First of all, he became aware of the stereotypes that white people labeled very early in school and that these labels followed them throughout their educational level. He also knew that labels affect how teachers and staff react to children and contribute to the quality of education Trent will get. Joe didn't want something like this to happen to Trent; Joe showed enthusiasm when he was cleared by his field instructor to take on the case. He started by gathering all the information relevant to the success of this case. Joe set a goal through research, reading Trent's school records, and working with the teacher, psychologist, and all staff involved in the case. Joe called Trent's father on the phone and asked him some questions, which resulted in a face-to-face interview at school. This process helped Joe understand the genesis of the Trent problem. Joe developed a helping relationship with the family that helped continue through home visits, where the family felt comfortable opening up and talking. In the meeting at Trent's father's house, Joe was able to get the information that helped him initiate the action plan for the case. Joe carried out the plan by meeting repeatedly with the school psychologist, the teacher, the assistant, Trent, and his parents. Through these meetings the intervention plan was created. Joe has identified goals that will help Trent maintain appropriate behavior at school and at home using a chart. The table says Trent should keep his hands and feet apart, use good manners, walk in a row and sit properly in his seat. Joe equally created a plan to group Trent and five other boys into a group that has similar problems to Trent's. During the evaluation, Joe achieved his goal by maintaining regular contact with everyone involved in the Trent case, which is true