Intervention Action Plans
Introduction
In the past, I have come across typical students while working as a volunteer in a school setting. One was an adolescent on drugs but carefully hiding the situation. Another was a bully who made classmate shudder with terror. This writing seeks to draw an intervention plan for dealing with the problems at hand.
The objective is to have those two students Tom and Daisy develop self-control and good social skills to integrate smoothly with other classmates. These however should be, done bearing in mind the other children’s safety.
Background
Tom was quiet most of the time and showed little interest in socializing or participating in any school activity. He was coy and at every chance avoided adults, a behavior that had been now constant for some time. He responded little in the classroom and most of the time failed to do his homework. He showed no remorse or fear of any punishment and thus remained in a sort of utopia where he was not responsible for anything. Occasionally Tom exploded in anger to keep off other students trying to interact with him. These have led to the rest of the class treating him like a special one since he appeared unbreakable to them and mysterious.
Daisy was the loudest in class; she was playful and a bully. She was always threatening other children. She took away things from her fellow students by force as long as she liked them. She was famous for beating up the boys whenever she assumed it was necessary. In the classroom, she showed little attention to her studies and often only completed her homework haphazardly. She caused so much fear to some students that they repeatedly failed to turn up for school the following day. Daisy was splendid at sports, music, and other arts. She wanted to become a superstar and believed education was not relevant.
Critical programming needs
Interventions
The model of choice to adapt is the RTI model (Response to Intervention). The reason for choosing RTI is because; RTI is a multilevel system of prevention, which is designed to ensure all students show improved outcomes. These make it possible for students to receive much-needed help to succeed in the school (National Center on Response to Intervention 2010).
Divisional support
Partnership for Drug-Free Kids (2011) notes to parents that it needs a village to raise a child, and thus more and more support is essential. For the intervention to be a success, there is a need to involve the principal to deal with the extreme situations. The teacher would come in to, provide a classroom environment and active programming. The counselor would meet both Tom and Daisy on a regular basis. The resource teacher would work with both Tom and Daisy to help them recover what they have lost in class because of their behavior. A psychologist would join the team to provide teachers and parents with applicable beneficial plans that would help to transform the two students.
Outside support
A social worker from family services would work with Tom to help in ensuring he gets needed support from home. Outdoor Big brothers would be involved to help both Tom and Daisy in changing
Home support
Karageorge and Kendall (2008) note that most parents need help to deal with often what is challenging behavior. Family services would work together with the family to identify how to use available resources to effect change. Together they would be involved in crisis support, school support, and parental support.
Intervention Structure and Process
For Tom, the intervention will take 60 to 100 days it will happen in both schools and outside school environment. For Daisy, the intervention will primarily take 40 to 60 days in the school environment.
In conclusion, the expected outcome is both students will change their behaviors and take education more seriously. The reason to why I think the intervention will be, successful is because most students do not know the impact of their conduct. Thus, by helping the two students they will understand the situation and assisting them with change will have a positive outcome.
References
How to Better Understand Teens - Partnership for Drug-Free Kids. (2011). Retrieved December 16, 2014, from http://www.drugfree.org/the-parent-toolkit/understanding- teens/
Karageorge, K., & Kendall, R. (2008). The role of professional child care providers in preventing and responding to child abuse and neglect. Retrieved from http://www.childwelfare.gov/pubs/usermanuals/childcare/childcare.pdf
National Centeron Response to Intervention. (2010). Essential components of RTI: A closer look at Response to Intervention. Retrieved from
http://www.rti4success.org/pdf/rtiessentialcomponents_042710.pdf
What is RTI and what are the essential components that must be present? (n.d.). Retrieved December 16, 2014, from http://www.rti4success.org/video/what-rti-and-what-are- essential-components-must-be-present
The Partnership at Drugfree.org. (2011). Intervene. Retrieved from http://www.drugfree.org/intervene
