Anger Management Case Studies

remuneration. Robertson had called Ugulayacabe “one of the greatest and influential characters in the Chickasaw Nation,” “sensible,” and said he “controlled three- fourths of the tribe” (Cowger 54). Spain thought the meetings at St. Louis and Mobile, and with the support of Ugulayacabe and Taski Etoka, would build a partnership with the Chickasaws, but Piominko held a different course. A year after the meeting at Mobile, Piominko and other Chickasaw leaders traveled to the state of Franklin to meet with its governor, John Sevier. The Chickasaw leaders met John Sevier at his home on the Nolichucky River. Piominko wanted trade and alliance to protect his tribe against threats from the Creeks. Piominko promised to help stop Cherokee parties from

Behavioral Goal: Robert will increase adaptive coping skills when presented with conflictual interactions with others.

P: Jer'Quaren will identify and eliminate the pattern of acting out, disruptive, and negative attention-seeking behaviors when facing difficulty or frustration in learning. He will bring academic performance up to the expected level of intellectual or academic functioning.

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: MHP asks Taliana and MHS for a summary of Taliana’s behaviors for the past two weeks. MHP, Taliana and MHP discuss reasons for redirection and display of verbal aggression. MHP challenge Taliana’s thought about communicating with biological father. MHP and Taliana process triggers to verbal aggression. MHP and Taliana discuss using a disrespectful. MHP, Taliana and MHS discuss using coping skills used in the past two weeks. MHP demonstrated active listening skills and requested Taliana to practice the active listening skill. MHP encouraged Taliana to acknowledge the negative behaviors and process the behaviors for better outcomes.

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

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

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.

QP reviewed with Quadir appropriate responses to anger feelings. QP asked Quadir to list some rules of the house and school that he has to follow. QP examined with Quadir, what causes him to get upset when asked to complete task from his mother, teacher, and grandparents. QP reviewed with Quadir how to respond to anger situation appropriately. QP discussed with Quadir on task and attentive behaviors in all settings. QP reviewed with Quadir mediation, self-control strategies and impulse delay strategies. QP asked Quadir to discuss a time when he has demonstrated good impulse control and engaged in fewer disruptive behaviors. QP asked Quadir, if he has decreased the frequency of disruptive, aggressive or negative attention seeking behaviors. QP asked Quadir, how he is get along with his mom. QP praised Quadir for the progress he has made with his behavior in the home and at school. QP provided Quadir with feedback on the positive progress he as mad since starting IIH services. QP suggested to Quadir to keep up the good work he has made and continue to improve on the changes he has made with his behavior and the goals he was working

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

P: Timothy will learn and implement anger management skills that reduce irritability, anger, and aggressive behavior as evidenced by demonstrating appropriate behavior at home and school.

Instead of being sad and mourning you party and have fun and remember the people who have died. They think that if you get sad that they died its insulting. Also Mexican kids might be running around with plactic pumpkins asking for money instead of candy. Day of the dead is actually near Halloween.

Counselor facilitated an individual session with the client to address ways to reduce temper tantrums.

30 to 40 percent of single chronically homeless adults have a mental illness (Culhane). The majority of the mentally ill homeless population consist of those who struggle with schizophrenia, bipolar disorder, or manic-depression (Torrey). There are about 250,00 people living on the streets that struggle with a severe mental illness. The numbers continue to raise after the initial climb in the 1970's. More and more mentally ill are found chronically homeless each year. Many of the symptoms of mental illness inhibit people from normal day activities and relationships (Mojtabai).

This paper will discuss the effects of praise on reducing disruptive behavior over a period of time. There is a clear behavior that is needing change, disruptive behavior, and we can change this behavior by implementing praise. The participant is a single subject whom is in the 2nd grade. We will examine whether praise can help reduce the disruptive behavior or if we will have to find another intervention to help reduce this disruptive behavior that is being displayed in the classroom.