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Effect of stress on young children
Effective communication in developing positive relationships with children
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QMHP visited the client as agreed. Mrs. Luna welcomed QMHP. She appeared thankful for QMHP’s presence, as she shared that she was stressed out, as her children would not listen to her. IIHC reinforced the relevance of encouraging her children using positive words, instead of raising her tone of voice. QMHP demonstrated to Mrs. Luna how to prepare the children to get ready for the activity they had at the church that afternoon. QMHP asked all the children to make a line and listen for instructions. IIHC prompted Mrs. Luna to explain to all children what the plan was. Step 1 was for each child to wash their hands. Step 2 was for the children to get a snack. Step 3, was for the children to get 30 to 45 minutes to play. Step 4 was for the children
Based on presenting information, Mrs. William and Paul were included in the treatment process. However, Peter and the LCSW preselected sessions that families could attend. During the first session, the LCSW began by asking a question Peter what he wanted from agreeing to therapy. Peter responded that he wanted to “get help with managing stress, marital issues and communication tactics.” When asked how he would know that he was getting that helped, he said he would be relaxed at home, and sociable and his marriage will start to feel like a partnership again. This was expanded on when the Miracle Question (MQ) was asked. LSCW: “Peter, if you woke tomorrow and all of your issues were no longer present what are some things that would be different.”
This meeting lasted about 1 hour and I felt very welcomed in this warm compassionate setting. Attending this meeting, I knew that I wasn’t going to be judged or looked down upon because of my situation or issues. Everyone who attended this meeting has a story to tell and that is why they choose to come. I choose to attend this meeting because of my past struggles, so I felt that I could relate to the material that was presented. The ...
Suzie, a new clinician, really wants her clients to know that she cares about them. During therapy, she empathizes with her patients by telling them detailed stories about her personal life. Further, she gave each of them her cell phone number so they could contact her whenever they needed.
Next, I am going to discuss the person-centred interventions I exercised through the therapeutic process with my client in session four. Within this I am going to explore how these interventions impacted my client’s responses and how I could improve my skills in future sessions.
The documentary “The Medicated Child” gave me a lot of insight into the lives of children diagnosed with bipolar disorder. When we hear and learn about bipolar disorder, we do not normally think of children. However, there are many children diagnosed with bipolar disorder ranging from all ages. As we saw in the documentary, bipolar disorder can be very hard on both the child and the family, so finding a cure that is effective and safe is important. The video also highlighted how little research there has been on the effectiveness of antidepressants on children.
This segment was well received largely because this can be viewed as a universal concept. A highlight of the counseling session was seen in Gloria 's persistent attitude and her reluctancy to make her own decisions. Oftentimes in our human nature our decisions are derived from a combination of our values, morals, and standards. But sometimes we face situations when our values and the decisions that we are making are contradictory to one another (this is the dilemma that Gloria faced). What Dr. Rogers identified was the fact that we know what decision we want to make however we seek validation/acceptance from others. This what is known as prizing: seeking quality acceptance from others. As a result, we begin to contemplate and debate over every little decision in our lives therefore decreasing our confidence to make decisions on our own. Rogers practices enables his clients the ability to empower and uplift themselves in order to increase their self awareness. This is the type of influence that teachers, mentors, and parents can have over individuals by positive reassurance and not just telling people what to do. Gloria expressed to Dr. Rogers on several occasions that what she wanted was for him to tell her exactly what she should do; but instead he implemented counseling behaviors such as influencing her to be confident in her own
For the purposes of this assignment, the author has been provided with an example client, Thomas. In order to better explain the workings of the HBM, the author will relate back to Thomas in discussing this model and how it can be implemented, along with the nurses’ responsibilities in doing so. Next, the author will explain the Stages of Change Model and Motivational Interviewing, both of which assist practitioners in implementing the HBM with clients. Finally, there will be a brief discussion of some of the strengths and weaknesses of the model.
suggests as the therapist acts like an animal when she opens the door. Acting irrationally by
QP provided My-Kayla with a CBT activity geared towards expression of feelings. QP explained to My-Kayla that the activity will help her to explore different feelings associated with family change and identify feelings associated feelings based on facial expression and body posture. QP explored with My-Kayla feelings that relates to changes in family. QP explored the various transition that occur as a result of change. QP brainstormed with MY-Kayla different feelings associated with changes. QP asked MY-Kayla to list some feelings she has due to the change she is going through. QP provided My-Kayla with pictures of different facial expression in which she had to identify the feelings expressed on each of the faces. QP asked My-Kayla to list
Recall the example of poor professionalism when the audiologist exhibited lack of empathy, this caused psychosocial stress on Mrs. Groneberg. After their encounter Mrs. Groneberg displayed her response to self by thinking, “I hate myself for letting her do it. What kind of mother am I? I feel like a fool; worse, like a failure. I’ve let Avery down” (2008, p. 119). When reading Mrs. Groneberg reflect on her interaction with a supposed professional it made this OTS reflect on the impact one can have on psychosocial health of future
He appears less depressed than two weeks ago. Denies SI intent or plan. He continues to accept extra responsibility from the church and is glad to have the extra income. He knows this is only temporarily until the assigned priest of this particular church returns. The session continues to focus on helping patient accept his medical condition and create reasonable and realistic goals. He has mentioned a few times how he knows that he needs adjust his expectations and be more realistic about his goals. Writer assists him in this re-evaluation and uses reframing as much as
I plan to use all of my experiences and knowledge to bridge the gap between quality of care and access to treatment. I hope to promote and represent the PA profession well by providing competent care that maintains a bidirectional relationship with each of my patients; ensuring they feel heard, properly treated, and well informed when leaving my care.
Objective 1: Mrs. Johnson will focus on positive behavior and give attention, rather than focusing on negative behavior.
The third observation site I visited was my professor, Dr. Saltarrelli’s private clinic Autumn Oaks. Her clinic is a relatively new clinic, but the area around the building is old. Her clients range from toddlers to adults. Some of her clients see her for either speech therapy or for audiology. The clinic is quite small; there was a small hallway with a trophy case displaying equipment used for hearing aids and some pictures. Along the hallway there was a designated therapy room, two offices, a restroom and a kitchen. The therapy room was quite small it contained one adult sized table with two chairs, a children’s table with two chairs, a set of hanging cabinets, and a huge storage cabinet filled with board games and other play equipment.
During this time, I gave the client enough time to talk about the problem without interrupting. This time gave me an opportunity to undertake reflective listening through active listening which ac...