Emotional Behavior: Case Study

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.

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

Client 2 had small changes from the baseline to intervention (Gliner, Harmon, & Morgan, 2000). Client 3 showed improvement in the baseline and invention (Gliner, Harmon, & Morgan, 2000). Client 4 showed there were slight improvement from baseline to intervention (Gliner, Harmon, & Morgan, 2000). Client 5 had overall improvement. Client 6 had minimal change from baseline to intervention (Gliner, Harmon, & Morgan, 2000). Client 7 showed improvement from baseline to intervention. Client 8 showed great improvement (Gliner, Harmon, & Morgan, 2000). Based on the high anger control scale scores the students that receive anger control training have shown patterns of improvement (Gliner, Harmon, & Morgan,

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

Emotions are used in our everyday lives help us understand and comprehend a situation. The way we feel can affect the way we think through a situation and the situation that we make. Our emotions are expressed when we play sports, when a loved one dies, or when we see our newly born baby for the first time. Emotions are a state of consciousness like joy, sorrow, fear, hate, and love. Whenever we are presented with a situation, our brain responds in feelings, and our feeling determine what will happen next.

QP discussed with Nasir, how to control his anger. QP discussed with Nasir, how cognitive restructuring can help with reducing and control anger. QP asked Nasir to list some things he can do to control his anger. QP discussed with Nasir the effect of his anger. QP discussed with Nasir anger and its consequences. QP asked Nasir to list some ways he express his anger. QP brainstormed with Nasir positive ways to respond to anger. QP pointed out to Nasir that self-awareness and self-control can allow him to have more choices about how to act when he is feeling an intense emotion like anger. QP asked Nasir, if he has self-control when he is angry. QP provided Nasir with a list of things people do and say when they are angry in which he had to identify which is true of him. QP asked Nasir if he want to change how he handle and respond to anger situations. QP asked Nasir to list some things that make him feel frustrated and angry. QP provided Nasir with a worksheet in which he had provide the consequences for the behavior listed. QP provided Nasir with words of encouragement and praises as he participated in the session. QP asked Nasir questions to update his

Dance is the beginning of the unit and therefore serves as an introduction to mental and emotions.

QP engaged Quadir in participating in a CBT activity geared towards anger management. QP explained to Quadir that the activity will learn how to respond to anger and develop a plan for managing anger. QP assisted Quadir in developing an anger management plan. QP asked Quadir to list some behavior that he thinks he need to have better control of. QP asked Quadir to list the things that triggers his anger response. QP asked Quadir to list some things can help him to calm down when he gets angry. QP brainstormed with Quadir negative reaction to anger. QP discussed with Quadir the five basic steps to resolving anger. QP examined with Quadir, how he handle anger responses and anger feelings once they are triggered. QP asked Quadir to think of a

Sprague and Thyer (2003) cite a study that used anger management training to help reduce adolescent outbursts and increase communication skills among peers and adults. Similar anger management and communication skill training with Miss Jones is intended to meet Ms. Wilson’s goal of

The boys had to fill out two papers regards to anger management. One was a scenario for the kids to implicate what would they do if the situation applied to them. The other was a paper that asked where the child was at and where would they like to be in regards to controlling their anger management. It was insightful to understand what the kids felt like they needed to change to improve as part of the treatment. I notice that the group was difficult because the children in this group don’t get along. This was important to the lesson of anger management because it allowed the children to reflect on their behavior especially with each

QP engaged Maunica in participating in a CBT activity geared towards effective coping skills to deal with panic attract. QP explained to Maunica that the activity will teach her effective coping strategies to rid of having panic attract. QP brainstormed with manic symptoms of panic attack. QP asked Maunica, when was the last time she experienced a panic attack. QP asked Maunica to list some symptom of her panic attack. QP asked Maunica how long do a panic attack last for her. QP asked Maunica to explain, what held her panic attack to go away. QP demonstrated to Maunica an example of a panic attack. QP asked Maunica to list some triggers of panic attack. QP discussed with Maunica trends and patterns of panic attacks. QP explained, to Maunica,

QP discussed with My-Kayla, how feelings that are not recognize or identify can lead to unhealthy decisions. QP asked My-Kayla to list some people she feels angry with and explain why. QP asked My-Kayla to list the things about the change she is going through that is causing her to feel angry. QP encourage My-Kayla in discussing her anger feelings. QP practice with MY-Kayla using the “I statement”. QP asked My-Kayla to tell the person she is angry with how she feels by expressing her feelings to a pillow. QP discussed with My-Kayla, why she should not bottle up her feelings. QP assisted My-Kayla in listing some healthy ways of dealing with anger. QP asked My-Kayla to finish the sentences; “something that is happening my family that I am really angry about is, some of the ways I usually show my anger is by, and feeling angry can be hard sometimes because”. QP provided My-Kayla with words of encouragement and praises as she participated in the session. QP provided My-Kayla with the opportunity to express her feelings and thoughts during the session. QP informed may Kayla of the progress she is making towards her goals QP ended the session by reminding My-Kayla of the next scheduled

The purpose of this paper is to find to proper theory for the case study. The theory will help the counselor to determine which treatment will fit best for the case study. The theory that will be used in this case study is Rational Emotive Behavior. The theory will help with depression and anxiety. Client will be able to have rational belief in their daily life.

During the past six weeks of anger management class I learned how to apply skills and theory. With the support of my FI I have learned how to apply the appropriate theory. The reason for our session was C was ordered by the court to attend anger management because of a domestic matter between ex-girlfriend; which resulted in a restraining order. Preparing for the session we had to use several forms to