Therapist Observation

1) In sessions 1 and 2, the therapist will provide psychoeducation to Robert as it relates to the cognitive-behavioral treatment intervention to address his anger outbursts. The therapist will explain and help Robert identify his thoughts, emotions and behaviors that contribute to his anger and physical outbursts. The therapist will focus on the behavioral perspective and explain how antecedents and consequences influence behavior.

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

Behavior is a natural human occurrence. People deal with behavioral issues on a daily basis, whether they be good or bad. In the case that the issues are erroneous, the behavior causes problems for many. It provokes disruptions, such as interrupting class and missing instructions from a teacher. Both of these things are unacceptable and are reasons that a student may be susceptible to punishment, such as being kicked out of a classroom. These reasons are the main causes of why Meredith was removed from class today.

develop to help them control their anger. Giving the child a mood board can often help them defuse

The treatment goal is for the client to learn effective ways to manage her anger. The primary goal is for the client to identify strategies and techniques that will allow her to deal with her anger and to recognize events and cues that can trigger her anger to intensify. Another goal is for the client to analyze family patterns and how her family dealt with anger and other emotions and how past interactions can impact her current thoughts, feelings and behaviors. By identifying strategies and recognizing cues and past patterns the client will be able to focus on managing her anger and using effective techniques in order to reduce her anger.

At the end of the first training session, teachers would know what the school-wide expected behaviors and the incentives for the desired behaviors. The teachers would also know the Intensity I behaviors and the corrective actions for and consequences of those behaviors. The staff would receive training in how to administer those corrective actions properly. In a large group setting, the teachers would receive handouts and a classroom poster of the behavioral matrix. The administrator would then show a PowerPoint presentation on the Intensity I behaviors, briefly explaining each. Then the administrator would speak about possible corrective actions, making it clear that the teacher action can vary from student to student; the action is chosen by the teacher to achieve the desired result from that child as quickly as possible. This portion of the profession development would last thirty minutes. The staff would then break into small groups to role play responding to the Intensity I behaviors. For this activity, each group would have slips of paper with an Intensity I behaviors on them. Each teacher would pick a behavior at random to act out, while another teacher in the same group would have to respond to that behavior. The teachers could then provide feedback to each other. This portion of the professional development would also take thirty minutes. Then the

Anger is one of the main triggers for impulsive actions. People who get angry easy will profit from participating in classes on anger management in order to learn how to react without anger and to consider other people's needs on top of their own.

Therapist met with individual to discuss peer interaction. Individual states she and a friend got into an argument. Therapist and individual worked on sitting down with her friend and having a healthy chat, listening and asking your friend to listen to you through role-play. Individual states she will sit down and have a chat with her friend and not argue with her.

Therapist plans to work with individual on anger management techniques to assist individual with responding positively to others.

observe for signs and symptoms of anger and agitation, approaching the person in a calm controlled manner, giving choices De-escalation methods help by establishing a positive therapeutic alliance with the patient and active collaboration of the

Mrs.Fulenwider has 3 students who are PST’d’ for behavior she does not have a behavior plan that she use for them. She only had one student that need to cool-down time because he has a hard time handling emotions. He steps out in the hall when he needs to, it is self-paced.

A teacher is frustrated with a students continuous disruptions in class and has tired strategies to improve the student’s behavior with no success. A behavioral model of consultation would be used with the teacher to improve the student and teacher’s functioning (Sciarra, 2004). The counselor, as a consultant, would first meet with the teacher to identify and assess the problem. The consultant, after gathering data from the teacher, would identify that the student seems to be disruptive during times when self-directed work is assigned and the teacher gets frustrated because the student does not listen to repeated directions. Next, the consultant would gather more information about the student and any environmental limitations, such as strengths and weaknesses, intellectual functioning, learning deficits, physical limitations

Individual became upset and argumentative with his peers using negative names to agitate his peers, argue with peers, and scream at a student during group activity. Individual also became argumentative with one of the group members and called him stupid and big head.

The client is currently struggling with ways to reduce temper tantrums and learning how to express his feelings appropriately. Client exhibits periods of withdrawn behavior during periods of emotional frustration and anger. The client also struggles with his defiant behavior in the school environment. In session client often struggle with short attention span and is easily distractible. He also displays hyperactive and defiant behavior daily from home and/or school environment.

The therapist met with the client for an individual session. The therapist greeted the client and checked the client’s mood. The client reported that she is sad because she is still feeling homesick and she stated, “I will tell my mother tomorrow how I feel being here at the facility and how much I feel homesick.” The client shared that she feels good towards the weekly tier work for this week and the questions of the tier work for this week made her think understand herself in a better way and she likes the idea of the home schedule time management. The client reported that she feels okay with herself being a life and happy although she has heard that her biological parents did not like her to be born and her biological father was pushing her biological mother to have a portion while she was pregnant.