Maunica Case Study

I: Timothy seemed genuine about addressing his anxiety issues. He expressed a desire to improve his anger problems. He was cooperative during the session. He mentioned that he has been working hard to control his anger. Timothy noted that his anxiety level has been high. He stated that his son his is biggest motivation as well as his biggest concern. He stated that he gets angry easily. Timothy stated that he has been reading more about anger. He also agreed to identify triggers that lead to his anger. Timothy stated that he will continue to work on his anger.

I: Timothy expressed a desire to manage his anger in a more constructive manner. He was attentive and cooperative throughout the session. He mentioned that his anger management could be better. He noted that for the most part, his behavior has been fine. Timothy stated that his father has been supportive. His father reported that his behavior has improved. However, he mentioned that he could do better with controlling his anger. Timothy agreed to work on managing his anger. He also agreed to use the strategies to further improve his behavior. He stated that he will continue to work on his anger this week.

In the 1980’s Dr. Barry Glick and Dr. Arnold P. Goldstein crafted the Aggression Replacement Training (ART) to respond to the rising incidents of violent crimes perpetrated by juvenile offenders (Glick and Goldstein, 1987). ART is a 10-week, 30-hour training program which consists of three components: Structured Learning Training, Anger Control

Maunica responded well to the intervention. Maunica continues to make progress towards her goals. Maunica stated, school work, relationship with her boyfriend, peers and maintaining her mental health. Maunica stated, journaling, talking with friends, praying, eating and walking. Maunica stated, that she tries to distract her thoughts during stressful events as a way of dealing with stress. Maunica stated, smoking, drinking, doing drugs, eating, engaging in sexual activities, fighting and abusing self. Maunica stated, school work, peer influences, and how she handles her mental health. Maunica stated, her relationship and how other people react to her or treat her. Maunica responded no, because stress is treated differently, by people and how

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.

Mai is 43 years old and lives with her husband and 3 children in Comox, BC. Mai is a first generation Canadian and her parent live in Surrey, BC. She is a mother of 2 boys, ages 13 and 11 and 1 girl, age 7. Her sons are in hockey and soccer. Her eldest is in the school band and her middle child is on the school track team. Her daughter is not interested in sports or music and Mai is struggling to find the right activity for her daughter because she feels strongly about her children being involved in activities. Mai works as an receptionist for the municipality of Comox. During lunch one day, she was talking to a coworker about ideas for her daughter. Her coworker volunteers on the Pacific Shores Area council of Girl Guides and suggested the organization. Mai likes what her Coworker described, her daughter likes crafts, working a group, and camping, however Mai has never really given the organization much thought past their cookies. When she arrived home that day, she

Bushman has been studying the causes, consequences, and answers to human aggression is and how to deal with such aggression. McRaney details Bushman’s 1990s studies regarding catharsis and if effects truly manage one’s emotion. During the time of Bushman’s study, self-help books regarding personal aggression all advised to vent anger as catharsis seemingly helps reduce it. As part of Bushman’s experiment, he grouped 180 students into three parts. “One group read a neutral article. One read an article about a fake study that said venting anger was effective. The third group read about a fake study that said venting was pointless,” (McRaney 122). Bushman’s entire process had followed the scientific method, where hypotheses are proven through experimentation, and the notion of dividing students into groups is the first step. Every student was then required to write an essay about abortion, a subject which can be touchy and contain strong feelings. The students were then told that their essays were graded by the other students, where half of the group received an exceptionally high score, making them happy and satisfied, and the other half receiving a terrible score, leaving them passionately angry. After receiving their grade, the students were given a choice of activities: reading a story, punching a punching bag, or watching comedy (McRaney 122). Those who read the article about how venting anger is effective and became angry over their bad essay feedback chose the punching bag, where those who received positive feedback chose the nonaggressive activities. Bushman had proved that through his study, catharsis is only influenced after being exposed to the concept of venting anger. Revenge and closure is the second part of Bushman’s study where students who received bad scores were told either to punch a punching bag again or wait a small amount of time. They were put up against people who had graded their essay to press a button

Intervention: MHP taught Colton how to identify situations, thoughts, and feelings that trigger angry feelings, problem behaviors and targets of those actions. MHP taught Colton calming techniques (e.g., muscle relaxation, paced breathing, and calming imagery) as part of tailored strategy for responding appropriately to angry thoughts and feelings when they occur. MHP taught Colton the thought stopping technique and assign implementation on a daily basis between; reinforcing success and providing corrective feedback toward improvement. MHP taught Colton conflict resolution skills.

Intervention: MHP, MHS, Ms. Brown and Samantha discuss recent incidents in the home in which Samantha display anger towards MHS. MHP explain to Samantha and Ms. Brown when the increase verbal aggression towards MHS was noticeable and Samantha refuse to comply with MHS requests. MHP and Samantha discuss her emotions and triggers to the anger towards MHS in the home. After progress Samantha’s emotions, MHP share the one on one interaction with MHS and Ms. Brown. MHP valuate Samantha’s emotions about struggling to maintain her happiness and communication with MHS.

He will also demonstrate anger through appropriate expressions and healthy physical outlets. A: MHP educated Jer’Quaren about the consequences of negative behavior. MHP taught Jer’Quaren conflict resolution skills. MHP utilized a worksheet about anger management. MHP provided reinforcements for positive behavior. I: Jer’Quaren appeared to be positive mood at the onset of the session. He showed an adequate effort to participate in the session. Rapport was established and adequately maintained throughout the duration of the session. He was cooperative during the session. Jer’Quaren made good eye contact and his affect was normal. He stated that his day was going well. He mentioned that his behavior has been better. His foster mother reported improvements in his behavior. She stated that he has done better with following directions. Jer’Quaren mentioned that he understands the impact of negative behavior. He mentioned that he was excited about moving. He seemed to enjoy the worksheet about anger management. The worksheet provided him an opportunity to learn about how to identify things that trigger anger. He stated that his attitude is his biggest concern. Jer’Quaren stated that he will exhibit positive behavior this

The aims of using CBT forms in cases of stress and anger management are to gain a

To discern its cause(s) and its type as well as assisting with case conceptualization and the subsequent treatment plan further assessment is necessary such as the “Spielberger’s Trait Anger Scale (TAS) [to] “…assess [Jake’s] tendency to experience anger without provocation” [and Jake’s] “perceived frequency of angry emotions that results from provocation” (McIntosh et al., 2014, p. 424) is necessary. Some different types of anger include: chronic (i.e., lifelong), passive (i.e., often difficult to detect), overwhelmed (i.e., from life’s demands), self-inflicted (i.e., low self-esteem), volatile (i.e., explosive outbursts), and judgmental (i.e., bitterness). Possible root causes include: biological, a hormone or deficiency; psychological, any type of abuse can contribute to a child’s inability to process and handle negative emotions; sociological, parental modeling of rage and anger inappropriately; and environmental, stressful jobs or tense

Stress inoculation therapy is a psychotherapy method developed to assist patients with anger and aggression difficulties by teaching the patient stress coping skills. We all experience stress in our daily lives, but it is not necessary to feel nervous and upset to the point where we react in a negative manner that we later regret. According to “The Relaxation and Stress Reduction Workbook” written by Davis, Eshelman and McKay, the basic procedures were formulated by Marvin Goldried in 1973 and by Suinn and Richardson in 1971 as outgrowths of Wolpe’s work with deep muscle relaxation and systematic desensitization. These techniques were later expanded by Meichenbaum and Cameron in 1974 in a treatment program called “stress inoculation” (157). Stress Inoculation Therapy, or SIT, is based on

Individual was reluctant at first, but eventually he became more receptive to IC. Using "Mood Heads", Individual disclosed that he was feeling happy today, but with flat emotion. Individual was able to described his family with drawings. Individual also described his family moods. Individual watched the Anger Management video with attentiveness. Individual was able to wait until the end of the session to go back to his classroom.

QP engaged Maunica in participating in a CBT activity geared towards managing anxious thoughts. QP expalined to Maunica that the activity will help her with examining thoughts that lead to anxious feelings and explore ways of managing those thoughts. QP asked Maunica to list some of her thoughts that make her feel anxious. QP Maunica to list some of the things in her life that she is having difficulty coping with. QP brainstormed with Maunica some of the thoughts people with anxious feelings have. QP pointed out to Maunica that the way in which a person thinks about something determines, how anxious they feel. QP provided Maunica with an example of how thoughts can affect anxious feelings. QP asked Maunica to explain an example of her thoughts