Anger Management And Intervention: Explaining Angry Behavior

The atmosphere he grew up seldom showed any anger / aggression management. His father used to physically abuse him and his mother for very little mistakes. As a child, he learnt the only way to get rid of

COMMUNICATION STYLES AS CORRELATED TO THE STRESS AND ANGER MANAGEMENT OF SELECTED BS PSYCHOLOGY FRESHMEN STUDENTS

Objective 1: AEB a reduction of 75% of Robert’s maladaptive behavior responses relating to conflicts with others by the end of the 3 month treatment period based on his self-reporting Behavior Anger Response Questionnaire (BARQ).

Anger is often a difficult emotion to express and understand and it has come to be recognized as a significant social problem that our society facing today. This paper discusses the efficacy of the Cognitive-behavioral therapy (CBT) and the Emotion-focused therapy (EFT) for treating patient with anger problems and compared therapists’ view on emotion which how they see emotion as the prime mover in human experience in different ways respectively. Besides, the development, overview and the similarities of CBT & EFT has been critically compared and discussed in this essay. CBT and EFT conceptualize emotional problems differently and employ different techniques in each therapy. Although the CBT and EFT possess many distinct

I: Timothy seemed genuine about addressing his anxiety issues. He expressed a desire to improve his anger problems. He was cooperative during the session. He mentioned that he has been working hard to control his anger. Timothy noted that his anxiety level has been high. He stated that his son his is biggest motivation as well as his biggest concern. He stated that he gets angry easily. Timothy stated that he has been reading more about anger. He also agreed to identify triggers that lead to his anger. Timothy stated that he will continue to work on his anger.

I: Timothy expressed a desire to manage his anger in a more constructive manner. He was attentive and cooperative throughout the session. He mentioned that his anger management could be better. He noted that for the most part, his behavior has been fine. Timothy stated that his father has been supportive. His father reported that his behavior has improved. However, he mentioned that he could do better with controlling his anger. Timothy agreed to work on managing his anger. He also agreed to use the strategies to further improve his behavior. He stated that he will continue to work on his anger this week.

• reduce the stress experienced by staff and parents who lack confidence in the face of

Intervention: MHP taught Ty’Kevinyon strategies for anger management skills. MHP used a motivational interviewing approach involving active listening, clarifying questions, and the examination of the consequences toward his acceptance of responsibility and willingness to change anger control problems. MHP taught Ty’Kevinyon efficient communication and assertiveness skills to convey anger in a controlled fashion and to meet his needs through more practical actions. MHP taught Ty’Kevinyon to use progressive relaxation or guided imagery techniques to stimulate a sense of calmness and decrease the intensity of his angry feelings. MHP taught Ty’Kevinyon anger, problem-solving, and communication skills to reduce anger. MHP provided positive reinforcements.

Intervention: MHP and MHS discuss several incidents in the home that Samantha displayed defiance and disrespect. MHP use role-play to process outcomes from reported behaviors and practice alternative ways to express herself. MHP, MHS and Samantha discuss the role-play and possible trigger for the behaviors. MHP provide Samantha examples of her behaviors that is consistent in all environments. MHP administer the circle of support to prepare for Samantha’s discharge. MHP offers Samantha to review coping skills to improve overall behaviors. MHP explain to Samantha adjusting to a family unit is important.

Petrosky rated Emalie in the Clinically Significant range in the areas of Somatization (displaying a high number of health-related concerns) and the Content Scale area of Negative Emotionality (a tendency to react negatively when faced with changes in everyday activities or routines). Mrs. Petrosky rated Emalie in the At-Risk range in the areas of Aggression (sometimes displays aggressive behaviors, such as being argumentative, defiant, and/or threatening to others). There were two Content Scale areas that her mother rated Emalie in the At-Risk range. Those two areas were Emotional Self-Control (becomes easily upset, frustrated, and/or angered in response to environmental changes) and Executive Functioning (difficulty controlling and maintaining her behavior and mood). Emalie’s teacher rated Emalie in the At-Risk range in the area of Learning Problems (difficulty comprehending and completing schoolwork in a variety of academic

The treatment goal is for the client to learn effective ways to manage her anger. The primary goal is for the client to identify strategies and techniques that will allow her to deal with her anger and to recognize events and cues that can trigger her anger to intensify. Another goal is for the client to analyze family patterns and how her family dealt with anger and other emotions and how past interactions can impact her current thoughts, feelings and behaviors. By identifying strategies and recognizing cues and past patterns the client will be able to focus on managing her anger and using effective techniques in order to reduce her anger.

QP reviewed with Quadir appropriate responses to anger feelings. QP asked Quadir to list some rules of the house and school that he has to follow. QP examined with Quadir, what causes him to get upset when asked to complete task from his mother, teacher, and grandparents. QP reviewed with Quadir how to respond to anger situation appropriately. QP discussed with Quadir on task and attentive behaviors in all settings. QP reviewed with Quadir mediation, self-control strategies and impulse delay strategies. QP asked Quadir to discuss a time when he has demonstrated good impulse control and engaged in fewer disruptive behaviors. QP asked Quadir, if he has decreased the frequency of disruptive, aggressive or negative attention seeking behaviors. QP asked Quadir, how he is get along with his mom. QP praised Quadir for the progress he has made with his behavior in the home and at school. QP provided Quadir with feedback on the positive progress he as mad since starting IIH services. QP suggested to Quadir to keep up the good work he has made and continue to improve on the changes he has made with his behavior and the goals he was working

The family checked-in as being “okay” and week was “good.” The family presented in a euthymic mood and it was congruent with affect. During this session, the therapist and family focused on treatment goals accomplished and completion of the therapeutic process. The youth’s mother was asked to identify what was the most difficult challenge she experienced during the therapeutic process. The mother reported it was difficult to handle a teenager with anger management problems while leaning how to adjust to an alternative way of disciplining. She indicated Denae’s attitude is not perfect, but she and her husband has learned how to punish without having to use physical force. The youth reported her greatest challenge was controlling her behavior and anger.

QMHP-C encouraged Summer to stay attentive during sessions. QMHP-C expressed that knowing her right will also help with develop anger management skills. QMHP-C encouraged Summer to think of her rights when she has anger outburst. QMHP-C reminded Summer that she can express herself but just be mindful how and respecting others. Summer responded to QMHP-C “question that she did not know what rights mean.” QMHP-C explained that rights mean agreeing with what is just, good, or proper. QMHP-C explained how assertive rights can be used always to deal anger outburst. QMHP-C expressed the importance of doing things in an appropriate manner will help her develop anger management skills. QMHP-C roleplayed by picking the first picture. The first picture

Hilton L. Fordham, Jr., PP met with Ashley in the home to family skill building activities. Ashley is receiving services because of her inability to control her anger, aggressive behaviors, explosive mood swings, and poor communication with others. Ashley current behavior include being argumentative, oppositional with others, cursing, and increased irritability. During session Ashley presented alert and calm as evident by her willingness to engage with paraprofessional in activity and discussions. Ashley was well groomed and wore a white shirt with blue pants.