Using the Outcome Rating Scale

Transcript

• 00:09How you doing today? Good.
• 00:11Yeah. How about you? Good, Good.
• 00:12Can we start today and just start
• 00:14with our check in to see how things
• 00:16have been going overall and we can
• 00:17kind of use that as our springboard?
• 00:19Yes. For a session. OK. So I have you
• 00:21pulled up here and let's do the ORS. OK.
• 00:27So just take a minute and just
• 00:29rate how things are going for you.
• 00:42OK. OK, great. So it looks like today that
• 00:47your score is a 24 is actually a little
• 00:49bit higher than the last time that we met.
• 00:52And I can see over here that it looks
• 00:54like you're you're interpersonally
• 00:56and you're socially scores are
• 00:58a little higher than last time.
• 01:00Can you can you tell me a
• 01:02little bit about that?
• 01:02Have things been better
• 01:03since the last time we met?
• 01:05Yeah, I mean, like,
• 01:06I think we've talked about how,
• 01:08like, when school is bad,
• 01:09at least to the point where my
• 01:11grandma knows, like, you know what,
• 01:13when she knows that I'm skipping
• 01:15or my grades start sliding,
• 01:16Like she yells at me and I hate it so much.
• 01:19I feel like I'm letting her down.
• 01:21So, you know, she doesn't really
• 01:23get what I'm dealing with.
• 01:24But she doesn't deserve that
• 01:26stress either kind of thing.
• 01:28So I've been really trying to use that,
• 01:30like managing my emotions,
• 01:32stuff that we talked about and
• 01:34just trying to push through.
• 01:36So I'm hearing that school is
• 01:37still really a struggle for you,
• 01:39but you're working really hard to
• 01:40push through because how you're doing
• 01:42in school is really connected to
• 01:44your relationship with your grandma.
• 01:45So is that why we still see that the
• 01:48interpersonally and socially scores
• 01:49of the lowest of overall everything.
• 01:51Yeah. But like I said like things have.
• 01:54I've been really trying to push through.
• 01:56I feel like I've. You know,
• 01:57so I think things have gotten a
• 01:59little bit better. OK. But yeah.
• 02:01So. So this little increase does
• 02:03kind of match your experience.
• 02:04It sounds like things are going
• 02:05to be a bit better. Yeah, right.
• 02:06So how have you been able to do
• 02:08that and like, pushing through?
• 02:09Are there certain, like,
• 02:10strategies you've been using
• 02:11or are you keeping your grandma
• 02:13in mind or something else?
• 02:14Like how how are how are
• 02:16you making that happen?
• 02:17Mainly just like trying not to,
• 02:19like, catastrophize about like,
• 02:20what my classmates are thinking
• 02:23or what my friends are thinking.
• 02:25And then also just like,
• 02:26really not wanting to disappoint my grandma
• 02:29because I hate when she yells at me.
• 02:32So yeah, I I still hate being in class
• 02:37and I feel like everybody's on my case
• 02:39because I have a personality or whatever,
• 02:41so it's still annoying.
• 02:42But yeah, I'm just trying to like
• 02:44work through for my grandma, I think.
• 02:46But I have honestly noticed that,
• 02:47like when I don't sleep at night,
• 02:49things are a lot worse.
• 02:50Like I'm a lot more cranky and annoyed.
• 02:55Like last night,
• 02:55I didn't get any sleep at all.
• 02:57So
• 02:57are you noticing that each day is
• 02:59a little bit different and some
• 03:00days are harder than other days
• 03:01in terms of how you're feeling?
• 03:02Yeah. And you're noticing that's
• 03:04actually connected to your sleep,
• 03:05maybe in part, Yeah.
• 03:06That your harder days are when
• 03:08you're having a hard time sleeping?
• 03:09I think so. Okay.
• 03:13And I can appreciate how
• 03:14hard school is for you.
• 03:15I can tell that you're working really hard
• 03:17to kind of push through and stay in class,
• 03:20you know and and doing that on on
• 03:22behalf of kind of legal relationship
• 03:23at home with your grandma.
• 03:25But you know, thanks for
• 03:26mentioning the sleep issue.
• 03:28We actually talked about that a
• 03:29little bit during the intake like
• 03:31in the very beginning of the school
• 03:32year with you and your grandma.
• 03:34But we haven't focused on that very much.
• 03:37You know, in our sessions.
• 03:39Would it be useful today for us
• 03:40to talk about sleep or about or
• 03:42about something else? I think so.
• 03:44I think I have insomnia, honestly.
• 03:46So OK, is that even curable?
• 03:49We can. There's so much
• 03:50we can do to actually talk more
• 03:52about the kinds of sleep issues
• 03:54maybe you're experiencing,
• 03:55what those patterns are like.
• 03:57And there are things that we can do and
• 03:59try out to help you kind of get to sleep,
• 04:01stay to sleep, wake up,
• 04:02feeling a little bit more rested.
• 04:04So that might be an important
• 04:05target for us to kind of switch
• 04:07gears and focus on right now,
• 04:09since you're noticing that connection
• 04:11between your sleep and how you're
• 04:14feeling during the school day.
• 04:16So what do you think about that?
• 04:17Should we talk about some sleep stuff today?
• 04:19Yeah, Yeah. Yeah. It sounds good.
• 04:21Okay.
• 04:21And then when you the next time you come in,
• 04:24just keep in mind that you can use
• 04:26the individually scale actually to
• 04:28rate how you're doing on sleep and
• 04:30other things like that personally.
• 04:32So we might want to use that individually
• 04:34scale to kind of keep an eye on
• 04:36the sleep piece each time we meet.
• 04:37Yep, that sounds good. Okay.