Quadir Case Study

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir stated, sadness, anger, frustration, embarrassment, anxiety, guilt and shame. Quadir completed the worksheet. Quadir stated, heart rate increase, voice get loud, crying shaking and sweating. Quadir completed the worksheet. Quadir stated, yelling, the other persons’ reaction to him, facial expression, and not hearing what the other person saying. Quadir stated he can use coping strategies, walk away, talking to someone of how he is feeling. Quadir stated, on the paly ground, at school road rage, disagreement with opinions, and in the work place. Quadir stated, anger, frustration, fear, joy, shame and love. Quadir stated, influence other, motivate

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

Quadir responded well to the intervention Quadir continues to make progress toward his goals. Quadir stated, being threated, being hit, being yelled at and being punished. Quadir stated, avoiding the situation, having calming self-talk, tell someone about the situation and walking away. Quadir stated, harming others, harming self, wishing bad on the person, and hitting the person. Quadir stated, yelling, talking back, arguing, using profanity, making threats, fighting and throwing things. Quadir stated, fear, shame, rejection, and failure. Quadir responded yes, if he feels threatened. Quadir stated, able to get his anger out, feeling of control, and being able to express his feelings. Quadir stated, at least two times a week. Quadir stated,

A: MHP educated Jer’Quaren about appropriate behavior. MHP provided a worksheet about anger management. MHP taught strategies to improve behavior. MHP taught Jer’Quaren conflict resolution skills. MHP demonstrated positive and negative behavior to help Jer’Quaren understand the difference. MHP provide reinforcements for positive behavior.

Intervention: MHP, Santonias MHS and family members discuss Santonias display of behaviors and the use of practicing conflict skills. MHP listened to MHS concerns of Santonias display of choices and struggling to use simple problem solving skills. MHP and Santonias role play two scenarios for Santonias to practice walking away, asking for assistance form an adults and talking to MHS with fear of getting in trouble. MHS listen and praise Santonias for expressing his emotions about display of behaviors.

QP provided Nasir with a CBT activity geared towards anger reducing techniques. QP explained to Nasir that the activity will examine and teach him strategies for reducing and controlling his anger and how he responds to anger situations. QP brainstormed with Nasir some anger calming techniques. QP examined with Nasir, how he deals with anger situations. QP asked Nasir to list some things that make him angry. QP discussed with Nasir different anger reducing techniques. QP practice with Nasir deep breathing technique. QP asked Nasir to list some things that can distract him form anger triggering thoughts. QP pointed out to Nasir that when a person cannot control their anger they make the situation worst, get into fights and behave reckless that

Nasir responded well to the intervention. Nasir is making progress towards his goals. Nasir stated that he is journaling his feelings when he gets upset at his mom or brothers. Nasir stated that he is using coping skills to deal with how he responds to anger situations at home. Nasir stated, losing privileges, not be able to hang out with his friends, cell phone being taken away and being hit. Nasir stated, he reacted violent and abusive to his mom when she yelled at him for cleaning his room. Nasir stated that he throws things, made negative remarks, used profanity and got in his mother face. Nasir stated that he wanted to hit his mom but his older brother intervened and stop him. Nasir stated, use profanity, make treats, yells screams,

Quadir responded to well to the intervention. Quadir continues to make very good progress towards his goals. Quadir stated, that he is able to manage his anger much better, and he is getting along better at school and with his mom. Quadir stated that so far this year he has not gotten into any anger situation at home and at school. Quadir stated that he is using anger management skills when he get upset at home and at school. Quadir stated that he has learned that being able to manage his anger help him to get through difficult situation at school with some of his peers who was teasing him and calling him out of his name. Quadir stated that he would ignored some of the situation or complain to a teacher about situate he find difficult to handle

Intervention: MHP taught Osvaldo skills to help express his feelings. MHP provided Osvaldo information on college admission requirements. MHP educated Osvaldo about the importance of exhibiting appropriate behavior at school and home. MHP taught Osvaldo alternative ways to deal with anger. MHP taught Osvaldo additional anger management skills. MHP demonstrated how Osvaldo could manage his frustration in a positive manner. MHP provided a worksheet on anger management. MHP taught techniques for Osvaldo to use to reduce anger and explosive

Main Point-Anger a. What causes anger? b. Blaming others. c. Being lost. Transitions: III.

QMHP-C encouraged Summer to stay attentive during sessions. QMHP-C expressed that knowing her right will also help with develop anger management skills. QMHP-C encouraged Summer to think of her rights when she has anger outburst. QMHP-C reminded Summer that she can express herself but just be mindful how and respecting others. Summer responded to QMHP-C “question that she did not know what rights mean.” QMHP-C explained that rights mean agreeing with what is just, good, or proper. QMHP-C explained how assertive rights can be used always to deal anger outburst. QMHP-C expressed the importance of doing things in an appropriate manner will help her develop anger management skills. QMHP-C roleplayed by picking the first picture. The first picture

QP provided Nasir with a CBT activity geared towards challenging thoughts. QP explained to Nasir that the activity will teach him how to identify negative beliefs and self-angering thoughts. QP asked Nasir to list some of his thoughts that trigger him to get angry or respond to a situation angrily. QP discussed with Nasir, what hots thoughts are and provided an example. QP pointed out to Nasir that thoughts can make person angry and cause them to respond to a situation angrily. QP asked Nasir, if he keep himself angry with his thinking. QP asked Nasir to list some things or situations that cause him to be angry at himself. QP asked Nasir to list some thoughts that caused him to do things that he regretted later. QP brainstormed with Nasir

QP provided Juwan with a CBT activity geared towards understanding feelings of anger. QP explained to Juwan that the activity help him understand and control and feeling of anger. QP asked Juwan to list some feeling he has when he is angry. QP asked Juwan to identify some situation that he do not like at home. QP examined with Juwan feeling statement that a person may have. QP asked Juwan to list some example of feeling statement she have. QP brainstormed with Juwan the different kinds of anger feeling he has. QP asked Juwan to list some consequences of expressing anger feelings in a negative way. QP provided Juwan with a worksheet on anger and feeling statements in which he had to identify which is true of him. QP provided Juwan with a list of twelve different feelings in which he had to discuss a time when he had those feelings.

Smith and Segal create their text in a conversational style. This style is recognized the authors’ writing style which is in a clear and concise manner throughout each section of the entire article. The beginning of the article starts with short simple sentences, by the third page the reference to the old saying, “sticks and stones may break my bones but words will never hurt me” is made, and in page four the statement “don’t turn a blind eye” is used to make readers think about the times they looked away from a situation. From the sixth page on, the authors refers to the readers as “you.” By the end of the article, the authors keeps repeating the term “you” as a way to establish a one-on-one conversational tone. After creating this safe friendly environment, the authors begins to discuss possible characteristics an abuser may possess. The text encourages the readers to answer questions about anger, and then advises reflection upon the answers. Smith and Segal go into further detail to describe methods of transforming extreme anger reactions into an “age appropriate” display of dissatisfaction. This style permits the authors to illustrate traits “you” may have and suggest change without judgment. This choice of conversational style is beneficial in presenting controversial information to the audience because it establishes an equal voice versus a dry superior voice, making it easier to understand.

The sessions will also include relaxation techniques to ease the minds of the boys. The session will get the boys to share some ways in which they have tried in managing their anger. The boys will also be encouraged to talk about some instances that trigger their anger. Also the ‘Tension monitoring and reduction ‘ method will be introduced to the boys.This method will teach the boys to assess their anger , and take steps to reduce it when they are approaching danger level like getting violent. If any member seems to be very resistant as facililators we’ll see if his issue needs to be addressed further and then suggest individual counselling . In order to evaluate the progress of the members , at the end of every session we will get them to write down the differences that the boys have seen in themselves after every session . This way , as facilitators we will be able to know if anyone needs more help and also if our methods are being of help to the