Yоu hаve been аssigned а rоle as a Transitiоn Facilitator working with a 16-year-old female in foster care. Amy has a history of fighting with peers and reported experiencing bullying. In turn, she often skips school to spend time with adults much older than her. This has resulted in poor academic performance and being charged with truancy (i.e., excessive absence from school). Her foster parents are concerned as Amy has threatened to drop out of school entirely. However, in the past, Amy has shared interest in becoming a technician/assistant at a veterinary clinic for cats, which requires a high school diploma and associate's degree. Amy has patience and empathy for animals but struggles to build positive relationships with those in authority roles (e.g., teachers, bosses at work, foster parents). Amy's best friend and her best friend's mother are people she relies on for support, but she has also shown appreciation for the school guidance counselor. Based on the scenario above, describe how you would address the problem of truancy (i.e., excessive absence from school) with Amy and her foster parents as a Transition Facilitator using the SODAS method within the TIP model to help guide Amy in selecting solution options that would result in the best outcome based on her goals of becoming a veterinary technician. Use the following format below for your answers. 1. Define the problematic situation as clearly and behaviorally as possible. (That is, why is Amy likely skipping school?) 2. Develop three options for managing the problem (i.e., truancy). (That is, what could Amy do to avoid truancy and/or avoid fighting/bullying from peers?) 3. Identify the advantages and disadvantages for each option. (Keep in mind Amy's concerns and goals.) 4. Select and describe how one or more of the options could be followed through based on Amy's concerns (i.e., fighting/bullying and truancy) and her end goal (i.e., becoming a veterinary technician). Number each response to indicate when one response ends and another begins. Make sure to use in-text citations to support your response when appropriate. You do not need to include references at the end of your post. Click here for access to the Dresser et al. (2015) article. Click here for access to the Skelton et al. (2016) article. Dresser, K., Clark, H. B., & Deschênes, N. (2015). Implementation of a positive development, evidence-supported practice for emerging adults with serious mental health conditions: The transition to independence process (TIP) model. The Journal of Behavioral Health Services & Research, 42(2), 223–237. https://doi.org/10.1007/s11414-014-9438-3. Skelton, E. A., Crosland, K. A., & Clark, H. B. “Rusty.” (2016). Acquisition of a social problem-solving method by caregivers in the foster care system: Evaluation and implications. Child & Family Behavior Therapy, 38(1), 32–46. https://doi.org/10.1080/07317107.2016.1135699.