Represent Behavior Case Study: Ty Kevinyon

Intervention: MHP educated Char’Darius on the importance of behaving properly. MHP provided Char’Darius with an educational worksheet on anger management. MHP instructed Char’Darius on conflict resolution skills. MHP used role-play to help develop Char’Darius’ anger control skills. MHP provided examples of proper behavior. MHP assisted Char’Darius with expressing his feelings. MHP taught Char’Darius strategies to use when feeling angry. MHP asserted positive reinforcements for positive behavior.

P: MHP will follow up with Ty’Kevinyon. MHP will provide activities for anger management and

The atmosphere he grew up seldom showed any anger / aggression management. His father used to physically abuse him and his mother for very little mistakes. As a child, he learnt the only way to get rid of

Client 2 had small changes from the baseline to intervention (Gliner, Harmon, & Morgan, 2000). Client 3 showed improvement in the baseline and invention (Gliner, Harmon, & Morgan, 2000). Client 4 showed there were slight improvement from baseline to intervention (Gliner, Harmon, & Morgan, 2000). Client 5 had overall improvement. Client 6 had minimal change from baseline to intervention (Gliner, Harmon, & Morgan, 2000). Client 7 showed improvement from baseline to intervention. Client 8 showed great improvement (Gliner, Harmon, & Morgan, 2000). Based on the high anger control scale scores the students that receive anger control training have shown patterns of improvement (Gliner, Harmon, & Morgan,

Intervention: MHP, Santonias MHS and family members discuss Santonias display of behaviors and the use of practicing conflict skills. MHP listened to MHS concerns of Santonias display of choices and struggling to use simple problem solving skills. MHP and Santonias role play two scenarios for Santonias to practice walking away, asking for assistance form an adults and talking to MHS with fear of getting in trouble. MHS listen and praise Santonias for expressing his emotions about display of behaviors.

Retrospective chart reviews will be conducted to determine amount of anger clients felt during the BIP at Esperanza Guidance Services. Clients are required to do weekly anger journals along with homework they turn in each week during group therapy for BIP. Weekly anger journals will be analyzed to determine levels of anger each week. Anger journals ask clients to rate the physical signs and behavior signs of anger on a one to ten scale. These journals also ask clients to describe the situation and how they handled it by asking if the client took a time out, stuffed it, escalated it, or directed it. Alcohol and drug use is also discussed in the anger journal. Demographic information was also gathered (age, gender, ethnicity, and race).

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

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

The group the facilitator will be observing is an anger management group that is held Monday, Wednesday, and Friday at Assurance of Hope Institute, Inc. The group consist of twelve men between the ages of twenty-five to forty-five. The group contains ten African American men and two Caucasian men. The group has been meeting three times a week for four months. The group is an open group that is available to all young adult men particularly those suffering from mental health illness. The clients whom attend the group have been either court mandated because of a violent encounter. The group discusses triggers that make one anger, ways to manage your anger, decrease overall intensity and frequency of angry feelings, increase ability to recognize and appropriately express feelings as they occur, identify situations, thoughts, feelings, that trigger anger, angry verbal and/ or behavioral actions and the targets of those actions. The facilitators of the group have explored family background and history to

QP engaged Quadir in participating in a CBT activity geared towards anger management. QP explained to Quadir that the activity will learn how to respond to anger and develop a plan for managing anger. QP assisted Quadir in developing an anger management plan. QP asked Quadir to list some behavior that he thinks he need to have better control of. QP asked Quadir to list the things that triggers his anger response. QP asked Quadir to list some things can help him to calm down when he gets angry. QP brainstormed with Quadir negative reaction to anger. QP discussed with Quadir the five basic steps to resolving anger. QP examined with Quadir, how he handle anger responses and anger feelings once they are triggered. QP asked Quadir to think of a

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.

A: MHP discussed the importance of anger management. MHP advised Timothy to use the relaxation techniques when feeling angry or frustrated. MHP recommended that Timothy avoids situations and behavior that will lead to negative outcomes. MHP provided reinforcements for improved behavior.

Some studies have shown that techniques geared toward facilitating emotional changes at the affective level produce more powerful and beneficial changes than those focused at the cognitive level alone (Watson & Rennie, 1994). However, by exploring the various characteristic of CBT and EFT, it can lead us to a more integrative and eclectic approach to anger management.

QMHP-C attempted to make contact by phone with Compassion Counseling to schedule Summer’s appointment. QMHP-C left a detailed voicemail with name, contact information and request for a return phone call to schedule appointment. QMHP-C observed Summer as alert, well-groomed and in a good mood evidenced by her stating she was feeling “good.” QMHP-C discussed goal on develop anger management skills to reduce anger outburst and fighting.

lives with is grandparents, parents and one younger sister. Grandparents speak Spanish. Parents and children speak Spanish and English. had been ill frequently during first grade and missed a number of days of school. Parents indicated enjoys school.