What the team responsible for Rosa’s Education should do to help her change her negative pattern
Bipolar disorders are among the psychiatric conditions that impair one’s ability to function effectively or maintain healthy relationships with their peers. According to the presented case, Rosa: a fifteen-year-old African American has recently been diagnosed with bipolar disorder. Due to the condition, she has on certain occasions been involved in verbal outbursts with school professionals as well as suffered from withdrawal and depression. The negative experiences she has had with school professionals have made her not want to attend school. Despite Rosa having this condition, the team managing her condition can institute several measures that will help her change her negative pattern. First, since Rosa does not want a traditional classroom, the education team should move her to a special education classroom. This is because, when left in a traditional classroom, she may not be able to meet the set academic and behavioral expectations. By taking her to a special education classroom, she may interact with students who have similar problems and will receive the educational support she needs.
Steps That Should Be Taken to Build Rosa’s Motivation
Children suffering from emotional and behavioral disorders tend to have numerous negative experiences in school; an aspect that makes them lose motivation to study and life in general. According to Rosa’s case, she has lost motivation in doing everything. Although the education team can put her in a special education classroom, different steps have to be taken in assisting her to rebuild her motivation. In school settings, teachers can use a wide range of steps to help. Some of the steps include offering Rosa incentives for her academic success, celebrating her hard work, and praising her for the good efforts she puts into her studies. By incorporating these strategies, they will lay a foundation for students with EBP to develop the required motivation needed to excel in class.
How A System of Care Could Assist Rosa and Her Family in Seeking Educational Services
Systems of Care denotes a comprehensive network of community-based services whose primary aim is to support children and the youth who have or are at risk of developing mental health disorders or related behavioral challenges. Most Systems of Care are often organized and coordinated hence building meaningful partnerships with the youth and families (Riebschleger et al., 2015). Through their coordinated efforts, they help the youth in addressing their cultural and linguistic needs hence enabling them to function well in school, homes, and life in general. By working with systems of Care, Rosa and her family can get the best educational services since they will work and build on the strengths of Rosa. Rosa’s family members will also be included in developing a plan that will help Rosa meet all her educational needs. By incorporating family members, it ensures that the provided educational services are easy to access, effective, and match the cultural and language requirements of the child.
Function Behavior Assessment, Positive Behavior Support, And Behavior Intervention Plan
Functional behavior assessment is a strategy involving an evaluation geared towards gaining insights on why a certain student engages in negative behavior. This strategy should use a team approach and should include gathering information from any person who interacts with a student including their parents (Collins & Zirkel, 2017). On the other hand, positive behavior support involves the process of understanding and resolving a child’s behavior. Using this approach helps in developing strategies that can help in preventing a child from developing a challenging behavior. Lastly, a behavior intervention plan involves using a teacher to help a student or child improve on their challenging behaviors (Collins & Zirkel, 2017). From the three strategies, functional behavior assessment would be ideal in Rosa’s case since using a team that interacts with Rosa will offer more insights on why Rosa engages in certain behaviors and the effective strategies that can be adopted to help her change.
How A Strength-Based Assessment Would Be Useful to Rosa
The strength-based assessment may be useful to Rosa since it uses a different lens to view individuals. This type of assessment often views a person holistically and explores their abilities and circumstances instead of only focusing on their deficits or weaknesses. By using this approach, Rosa will be emphasized upon about people being their agents of change. As a result, her abilities will be explored hence helping her to change. This will be a major milestone since other forms of assessment only focus on her weakness and deficit.
Collins, L. W., & Zirkel, P. A. (2017). Functional behavior assessments and behavior intervention plans: Legal requirements and professional recommendations. Journal of Positive Behavior Interventions, 19(3), 180-190. https://journals.sagepub.com/doi/abs/10.1177/1098300716682201
Riebschleger, J., Day, A., & Damashek, A. (2015). Foster care youth share stories of trauma before, during, and after placement: Youth voices for building trauma-informed systems of care. Journal of Aggression, Maltreatment & Trauma, 24(4), 339-360. https://www.tandfonline.com/doi/abs/10.1080/10926771.2015.1009603