Crystal's Parenting: A Case Study

In order to do this, she must meet with a Psychotherapist for individual counseling once a month for a period of 1 year. In addition, she must also attend group counseling to develop the appropriate coping skills necessary. According to Larry E. Beutler, Rebecca E. Williams and Heidi A. Zetzer, authors of the article “Efficacy of Treatment for Victims of Child Sexual Abuse” (1994), some of the most common and popular forms of treatment interventions available to victims of abuse include individual, family, and group counseling. Research found that these “programs focus their most intensive treatment efforts on the child victim” (Beutler et al., 1994, p.159). Treatment through individual and group counseling is achieved through 4 therapeutic aims: “relieving symptoms, destigmatizing, increasing self-esteem, and preventing future abuse” (Beutler, et al., 1994, p. 159). The second treatment objective Precious must address is to learn about breaking the cycle of abuse. In order to accomplish this goal, she must speak with her mother about the trauma she encountered and learn to manage her anger in a healthy way. According to the article “Effective Practices for Sexually Traumatized Girls: Implications for Counseling and Education” (2007) by authors Lee Underwood, Sarah E. Stewart & Anita M. Castellanos, “Mode Deactivation Therapy (MDT) was

We absorb elements from previous parenting training programs and form a Cognitive Behavioral Parent Training Program (CBPTP) for Child Abuse Prevention targeting first time mothers. Previous evaluation studies show that cognitive behavioral parenting programs are more effective than other kinds of parenting programs with respect to child abuse treatment and intervention (Barlow, 2006). Most of parenting programs specifically designed for child abuse problems are used as a tool for treatment of parents who have already exhibited maltreatment behavior and their children who have suffered maltreatment, for example, Abuse-Focused Cognitive Behavioral Therapy (AF-CBT). The most appropriate target population of AF-CBT is physically abusive parents and their school-aged children (Kolko, 1996). Here the CBPTP is given to first

Before starting the discussion of emotion-focused therapy, it is very important to have an understanding of what emotion is. Historically, emotions were seen as nonspecific and disruptive; however more recent analyses have emphasized the functions that emotions serve (Hebb, 1949). Although emotions address different adaptive problems, they generally facilitate decision making, prepare the individual for rapid motor responses and provide information regarding the ongoing match between organism and environment (Schwarz & Clore, 1983). In addition to this, emotion also serves as a social function for they inform us about others’ behavioral intentions, give us clues as to whether something is good or bad and control our social behavior (Greenberg & Safran, 1987). From an emotion-focused perspective, according to Greenberg (2004), emotion disorder is seen as a result of more failures in the dyadic regulation of affect, avoidance of affect, traumatic

The client Suzanne is a seven year old girl placed in a treatment center for emotionally disturbed children. This center helps children ages six through twelve years old. Suzanne has been diagnosed with an attachment disorder and has been placed in a group home for two years. There are two types of attachment disorders, attachment and reactive attachment (Smith, 2014). She has been meeting with a facility caseworker weekly for the last eight months. Her three year old sister, Cindy, is also placed in the facility with her. Parental rights are currently being processed to be terminated. The caseworker is looking into alternative long-term placement for the sisters. Each sister has a

Once my client is stabilized from the initial concerns of severe depression and suicide attempts, TF-CBT could be introduced. Trauma-Focused Cognitive Behavioral Therapy for Children Affected by Sexual Abuse or Trauma. (2012) suggests that the following areas be covered psychoeducation and parenting skills, relaxation techniques, affective expressions and regulation, cognitive coping and processing, trauma narrative and processing, in vivo exposure, conjoint parent/child sessions and enhancing personal safety and future

QP encouraged Quadir into participating in a CBT activity geared towards emotion recognition and regulation. QP explained to Quadir that the activity will examine ways to look for warning signs and strategies for regulating emotions. QP asked Quadir to list some of emotions he has. QP explained to Quadir that if unchecked some emotional responses can be inappropriate, unhealthy and harmful to self and others. QP brainstormed with Quadir inappropriate emotional responses. QP provided Quadir with a worksheet in which he had to identify the emotions in each situation. QP discussed with Quadir, why it is important for him to learn how to recognize when he is experiencing high emotions and learn how to regulate them. QP encouraged Quadir to watch

Ms. Small- Felix noted that she was unaware of Dorthy’s behavior, but will follow up with therapist. In addition to her medication, she will check with the psychiatrist, she noted that child was placed on a trial to measure her progress. Ms. Small- Felix noted that she will email a copy of the client’s psychiatric report as well as therapist notes for our records. Also, the client’s treatment plan will be mailed out.

There are a variety of evidence based practices that are being implemented for children and families within the welfare system. Many of these contemporary evidence based practices can be found online. The website known as The California Evidence-Based Clearinghouse for Child Welfare contains a list of all the different evidence based practices related to topics such as, anger management, substance abuse treatment, interventions for neglect, and depression treatment. One successful contemporary evidence based practice that has shown great effectiveness is known as Trauma Focused Cognitive Behavioral Therapy (TF-CBT). The primary focus of this paper will consist of TF-CBT and will explore the methodology and effectiveness of this

anger management for child. Date of intake: October 21, 2015. The client and her mom have a strained relationship. There is extensive violence in the home and the mother’s inability to protect her children and deescalate risky situations is a problem. The client has been violent towards her mom and she was removed from the home when she pressed charges against her mother’s boyfriend for assault. The client is currently in foster care. The client does not know her biological father and is currently awaiting a paternity test to determine who her biological father is. The Department implemented recommendations and the mother must comply. If the mother does not comply she will lose her parental rights and child will enter permanent foster care. Mother and client are learning to communicate during Supervised Visitation and their relationship is improving. Mom is bipolar and has Post Traumatic Stress Disorder (PTSD), sexual trauma, seizures, ulcers, and Degenerative Disease (DDD). The client also has sexual trauma, Bipolar Disorder, Chronic Depression with psychosis, Attention Hyperactivity Disorder (ADHD), and Post Traumatic Stress Disorder (PTSD).

A series analyses of covariance appears to have indicated that children assigned to TF-CBT, compared to those participants who were assigned to child-centered therapy, demonstrated significantly more improvement with regard to PTSD, depression, behavior problems, shame, guilt, and other abuse-related attributions. (Cohen, Deblinger, Mannarino, & Steer, 2004, p.400). Similarly, parents or guardians who were assigned to TF-CBT showed greater improvement with respect to their own self-reported levels of depression, abuse-specific distress, support of the child, and effective parenting practices allowing them to parent more effectively. (Cohen, Deblinger, Mannarino, & Steer, 2004, p. 401). TF-CBT assists both the primary caregivers along with the child to ensure everyone in the situation who experiences negative symptoms are addressed and helped therapeutically, to create an outcome where children and their families can live successfully together. This can also include communities as whole TF-CBT helps bring empowerment to its participants and allows them to face their issues head on.

St. Paul Children’s Foundation and Counseling primary focuses in on addressing medical, dental, mental health, and social determinants of the low-income children and families in the community. The goal in for the foundations staff, counselor and social work is to identify barriers that are affecting the clients served at the organization form reaching their fullest potential. In the counseling center, the LCSW’s main goal is to support clients in recognizing psychosocial stressors that are impacting their individual and family life. There are many children served in the counseling center who are currently experiencing trauma or have experienced trauma in the past and need help addressing these issues, and receiving tools to help them function better in their daily lives. In the case of Milagros, she came to the counseling center at the request of her mother, Maria, due to issues with parent-child relationship conflict, behavior concerns, and anxiety issues. The therapist and clients worked together on areas that they needed to address in future counseling session and the intervention plan was developed. The LCSW generally utilizes Cognitive Behavioral Therapy (CBT), 1-2-3 Magic, Parent-Child Interaction Therapy (PCIT), and Family Behavior Therapy (FBT) to help clients in therapeutic counseling sessions. In this intervention paper, PCIT is the chosen intervention used in therapy sessions with Milagros and Maria.

This intervention is a group intervention that youths (grade 6-9) to understand their anger and develop their emotion regulation skills or students who have emotional behavioral disability. The strength of this intervention is to encourage students to become aware of their feeling of anger, frustration, and other feelings associate with anger such as shame and guilt, sadness, and loneliness. The intervention helps

The use of strengths based model was also effective in my opinion. In the beginning of the client’s treatment she admitted the only reason for participating was to keep custody of her children. With the generalist’s approach of focusing on her children as a strength, she was successfully able to create and follow a treatment plan. Ultimately, once the client was ready for change she successfully followed the treatment plan and prepared for her

mber has a very strong bond and connection with her children. The children love spending time with Amber and demonstrate this during visits by laughing, smiling and playing with her. Amber always plans age appropriate activities for the children during visits. Amber prepares hot meals, attends to the children’s needs and is very attentive. Amber’s authoritative style of parenting creates a very healthy balance with the children. Amber set reasonable expectations such as completing homework assignment, following instructions, and being kind to each other and expects the children to abide by them.

Case management services were provided through an FTM (family team meeting) in Anaheim. Present at the meeting were WYP (Wraparound Youth Partner) Andy Ngo, WPP (Wraparound Parent Partner) Maria Gallardo, WCC (Wraparound Care Coordinator) Francisco Isais, PO (probation Officer) Yolanda Talwar, and the youth. The youth’s mother was not present, due to an appointment she cannot miss. The team started with the positives and successes. The youth is trying to reflect on his anger toward his siblings, the youth is going to school on time, and the youth is trying to behave at him. The youth was sharing more and voicing his opinion during the FTM. The team was amazed. WYP Ngo was proud of the youth. WYP Ngo praised the youth. WYP Ngo let the youth