Goal of Therapy After careful consideration, the counselor has decided to focus on the act of this student fleeing frequently from his classroom and reducing the number of times the student has to be redirected during class periods. Because of the significant importance of this therapy, the goals will be visible during each session, so that the student observes what we are aspiring to achieve. The Counselor, will lead the student in dialogue and activities designed to navigate the student in the right direction. Upon receiving the necessary response from the student the counselor will point out cohesiveness, when it occurs, interpersonal learning, and corrective emotional experiences while instilling techniques that hopefully compel
…show more content…
According to Bandura, social learning theory is a cognitive process that takes place in social context and occurs through observation and direct instruction. The second grade student and the counselor, met for six weeks of counseling to address the behaviors of bolting out of class and following instructions. The intervention used was CBT and various curriculum served as a means of altering this students behavior. We met twice a week, for 30 minutes a day over a six week time span. These behaviors and the curriculum utilized were put into place as a result of the students IEP. It referenced the dangers of the students’ running repeatedly through school, while classes were in session, opening other classroom doors and yelling at students and for fear of the individuals being injured. Importantly, the idea that this student was defiant when it came to following directions from adults is a prevalent factor with ODD. Therefore, this plan consists of Safety in class and school rules, respect/manners, self-efficacy, emotion, and …show more content…
The facilitator will then ask the student how he/she feels on the scale of 1-10 today, 1 being not so great and 10 being more in control of how their day is unfolding. This will determine if the student is in control of his/her feelings or if the behavior is in control. The pre/post test is administered and a lesson/intervention is taught on safety/rules. The lesson is pulled from Dese instruction it highlights personal safety, but it is modified for the student grade level 1, and targets personal safety. Out of need, it focusses on why the student should not flee the class room under any circumstances, we revisit classroom and school rules. The student is asked to make his own version of the no running sign, and this sign will be hung in the school hall way as a reminder not only for himself, but for other students. Then the pre/post-test is given to the student, while the goal is the student will learn to identify steps of problem solving, and decision making for personal safety as well as safety for others. The student is praised and earns shields to make purchase at the school
According to Bandura, social learning theory is a cognitive process that takes place in social context and occurs through observation and direct instruction. The second grade student and the counselor, met for six weeks of counseling to address the behaviors of bolting out of class and following instructions. The intervention used was CBT and various curriculum served as a means of altering this students behavior. We met twice a week, for 30 minutes a day over a six week time span. These behaviors and the curriculum utilized were put into place as a result of the students IEP. It referenced the dangers of the students’ running repeatedly through school, while classes were in session, opening other classroom doors and yelling at students and for fear of the individuals being injured. Importantly, the idea that this student was defiant when it came to following directions from adults is a prevalent factor with ODD. Therefore, this plan consists of Safety in class and school rules, respect/manners, self-efficacy, emotion, and …show more content…
The facilitator will then ask the student how he/she feels on the scale of 1-10 today, 1 being not so great and 10 being more in control of how their day is unfolding. This will determine if the student is in control of his/her feelings or if the behavior is in control. The pre/post test is administered and a lesson/intervention is taught on safety/rules. The lesson is pulled from Dese instruction it highlights personal safety, but it is modified for the student grade level 1, and targets personal safety. Out of need, it focusses on why the student should not flee the class room under any circumstances, we revisit classroom and school rules. The student is asked to make his own version of the no running sign, and this sign will be hung in the school hall way as a reminder not only for himself, but for other students. Then the pre/post-test is given to the student, while the goal is the student will learn to identify steps of problem solving, and decision making for personal safety as well as safety for others. The student is praised and earns shields to make purchase at the school