Therapists Should Have A Solid Understanding Of The Multiple Casual Factors

Children learn social competency through the family unit (Schneider & Schneider, 1983) and if that is newly broken, they need to develop healthy social interactions to gain a sense of belonging and power. Children with emotional disturbance focus on immediate gratification, rather than long-term investment (Schneider & Schneider, 1983). Furthermore, Adlerian therapist believe all misbehavior has a purpose, either attention, power, revenge, and proving inadequacy (Kottman, 2001) . By uncovering the motive for misbehavior, I can work to help the child develop more positive, constructive goals, through play, art, and

Jayden King Jr. is a seven-year-old boy who was diagnosed as emotionally disturbed in 2014. Jayden requires a 1:1 crisis paraprofessional because he exhibits an inappropriate and disruptive behavior on a daily basis. Based on the Antecedent-Behavioral-Consequence Chart, there were several noted incidences where Jayden has had tantrums, was non-compliant, wandering and physically abusive. When redirected, Jayden will make loud vocalizations, kicking, screaming and throwing himself on the floor. The behavior that will be targeted for remediation is his defiant behavior. Defiance is defined as the refusal to obey and follow a directive of someone of authority or opposing force. The apparent triggers that affect Jayden’s

TED Talk stated that the greatest risk factors for children who are identified as having conduct problems are that they will end up in prison. 1 in 5 children that are diagnosed with conduct disorder from ages 5 to 6 years of age will cost over $1 million dollars. The book stated that they are often aggressive and psychological cruel to people. They will destroy people’s property, steal, skip school, and many more bad things if you treat it later it will be more difficult. Schools does use some of the strategies and resources that are recommended by The Virtues Project, because it helps to understand the how they should talk to children. I think that families and teachers do not integrate some strategies because sometimes it does not work,

1. In general the purpose of the Functional Family Therapy Program is a short-term family-based prevention and intervention treatment applied across various context for treatment of at-risk and juvenile adolescents to address delinquent and behavior problems in hopes to modify community relations. The specific activities offered by the program are develop systemic and individualized family-based orientation to address behavioral problems of at-risk and juvenile delinquent adolescents. Participants then undergo three specific intervention phases in sequence: engagement and motivation, behavior change, and generalization. Each phase holds goals with assessment objectives, addressing different risk and protective aspects necessary for specific techniques from professions to address family and individual disruption.

After approximately four months of treatment, Bobby’s parents reported several weeks of regular compliance at home, no physical aggression at home or school, along with a teacher report of consistent engagement at school and significant improvement in overall compliance. Upon termination of therapeutic services, Bobby’s parents were given the Therapy attitude inventory (TAI) to inform the clinician of their therapeutic experience to help the clinician understand their perspectives and inform future practice. This therapeutic model is helpful in Bobby’s case to provide the parents with skills to facilitate prosocial behaviors in Bobby through the use of more effective communication and boundary setting through the use of PRIDE skills, direct commands, and time-out procedures. This therapeutic process helped to establish a secure relationship between Bobby and his parents, by replacing their authoritarian parenting style with an authoritative style to maintain structure and warmth. Through the therapeutic process, Bobby learned that his parents had consistent rules, responses to his actions, and would give him positive attention for good behavior. Bobby’s parents learned how to engage with Bobby more effectively to show him they were engaged and supportive, and still had boundaries. This healthier relationship dynamic between Bobby and his parents has also helped Bobby develop more functional relationships with other adults in his life including his teachers. As Bobby learned

For my senior year field placement, I am currently working at Elwyn’s Media campus in the Children’s Behavioral Health Services Outpatient program. At the outpatient program I am working with the Director of Clinical Operations, Ellen Chung. I also work with Jennifer Torrey who is the Clinical Coordinator for Elwyn’s Media location’s Outpatient program. I also work one on one with the Outpatient Case Manager, Shaneen Brown. I am also working in the Therapeutic After School Program (TASP). At the TASP I work with the Case Manager Jennifer Ziegler and the Clinical Case Manager Denise Georganas. The outpatient therapy team at Elwyn is a multidisciplinary team that works to help children reach their fullest potential. Some services offered by the Outpatient program at Elwyn are psychiatric evaluations, individual therapy, group therapy, family therapy, medication management, client/family education and community resources. The goal of the Therapeutic Socialization Program is to facilitate socialization and communication skills and to decrease problematic behaviors through participation in fun and engaging in activities. This program is based on the principles of Applied Behavior Analysis and other proven approaches to develop individually tailored treatment protocols to help children, adolescents and young adults in the areas of socialization, self-regulation and communication. The TASP also focuses on providing parents with new information to better understand their child’s

Early childhood experiences are central in the patterning of an individual’s emotions and can become the main reason of the problems the experience throughout life. In social work practices psychodynamic theory is what is uses when an early attachment relationships and the developmental history of a client that may have history of trauma or abuse. Though Trigg and William are still children they are close to the age of adolescent and are showing signs of behavioral problems and stress. Their early exposure to the domestic violence between their parents can be the reason why as they grow one has behavioral issues and the other cannot connect with people his own age and has a hard time with adjustment. Without treatment Trigg could possibly be diagnosed with a conduct disorder as he gets older and William and Sally with attachment/adjustment

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

One of the key elements of RAD therapy is incorporating a parenting skills class into the child’s counseling. The skills class should accomplish at least three goals. The first goal should be to “educate” the parents about their child’s disorder, the second goal should be to educate the parents to “protect” themselves from the child’s “pathology”, the third goal should be to establish a “bond” with the child through activities rather than therapy (Buenning, n.d.). By educating the parents about why their child is behaving the way they are, the parents are able to relate to their child. This assists the child in therapy because, “understanding your child often leads to increased feelings of compassion for him” (Buenning,

I would not conduct the child custody evaluation for him because this would be a dual role or multiple relationship. Since I have already been counseling this client, and already have a relationship and opinion (that he is a good person who loves his kids) with him, this may make it hard to remain objective if I were to conduct the child custody evaluation. Also, there are two sides to every story, thus even though the client seems nice and loving while in therapy, that may not be the case outside of therapy. Also, entering into a multiple relationship is against the American Psychological Association (APA) (2010) Ethical Principles. Ethical code 3.05 states that therapists should avoid multiple relationships because being in one can impair their competence, effectiveness, objectivity and can put the client at risk for harm or exploitation. The APA ethical principle of avoiding harm also applies to this scenario (APA, 2010). If I was to do the custody evaluation for my client, and find that he should not have custody, this would ruin our therapeutic alliance and greatly harm the client. Although some therapists may belief that they would be competent and objective enough to conduct the child custody evaluation for their current client, they should stay on the side of caution, not take the risk and refer the client to a different professional who is competent in these evaluations.

The following paper is a review of the book The Explosive Child (2014) written by Dr. Ross W. Greene, Ph.D. and will consist of two parts. First, I will provide an in depth review of the book itself, the methodologies described in the book, and will explain how the interventions in the book can be used in different settings. Secondly, I will reflect on my personal thoughts and feelings while reading this book as well as explaining how I might use the information acquired from the book in my own professional development for becoming a therapist.

Conduct disorder in childhood and adult antisocial personality disorder: Antisocial personality disorder and conduct use disorder is seen in most individuals suffering from alcohol and other substance disorders hence it is imperative to ascertain this diagnosis

Behavior analysts should describe these in detail to the clients, as their cooperation is important for the success of the program. If a behavior analyst is working with an in-home client, she should describe to the client and caregivers the importance of delivering reinforcers consistently and appropriately. She would also have to review safety considerations and stress accurate recording of data by the caregivers. The behavior analyst may be able to better control the environment of an in-home client compared to the environment of a client in a public school. When discussing control of the environment with those involved with a client in a public school, the behavior analyst will need to have the cooperation of everyone involved with the child’s treatment (e.g. teachers, teacher aids, counselors). It may be more difficult for the behavior analyst to determine effective reinforcers of control those reinforcers in a public-school setting. It may also be challenging to obtain resources for the treatment program in such a

Behavior health services rendered to child/adolescents who suffer from poor social skills, educational obstacles, grief, physical and sexual abuse. A treatment plan is initiated for children/adolescents and parent the treatment plan will focus on evidence based

Oppositional Defiant Disorder (ODD) is a mental health disorder often found in children. Retrospective research has found that symptoms appear as early as four years old (Lifetime). ODD is described by an angry or irritable mood, vindictiveness, or argumentative and defiant behaviors (DSM). This disorder often involves difficulties with interacting with others (DSM). Also, ODD has been associated with emotional and externalizing behaviors along with being linked with depression and conduct problems (developmental). The focus of this research is to see if Dialectical Behavior Therapy(DBT) would have positive outcome on patients diagnosed of ODD. Since ODD involves emotional and externalizing behaviors along with problems interacting with others, DBT skills training may be useful in helping patients learn appropriate ways to cope with their emotions and to properly communicate with others. These are some reasons that suggest that DBT would have positive outcomes for patients with oppositional defiant disorder.