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Observation 2 (Master Clinician: Gretchen Rothman) During this movie, the clinician started the session by building a positive relationship with the patient; she did so by showing the patient pictures of her children that the clinician should state the objective before starting a new task. She even struggles on the terms “move” “pick up” “take” or “touch” “under” or “beside.” I saw the different steps and methods she took for her to help this client. For example, when she was saying the phrases she would get it correct saying it with the clinician and being able to recognize objects that she described, and verbal praise. The clinician was helping her build her cognitive functions; such as reading, talking, following directions and asking questions.
Together, therapist and patient examine not only a situation that the client was involved in, but also the client’s experience of the event. This is done in the relational context of the therapeutic relationship, allowing experiences to evolve and for deepening and articulation to cause change.
Dreams are there to make the illusion of the impossible, you must always strive to do the impossible. Two people have shown that it is possible to achieve the impossible, and those two people are Althea Gibson and Barbara Jordan, and those two people had done their absolute best to make sure that they make it, and to make sure they make they succeed in life. In the article Althea Gibson and Barbara C. Jordan, both written by Frank Lafe They were both faced with obstacles that didn't want them to succeed, they had dreams that had seemed impossible for them to be able to achieve at that time. Both of them had different environments that affected their future, the environments around people affect the person too. All of those describe the lives
The therapist Stephanie has had the liberty to have a few sessions with her client, Martha Rose. The client is an elderly Caucasian female, age 70 whom was recently diagnosed with early onset Amyotrophic lateral sclerosis. She is a widow who lives alone and has retired as a Navy nurse. Her source of income is from a neighbor, JoAnn, age 67; whom she helps care for. Martha also has two children, Jennie age 45 and Thomas age 42. Both of her children are currently in the military and are station overseas and have children of their own. Martha Rose has very little contact with her 2 children and 4 grandchildren; only able to see them about once a year. The commonly used form of communication is via email, on average once weekly. The last visit from Martha’s children Jennie and Thomas has been about 20 months ago.
Mrs. Farrington was constantly worrying about allowing him out of the house or be with other kids. The hospital constantly kept correcting this behavior by stating that she needs to allow him to be like other kids but sometimes it was her first instinct to prevent hospitalization. Mainly Cody is hospitalized due to weight loss or to clean mucus out of his lungs completely. Unlike Mrs. Farrington who has to deal with the medical treatments daily, her husband is in more denial. When Cody becomes sick he understands to call the hospital but Mr. Farrington has no understanding of Cody’s medicine and such. Though studies have shown that children who are cared by their mother recover faster and are discharged earlier, Mr. Farrington behavior is very concerning (Family-Centered Care and the Pediatrician’s Role, 692). He avoids the topic overall by working constantly. Mrs. Farrington finds this behavior to be strange because if something negative happened to her, Mr. Farrington needs to know these treatments, so they aren’t neglected or performed incorrectly. However, this arrangement between the parents is not very healthy because the stress of Cody condition is completely Mrs. Farrington burden. This makes Mrs. Farrington struggle giving her other children the fair attention they deserve as
It was an effective film to show that clarifying goals of therapy is another way to provide effective counseling rather than giving advice and solving the clients’ problems. Working with a minority group client, I always try to be prepared, learn about my client culture, background, values, beliefs, create a plan, make sure my client doesn’t feel overwhelmed or discouraged by any of my statements, frame the issue in a personal context, and allow a moment of silence for the emotions to come out.
Formulation of Problem/Needs: The client 's presenting problems are caused by her mother’s emotional verbal abuse. In spite of all, her emotional problems Ana maintains a positive outlook towards her future. Ana demonstrates self-determination as she clearly expresses her current issues. She struggles with overeating because she feels unloved and worthless. Ana is seeking services to overcome the resentment she feels towards her mother. She is requesting help to manage her coping skills and reduce her feelings of depression. According to Ana these feelings started at a young age. Ana’s current challenges are learning to cope with her mother’s verbal abuse. Anna will arrange monthly meetings with her social worker to talk about what methods she’s used to coping with her depression. Ana agrees that she needs to find positive away to communicate with her mother. Ana also stays that she wants to learn to be selfish and break free from the traditional stereotypical life of East LA. Ana would like to begin addressing the following
Foremost, in order to know anything about your patient you must be in tune with your patient. This includes listening to what the patient is telling you verbally, as well as watching body language. I...
Ruddy, N. B., Borresen, D. A., & Gunn Jr., W. B. (2008). Colocating with medical professionals: A new model of integrated care. In The collaborative psychotherapist: Creating reciprocal relationships with medical professionals (pp.115–133). Washington, DC: American Psychological Association.
When looking back on the event, I can now acknowledge how unprepared, and unsupported, I was when first introduced to Mrs X. There are many barriers to communication that can lead to the message becoming distorted, and I feel my lack of knowledge and understanding, played a big part. Therefore, as mentioned by Lishman (2009) in order to achieve effective communication, it is important to be aware of the physical, psychological, and social barriers, that could affect the communication process. Being able to effectively communicate, is an essential skill in providing person-centred care. Therefore, it involves learning to communicate effectively even when various barriers to communication are
Although, this session ended with amazing results, I feel as though I need more practice with this type of therapy. I have to continue to practice on allowing the patient to come up with their own solutions. I found it hard not giving advice to my client, because I already knew the situation. However, in the end I found myself very proud, because even though this was not a real therapy session, but the client was able to find a real solution to her problem. This experience is one that teaches the therapist restraint, it allows one to step back and listen. It also gives the client the opportunity to reach a solution themselves without someone giving them the answer to their
Any learning that occurs should focus on treatments, tests, and minimizing pain and discomfort as they improve they can shift their focus of learning (Kitchie, 2014, p.127). I will continue to provide a meeting location that is both comfortable and private. In the emotional aspect of M.M. and her family I will try to identify moments when members feel emotionally supported as it sets the stage for a teachable moment (Miller & Nigolian, 2011, p.56). I will also discuss with each member their previous coping strategies that used that have been successful and to encourage them to find a way to build on and strengthen these qualities. Using teaching methods that are interactive and allow patients equal contributions and participation can help promote health compliance (Habel, 2005,
The nurse recognized the patient’s strengths and weaknesses, his being his lack of understanding English, while promoting participation in a teaching/learning plan. First the nurse assesses the patient to figure out not only what needs to be taught, but also how the patient will best understand the information. The nurse assessed the patient’s sensory abilities (vision, hearing and tactile sensation), cognitive functions, and literacy level to evaluate in order to teach cognitive and psychomotor skills and to set realistic goals with the patient. She made sure that there is enough light, and no distractions in the teaching session. The nurse sits in the level of the patient while teaching and allow face to face interaction, and speak slowly with small
Understanding the counseling session from the client’s perspective is a very important aspect in the development of a therapeutic relationship. A clinician must be an excellent listener, while being to pay attention to the client’s body language, affect and tone. The dynamics in the counseling session that is beneficial to the client include the recognition of the pain that the client is feeling. The detrimental part of this includes a misunderstanding of the real issues, a lack of consideration of the cultural aspects of the client, and a lack of clinical experience or listening skills. In this presentation, we will discuss the positive and negative aspects of the counseling session from the client’s perspective which includes the client’s attitudes, feelings, and emotions of the counseling session. We will next examine the propensity of the client to reveal or not reveal information to the counselor, and how transference, and counter-transference can have an effect on the counselor-client relationship.
Reflective listening gives the client a sense of importance due to them currently having the floor and a moment to express themselves. Reflective listening is orchestrated through acts of showing empathy towards understanding the perspective of one’s feelings. Through this method, the listener does not offer their opinion or perspective while the client speaks. Adding eye contact can also be beneficial or uncomfortable due to client’s background. For example, one’s culture can believe that is it disrespectful not to make eye contact while another may not participate in that activity. During completing the initial assessment with Gwinda, the social work intern participated by allowing her to discuss the need for services. Gwinda further discussed how she is unsure of how the treatments will go and expressed how fearful she was to undergo these different changes. With uncertainty lingering, the social work intern sat next to Gwinda’s bedside ensuring during that moment the client had a listening
· Help patients discover why they think certain thoughts and how these thoughts affect their feelings.