====={{color c="red" text="Introduction..."}}===== I am Cara Brewer, a Senior psychology major, with minors in clinical/counseling psychology and child, family, and community studies. My internship for the clinical/counseling minor was completed at Compeer of Greater Buffalo, which is a non-for-profit agency that matches mentors with youth and adults who are striving for good mental health. Their mission is to use the power of friendship to help alleviate the symptoms experienced by these individuals. This is made possible by taking these individuals out of their homes and into the community-- simply taking the mentee to a movie, out to lunch, or anything else friends typically do together. More information about the volunteer program, as well as other programs at Compeer, can be found at their website [[http://www.compeerbuffalo.org/AboutUs.asp here.]] I highly recommend Compeer for anyone wishing to work with children or adults with mental illness. While most of the mentors at Compeer are volunteers who see their matches for one to two hours a week, I was hired in October 2005 as a "skillbuilder." The children I have been matched with are part of the intensive mentorship program, which means their symptoms may be more severe than those in the volunteer program, and our activites are structured around practicing certain skills. In addition, I work closely with the children's families, case workers, and therapists at monthly team meetings, where we discuss the progress of the children as well as the strengths and needs of the families. I have worked with a total of four children throughout the past year, each in need of a unique set of skills. Although my committment to each child was one year, with some of the cases coming to a close, I know I will continue to keep in touch with them for years to come. ====={{color c="red" text="My Experience at Compeer..."}}===== As a skillbuilder, I am required to see each child for 3-4 hours per week (depending on the amount of hours the case worker has allotted for me). After each visit, I am required to write up a report called a "progress note," which summarizes our visit. At the end of each month I submit all reports to my supervisor, Joelle Labert, who then forwards them to the children's case workers. Each progress note includes the following information: start time/end time, date of service, total hours, mileage (so I can be reimbursed for gas), participants, service objective (in other words, the skills we planned to work on), interaction observation (a thorough description of the activities and how they relate to the target skills), and issues/concerns (if there were any problems). To record my hours on this wiki page, I will be pulling information from these progess notes. Children's names will be changed to ensure confidentiality. ===**{{color c="red" text="Tammy"}}**=== **sex:** female **age:** 15 **diagnoses:** Bipolar Disorder and Oppositional Defiant Disorder (ODD) **matched:** October 2005 to present ==**May 2006**== **Visit 1: May 5, 3:00-7:00pm (4 hours)** __Service Objective__: To bring Tammy out of her home and into the community to work on social skills and interaction with skillbuilder __Interaction Observation:__ Skillbuilder arrived to Tammy’s house at 3:00pm. She greeted me at the door and asked if we could go see a movie, since her room was clean. We decided to see the movie RV, which did not start until 5:00. Before the movie we went to Dairy Queen to play cards and eat ice cream. Tammy was very polite, as she thanked skillbuilder for the ice cream without being reminded. She taught me how to play a card game, which kept us occupied for about an hour. We then went to Regal Cinemas to see the movie, which Tammy seemed to enjoy, as she was laughing throughout it. She was able to keep her laughing and comments about the movie at an appropriate voice level. **Visit 2: May 13, 2:00-6:00pm (4 hours)** __Service Objective:__ To take Tammy out into the community and to encourage decision-making __Interaction Observation:__ When skillbuilder arrived to Tammy’s house, Tammy asked if we could go shopping for a mother’s day present. We then went to Borders bookstore, where we spent some time looking at books. She bought her mother a book about dreams, and asked if we could go to a store to buy her tissue paper and a gift bag. We first stopped at a pet store called Markheim Pets, where Tammy bought treats for her dog and cat. We then went to 99 cent city, where Tammy was able to manage her money well and pick out an appropriate bag for her mother’s gift. Lastly, we went to the Chinese Buffet. Tammy was very polite, as she thanked skillbuilder for bringing her shopping and out to eat. She even asked me if she could get me another plate of food, since she was going back up to the buffet. **Visit 3: May 27, 2:00-6:00pm (4 hours)** __Service Objective:__ To take Tammy out into the community and to encourage positive interactions with her stepsister. __Interaction Observation:__ Skillbuilder picked Tammy up around 2:00 and brought her back to my apartment, where we met Courtney (Tammy's stepsister) and Laura (Courtney's skillbuilder). Since it was such a nice day, we decided to go to the Buffalo Zoo. Tammy stated that she was excited to show Courtney around the zoo because she had never been there. The girls got along very well, as they did not argue and were able to take turns choosing which animals to see. After the zoo, we went to Mighty Taco for dinner. Tammy was able to place her own order and thought to get enough napkins and straws for all four of us. Without being prompted, Tammy said to Laura and me, “Thank you girls for taking us out.” When we later dropped the girls off, Tammy thanked me again and said she had a lot of fun. **Visit 4: May 31, 3:00-4:00pm (1 hour)** __Service Objective:__ To attend Child and Family Team (CFT) meeting with Tammy's family, her counselor, and her case worker to discuss the strengths and needs of the family. __Interaction Observation:__ Tammy’s treatment team met at Child and Adolescent Treatment Services (CATS) to discuss her improvement and anticipated “graduation” from the program. We also talked about activities that may help to keep Tammy occupied over the summer. ==**June 2006**== **Visit 1: June 1, 4:30-8:30 (4 hours)** __Service Objective:__ To bring Tammy out of her home and into the community and to encourage positive interaction and cooperation with her stepsister. __Interaction Observation:__ Tammy seemed to be in a good mood as she greeted me at the door when I arrived. She showed skillbuilder that she had cleaned her room and asked if we could see a movie with Courtney (her sister) and Laura (Courtney's skillbuilder). We all met at Regal Cinemas to see Over the Hedge. The girls seemed to enjoy the movie, as they laughed several times. After the movie, we decided to go to McDonald’s for dinner. Tammy was able to place her own order politely. She also thought to get napkins and straws for the four of us. Tammy is continuing to show improvement with her manners, as she thanked me three times throughout our visit. **Visit 2: June 20, 12:00-4:30 (4.5 hours)** __Service Objective:__ To take Tammy out into the community and to encourage communication and cooperation with skillbuilder. __Interaction Observation:__ When I arrived at Tiammy's house, she asked if I could bring her to a music store so that she could purchase a CD for herself. I suggested we go to Target in Buffalo so that we could go back to my apartment and play games, and Tammy agreed. Tammy was able to find the CD she was looking for and interacted appropriately with the cashier. She than thanked skillbuilder for bringing her to Target, and asked if we could listen to the CD at my apartment. We played cards and Nintendo Gamecube, and Tammy was able to initiate and maintain several conversations with skillbuilder. Tammy again thanked skillbuilder for making popcorn. On the ride home, Tammy and skillbuilder talked about Tammy’s aspiration to go to college. **Visit 3: June 29, 4:00-8:00 (4 hours)** __Service Objective:__ To show Tammy the library at Canisius College; to encourage positive interaction with her stepsister. __Interaction Observation:__ When I arrived to Tammy’s, I was made aware that the CFT meeting was cancelled. Tammy and I decided to go to the library at Canisius to play on the computers. Skillbuilder showed Tammy around the library, and she seemed excited, as she loves to read. Tammy was able to keep her voice at an appropriate level. She then asked if we could meet up with Courtney (her stepsister) and Laura (Courtney's skillbuilder) for dinner, since she had not seen Courtney in several days. Tammy was able to make the plans, as she called and asked Laura herself. We decided to meet at the Old Country Buffet on Transit. Tammy was polite at the buffet, as she thought to grab enough napkins and straws for each of us. On the ride back to Tammy’s house, she thanked me for bringing her out of her house and told me that she had a lot of fun. ==**July 2006**== **Visit 1: July 10, 5:15-6:45 (1.5 hours)** __Service Objective:__ To celebrate Tammy’s accomplishments this year. __Interaction Observation:__ Tammy’s treatment team and her family met at Friendly’s restaurant for dinner to celebrate. Because of her marked improvement, Tammy's case will be closed at the end of this month. I will continue to see her voluntarily at least twice a month. **Visit 2: July 19, 2:00-5:30 (3.5 hours)** __Service Objective:__ To encourage communication and cooperation with skillbuilder. __Interaction Observation:__ Tammy asked skillbuilder if we could go back to my apartment to play video games. On the ride home she was able to interact positively with skillbuilder, expressing her excitement about our future visit to Darien Lake. Tammy also brought a CD to introduce skillbuilder to her new favorite band. When we got to my apartment, we made lunch together. We then played on the computers and Tammy showed me a website she has been using with her mother’s permission. The website allows her to interact with kids around the world who have similar interests, particularly anime. We then played Mario Party on Nintendo Gamecube, which allowed Tammy and I to play on a team, working toward a common goal. **Visit 3: July 25, 12:00-11:00m (11 hours)** __Service Objective:__ To practice positive interaction with stepsister and skillbuilders in a fun, stimulating environment. __Interaction Observation:__ Skillbuilders, Cara and Laura, picked up the girls (Tammy and her younger sister, Courtney) around noon. They expressed their excitement about going to Darien Lake. Tammy thought to bring sunscreen and a First Aid kit. When we arrived to the park, the girls were able to walk with us without wandering. They were able to take turns picking rides. When Courtney expressed her fear about roller coasters, Tammy showed an effort to console her. The girls were able to place their own food and drink orders. __Issues and Concerns:__ Although Tammy behaved appropriately for the first several hours, after dinner she became quite disruptive. She complained frequently of back, leg, arm, and neck pains as well as stomach problems and headaches. We offered to either leave early or bring her to first aid, but she refused. She was very bossy toward Courtney, telling her she could not eat any candy or snacks. She also made several personal attacks toward Courtney, calling her names and criticizing her family. On our walk back to the car Tammy would not walk near us. Tammy did not say “thank you” at all during our visit. When we dropped the girls off, Tammy would not say “goodbye.” It was difficult to discipline Tammy because Courtney was behaving very well, and we did not want her to have a bad time. ==**{{color c="red" text="Michael"}}**== **sex:** male **age:** 9 **diagnoses:** ADHD and Learning Disability **matched:** December 2005 to present ==**May 2006**== **Visit 1: May 8, 4:00-8:15pm (4.25 hours)** __Service Objective:__ To bring Michael out of the home and into the community, to work on social skills and decision-making. __Interaction Observation:__ The purpose of the visit was to work on homework, however, Michael had a substitute teacher in school and was not given any assignments. Instead we went to Chuck E. Cheese, where Michael was given a certain amount of tokens to use. He was able to manage them so that he could play most of the games and win many tickets. He also shared tokens with skillbuilder, stating that he wanted me to play games and have fun. He was later able to wait in line and trade in his tickets for prizes. He thanked skillbuilder and held the door on the way out. We then went to Mighty Taco for dinner and brought the food back to skillbuilder’s apartment. After eating we played a game on the Nintendo Gamecube, which enabled Michael to work on a team with me. **Visit 2: May 15, 4:00-8:15 (4.25 hours)** __Service Objective:__ To bring Michael to my college campus to work on his homework in a quiet environment. __Interaction Observation:__ Michael seemed to be in a good mood when skillbuilder picked him up, as he was very talkative in the car. We then went to the library at Canisius College, where Michael asked to be shown around, so I gave him a brief tour. He seemed very interested in some art that was displayed in the library, as he stopped to look and comment about it. We then went into a small study room with a large chalkboard. Michael had spelling and math homework. He was able to do a majority of the problems without help, and we worked out a few problems on the chalkboard that were troublesome. Skillbuilder also helped Michael study for his spelling test, which included names of states. Michael was able to create mnemonic devices to help him remember tricky words. After completing his homework, we stayed at the library for an additional hour and played “hangman” on the chalkboard and word searches from a puzzle book. **Visit 3: May 21, 12:00-4:30 (4.5 hours)** __Service Objective:__ To bring Michael out into the community to the Niagara Aquarium, a place he had not previously been. Another objective was to encourage positive social interaction with his younger brother, Matthew. __Interaction Observation:__ During our previous visit, Michael and I talked about bringing Matthew with us to the aquarium, so when skillbuilder arrived, both boys were ready. Michael was able to help Matthew in and out of his car seat. Michael continued to help Matthew throughout the visit, holding doors for him and sometimes holding his hand. Michael understands that Matthew needs extra help, as he struggles with Cerebral Palsy. Michael seemed very excited to visit the aquarium, as he asked to walk through a second time. We watched a sea lion show, which the boys seemed to enjoy, as they were clapping for the sea lions and interacting with the trainer. Upon leaving the aquarium, Michael again helped his brother into his car seat. He then asked if we could go back to my apartment to play Nintendo. On the way there, we stopped at Mighty Taco for dinner. Michael thought to take enough straws and napkins for the three of us. ==**June 2006**== **Visit 1: June 4, 12:00-4:00pm (4 hours)** __Service Objective:__ To bring Michael out of the home and into the community, to work on social skills and decision-making. __Interaction Observation:__ Skillbuilder and Michael went to Chuck E. Cheese, where Michael was given a certain amount of tokens to use. He was able to manage them so that he could play most of the games and win many tickets. He also shared his tokens with skillbuilder. He was later able to wait in line and trade in his tickets for: prizes. He thanked skillbuilder and held the door on the way out. We then went to skillbuilder’s apartment and played a game on the Nintendo Gamecube, which enabled Michael to work on a team with me toward a common goal. **Visit 2: June 15, 4:00-8:00pm (4 hours)** __Service Objective:__ To bring Michael out of his home and into the community and to skillbuilder’s apartment to work on social skills and interaction with skillbuilder __Interaction Observation:__ Skillbuilder allowed Michael to choose our activity, and he asked if we could “make something.” Skillbuilder suggested that we bake a treat and make a craft, and Michael seemed very excited about this idea, as he asked if we could make brownies and paint. We then went to Target to purchase ingredients and painting supplies. Michael was very helpful in store as he found the brownie mix himself. We also bought a pad of large paper so that we could paint big pictures. Once we returned to skillbuilder’s apartment, we started making the brownies. Michael read the directions aloud and was able to do everything by himself. While the brownies were in the oven, we painted pictures. Michael made a Father’s Day card for his dad and a birthday card for his baby cousin. **Visit 3: June 25, 1:30-5:30pm (4 hours)** __Service Objective:__ To bring Michael out into the community to a Buffalo Bisons baseball game. __Interaction Observation:__ Since Michael has recently taken interest in baseball and is playing on a team this summer, he and skillbuilder went to Dunn Tire Park to see a Bisons game. Michael seemed happy to be there, as he asked if we could walk around and look in the gift shops. We then bought drinks and snacks and returned to our seats once the game started. After the first inning, it began to rain very hard and the game was eventually postponed. As we were walking back to my car in the rain, Michael said, “It’s okay, Cara, we will still have a lot of fun today.” We then went to my apartment, where we played Nintendo gamecube. Michael played a skateboarding game, which enabled him to create his own skate park. Skillbuilder then took Michael home and talked briefly with his mother. I told her that Michael and I were planning on going to the Buffalo zoo for our next visit, and that Michael’s brother (Mathew) was welcome to come. **Visit 4: June 28, 4:00-8:00pm (4 hours)** __Service Objective:__ To bring Michael into the community and to encourage positive interaction with his younger brother, Matthew. __Interaction Observation:__ Michael was able to help his younger brother in and out of his car seat. Once we arrived to the zoo, Michael remembered to ask for three maps. He was able to read the map and navigate our way around the zoo. The boys seemed to enjoy the petting zoo, as they asked the zookeeper questions about the animals and pet them for several minutes. When leaving the zoo, Michael politely asked skillbuilder if we could make cupcakes for the 4th of July. We decided to stop at Dollar General to get a cupcake mix and snacks. Both Michael and Matthew worked together to bake and frost the cupcakes. ==**July 2006**== **Visit 1: July 7, 11:30-3:30 (4 hours)** __Service Objective:__ To bring Michael out of the home and into the community, to work on social skills and decision-making. __Interaction Observation:__ When I arrived to Michael’s house, he asked if we could go to the Build-a-Bear workshop in the Galleria Mall, since he had a gift card to make his own bear. Michael was very talkative in the car, as he told skillbuilder about his accomplishments in baseball this summer. Once we arrived at the mall, Michael was able to look at the map and find the Build-a-Bear store. He was then able to follow the directions throughout the store to make his own bear with a New York Yankees’ theme. Michael seemed excited about his new bear, as he told skillbuilder he would he would be bringing it everywhere with him. We then went to Movieland to see Akeelah and the Bee, which Michael seemed to enjoy, as he laughed several times. Skillbuilder then took Michael home and spoke briefly with his mother. **Visit 2: July 17, 1:00-5:00pm (4 hours)** __Service Objective:__ To bring Michael out of his home and into the community and to skillbuilder’s apartment to work on social skills and interaction with skillbuilder __Interaction Observation:__ Skillbuilder and Michael went to Chuck E. Cheese, where Michael was given a certain amount of tokens to use. He was able to manage them so that he could play most of the games and win many tickets. He also shared his tokens with skillbuilder. He was later able to wait in line and trade in his tickets for prizes. He thanked skillbuilder and held the door on the way out. We then went to skillbuilder’s apartment and played on the computer. Michael was able to navigate and play games on the Build-a-Bear website. **Visit 3: July 21, 11:00am-3:00pm (4 hours)** __Service Objective:__ To develop new skills and talents; to enhance self-esteem. __Interaction Observation:__ Michael expressed that he wanted to bake something at my apartment. We first went to Dollar General, where Michael was able to pick out the right ingredients for a cake. We also bought a kit to make balloon animals. We then went to my apartment, where Michael was able to interact with my roommates. He was able to follow the directions on the cake box without much help from skillbuilder. He then made balloon animals, which required him to follow the instructions very carefully. Michael seemed excited about his new talent, as he made about fifteen different animals. Lastly, we played some computer games together on the Disney Channel website. **Visit 4: July 30, 12:00-4:00pm (4 hours)** __Service Objective:__ To bring Michael into the community and to encourage positive interaction with his younger brother, Matthew. __Interaction Observation:__ Michael and Matthew asked if we could do arts and crafts at my apartment. We first went to Dollar General to buy snacks and drinks. Michael was able to help Matthew in and out of the car. We spent our time together playing board games, painting pictures, coloring, and playing Nintendo Gamecube. The boys were able to get along and take turns cooperatively. ==**August 2006**== **Visit 1: August 9, 11:30-3:30 (4 hours)** __Service Objective:__ To bring Michael out of the home and into the community; to work on social skills, decision-making, and map reading. __Interaction Observation:__ When skillbuilder arrived to Michael’s house, he seemed to be in a good mood, as he greeted me at the door. We then drove to the Buffalo Zoo. On the car ride, Michael was able to initiate conversations with skillbuilder, as he told me about his baseball team. When we got to the zoo, Michael was able to wait patiently with me in the line at the entrance. He then remembered to ask the employee for a map. Skillbuilder told Michael that he could guide our tour through the zoo. He was able to make sure that we saw every exhibit. Michael also practiced time management, as he frequently asked skillbuilder what time it was so that we would not miss the elephant show at 2:00pm. After leaving the zoo, we went to McDonald’s for ice cream sundaes. Michael was able to place his own order, and thanked skillbuilder for the ice cream. **Visit 2: August 17, 12:00-4:00pm (4 hours)** __Service Objective:__ To bring Michael out of his home and into the community; to visit an educational, but fun, attraction. __Interaction Observation:__ When I arrived to Michael’s house, I asked him if he would like to go the Science Museum. He seemed excited, as he recalled the fun we had when we went there several months ago. Michael took his time as we walked through the museum, pointing out many facts about each display. He was able to read the descriptions of the exhibits aloud. He raised many interesting questions about mummies, rocks and minerals, dinosaurs, etc., which demonstrated his eagerness to learn. We spent almost an hour on the top floor, which has an exhibit titled “Our Place in Space.” Here Michael was able to play on computers, create his own satellite, and participate in other activities to help him learn about our solar system. Skillbuilder then took Michael to McDonald’s for an early dinner. Michael was able to place his own order and got napkins and straws for himself and skillbuilder. **Visit 3: August 24, 12:30-5:30 (4 hours)** __Service Objective:__ To bring Michael into the community and to encourage positive interaction with his younger brother, Matthew; to develop new skills and talents (photography). __Interaction Observation:__ As Michael has taken an interest in baseball this summer, skillbuilder decided to take him and his younger brother, Matthew, to a Bisons baseball game at Dunn Tire Park. Michael was able to help Matthew in and out of the car. The walk to Dunn Tire Park from our parking spot involved crossing a few busy intersections. The boys were able to hold my hands and remained close to me while we were walking. The boys behaved very well throughout the game. I showed Michael how to operate my digital camera, and he caught on very quickly—he was able to use the zoom, flash, and other features. He continued to take pictures throughout our visit, and asked if we could later go to my apartment to see them on my computer. After the game we drove to Dollar General, so that we could pick out ingredients to make cupcakes. We then went back to my apartment, and as I was helping Matthew set up a video game, Michael was able to start the cupcakes by himself. I then showed Michael how to upload pictures onto my computer, and he spent some time looking through them. He asked if he could use my camera again in the future. **Visit 4: August 31, 11:00am-3:00pm (4 hours)** __Service Objective:__ To bring Michael into the community, with potential for engagement with peers his age; to work on “money management” (exchanging tickets for prizes). __Interaction Observation:__ Skillbuilder and Michael went to Chuck E. Cheese, where he was given a certain amount of tokens to use. Michael was able to manage them so that he could play most of the games and win many tickets. He also shared his tokens with skillbuilder. He was later able to wait in line and trade in his tickets for prizes. He thanked skillbuilder and held the door on the way out. We then went to Markheim Pets, a very large pet store with many animals to visit. Michael was able to read the sign by the guinea pigs, which said “ask for assistance.” He then politely asked an employee if he could hold a guinea pig, and she helped him do so. ==**{{color c="red" text="Rachel"}}**== **sex:** female **age:** 11 **diagnoses:** Oppositional Defiant Disorder **matched:** August 2006 to present ==**August 2006**== **Visit 1: August 16, 12:00-4:00pm (4 hours)** __Service Objective:__ To bring Rachel out of her home and into the community to work on skills—introducing oneself, friendship skills, conversation skills, and decision-making. __Interaction Observation:__ Skillbuilder introduced herself to Rachel upon arrival. Rachel seemed hesitant at first, as she was very soft-spoken, however, once we got in my car she was able to initiate conversations. Skillbuilder asked Rachel to make a decision about where we could eat from a list of choices—McDonald’s, Mighty Taco, etc. She suggested McDonald’s, expressing that she loves chicken McNuggets. At McDonald’s Rachel was able to use conversation skills to get to know skillbuilder, as she spoke in a clear voice using complete sentences. She showed an interest in our relationship, as she asked about places we could visit in the future. Rachel also told skillbuilder that she would like to work on craft projects in the future. She was able to make a positive self-statement about her talent as an artist. We decided to go to KB Toy store to find craft materials. There we purchased one kit to design our own magnets and another to create stained glass art. We then went to the library at Canisius College to make our crafts. Rachel was able to continue conversations with skillbuilder, as she asked me about my hobbies and interests. Skillbuilder then brought Rachel home and spoke briefly with her aunt. We planned our next visit for the following week. **Visit 2: August 22, 1:00-5:00pm (4 hours)** __Service Objective:__ To continue working on conversation skills, asking permission, reading skills, and expressing oneself. Skillbuilder also showed Rachel how to use the Internet to get directions. __Interaction Observation:__ When I arrived to Rachel’s, she was able to greet me at the door and expressed that she was excited to go out. When we got in my car, she was able to use her target skill of asking permission—she made eye contact with me and asked in a nice tone if we could go to the aquarium. When skillbuilder said “yes,” Rachel said “thank you.” Because I was unsure how to get to the Niagara Aquarium, I suggested we go to the library and look it up. Skillbuilder showed Rachel the Niagara Aquarium’s website; Rachel was able to help locate the address. Skillbuilder then showed Rachel how to enter information on www.mapquest.com to obtain directions. Rachel seemed interested, as she kept her eyes on the computer screen and asked questions. On our way to the aquarium, Rachel was able to read the directions aloud to skillbuilder. She was able to ask for help with new words. Rachel seemed eager to be at the aquarium, as she pointed things out about each exhibit. We were able to enjoy a sea lion show together. Rachel thanked skillbuilder several times for bringing her to the aquarium. We then went to McDonald’s, where Rachel was able to place her own order. After eating, Rachel asked skillbuilder if we could go somewhere else, but we were out of time—she was then able to accept “no” for an answer, as she did not pout or ask “why.” **Visit 3: August 22, 5:00-6:00pm (1 hour)** __Service Objective:__ Rachel's treatment team met at Child and Adolescent Treatment Services to discuss the strengths and needs of Rachel and her family. __Interaction Observation:__ Skillbuilder was able to meet and converse with Rachel’s family, therapists, and caseworker. **Visit 4: August 30, 12:00-4:00pm (4 hours)** __Service Objective:__ To bring Rachel out of her home and into the community to work on skills—following directions, decision-making, friendship skills, and ”money management”/math skills (by using tokens to earn tickets, and later exchanging tickets for prizes). __Interaction Observation:__ With permission of Rachel’s aunt, skillbuilder took her to Chuck E. Cheese to play games. Rachel was able to follow directions, as she was given only a certain amount of tokens and was asked to use them sparingly. She was also able to stay near skillbuilder to avoid getting separated. Rachel was able to share tokens with skillbuilder, and asked for help during some games. She was then able to add up her tickets and use them in exchange for prizes. Rachel also thought to save half of her tickets so that she can eventually afford a bigger prize—this demonstrates an ability to save, when she may have been tempted to spend. Upon leaving Chuck E. Cheese, Rachel asked if we could go on the computers at my school. Skillbuilder praised Rachel for asking politely, and we then went to Canisius College. Skillbuilder gave Rachel a short tour around campus, pointing out classrooms, dorms, cafeteria, etc. We then went to the library, where Rachel was able to find and take out a book about science. We then went on the computers, and she was also able to navigate the Disney channel’s website. ==**September 2006**== **Visit 1: September 6, 3:30-7:30pm (4 hours)** __Service Objective:__ To bring Rachel out of her home and into the community to work on skills—following instructions, decision-making, friendship skills, and getting along with her sister. __Interaction Observation:__ Rachel asked skillbuilder politely if her older sister, Sara could come on the visit. Sara had books to bring return to Kenmore Library, and so the girls suggested we go there. At the library, skillbuilder taught the girls how to use the online library catalog to locate books they wanted to borrow. They were able to follow instructions and found some books on their own. Rachel took out an instructional drawing book, and Sara took out poetry books. Rachel was able to complete a homework assignment at the library. The assignment required her to write a short essay about herself. Since it was written in Spanish, Rachel was able to translate it into English as she read it to me. We then went to McDonald’s for dinner, where Rachel and Sara were able to place their orders correctly. While eating, Rachel demonstrated conversation skills, as she was able to initiate and maintain conversations with skillbuilder. We then went to the library at Canisius College. Rachel held the doors for skillbuilder and Sara. She took out another book about drawing, and expressed an interest in learning how to draw animals. Rachel stated that she likes to draw when she is feeling sad, as it makes her feel better because she knows she is good at it (positive self-statement). While driving back to Rachel’s house, both she and Sara thanked skillbuilder several times for taking them out. **Visit 2: September 13, 3:30-7:30pm (4 hours)** __Service Objective:__ To continue working on conversation skills and expressing oneself; homework skills (mathematics). __Interaction Observation:__ When I arrived to Rachel’s, she was able to greet me at the door and expressed that she was excited to go out. Before leaving the house, skillbuilder helped Rachel with her math worksheet. Rachel was struggling somewhat, however, she showed an eagerness to learn and was progressing as we worked through the problems. We went to McDonald’s for dinner, where Rachel was able to place her own order. Afterwards, she expressed to skillbuilder that she gets nervous ordering her own food. Skillbuilder reminded Rachel that she did a great job ordering, and encouraged her not to be nervous. Rachel remembered to pick up after herself and throw away her garbage. We then went to Canisius College to do art projects. We sat at a table and painted, colored, and played word search puzzles together. While doing these activities, Rachel used conversation skills, as she talked to skillbuilder about her school and church. Skillbuilder then brought Rachel home and spoke briefly with her aunt. We set our next visit for Wednesday, September 20. **Visit 3: September 20, 3:30-7:30pm (4 hours)** __Service Objective:__ To take Rachel and her sister, Sara, out into the community. Target skills included following instructions, expressing feelings, and computer skills, __Interaction Observation:__ Sara and Rachel asked if we could go to Kenmore Library to return their books. Rachel was able to ask the librarian if she could renew the book instead of return it. Sara was able to use the library catalog to find a book about poetry. We sat at the library for a short time and read. The girls were giggly at first, but were then able to follow instructions and brought their voices down to an appropriate level. We then went to Pizza Hut for dinner. This was their first time to Pizza Hut, however, they were able to read the menu and chose personal pan pizzas to eat. They each placed their drink and food orders appropriately. They were patient when it took awhile for our food to come out. Rachel was able to ask permission to get up from the table to use the bathroom. She also utilized conversation skills, as she made eye contact with skillbuilder and Sara while talking. She was able to initiate and maintain conversations about future activities we could enjoy together. Each of the girls thanked skillbuilder for dinner. We then went to the Health and Science Building at Canisius College to play on the computers. Sara had a homework assignment to complete that required her to write a metaphorical poem about her family. She showed an ability to think abstractly, as she compared her family to a tree. Sara was able to write the poem out quickly, stating that she had been thinking about the assignment all day. This showed an eagerness about homework and an ability to plan ahead. Skillbuilder gave Rachel and Sara a small tour around the building, pointing out some classrooms. The girls expressed that they would love to go to college someday. Skillbuilder allowed each of the girls to play on the computers. Rachel was able to navigate and play games at the Disney channel’s website. When it was time to leave, Rachel did ask skillbuilder if we could go somewhere else to buy a piece of candy. She was able to accept the answer “no,” as she did not ask “why” or get upset. Skillbuilder dropped the girls off and spoke briefly with their aunt. We set our last visit for the month to be Saturday, September 30 at noon. **Visit 4: September 30, 12:00-4:00pm (4 hours)** __Service Objective:__ To bring Rachel and Sara out into the community to work on skills—decision-making, friendship skills, conversation skills, expressing feelings, following directions. __Interaction Observation:__ When I arrived to Rachel’s house, she asked me to help her with her math homework. Skillbuilder praised her for good decision-making, because although it was Saturday, she wanted to get ahead and complete her assignment for Monday. We worked for almost an hour on her math worksheet. Rachel asked to use a calculator for the harder problems, and was able to accept the answer “no.” Instead, skillbuilder introduced Rachel to long division, and she began to understand the concept. Rachel then asked politely if Sara could come out with us. Skillbuilder welcomed Sara, and allowed the girls to decide where we would go. They both wanted to go to my school again to play on the computers. First, we went to McDonald’s for lunch. While eating, we talked about respect and following directions, as Rachel’s aunt informed me that she had been in trouble in school for showing disrespect toward her teacher. We talked about why it is important to respect teachers and follow directions in the classroom. Rachel was able to accept responsibility for her behavior in school and admitted that she was frustrated. After eating, we went to Target to buy a game. Skillbuilder told the girls to chose one game for ten dollars or less. They were able to follow instructions, as they agreed on a card game, Skipbo. We then went to the dollar store, and skillbuilder allowed the girls to each pick out one item. Rachel chose a Garfield computer game, an educational game about cats. Sara chose a snack (Pringles) to share. We then went to the library at Canisius College, where we played the Garfield computer game together. Rachel and Sara were able to take turns playing the game while sharing their snack. As we were running out of time, we decided to play Skipbo another day. Skillbuilder brought Rachel and Sara home and spoke briefly with their aunt. We set our next visit for Wednesday, October 4. PracticumExperiences