Maunica Self-Talk

Interpersonal communication is a key factor in discovering one’s self. The reflected appraisal theory, the development of a refrence group, self-concept and self-esteem are important aspects of the Self. In Disney Pixar’s Finding Nemo, characters use the reflected appraisal theory, the development of a refrence group, self-concept and self-esteem to help grow as individuals and make closer relationships with each other.

[Describe in a short paragraph how, in a recent conversation, your communication behavior contributed to your physical, relational, identity, spiritual, and instrumental needs. Which need or need took precedence? Why? Page 9]

2. Explain, using examples from the video and course concepts, how Jim’s self-concept impacted his interaction with his father. Was it positive or negative?

Maunica responded well to the intervention. Maunica continue to make very good progress towards her goals. Maunica stated that she is attending school regularly, and is getting along much better with her mom. Maunica stated that she is taking her medications as prescribed. Maunica stated, that she made decision of getting up and going to school every day, complete high school, doing the right things, not to calling 911, and to get along better with her mom. Maunica completed the online Q & A. Maunica stated, getting into trouble, not getting the result wanted, escalating the situation, and suspension. Maunica stated, it help with make choices, expressing feeling and thoughts, and complete something. Maunica stated, what to eat, clothes to wear,

QP engaged Nayania in participating in a CBT activity geared towards self-respect. QP explained to Nayania that the activity will her discover that the way to gain self-respect, is to behave in ways that would make her feel good about herself. QP explained to Nayania that a person gest respect, when they respect themselves and are respect to others. QP asked Nayania if she is respect herself. QP explained to Nayania the meaning of having self-respect. QP provide Nayania with a scenario in which person lost self-respect after being persuaded to steal something from a store, which caused depressed feelings. QP discussed with Nayania how the person lost their respect in the scenario and what they did to gain their self-respect back. QP asked

Juwan responded well to the intervention. Juwan continues to make progress towards his goals. Juwan stated, stress, frustration fear, anger, embarrassment, disappointment, and anxiety. Juwan stated, sadness, crying, depression guilt frustration and embarrassment. Juwan stated, talking about it to his friend, crying, playing video games and exercising by playing basketball with his friend. Juwan completed the worksheet. Juwan completed the activity. Juwan stated, sadness, anger, hurt, anxiety and fear. Juwan stated. “I can’t handle it, I cannot stand this, why is this happening to me and I am a failure”. Juwan completed the worksheet. Juwan stated, by smiling and being appreciative, crying, be alone, fighting, yelling and screaming, eating,

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

QP engaged Yuma in participating in a CBT activity geared towards respected behavior. QP explained to Yuma that the activity will help him learn the value of treating other with respect. QP explained to Yuma, that everyone is entitled to get respect regardless of their appearance, race, disability, origin or social status. QP discussed with Yuma the values of treating outers with respect. QP discussed with Yuma the climate of disrespect such as ridiculing others, name calling, racial insults and derogatory comments. QP asked Yuma to list the thing his peers tease other about. QP provided Yuma with a worksheet in which he had to agree or disagree with the statement. QP engaged Yuma in watching an online video, of how to show respect to others.

Maus: A Survivor's Tale, by Art Spiegelman, tells the story of his father's survival in Auschwitz during the Holocaust, as well as about Art's relationship with his father, brought out through the interview process and writing the two books. The subject matter of the two books is starkly juxtaposed with the style in which it was written, that is, it is a graphic novel. In most simple terms, the story is told in a sort of comic, with characters represented as animals based on their race or nationality (Jews are presented as mice, Germans as cats, Poles as pigs, and Americans as dogs). While the cartoon had once been reserved for rather childish and light subject matter, Spiegelman has brought it to a whole new level as a medium capable

Today was the day I would have done without. The day I was caught and imprisoned. Why was I imprisoned? They strongly believe that I’m a creature. I’m in a cage bound in too many chains.

QMHP arrived for scheduled session. QMHP noticed that the Ms. Woodard was dressed and prepared for session. QMHP read from pamphlet on depression in woman and educated Ms. Woodard on what is depression and how depression can affect her feelings. QMHP educated Ms. Woodard on the different forms of depression and such as major depression, postpartum depression and premenstrual depression. QMHP educated Ms. Woodards on how depression can be treated. QMHP offered Ms. Woodards support by encouraging her, talking with her and listening intently to her concerns. QMHP took notes on the issues that was presented to QMHP by Ms. Woodards and listing the main stressors were not being able to go on outings as in the past. QMHP advised Ms. Woodard to contact

In this case, the therapist will incorporate the technique of having Michael think optimistically, such as disregarding those remarks and keep being friendly towards those peers. Finally, the therapist will practice role-playing for a possible positive solution. In this situation, the therapist and Michael

¬When considering what my own personal philosophy of counseling would be, it was eye opening to consider who I was a person and how much I have grown. The self analysis was new to me because I never thought about how I do that on a day to day basis. Reviewing the questions I found that a lot of my focus surrounded family, my significant other, and close friends. Constantly living in a diverse population and having that as my surrounding also made its mark in my answers. I also noted that both past and present influences, but primarily the present, play a large role in my own perspective. By following the prompt, I was made to understand that my thought process makes me think of what is occurring in the present and how I can alter these

First, the learner would explain to her that her actual self is comprised of the thoughts that she believes herself to be (Bordens & Horowitz, 2002). To clarify, Jamie views herself as a single mother that wants to keep her job to provide for her children. Next, the learner would explain to Jamie that her ideal self is a mental representation that is mixed with what her boss Tim would like her to be and what she would like to be (Bordens & Horowitz, 2002). For example, Jamie expresses that she wants to improve, but is afraid to ask for help to be a better case manager so that her boss can see she is trying to improve. Lastly, the learner would explain to Jamie that her ought self is another mental representation of what she truly believes she should be (Bordens & Horowitz, 2002). Jamie wants to be mentored so that she can become a better case manager for her clients. The learner would inform Jamie that there is an inconsistency between her three selves, which is guiding her behaviors to become self-motivated and improve

Have you ever thought to yourself before a game ‘wow I’m going to lose”, “I’m not good enough”, “I’m terrible at this” which was overexaggerating and de-motivating? Negative self-talk can affect your performance whether this is a decrease in your enjoyment, increase in your frustration and cause you to have increased stress or anxiety about your performance. The positive aspect about negative thoughts is that it is a learned behaviour which can be changed because if you can learn to be negative you can learn to be positive. The beneficial effect of self-talk on cognitive anxiety is consistent with theoretical statements that self-talk is the core of anxiety. Also, findings that by reducing negative or anxious self-talk results in less anxious states. This makes a lot of sense as have you ever been down on yourself and suddenly either yourself or someone else has said “you need to stop this and be happier” and all of a sudden, your entire mood changes and you are. One way to stop negative self-talk is to recognise your negative thought, have a cue to stop you whether this be saying “stop” or “no” and then take a deep breath and replace it with a rational, constructive thought.