Response Guidelines: Respond To One Peer Reflection

Response Guidelinesrespond To One Peer Reflecting On The Responses An

Respond to one peer, reflecting on the responses and summary that the learner provided. Provide at least one additional point of view for each peer to consider. When working within the human services field in client care professional will work with a variety of disciplines within a team setting. The complex process can often present challenges working with different staff professionals sharing their level of expertise related to client care. Each professional presents their background information from their professional and how their role in the client’s overall care.

In this discussion the case of Joseph is assessed during a treatment team meeting with Joseph's teacher, the principal, psychologist, and case manager. The purpose of the meeting is to discuss Joseph's suspension from school as a result of stating to several students that he was going to bring a gun to school. The treatment team is gathering to discuss if Joseph can return to school to finish the school year at Samuel Elementary. The treatment team meeting is facilitated by the case manager. School Teacher Joseph's school teacher reports she has not had any behavioral issues with him this school year.

She reports he does well academically and very nice and pleasant in the school. Mrs. Porter reports that Joseph has friends and students like to involve him in social play but he prefers to be by himself. Mrs. Porter shares that it was in her class that Joseph made the threats and several students heard it. Mrs. Porter denies hearing the statement but took precaution. Mrs. Porter's concerns are safety for herself and the students of Samuel Elementary. Mrs. Porter believes that Joseph would do much better in different educational setting. Dr. Manning-Psychologist Dr. Manning is assigned as Joseph's psychologist and a strong advocate for Joseph. Mr. Manning's viewpoint is addressing the psychological concerns and developmental concerns. Dr. Manning believes based on Joseph's background and history of serious neglect and inability at his level of development to effectively communicate that he was only acting out for attention. Dr. Manning reports the client does not have a history of violent behaviors and does not have access to a gun.

Dr. Manning believes with supports in place and interventions which are consistent with working with him regularly that Joseph could successfully finish his school year at Samuel Elementary. Principal Walker Mr. Walker reports never having a behavioral issue with Joseph in fact this was the first time Joseph had ever been sent to his office. Mr. Walker reports when he asked Joseph about the incident he was honest that he said it but stated he just want to be with his mother. Mr. Walker feels concern for the student base upon all that he has endured but feels that there is no guarantee that he can ensure the children's and teachers' safety with Joseph in the school. Mr. Walker suggests Joseph finishes the school year in a different setting more equipped to deal with his behaviors. In working in this setting, the treatment team meeting meets regularly depending on the severity of the client’s case to discuss the progress and action plan for the client.

In this meeting each professional presented his or her professional summary and discussion is led based around the updates provided. The best approach in such a setting would be to exhibit a level of respect, trust, active listening skills, and professional integrity (Meek & Newell, 2005).

Paper For Above instruction

Effective collaboration among professionals in the human services field is essential, especially when addressing complex cases such as that of Joseph Lansing, a young student amidst significant behavioral and psychological challenges. The interdisciplinary approach, involving teachers, psychologists, principals, and case managers, requires coordinated effort, mutual respect, and an understanding of each discipline's unique perspective to foster the most positive outcomes for the client.

Joseph's case exemplifies the intricate challenges faced when balancing safety concerns with the need to support a student’s mental health and developmental needs. The different viewpoints presented by the team members demonstrate the importance of a comprehensive assessment—considering behavioral, psychological, and environmental factors. Mrs. Porter’s concern about safety underscores the legal and ethical obligations educators and administrators have to maintain a safe environment. Her perspective aligns with the importance of setting boundaries and ensuring safety, which is pivotal in educational settings.

Dr. Manning's perspective highlights the importance of addressing underlying psychological issues, with a focus on addressing the impact of neglect and communication difficulties. His belief that with proper supports Joseph can successfully complete the school year emphasizes the need for tailored interventions that are sensitive to individual developmental histories. His advocacy underscores the importance of mental health support in educational environments, advocating for an integrated approach that combines behavioral management with psychological therapies.

Principal Walker’s concerns about safety and the need for possibly relocating Joseph reflect the tension between inclusive education and safeguarding the broader student body. His emphasis on ensuring safety above all resonates with the ethical responsibility of educational administrators to prevent harm while supporting individual student needs. His suggestion that Joseph might thrive better in a different setting echoes a common dilemma faced by schools balancing inclusivity with safety considerations.

To enhance the collaborative process, additional strategies could include engaging family members or guardians more actively in the decision-making process, ensuring that interventions are culturally sensitive and reflect the student's background. Moreover, implementing ongoing training for team members on trauma-informed care and crisis de-escalation techniques can strengthen the team's capacity to address behavioral crises proactively (Swaine et al., 2019). Another recommendation is establishing clear communication protocols and regular follow-up meetings that allow for real-time assessment and adjustment of intervention plans, fostering a dynamic and flexible approach tailored to Joseph’s evolving needs.

In conclusion, Joseph’s case demonstrates the vital importance of interdisciplinary collaboration, with each professional bringing unique insights and expertise. Respectful communication, shared goals, and ongoing evaluation are critical for navigating the complexities of such cases. An emphasis on trauma-informed and strength-based approaches can foster better client outcomes and promote a safe, supportive environment within the educational setting.

References

• Meek, J. W., & Newell, W. H. (2005). Complexity, interdisciplinarity and public administration: Implications for integrating communities. Public Administration Quarterly, 29(3), 297-319.
• Swaine, J. G., Lester, S., & Sandoval, M. (2019). Trauma-informed practices in schools. Journal of School Nursing, 35(4), 275-283.
• Bryan, J., et al. (2019). Strategies for collaborative intervention in behavioral health. Child & Adolescent Social Work Journal, 36(3), 231-245.
• Klingner, J. K., & Artiles, A. J. (2019). Multicultural collaboration in special education. Exceptional Children, 85(2), 151-167.
• U.S. Department of Education. (2020). Supporting positive behavioral interventions and supports in schools. ED Publications.
• Haskins, R. (2021). Addressing behavioral issues in schools through interdisciplinary teams. Educational Leadership, 79(4), 36-40.
• Fobel, J., et al. (2020). Cultural considerations in multidisciplinary team assessments. Journal of Cultural Diversity, 27(2), 45-52.
• Lynch, S. J., & Kaffenberger, C. (2018). Crisis management and conflict resolution in schools. School Psychology Review, 47(2), 157-170.
• Shin, S., & Noels, K. (2019). Trauma-informed care and its implications for educators. Educational Psychology, 39(8), 1033-1051.
• Wilson, D., et al. (2022). Building resilient schools: Strategies and best practices. School Effectiveness and School Improvement, 33(1), 1-21.