Using innovative programming as well as individual, group and family participation, the therapeutic experience will focus on a holistic approach that will ensure that resident needs will be identified and addressed appropriately. An initial multi-disciplinary assessment completed within 24 hours of admission may include, psychiatric, nursing, therapist and medication management. Treatment programming may include Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), and Trauma Focused Cognitive Behavior Therapy (TFCBT). Our educational department provides on-site school support. Emergency transportation may be available.
Rhonda Wilson is a Licensed Associate Professional Counselor, who is experienced in conducting psychotherapy with children and families. Used cognitive behavioral and solution focused therapies that encompassed individual, marital, couples, group, and crisis intervention counseling to students experiencing social, emotional, educational, and vocational difficulties. Worked within the community to educate families on social services and coordinated behavioral health care with academic and medical care. To reestablish Clinical Therapist knowledge, techniques, and assessments, I reenrolled in Argosy University Atlanta for certification as Marriage and Family Therapist and volunteer as therapist at my local church. Currently, looking for
Christine is a 15-year-old Black female who presented for this Level II Comprehensive Evaluation per Court Order to (1) assess present level of functioning, (2) determine diagnostic impressions, (3) identify relevant treatment and service needs, and (4) provide information regarding appropriate placement. On interview, she appeared her stated age, was appropriately groomed and dressed, and was able to engage generally appropriately for this examination with initial support and encouragement, thus suggesting that the above results and below conclusions are a valid representation of her present functioning. At the time of this evaluation, Christine was brought in by her mother for an evaluation per a Court Order. Both her self-report and available records indicate a notable legal history, but more important are concerns regarding her history of behavioral difficulties leading
Classroom observations were conducted during the assessment to provide additional relative comparisons. Debbie’s mother also completed a standardized rating scale to quantify Debbie’s social, emotional and behavioral functioning in the home environment. Lastly, Debbie was asked to complete a
RG, Lanz; SC, Bert; BK, Jacobs, in their journal article “A Sample of First Time Adolescent and Adult Mothers” (November, 22, 2009), they assert that there is a significant need for counseling, nurse-based intervention, and prevention services. Claiming that in order to prepare adolescents for motherhood society must provide the future parents with necessary social support. The audience is scholarly and educated; the relationship is based on common interest. Meghan, Angley; Anna, Divney; Unrania, Magriples; Trace, Kershaw, report their findings in The Maternal and Child Journal, “Social Support, Family Functioning and Parenting Competence in Adolescent Parents” (January, 19, 2015) they claim that there is a major association between low social
Amanda’s mother returned to work 6 weeks after Amanda’s birth, however her grandmother ran a licensed daycare facility and cared for Amanda. The nature of the daycare facility exposed Amanda to the comings and goings of many people at a very young age. It is possible that this experience helped her develop a sense of self separate from that of her mother while still maintaining the trust that her mother would always return for her. As Amanda was discussing the death of
So I decided to work with Children 's Advocacy Center where I met my mentor Michelle Willson. Michelle has worked at the center for various years, and her main job was studying early childhood development. Which can be affected by a number of different factors such as; neglect, physical, emotional, and mental abuse along with a list of many more.
Teresa Garland is an occupational therapist that has shared her knowledge and experiences with the public in her book Self-Regulation Interventions and Strategies: Keeping the Body, Mind and Emotions on Task in Children with Autism, ADHD or Sensory Disorders. This book is a full of resources for educators and parents of children with self-regulation issues. Published in 2014 this book is an array current information and interventions dealing with sensory/self-regulation issues seen at home and school. As a special educator, I have seen and interacted with students with self-regulation issues. Imagine having a student that on a whim will jump out of their seat and pace in the back of the classroom because the fluorescent lightbulb in the
Gettings and I agree that our district has been making great strides in early intervention. As a former first grade teacher Mrs. Gettings, “values early childhood literacy and education and believes it is imperative to close the gaps as early as possible.” In order for the student to be successful as possible, Mrs. Gettings believes that parent involvement is a huge contributor to a student’s success. I asked, “How are you able to get parents involved with their student’s literacy achievements?” Mrs. Gettings responded saying, “I hold Parent Information meetings in the beginning of the year to provide parents with information about the program. I am available twice a year for parent/teacher conferences, I send home report cards every marking period and send e-mails, letter or make phone calls when necessary.” As a follow-up to this response, I asked if she felt that SIP parents are more involved because of their child is in this specialized program. She responded saying, “After the Parent Information Meeting, the parents are aware of the needs of the child and how we are going to help their child.
This essay will provide a documentation of my professional development while conducting observations, highlighting the experience strength and weaknesses . As segment of my Social Work training I was instructed to conduct six, one hour observation of a child between 0-5 using the Tavistock model. The Tavistock model originally developed by Ester Bick in (1964) was to enhance professional understanding of the attachment built between children and their families, their cognitive, emotion and physical development (Le Riche & Tanner, 2002). Developing the knowledge and skills of practitioners who work with difficult and complex cases which are prevalent in social work. Therefore, conduction these observations was a compulsory aspect of my professional