Emotional Analysis

They may feel disoriented, unsettled and even anxious if they cannot finish a game or fantasy play. Reich& Zaurta (2010) suggested children use different coping mechanisms to reduce their anxiety. Some showing challenging behaviour when others may carry on playing and ignore the instructions they have been given. However, in order to help these children, practitioners must understand the children’s point of view and to know children use those coping behaviour because they are unable to tolerate their emotions, therefore, practitioners should help the children to manage their emotions in order to be more cooperative with transitions.

Anger in a business setting can cause one to act inappropriately or unwisely by blowing an incident out of proportion and possibly irrevocably damaging a career. Learning that at any moment we have the ability to consciously control our anger is empowering but not that easy to accomplish. Goleman asserts the body’s chemical reaction to stressful situations, relating back to our ancient ancestors, is the reason for this difficulty. The introduction of hormones into the body is not a gradual elevation, but a quick release relating back to our basic fight or flight response to environmental dangers. Every day, hormones are incrementally released into the body with each passing taxing stressful episode until a level is reached that triggers anger. He offers two weapons against anger outbursts. The first is method is to recognize, as early as possible, what is triggering the anger. This disruption of the anger

In addition, children’s play holds significant therapeutic value in providing a safe, protective environment in a space where children can recreate themselves and self-cure” (Campbell et al., 2010). The strongest therapeutic tool used in this process is the child’s innate drive to self-actualize.

Cerangolu (2010) found that video games could enhance the therapeutic experience. They could help facilitate the therapeutic relationship as young people may be more willing to relate to a therapist that is ready to engage and understand their normal way of playing. Also sitting side by side rather than at the conventional “ten to two” setting also may make the young person relax. How the game is played can also reveal the young person cognitive style.

Talin displayed a visibly positive and social affect when he arrived this morning. He smiled often and was socially appropriate when interacting with staff and peers. I went over Talin’s schedule with him for today and then allowed him to choose an activity for some independent leisure. Talin spent some time writing in his notebook, and putting together a puzzle. Before heading out for the day, Talin was given a couple of visual options to choose from to determine what activity he preferred to do first. Talin first chose to go to Bowling. I assisted Talin with obtaining his shoes and bowling ball. I then showed Talin what lane he would be bowling on. Talin was visibly excited bowl, needing redirection to put his shoes on before starting the

A: MHP assisted Ty’Kevinyon in recognizing successful strategies that have been used on days when he controls his temper and does not hit siblings, peers, or others. MHP coached in meditation and self-control strategies to help Ty’Kevinyon convey his anger through suitable statements and healthy physical outlets. MHP encouraged his mother to supply continuous praise and positive reinforcement for his positive social behaviors and better anger control. MHP recommended that Ty’Kevinyon expresses his anger in a positive manner. MHP provided reinforcements for positive behavior.

Client was able to reflect the right feelings using her body language and facial features during the game. Client was able to find a suitable solution for her feelings of frustration working in a group by saying, "Next time we will do better." When therapist asked client during the game what her first three thoughts would be if her teacher said "I'm going to call your parents," client reported, "I would ask why, then say I didn't do anything, then tell my teacher that my mom is at work and can't talk." When the client pulled a game card asking when was the last time she talked back, client reported the last time she talked back was when her foster mom refused to let her play outside. When therapist gave client emotions board to identify the three emotions she felt during the session, client reported that she feels joy because she likes the new board game, happy because we plan to talk about controlling anger next session, and surprised because of the new therapist. Therapist praised the client and her thoughts and behavior and client was happy with therapist

When I began examining specific cross-cultural differences in psychological processes, a particular example that resonated heavily and constantly in my head came from the original article called: Cultural and Educational Influences on Pain of Childbirth by Dr. Matisyohu Weisenberg and Zahava Caspi. In this study the authors examined the effects that educational history and differing sociocultural families of origin have on communicated ratings of pain and specific pain behavior prevalent during childbirth (Weisenberg et al., 1989). On a more elementary level, the authors investigated the disparities in how people verbally and physically react to pain prevalent during childbirth based upon differences in cultural and educational influences.

game.” If the child’s aggression is increased by the violence in these games, then his or

Some of the other concept that is relevant in the assessment is the concept of “Positive Punishment” and “Negative Punishment”. The “Positive Punishment” looks at interdicting a painful stimulus to reduce the likelihood of an undesired behaviour being preformed. In contrast, “Negative Punishment” is removing a pleasurable stimulus to reduce the likelihood of an undesired behaviour being preformed. Referring to the case, Esther uses Negative Punishment in which she takes away playing hockey, meanwhile Esther should be using a positive punishment when the negative behaviour occurs resulting in the child to become more applied rather than withdrawn.

This essay will explore the nature of the therapeutic process; using my fifty minute long real play session with one of my colleagues. Also, I will explore my experience of the therapeutic relationship and how it influences therapeutic change and increase the affectivity of the therapy.

Emotional intelligence was described formally by (Salovey & Mayer). They defined it as ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions’. They also provided an initial empirical demonstration of how an aspect of emotional

In the selected case study, The mode of therapeutic intervention will take the Gestalt Play Therapy focus. The interaction between Jacob and I will be an open dialogue with straightforward caring, warmth, acceptance, and self-responsibility that specifically focuses on inclusion, with me fully present in the experience of Jacob, where I will not judge, analyze, or interpret what is observed. My presence refers to expressing observations, preferences, feelings, personal experience, and thoughts to Jacob. Commitment to dialogue will present the opportunity to encourage a sense of connection between Jacob and me. Our dialogue will be active and nonverbal or verbal. It can be any modality that expresses and moves

Ray, Bratton, Rhine, and Jones. (2001). The Effectiveness of Play Therapy: Resopnding to the Critics. International Journal of Play Therapy, 10(1), 85-108.

The members of this group collaborated through email after the reading groups were assigned through email. A Google Doc was then created to publish brief ideas about the book once read. The members then through email again divided up the sections of this book review to complete the rough draft of the assignment. Once completed, members were able to comment and edit each section. The group finalized the project through email.