Hollering Case Study

These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions

(LSDA, 2007, pg8) It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

2. Anticipate who will be affected by your decision. The client would be affected, and his family, if he still has ties with his parents or siblings. If it was a specific person that the anger was focused on, they would be affected, as well as their families. If the anger was just targeted at society, society as a whole would be affected. By making a decision to report such anger, the therapist is taking everyone out of harms ways, or the chance of potential danger.

Interventions: 1) In sessions 1 and 2, the therapist will provide psychoeducation to Robert as it relates to the cognitive-behavioral treatment intervention to address his anger outbursts. The therapist will explain and help Robert identify his thoughts, emotions and behaviors that contribute to his anger and physical outbursts. The therapist will focus on the behavioral perspective and explain how antecedents and consequences influence behavior.

The class teacher should be referred to straightaway in the instance of a pupil swearing at other pupils or at members of staff; or if pupils have been fighting (physically) with one another.

Evaluation of Trauma Informed Care in Clinical Practice Catering to Men in Distress Work-shop Group Structure During the initial stage of each group workshop, the cognitive behavior group counselors will encourage their members to participate by contributing ideas on how they would better benefit from each session, but will also share their

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,

Retrospective chart reviews will be conducted to determine amount of anger clients felt during the BIP at Esperanza Guidance Services. Clients are required to do weekly anger journals along with homework they turn in each week during group therapy for BIP. Weekly anger journals will be analyzed to determine levels of anger each week. Anger journals ask clients to rate the physical signs and behavior signs of anger on a one to ten scale. These journals also ask clients to describe the situation and how they handled it by asking if the client took a time out, stuffed it, escalated it, or directed it. Alcohol and drug use is also discussed in the anger journal. Demographic information was also gathered (age, gender, ethnicity, and race).

One fall morning, when the sun has not come and there is still darkness, I arose from my slumber awaiting the big day I would have ahead. While I am getting ready for the game, by putting on my pads, I get ready to step out my house and get ready for an intense three hours. As I walk to the car, I can already sense the coaches hollering, and the parents just hoping that nothing would go wrong. Each road that we pass and the closer and closer that I get to the field the hollering and the screaming become louder, louder, louder, and louder. Until they stop, as I step on the field, I no longer hear the hollering and screaming. All I can hear are the coaches getting us ready for the game that would happen in fifteen

Assessing Group Process and Skill Selection Description The group the facilitator will be observing is an anger management group that is held Monday, Wednesday, and Friday at Assurance of Hope Institute, Inc. The group consist of twelve men between the ages of twenty-five to forty-five. The group contains ten African American men and two Caucasian men. The group has been meeting three times a week for four months. The group is an open group that is available to all young adult men particularly those suffering from mental health illness. The clients whom attend the group have been either court mandated because of a violent encounter. The group discusses triggers that make one anger, ways to manage your anger, decrease overall intensity and frequency of angry feelings, increase ability to recognize and appropriately express feelings as they occur, identify situations, thoughts, feelings, that trigger anger, angry verbal and/ or behavioral actions and the targets of those actions. The facilitators of the group have explored family background and history to

Disturbing the class Teacher stated individual was hollering at her and the students, throwing things, and hitting on others. No additional services requested or needed at this time. Therapist will work with individual on self-control and anger management techniques to assist individual with controlling his anger. Jacorvis- (8:30-9:30) IRS Therapist met with individual to discuss

He showed an adequate effort to participate in the session. Rapport was established and adequately maintained throughout the duration of the session. He was attentive during the session. Ty’Kevinyon made good eye contact and his affect was normal. He stated that his behavior has remained good. He mentioned that he has been utilizing the anger strategies. His mother reported that his behavior has been good. She stated that he has mainly followed her rules at home. Ty’Kevinyon agreed to continue using the strategies for anger management. The strategies are designed to assist in providing alternative ways to address anger. He agreed to behavior in a manner that is acceptable and appropriate. MHP advised that he uses the self-control strategies. Ty’Kevinyon stated that he will try to convey his anger suitable statements and healthy physical outlets. He stated that his mother has been supportive. Ty’Kevinyon mentioned that he will continue to obey the rules at home. He stated that he will continue to work on his

November 12th, 2015 at 12:13pm at Windham Middle School, students were coming out of the cafeteria like animals loud, pushing, an shoving in the hallway. All the students happened to be sixth graders. Some of the students were dangerously pushing, shoving, and running. Most of the student were extremely loud. Teachers noticed that this has become a problem because it is distracting to some students. This is a really big problem because it distracts students from their work. This is a problem that can be resolved easily by teachers watching and discussing with students on how to behave in the

5). Staff members that are identified with anger management problems need to be directed to some form of counseling to identify trigger points and how to redirect anger positively.

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.