Emily is a fifteen-year-old cis-gender, Indigenous female who lives at home with her parents and two younger siblings.

Emily is a fifteen-year-old cis-gender, Indigenous female who lives at home with her parents and two younger siblings.. At the age of nine, Emily was diagnosed with a cognitive disability. Her schools developed a modified program for her. Despite the academic modifications made, Emily’s social connections, engagement in classroom, relationships with staff, and her attendance all decreased over time. Emily recently dropped out of school. She has not decided what she wants to do with her life at this point, but she enjoys hanging out with her friends whom she uses alcohol and drugs with. In particular, she likes to spend time with the boys she met at school. A collaborative meeting is happening between the school, community supports, Emily’s parents, and Emily herself (if she chooses to attend). Emily’s parents have requested the meeting because they are concerned that Emily does not always make wise decisions regarding her education, alcohol, drugs, or relationships. They are wondering whether she is depressed. Her hygiene, grooming, and self-care have deteriorated. ENG Q Search US hp

Develop a detailed plan for Emily. Be sure  to cover the following areas:

self care and daily needs

personal hygiene and grooming 

health and well-being requirement, needs, and risks 

social connection and well-being 

environmental adaptations/support (home, clubs, sports, friendship development)

physical activity ( may include exercise and mobility accommodation)

transportation

transitional needs 

provide a reference and citations