Strengths And Weaknesses Of Client

The client is in the sixth grade and in special education. His likes include videogames, cartoons, music, and drawing. One of his favorite hobbies includes learning to play the piano. He hopes to one day become an artist. The client currently lives at Grandma’s Place, which is a temporary shelter and safe haven for children age twelve and under who have been abused and/or neglected and are awaiting reunification or placement with a foster family. The client is in need of a behavioral management plan due to frequent angry, defiant, and violent outbursts that negatively interferes with his

Re-directing negative behavior is of most importance. As a provider, it is our most ardent task to help children deal with feelings of anger, anxiety, frustration, even violence. Constant counseling and re-direction is given to the children at every step. Reward and consequence is instilled in each direction of counseling. Self-regulation, control, and guidance will constantly be encouraged in my setting.

Intervention: MHS reviewed the previous session. MHS discussed with client about her disrespectful behavior at school. The client’s teacher reported the client has not been doing her work and she has been being very disrespect to adults at school. MHS explained to the client that she will have to learn how to have respect adult at home and at school. MHS discussed listening and obeying and following the rules without any negative behaviors like talking back to teachers and school workers. MHS explained how people don't like to be around rude and disrespectful children and her behavior can be affecting her grades

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Behavior: Reyna behavior has improved from the initial date of placement. Youth became very proud when achieving her goals. Reyna completed his goals of complying with rules of the home and school on a daily basis, express her frustrations in an appropriate manner and have bi-weekly visits with bio-family. Youth learned various ways to cope and express her feelings at individual therapy and SAFY clinicians.

Kayden’s father stated he does not have any current mental/psychological diagnoses, and has no apparent behavior or psychological issues. However, ADHD is prominent on his father’s side, and substance abuse issues are observed on his mother’s side (mother’s father). Per his father, Kayden shows no behavior issues that are not age appropriate, stating that he has never had a full on “tantrum”, and is easily redirected when upset. Kayden’s exhibited strength in this area is his overall “good” behavior. A barrier identified in this area is his susceptibility to

Counselor facilitated an individual session with the client to address hostile, defiant behavior, and temper tantrums.

Ms. Clause’s family goal is support for her. Her son Aaron has been showing some very aggressive behavior at home and she has come to the point where she has no idea what to do. The first step was for her to fill out behavioral incident reports to see if there was any rhyme or reason to his outburst. When there was no apparent reason for his outburst, Ms. Clause met with the family service worker and positive behavior specialist. The three of them

This approach aim at providing parents with the skills to managed the adolescent’s behaviors. According to Centers for Disease Control and Prevention (2017) “parents work with a therapist to learn strategies to create structure, reinforce good behavior, provide consistent discipline, and strengthen the relationship with their child through positive communication”. Children behaviors that are diagnosed with a disruptive behavior disorder affects the entire family and peers. The parent behavior therapy approach is a way to include the child’s family in her care while providing the parents with the skills they need to manage the child’s symptoms. Cognitive Behavior Therapy would be used for the client on individual bases. Cognitive behavior therapy would be effective in teaching the client strategies for coping with her anger. Since the client is over the age of five, an atypical antipsychotic medication called risperidone would be used for treatment purposes. This medication was selected, because it is FDA approved to treat behavior problems in children. “Despite the widespread use, atypical antipsychotics are not FDA approved for children younger than five years old. Five atypical antipsychotics currently have FDA-approved indications for use in children and adolescents: aripiprazole, olanzapine, paliperidone, quetiapine, and risperidone” The Centers for Medicare & Medicaid Services (2013) . The expected outcome for this client is to provide treatment that help the client to cope with her behavior issues and to promote the client with a good quality of life. The ultimate goal, is that the client will be able to function in

Goal #1: Tyawna will learn healthy alternative ways to manage and express anger, and recognize inappropriate behaviors.

The majority of my clients have displayed mild to moderate challenging behaviours (e.g. self-injurious behaviour, physical and/or vocal aggression, property destruction, pica, eating problems, sleep problems, over-selectivity, phobias, stereotypy), with some of my clients engaging in severe self-injurious and/or assaultive behaviour towards staff, peers and significant others.

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

By June 28, 2018, Jayden King Jr. will decrease his level of defiance (refusing to obey and follows directive of someone of authority). Jayden will decrease the number of episodes during direct instruction to less than four times per month over a three-month period. The teacher will use a behavior chart to record the number of times the targeted behavior occurs a day. Based on the number of occurrences, the child’s behavior will be rated on a scale from 0-5. Zero indicates the least amount of occurrence and five indicating the maximum number of occurrences. The replacement behavior is targeted based on the data collected from several behavioral assessments. Jayden’s continuous defiant behavior, when given a directive by an adult, has disrupted the class and affected his school work immensely. Based on the strategies and interventions that will be used to conquer the undesirable behavior, Jayden 's inappropriate behavior will lessen and eventually fade away.

Intervention: MHP discussed with Osvaldo the benefits of positive behavior. MHP advised Osvaldo to accept personal responsibility for his behavior and academic performance. MHP recommended that Osvaldo uses the anger management techniques taught by MHP. MHP discussed with Osvaldo more effective strategies for anger and frustration. MHP advised Osvaldo to enhance his study skills. MHP discussed techniques to reduce in difficult situations. MHP recommended that Osvaldo associates with positive peers. MHP provided positive reinforcements

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.