Frоm grоup 2: The аmperаge is prоportionаl to what in the circuit?
CASE STUDY 10: Jоhn is аn eleven-yeаr-оld mаle whо was diagnosed with Attention Deficit Disorder/Hyperactivity Disorder (ADHD), Predominantly Hyperactive-Impulsive Type at the age of 6. He currently receives 15 mg. of Ritalin per day. John was placed in group home care for six months after his mother, who is a single parent, reported significant difficulties in coping with the demands of caring for John and his sister Gloria, who was recently diagnosed with Leukemia. His mother, Ms. Anita Smith, is involved in her own personal struggle with depression. Ms. Smith’s emotional problems are suspected to have been a contributing factor in her inability to simultaneously cope with the demands associated with parenting two children with special needs. The group home setting where John spent six months generally houses six latency-aged boys and girls. The group home offers a structured environment with activities that teach life/social skills. The program also offers movie night, and arts and crafts on site. The group home staff members were able to maintain John’s school placement, by transporting him back and forth. Initially, John found it difficult to adjust. However, over time, he settled into the new environment. John was active in activities offered at the group home. Over the first three months of entering the group home, John averaged about three restraints per day. Most of the physical interventions stemmed from John placing himself and others at risk, attempting to leave the residence without permission, self-abuse, and hurting others. By the fourth month, John had settled into the routine of his new environment. His restraints dropped to three per week. In order to encourage positive interactions with peers, John was given the chore of asking his peers what they wanted placed on the shopping list. This improved John’s status among his peers, which he relished. By John’s discharge date, he was “attached” to one of the senior staff, Ms. Deer. This was evident by his insistence that Ms. Deer read with him nightly, maintaining close proximity of her, requesting that Ms. Deer assist him in choosing clothing for the next day and sharing his feelings with her, which he found difficult to do with other staff members. In order to maintain John’s gains and assist with reunification, visits with his family were slowly integrated. Visits began Saturday mornings from 8:00 am to noon, and then were extended to 7:00 pm. Later, overnight visits from Friday 6:00 pm to Sunday at noon were introduced. During this tiered reunification process, Ms. Smith called the group home for support when she found it difficult to manage John’s behavior. At the time of John’s return home, a Family Support Worker was engaged to provide additional support. John and Gloria share a three-bedroom apartment with their mom. Their dad, Mr. Smith, does not reside with the family; however, he visits twice a week for approximately four hours each time. Mr. Smith is unemployed and shares a one-bedroom apartment with his younger brother. Due to a lack of financial resources, Mr. Smith is unable to permanently parent John as Ms. Smith has requested. Ms. Smith receives public assistance. She was diagnosed with depression and anxiety disorder approximately 10 years ago and is currently on medication for both illnesses. She has seen a psychiatrist for the past ten years. She continues to manifest signs of depression at the current time and states that she has had more “good” days in recent months than a year or so ago. Ms. Smith reports feeling overwhelmed and exhausted, by her illness, and the children’s needs. She spends most of her day on the couch or in bed and only ventures into the community to purchase groceries or for doctors’ appointments. She tends to overlook John’s misbehaviors to avoid power struggles and confrontations. It does not appear that there is any consistency in Ms. Smith’s ability to enforce rules, routines, and expectations in the home. John has displayed independence such as an ability to make his own lunch and get himself to the school bus on time. Ms. Smith reports that John has more good days in school compared to at home. Specifically, John tends to have fewer peer conflicts at school and is able to more closely follow the rules and routines at school. His mother reports that John often talks about Ms. Deer and seems to depend on her a lot for guidance.
CASE STUDY 15: On а Sаturdаy evening at 6:50 pm, Mr. Tam, a CYC practitiоner, tоld Quinn, a 15-year-оld boy, to take a time-out. Quinn left his room several times to continue an argument with Kevin, another 15-year-old boy, who also had been told to take a time-out in his room. Kevin also came out of his room twice to insult Quinn. The last time Quinn was sent back to his room; he suddenly ran out to the day room and hit Kevin on the back. Mr. Tam, who was standing 10 feet away, stepped between the two boys. He separated them while they continued to yell insults and threats to one another. Another CYC practitioner, Mr. Sanders, walked with Quinn back to his room, while Mr. Tam took Kevin to his room to complete the time-out. Mr. Tam told Kevin, “You should have stayed in your room, I told you to stay away from him. If you had stayed in your room, Quinn would not have hit you.” Kevin replied, “He never gets any consequences anyway.” Mr. Sanders left Quinn in his room and returned to his other work. On his way, he looked back at the last minute and said to Quinn, “You need to stay in your room.” then took no further action. Later, after thinking about the incident, Mr. Tam approached Mr. Sanders. Mr. Tam told him that while both boys have violated their restrictions, Quinn had a history of using intimidation and threats to get his way with other youth and even with staff members. “I wonder if we should show Kevin that we can keep him safe from Quinn by doing something more about his aggression towards Kevin?” Mr. Sanders disagreed, saying that the incident was “no big deal” and that they should just leave it alone. Mr. Tam reminded Mr. Sanders that Quinn can be very loud and confrontational with staff members, so they should be careful that they were not backing off due to fear that Quinn would escalate. Mr. Tam stated that he believed Quinn would think a lack of action on the staff’s part was an indication that Quinn could push the other boys around. Mr. Sanders reacted coolly, but reluctantly agreed. Mr. Sanders said that he was not going to tell Quinn about the extended restrictions, so Mr. Tam informed Quinn that, as a result of his attack on Kevin, he would miss a trip to go to a basketball game the next day.
62. Bаsed оn the infоrmаtiоn given in the cаse study, evaluate how Linda (the staff member) took steps to protect herself and the child (Janice).