on alternative behaviors. ST examined the rules that individual is not following and why. ST addressed any underlining issues that individual has with complying immediately rather than later. ST processed with individual how her failure to comply immediately shows that she is challenging authority figures. ST examined with individual how authority figures make decisions that helps us learn and grown. ST identified and discussed with individual how it takes more time to rebel than it does to comply. ST identified with individual how their can be a decrease in her consequences when she listens and follows directions. ST educated individual on how the importance of getting enough sleep is. ST explained to individual how she is not being a good listener. ST reviewed active listening skills with individual. Next ST used role play to review how she can use alternative behaviors when given a directive. Response- Individual states that she feels like she is not a baby. Individual states that she is going home soon and will be able to stay up late with her mom. Individual states that she does not feel like she was kicking that long. Individual states that she feels like she should be able to stay up late because its summer. Individual shows that understands how alternative behaviors can be more beneficial for her. Plan- ST will continue to identify with individual how following directions is important. ST will continue review alternative behaviors with individual. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual does not shut down during therapy. Fam Behavior- Foster mom states that individual argues daily with her sibling. Individual takes things, hides it, and lies about it when confronted. Individual does not tell the truth until the next day, Intervention- ST counseled individual and family through MFST model. ST acknowledged taking things without permission is stealing. ST explored with individual how she is violating boundaries when she invades someone’s personal space. ST educated individual on how her behavior s damages her relationships in the home and breaks trust. ST discussed impulsive behaviors with individual and family. ST explained to individual and family that impulsive behaviors means that decisions are made without thinking. ST educated individual and family on the Stop and Think method. Next ST identified how to use manners by asking for permission. ST reviewed the difference between sharing and taking things without permission. Next ST utilized role play to review discussed methods and manners. Response- Individual states that she takes things as a joke and that she is only playing. Individual states that her sister hides things and bothers her stuff but she never gets caught. Individual is redirected twice to have a seat during therapy. Individual shows that she understands how to ask for things but states that she was going to put it back so she didn’t know she had to ask. Individual states that she lies because she does not want to be in trouble. Plan- ST will continue to encourage individual to make better decisions. ST will continue to review individual goals with her. ST will continue to educate individual on how to respect boundaries. Transitional Considerations- Individual will continue individual therapy until discharged to a lower level of service. AED- Individual continues to work on goals aeb individual is redirected less than three times during therapy. Takera/CSS/IND IND Behavior- Foster parents informed ST that individual has been dishonest and sneaky the last two days. Per foster mom individual has been telling the babysitter that she has no chores so that she can spend more time on her cell phone. Intervention- ST counseled individual on honesty. ST explored with individual how her failure to be honest plays a role in how well she progresses as a person. ST explained to individual how all authority figures are due respect. ST explained to individual how her reported behavior shows that she does not value the rules and expectations of the home. ST examined individuals reported behavior with her to determine positive behaviors that she can replace reported behavior with. ST explored issues that individual has with complying later than immediately. ST processed with individual how being dishonest is damaging to her character. ST educated individual on character. ST explained to individual how making bad decisions, not following the rules, and being disrespectful can be damaging to her character. ST utilized the positive character chart to identify three positive behaviors that she can utilize to build a positive character. Response- Individual states that she can make positive decisions when she wants to. Individual states that she dislikes when her babysitter is a tattle tell on her. Individual states that she does not like people to think badly about her. Individual chooses more than three behaviors from the chart. Individual states that she knows that she can do better but does not feel like there is really anything wrong with her. Plan- ST will continue to educate individual on positive behaviors. ST will continue to review individual’s goals with her. ST will continue to explore with individual how others feel when they are a target of her defiance. Transitional Considerations- Individual will continue to work on goals until discharged to a lower level of service. AED- Individual shows some progress aeb individual states that she can make good decisions. CSS Behavior- Per foster mom individual is very rude to siblings in the home. Individual does not respond daily when foster siblings greet her. Intervention- ST established with individual how she her reported behavior is rude. ST summarized to individual how rude behaviors hinder her from maintaining healthy relationships within the home. ST trained individual on active listening skills. ST trained individual to stop, look, listen, and respond when others are talking to her. ST used mock scenarios to teach individual how to put her active listening skills to use. ST taught individual that when she does not respond when others are addressing her is bad manners. ST modeled what positive responses looks like. ST demonstrated greetings such as hello, good morning, and how are you? Next ST practiced taught skills with individual through role play. Response-Individual states that she feels like her foster mom makes a big deal out of nothing. Individual shows that she understands how to greet others. Individual argues that she is not the only rude person in the home. Plan- ST will continue to educate individual on positive behaviors. ST will continue to review individual’s goals with her. ST will continue to explore with individual how to make positive decisions. Meonshae/CSS/IND Css Behavior- Per foster mom individual shows disrespect towards her daily and she is worried that individual will continue thus behavior when school begins. Individual overtake you and walks away when she is being redirected. Intervention - ST summarized to individual how walking away does not solve problems but creates other ones. ST established with individual how overtaking authority figures shows that she is not being a good listener. ST trained individual on active listening skills. ST trained individual...
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