Impulsive Behavior Observation

Impulse control disorders are a type of mental disorder. People with impulse control disorder are unable to control impulses. Impulses are a sudden need to do something (to act). Impulses are normal, and most of us learn how to control them. People who are unable to control impulses repeatedly act without planning or considering the consequences. Their actions may be harmful to people, animals, or property. The three most common impulse control disorders are:

These thoughts/reactions are going to impact my supervision approach in a way that I am making sure that Alan is providing the best services possible to the client and her family, while also making sure he is confident in his abilities in approaching this case.

Due to Marks very depressed state, the initial interaction required a great deal of empathy and high degrees of compassion. When first engaging a client, it is important to be compassionate and empathetic and listen without interrupting, prompting or advising (Berg-Weger, 2013). Reflecting and summarizing content delivered in the session is a valuable way to let the client know that you are actively listening to what they are saying

Invention: MHS asked the client about the last time she was angry. MHS asked the client to share the complete story and her reaction. The client told the MHS about a story about her and her boyfriend arguing because he took her money. MHS think about what she could have done different to change the outcome of the argument. The client said she would not change anytime about the situation. MHS asked does she do when she becomes angry with other. The client said walk away and pray to God she of go off on them. MHS and the identified her anger triggers and reviewed coping skills to deal with

Oberservation/ Particpation: MHS met with the client and the client’s father at home. The client was in a good mood. The client made eye contact and was engaged the session. The client and the client father was very eager to share the latest new about the adoptive with the MHS. The client appeared to be very happy about the adoptive. The client also shared how he has been getting into a little trouble because his parents and himself sometimes fail to communicate effectively. The client father stated they are open to listening to the client as long as it is believable. The father said the client has been untruthful in the past. The client expressed his frustration with trying to plead with his parents.

S: Today, the client was still on lunch duty. While on lunch duty, it was discussed about how P.C’s grandpa and dad did not show up for the schools Dad/Grandfathers day. She reported that her grandpa was supposed to come but he had a doctor appointment that her mom took him to. It was just found out that her grandpa has cancer. When P.C ate lunch she sat alone again. Her treatment plan was brought up and her action step of sitting with other classmates was discussed. She expressed she would try this week. P.C helped brainstorm different ways where she could ask classmates if she could sit with them at lunch.

S: The couple presented with concerns about their homework assignment/project from the last session. The couple stated that they had hurt feelings at the beginning of the “date night” due to different levels of commitment to the assignment. The couple stated that the hurt feelings were a familiar pattern when the couple was not communicating effectively. The couple agreed that they needed to communicate more effectively about their feelings because Steve would rather not talk about feelings immediately and Adam would rather process their feelings as soon as they happen. O: The topic of this session was communication. The couple arrived ready to talk about their homework but appeared to have some notable tension. The counselors invited the

In a national survey conducted by the National Comorbidity Survey Replication they found that a large number of individuals in the United States have a combination of impulsive angry behavior and access to firearms. The study also found a significant three-way association among owning multiple guns, carrying a gun, and having impulsive angry behavior. People owning six or more guns were about four times more likely to be in the high-risk anger/carry group than those owning only one gun. Persons with impulsive angry behavior who had access to guns at home were more likely to be male, younger, married, and to live in outlying areas around metropolitan centers rather than in central

In this paper I am going to observe and access the client, Tara using the Cognitive Theory. The understanding of the theory is that the thinking process of the human brain influences the emotions. A model by Albert Ellis called the “A-B-C”, is a chain of events leading to dysfunctional emotion (Ellis, 2005). A refers to the “activating experience”, B to beliefs, and C to consequences (Whitbourne & Halgin, 2014, p.90). These lead to dysfunctional attitude, experience, automatic thought, and Negative emotion. Psychologist in this felid believe that you have to reconstruct the thought process from negative to positive.

Together we talked in class about impulsivity and compulsivity it seemed to me there were some similarities between the two, for instance, how they both define actions performed without much forethought and result in some consequences less than desirable. However, impulsivity is taking a sudden risky action, whereas doing something compulsively, is doing something habitually, repetitively, or within certain rules. It was helpful for me to envision the two concepts on opposite ends of a spectrum with impulsivity leading into compulsivity with some overlapping and shades of grey in between the two. When applying these concepts to the five stages of addiction as outlined by Washton, A.M. & Boundy I see how the Infatuation stage relates to the

However, I may have not used all the skills necessary to draw out the client’s feelings and meaning in a therapeutic way (Ivey & Ivey, 2007). I used open ended and closed questions to gather more in depth information from the client. For example, “What are your expectations?” and “Would you be satisfied with your grades if your parents do not pressure you?” I also used encouragers such as head nods and repetition of key words stated by the client. I also summarized her story several times to clarify with the client that I was hearing her correctly. I felt that she was motivated to elaborate (Ivey & Ivey, 2007, pg 231). I also used some observation skills such as observing the client’s verbal and non verbal behaviours, e.g. her voice tone, eye contact and the way she was sitting at certain point in the session. While I listened to the tape, I realized that I had empathized and reflected on the client’s feelings a few times and this was done later in the interview. Not reflecting empathy earlier led the client to think that I did not understand her situation. Also, I imposed my values on the client by telling her that eighty percent is good even though she clearly stated that it is really bad for her. I thought this would have made her feel better but it did not. If I were to meet this client again for the same issue I would reflect empathy by saying the following: “Getting good grades means a lot to you. I can see

Goal: Decrease the frequency of impulsive behavior form 3 weekly to no more than 2 monthly.

Goal: Decrease the frequency of impulsive behavior form 3 weekly to no more than 2 monthly.

Inexorably we can detect there being many disadvantages with acting impulsively such as Macbeth did when he eradicated Macduff’s family and servants but there are also many advantages to acting impulsively as well. When we as wights act impulsively we act solely based on our truest emotions and deepest beliefs. The reason I say this is because if we always calculate every action we take we may not make the proper decision in time. A paragon of such would be when the twenty four year old american soldier known as Kyle Carpenter jumped on a live grenade to protect his colleague and fellow patriot without thinking about the possible dangers. Luckily they both survived, but without this impulsive act of courage to save someone else’s life there

Goal: Learn how to effectively manage impulsive behavior at school within a 6 month period.