Disruptive Behavior Case Study

Ronnie’s mother left the area after awhile and moved in with her sister, where she often left Ronnie and his brother while she went out with her drug addicted boyfriend. When his mother was gone, Ronnie’s aunt started abusing him and lying to his mother about it. One time Ronnie begged his mom to take him with her, and she allowed him to come. While at her boyfriends’ house, he witnessed a brutal stabbing that caused him to start fantasizing about doing the same thing to his aunt. After more abuse by his aunt, Ronnie’s mom finally takes the boys back to her parents house, but soon abandons them when Ronnie was only six. He took his anger out by being a bully at school, and started to beat up his younger brother. His mother came back occasionally, but never stayed.

Anilda Rodriguez, adoptive mother/grand aunt, reported that her 14 year old, adoptive son Anthony Rodriguez, is disrespectful towards authority figures, failing all of his classes, multiple suspension from school and does not take ownership of his ungoverned behavior. According to Ms. Rodriguez she has been taking care of Anthony since he was 1 ½ year old. Ms. Rodriguez reported that Anthony is diagnose with ADHD and has an IEP. Ms. Rodriguez reported that the child has engaged in mental health services since the age of 5. Ms. Rodriguez reported that the child received appropriate mental health services and psychotropic medication (Focalin XR 25mg) prescribed by psychiatrist George Alvarado (718) 283-8215 (once a month) at Maimonides’s Mental

At some point during the 2011 school while attending Mt. Zion Primary in Clayton County, Peter was first referred to his school’s tiered Response to Intervention (tier 2) program of student supports. At this time, there were no reported behavioral difficulties, although the student was said to display concerns with regard to reading fluency. Records indicate the student was formally referred to the Student Support Team (SST) process on 5/2/2013 when he attended 3rd grade in Henry County, although it mentioned in the documents that he was having significant behavioral difficulties as far back as at least 2nd grade. It appears the behavioral manifestations erupted about 10 months after the death of his father.

At 18 months Tommy displayed hyper and difficult to discipline behavior. He lived with both of his parents as well as his paternal grandparents up until his parents’ divorce when he was five. Prior to the divorce the relationship between his parents was very strained. While Tommy was living with his parents his mother refused to take her medication, experienced extreme mood swings and often engaged in inappropriate behavior. Tommy mimicker her inappropriate behavior and often exposed his genitals to other children, which resulted in him being placed in a school for children with behavior problems. At the age of three Tommy was diagnosed with Oppositional Defiant Disorder

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

As for Reactive Attachment Disorder, he rarely seeks comfort. If he comes to the partial room, it is usually to avoid something else. He does not like talking about his feelings or even his day that often. He will joke around with you, but it is like pulling teeth to have him be serious and talk about serious issues appropriately. He has only had one foster family, but he has tried to contact his biological mother and she turned him down. He does not like to get too close to anyone. He will start to back away if he feels relationships are getting too close for comfort. He is a very sociable child. He likes to talk and he will tell you he likes drama, but there is no emotional connection. He could cut his friends without thinking twice about it. He is also very mean to some of his nicer friends. He is very back and forth with relationships. He does not want the attention when it is being given, but as soon as you go to walk away and not pay attention anymore, then he wants your help again and will start working on his assignments. He is an attention seeker. It bothers him if you walk away or use planned ignoring with him. Usually he will go back to class

In line with The Data Protection Act 1998 I have used a pseudonym for the induvial whom I have provided a case study and will refrain from using the organisations by name. Lisa is a 17-year-old who was admitted to the ward with severe depression and was suicidal. Lisa’s parents left her with her grandmother at the age of 10 as they both were alcoholics and could not afford to look after her. Lisa has had a rough upbringing. Lisa’s behaviour can change quickly from being happy to angry and violent.

Aggression and violence in the medical setting appear to be on the increase. In support of this impression, a number of studies have documented surprising rates of such behavior toward trainees as well as physicians-in-practice. However, to date, these studies have focused on the experiences and reports of professionals, not patient offenders. In a series of investigations, we examined aggressive and disruptive office behaviors from the perspective of the perpetrators—the patients. Findings from these studies indicate that disruptive office behaviors by patients appear to be related to borderline personality symptomatology, alcohol/drug misuse, prescription medication abuse, and higher rates of past mental healthcare utilization. The results

Leading through Vision. This training focused on setting goals and creating a departmental vision that aligns with the overall organizational vision.

Students need guidelines to follow, otherwise, they may feel inclined to act in a way considered unruly. Bethel University has established a Disruptive Behavior Policy to address this concern. By reading the policies you can get a better understanding of what is expected from each individual morally. These policies being followed will give one confidence in being able to trust that the

Therapist met with individual to discuss progression or regression of individual’s ability to apply anger control skills to decrease anger while at school. Therapist observed individual making anger outbursts toward his peers. Therapist and individual identified anger management techniques to assist individual in maintaining his anger and decreasing negative outbursts toward others through open-discussion. Individual states he will ignore his peers and walk away before getting and pay attention to his teacher.

The two disabilities that I have chosen are Oppositional Defiant Disorder and Attention-deficit/hyperactivity disorder because of the student population that I work with these are two of the most common disorders that I come in contact with. First, Oppositional Defiant Disorder is a behavioral disorder characterized by a persistent pattern of defiant, disobedient, and hostile behavior towards authority figures; a frequent loss of temper, arguing, becoming angry or vindictive, or other negative behaviors (“Oppositional Defiant Disorder”). However, there are a number of accommodations that can be used for this type of student disability such as giving the student frequent positive teacher recognition or praise School-Wide Strategies for Managing...

Ronnie starts remembering her love for music, something she shares with her father. Finally, they start to have good relationship, but her father gets an unpredictable

Family fighting, drug use, poor parental guidance ultimately led to a life of anger and violence. As a child, his mother would often leave Ronnie and his brother Kenny alone while she went out to use drugs. On occasion, his aunt would look after the two boys while their mother was away. Not only did their aunt physically abuse them, but later on their mother’s boyfriend introduced them to using and selling drugs, stealing, and guns. Re-living these memories was as agonizing and traumatic as one could imagine but it was paramount in learning how and why he became the person he did. Many boys at Giddings were convinced that no one loved them, and Ronnie was no exception. Giddings therapists used these sessions to break through the wall he put up thinking that no one loved them or cared what happened to them. More often than not, they were successful reaching students this way.

Disruptive behaviors are a challenge for therapists and require a different approach than those implemented for adults. Establishing rapport is the foundation for the change process to begin. Sommers-Flanagan and Sommers-Flanagan (2007) assert that traditional counseling techniques are ineffective for working with children and adolescents, and a multicultural therapy approach increases the likelihood of engaging them in therapeutic relationships. Adolescents are a subculture and require a person-centered approach, whereas therapists believe that adolescents have the resources and the ability to change. The therapeutic alliance formation involves the therapist’s ability to utilize the individual’s strengths as a mode of change.