30 plan each with each SIRP for a progress note of 10 cases for all the kids listed below with names, diagnostics and ages…Please make notes for all cases according to each kids individual medical reasons make believe of conversations between kids and social worker for each sessions after visiting the kids.
STEPS
- Use the names ages and diagnostics listed for each kid on individual notes.
- All notes should have reason for each visit-
- State conversations based on the worries of each kid according to their diagnostics on how they react or deal with their mental health during the visit on their day-to-day activities.
- Response provided to the kids based on their worries after conversations with the kids.
- Provide Solution as a social worker to help them manage their worries and diagnostics on their day-to-day activities.
- Make plans and give advice on how to manage their emotions and give advice on how to deal with their illness.
- Please Use. (SIRP) Ideas notes for social workers to organize the visit.
- The social worker’s session should have Goals for each kid.
- Objectives from each session
- Intervention from each visit to the kids.
- Response from each session during social workers visit to see the kids,
- Progress from each session and what to expect for next follow up.
Below is a list of patients and also sample guide how conversations should be for each visit of the kids individually.
(Joy, Mary, Stella, James. Skile, Moses, Lawrence, Ikeh, Mike, Pam)
Pam– Diagnostics- Generalized anxiety disorder
Mike– Diagnostics- Generalized anxiety disorder (7yrs old)
Ikeh – Generalized anxiety disorder (6yrs old)
Lawrence- anxiety disorder due to known physiological condition. And Lowself esteem and does bad in grammar and reading (11yrs old)
Moses – Anxiety disorder due to known physiological condition .and Anger,lowself esteem,lacks motivation (13yrs old)
Skile- Adjustment disorder with depressed mood, and Low self esteem and dad’s absence (11 yrs old)
James Diagnostics- Generalized anxiety disorder (8yrs old)
Stella Diagnostics- 1 Generalized anxiety disorder (9yrs old)
Mary’s Diagnostics Anxiety disorder due to known physiological condition.(6yrs pld)
| Goal- I established rapport and built connection with Jovi’s mom.(Ms. kiks) CSW called Ms.kiks for the first time through her number 202-468-0200 for the session, this was an audio call to establish connection and build rapport. CSW introduced herself as a Community Support Worker from Doors of Hope, and i explained to Ms.kiks my description and responsibilities as a CSW. CSW informed Ms. Dawon on the privacy and protection rights under HIPPA guidelines and regulations. CSW established the guidelines of each meetings as well as the frequencies and durations. Ms. Kiks gave her consent for this call. Interventions Provided CSW and kiki’s Mom reviewed his treated plan. CSW asked mom to state his mental health diagnostics and other related issues affecting his daily activities. CSW listened to his Mon on how she describes Jovi’s challenges of anxiety. CSW prompted mom to state the causes of his triggers. I collaborated on ways to reduce his triggers. CSW assisted kiksi’s mom in making list of his anxiety symptoms. Consumer Response Kiks’s mom was very engaged during the session, and she promised to be effective in her parental role to Kik. Mom indicated that Kik’s does not like going to bed early, Kik likes to stay up at night watching TV. Follow-Up Plan CSW scheduled a follow up to assist and improve on Kik’s anger management skills |
Case 1: Pam (Generalized Anxiety Disorder)
Reason for Visit: Follow-up session to check on Pam’s progress with managing her generalized anxiety disorder.
Conversation: Social Worker (SW): Hi Pam, how are you feeling today? Pam: I’m okay, I guess. Just been feeling really worried about things lately.
SW: I understand, Pam. Sometimes those worries can feel overwhelming. Can you tell me more about what’s been bothering you?
Pam: Well, I’ve been worrying a lot about school and what people think of me. It’s hard to concentrate because my mind keeps racing with all these thoughts.
SW: It sounds like you’ve been dealing with a lot of anxiety about school. Have you tried any strategies we talked about last time to help manage those feelings?
Pam: Yeah, I’ve been trying to take deep breaths when I start feeling anxious, but it’s still really hard.
Response: SW: It’s great that you’re trying those deep breathing exercises, Pam. Remember, it might take some time for them to feel really effective, but keep practicing. We can also explore other coping strategies together to see what works best for you.
Solution: SW: In addition to deep breathing, maybe we can try some mindfulness exercises together. These can help you focus your mind and calm your thoughts when you’re feeling overwhelmed. We can also talk about any specific worries you have about school and come up with a plan to address them.
Progress: Pam seemed open to trying new coping strategies and expressed a willingness to continue working on managing her anxiety. We will schedule a follow-up session to check on her progress and explore additional techniques if needed.
Case 2: Mike (Generalized Anxiety Disorder, 7 years old)
Reason for Visit: Initial session to assess Mike’s generalized anxiety disorder and establish rapport.
Conversation: SW: Hi Mike, it’s nice to meet you. How are you feeling today?
Mike: I’m okay, I guess. Sometimes I feel really nervous for no reason.
SW: It’s normal to feel nervous sometimes, but it’s important to talk about those feelings. Can you tell me more about when you feel nervous?
Mike: Well, sometimes I get scared when I’m at school, especially when the teacher calls on me to answer a question.
SW: That sounds tough. It’s okay to feel nervous, but we can work together to find ways to help you feel more comfortable in those situations.
Response: SW: I’m glad you’re sharing how you feel, Mike. Remember, it’s okay to ask for help when you’re feeling nervous. We can come up with some strategies together to help you feel more confident in school.
Solution: SW: Maybe we can practice deep breathing exercises together, like taking big belly breaths. This can help calm your body down when you’re feeling anxious. We can also talk about ways to feel more prepared for when the teacher calls on you in class.
Progress: Mike seemed hesitant at first but opened up about his feelings as the session progressed. We will continue to work on building trust and exploring coping strategies together in future sessions.
Case 3: Ikeh (Generalized Anxiety Disorder, 6 years old)
Reason for Visit: Follow-up session to monitor Ikeh’s progress with managing his generalized anxiety disorder.
Conversation: SW: Hi Ikeh, how are you today?
Ikeh: I’m okay, I guess. But sometimes I feel really scared for no reason.
SW: I understand, Ikeh. It can be scary to feel that way. Can you tell me more about when you feel scared?
Ikeh: Well, sometimes I get scared when I’m away from my mom, even if she’s just in the other room.
SW: It sounds like you’re dealing with some separation anxiety. That’s really common, especially at your age. We can work together to help you feel more comfortable when you’re away from your mom.
Response: SW: It’s brave of you to talk about your feelings, Ikeh. Remember, it’s okay to feel scared sometimes, but we can find ways to help you feel safer and more secure.
Solution: SW: Maybe we can practice some relaxation techniques together, like imagining a safe and happy place when you start feeling scared. We can also come up with a plan for what to do when you miss your mom, like talking to a trusted adult or doing a fun activity to distract yourself.
Progress: Ikeh seemed relieved to talk about his feelings and was receptive to trying new coping strategies. We will continue to work on building his confidence and reducing his anxiety in future sessions.
Case 4: Lawrence (Anxiety Disorder Due to Known Physiological Condition, Low Self-Esteem, Struggles with Reading, 11 years old)
Reason for Visit: Initial session to assess Lawrence’s anxiety disorder and low self-esteem, as well as his struggles with reading.
Conversation: SW: Hi Lawrence, it’s nice to meet you. How are you feeling today?
Lawrence: I’m okay, I guess. But sometimes I feel really dumb because I can’t read as well as the other kids in my class.
SW: I’m sorry to hear that, Lawrence. It sounds like you’re dealing with a lot. Can you tell me more about how reading makes you feel?
Lawrence: It makes me feel stupid. Everyone else can read so easily, but I have to try really hard and I still don’t get it sometimes.
SW: It’s really brave of you to talk about how you’re feeling, Lawrence. Reading can be tough, but it doesn’t mean you’re stupid. We can work together to help you feel more confident and successful.
Response: SW: It’s important to remember that everyone learns at their own pace, Lawrence. We can find ways to make reading more fun and enjoyable for you.
Solution: SW: Maybe we can try reading books that you’re interested in, or breaking down the reading into smaller parts so it’s not as overwhelming. We can also talk to your teacher about getting some extra support in class.
Progress: Lawrence seemed hesitant at first but opened up about his struggles as the session progressed. We will continue to work on building his self-esteem and improving his reading skills in future sessions.
Case 5: Moses (Anxiety Disorder Due to Known Physiological Condition, Anger Issues, Low Self-Esteem, Lack of Motivation, 13 years old)
Reason for Visit: Follow-up session to address Moses’s anxiety, anger issues, low self-esteem, and lack of motivation.
Conversation: SW: Hi Moses, how are you today?
Moses: I’m alright, I guess. Just been feeling really down lately.
SW: I’m sorry to hear that, Moses. It sounds like you’re dealing with a lot. Can you tell me more about what’s been bothering you?
Moses: Well, I just feel like nothing I do matters. I can’t seem to get motivated to do anything, and I get angry really easily.
SW: It’s tough to feel that way, Moses. But I want you to know that you’re not alone, and there are things we can do to help you feel better.
Response: SW: It’s brave of you to talk about how you’re feeling, Moses. Remember, it’s okay to ask for help when you’re struggling.
Solution: SW: Maybe we can try setting some small goals together, like doing one thing each day that makes you feel proud of yourself. We can also talk about healthy ways to cope with your anger, like taking deep breaths or going for a walk when you start to feel upset.
Progress: Moses seemed hesitant to open up at first, but as the session progressed, he began to express his feelings more freely. We will continue to work on building his self-esteem and finding healthy ways to cope with his anxiety and anger in future sessions.
Case 6: Skile (Adjustment Disorder with Depressed Mood, Low Self-Esteem, Father’s Absence, 11 years old)
Reason for Visit: Initial session to assess Skile’s adjustment disorder, low self-esteem, and feelings about his father’s absence.
Conversation: SW: Hi Skile, it’s nice to meet you. How are you feeling today?
Skile: I’m okay, I guess. But I’ve been feeling really sad lately.
SW: I’m sorry to hear that, Skile. It sounds like you’re dealing with a lot right now. Can you tell me more about what’s been making you feel sad?
Skile: It’s just hard not having my dad around. I miss him a lot, and sometimes I feel like it’s my fault that he’s not here.
SW: It’s normal to miss someone you love, Skile. But it’s important to remember that his absence is not your fault. We can work together to help you feel better.
Response: SW: It’s brave of you to talk about how you’re feeling, Skile. Remember, it’s okay to feel sad sometimes, but we can find ways to help you cope with those feelings.
Solution: SW: Maybe we can try writing letters to your dad to tell him how you’re feeling, even if you can’t send them. We can also talk about ways to build your self-esteem and find things that make you happy, even when your dad isn’t around.
Progress: Skile seemed hesitant to open up at first, but as the session progressed, he began to express his feelings more freely. We will continue to work on building his self-esteem and finding healthy ways to cope with his adjustment disorder and his father’s absence in future sessions.
Case 7: James (Generalized Anxiety Disorder, 8 years old)
Reason for Visit: Follow-up session to monitor James’s progress with managing his generalized anxiety disorder.
Conversation: SW: Hi James, how are you today?
James: I’m okay, I guess. But I’ve been feeling really worried about stuff lately.
SW: I’m sorry to hear that, James. It sounds like you’re dealing with a lot of worries. Can you tell me more about what’s been bothering you?
James: Well, I get really scared when I have to talk in front of the class. I’m always worried that I’ll say something stupid and everyone will laugh at me.
SW: It’s tough to feel that way, James. But I want you to know that you’re not alone, and there are things we can do to help you feel more confident.
Response: SW: It’s brave of you to talk about your worries, James. Remember, it’s okay to ask for help when you’re feeling scared.
Solution: SW: Maybe we can practice some relaxation techniques together, like taking deep breaths or imagining yourself doing well in front of the class. We can also come up with some strategies for how to handle it if you start feeling anxious during a presentation.
Progress: James seemed hesitant at first, but as the session progressed, he began to open up more about his feelings. We will continue to work on building his confidence and finding ways to manage his anxiety in future sessions.
Case 8: Stella (Generalized Anxiety Disorder, 9 years old)
Reason for Visit: Initial session to assess Stella’s generalized anxiety disorder.
Conversation: SW: Hi Stella, it’s nice to meet you. How are you feeling today?
Stella: I’m okay, I guess. But sometimes I feel really nervous for no reason.
SW: I’m sorry to hear that, Stella. It sounds like you’re dealing with a lot of anxiety. Can you tell me more about when you feel nervous?
Stella: Well, I get really worried about things like tests at school or making friends. It’s like my stomach gets all tied up in knots.
SW: It’s tough to feel that way, Stella. But I want you to know that you’re not alone, and there are things we can do to help you feel better.
Response: SW: It’s brave of you to talk about your feelings, Stella. Remember, it’s okay to ask for help when you’re feeling anxious.
Solution: SW: Maybe we can try some relaxation exercises together, like taking deep breaths or practicing mindfulness. We can also come up with a plan for how to handle it when you start feeling anxious, like talking to a teacher or a friend.
Progress: Stella seemed hesitant at first, but as the session progressed, she began to open up more about her feelings. We will continue to work on building her confidence and finding ways to manage her anxiety in future sessions.
Case 9: Mary (Anxiety Disorder Due to Known Physiological Condition, 6 years old)
Reason for Visit: Follow-up session to monitor Mary’s progress with managing her anxiety disorder due to a known physiological condition.
Conversation: SW: Hi Mary, how are you today?
Mary: I’m okay, I guess. But sometimes I feel really scared.
SW: I’m sorry to hear that, Mary. It sounds like you’re dealing with a lot. Can you tell me more about what’s been scaring you?
Mary: Well, I get really worried when I have to go to the doctor’s office. I’m afraid of getting shots or having to take medicine.
SW: It’s normal to feel scared sometimes, Mary. But I want you to know that the doctor is there to help you feel better. Can you tell me more about what makes you feel anxious about going to the doctor?
Mary: I don’t like it when they use the big needles. It hurts.
SW: I understand, Mary. Needles can be scary, but there are things we can do to help you feel more comfortable at the doctor’s office.
Response: SW: It’s brave of you to talk about your fears, Mary. Remember, it’s okay to ask for help when you’re feeling scared.
Solution: SW: Maybe we can practice some coping strategies together, like taking deep breaths or bringing a favorite toy with you to the doctor’s office. We can also talk to the doctor about ways to make the experience less scary for you.
Progress: Mary seemed hesitant at first, but as the session progressed, she began to open up more about her fears. We will continue to work on building her confidence and finding ways to manage her anxiety about going to the doctor in future sessions.
Follow-Up Plan:
- Schedule follow-up sessions with each child to continue monitoring progress and providing support.
- Collaborate with parents/guardians to reinforce coping strategies and provide additional resources if needed.
- Coordinate with school personnel to address any academic or social challenges identified during sessions.
- Document progress and any changes in symptoms or behavior to inform future interventions.
- Provide ongoing support and encouragement to each child as they work towards managing their mental health concerns.
Case 10: Pam (Generalized Anxiety Disorder)
Reason for Visit: Follow-up session to assess Pam’s progress in managing her generalized anxiety disorder.
Conversation: SW: Hi Pam, how have you been since our last session?
Pam: I’ve been feeling a bit better, but I still have moments where I feel really anxious.
SW: It’s good to hear that there’s been some improvement. Can you tell me more about what’s been causing your anxiety lately?
Pam: Well, I’ve been stressing a lot about my upcoming exams. I’m scared that I won’t do well and disappoint my parents.
SW: Exams can be stressful for a lot of people. It’s important to remember that it’s okay to feel nervous, but we can work together to manage that anxiety.
Response: SW: It’s brave of you to share your worries, Pam. Remember, your worth isn’t determined by your exam results. We can find ways to support you through this challenging time.
Solution: SW: Let’s explore some relaxation techniques that you can use when you start feeling overwhelmed by your anxiety. We can also create a study schedule together to help you feel more prepared for your exams.
Progress: Pam seemed receptive to the idea of incorporating relaxation techniques into her routine and appreciated the support in preparing for her exams. We will continue to work on managing her anxiety and building her confidence in future sessions.
Follow-Up Plan:
- Schedule regular follow-up sessions with each child to monitor progress and adjust interventions as needed.
- Collaborate with parents/guardians and school personnel to create a supportive environment for the children.
- Provide ongoing education about anxiety management techniques and coping strategies.
- Document each session’s progress and any changes observed in the children’s behaviors or symptoms.
- Ensure open communication channels with all involved parties to address concerns and provide timely support.
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