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:

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

Impulsivity is a multifaceted construct that refers to ‘a predisposition toward rapid, unplanned reactions, with diminished regard to the negative consequences’ (Moeller et al.,2001; Brewer & Potenza,2008). Aspects of impulsivity are suggested to be governed by the executive function of behavioural inhibition, that regulates self-control (Miyake & Friedman,2012). This encompasses a continuum from high self-control to impulsivity.

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.

Invention: MHS actively builds a level of trust with the client and her mother during this first session. MHS greeted the client warmly with a smile and a shake hand. MHS began the session by introducing herself to the family. MHS asked the client to introduce himself to the MHS. MHS gathered information from the client’s mother. The client’s mother informed the MHS client is having trouble sharing with his sibling, allowing his sibling to talk, helping around the home and paying attention. The client said he is doing fine. He said he is nice to his brother, but he does not like his sisters because they hit him. The client’s mother said he is always moving around doing something. The mother shared that the client talks to much and he is

Client reported that he has been doing well since the last session. He reported desires of change of his diet, change of the time that he wakes up, and reduce the amount of tobacco use to become healthier. Client reported that he needs to prepare to go to the court because his ex-girlfriend may not let him see his daughter. Client spoke in length in regards of what he wants to change and achieve, and how he was not able to. Client reported that id he needs to have a heart surgery, he would rather avoid it, and choose to die from heart disease. Client denied having suicide thoughts. He reported that applying the new thought "I just want to be with someone" for the use of ABC model when he sees his ex-girlfriend has helped him throughout

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.

Practicing the client’s oral motor skills, reducing impulsivity, and working on emotion recognition skills were the primary goals of the therapy session. Utilizing verbal cues, the clinician helped the client appropriately pace her eating and drinking. To address the client’s difficulty recognizing emotions correctly, the clinician utilized visual cues and modeling to help the client correctly identify a variety of emotions.

The hyperactive and impulsivity symptoms include: fidgeting with hands, talks excessively, unable to play or engage in leisure activities quietly and difficulties awaiting in turn (DSM-IV, 1994). These items have been retained in DSM-V. However, because DSM-IV was criticized for it’s poor criteria set in diagnosing adults (Roberts & Milich 2013), exemplars have been changed to include more adult-suitable behaviours, such as in one item, DSM-IV notes “often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or home-work)”. Whereas in DSM-V, this has been altered to “Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers)”. There is also evidence that there is significant instability in the appearance of symptoms, especially as children mature into adolescent and adulthood. Hence, it is not surprising for children to become less hyperactive-impulsive as they become older, and becoming predominantly inattentive (Roberts

Intervention:MHS met with the client and inquired about how he was feeling. Client reported that she was feeling okay. MHS asked client to elaborate on okay. Client reported that things have been going well this week and that he has been in trouble. MHS reviewed the previous session. MHS and client discussed his behaviors in school. Client's grandmother reported that she has been doing well . The client teacher reported that client has been talking excessively in class but he has been talking back. MHS educated the client on following rules and being respectful to adults at school and in the community.

Intervention 2: During second session and as needed, Suzette and clinician will fill out a “Testing Your Thoughts” Worksheet.

Client will read the article, “10 Reasons You Can’t Say How You Feel” by John M. Grohol, Psy.D., provided by Counselor. Client will then reflect and write 2-3 pages on those reasons, if any that he can relate/identify with. Client should shift perspectives and see if this article can possibly provide understanding of why a person in his life may have been unable to communicate

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

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