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Ap Psychology Case Study On Coping Skills

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When the therapist asked the client about his feelings because of that, the client reported that he feels angry and sad 3-4 X/week, especially this is not the first time to be told by the peers that they do not want to play with him. When the therapist asked the client if got involved in a fight again this week, the client reported that the teacher sent him the main office as he was not paying attention to the teacher in the classroom and was talking a lot. When the therapist asked the client why he was talking a lot, the client reported that he was feeling bored as he finished his work and had nothing else to do. When the therapist asked the client why he did not ask the teacher to do something extra, the client reported that he raised his hand and the teacher said, not now as she was busy with other students and he is sitting at the end of the class and it takes time to get his desk at the end of the class.When the therapist asked the client about his thoughts and feelings, the client reported that he felt angry and sad and he has nothing else to do as he felt bored as well. …show more content…

When the therapist discussed further the teacher and how she handled the situation, the client reported that she insisted to take the necklace that he was playing with, he refused as he brought it from home, and she insisted to take it from him as he put it around his hand and was making noise by tapping the necklace on the desk, so the teacher asked him to leave the class. When the therapist psychoeducated the client about the safety of the classroom and each student's right to be in a safety, calm, healthy atmosphere, the client reported that he feels sorry and he will try to not do it

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Sally Sue presents with a flat affect during the individual session with the therapist. Pt became upset when the therapist was discussing

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Phase One (Sessions 1 through 3) • The session 1 and 2 consists of the assessment of the client’s clinical problems and background information. Questions relate to her clinical problems, including (a) the nature of her problems (depression and difficulty with making decisions), (b) reason of seeking psychotherapy, and (c) previous attempts to deal with the problems. For the background information, the client’s histories are assessed in the areas of intimate/family relationship, educational/vocational activities, past history of psychological treatment, and physical condition. Session 3 primarily consists on the further functional assessment around her coping skills (e.g., avoidance) in the areas of interpersonal relationships. Phase Two

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Chapter 4: Findings and Discussion Utilizing the accounts outlined in Chapter 3, connections continue to arise between the Roman curses and the witch folklore of modern Newfoundland. One may very easily be able to notice how Dan and Susan’s tale could depict the receiving end of a curse like that of Prosodion’s tablet, for example, while other similarities do not end there—how these curses were created, for example, is more alike than one might first realize. While the Roman curse tablets mentioned above are real, physical tablets discovered in archaeological contexts, the Romans themselves did not always believe that it was necessary to use a tablet to achieve a similar result. ‘Binding songs,’ for example, are notably said to predate curse

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Clinical impression by therapist Clients Diagnoses (Tron Wu): Tron Wu’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) diagnosis is 314.01 Combined presentation of Inattention and Hyperactive behaviour in the moderate range, 315.39 Speech Sound Disorder, and 995.53 Child Sexual Abuse Suspected, initial encounter (APA, 2013). In addition, Tron Wu’s situation means that he is suffering from other factors that may need clinical attention. Certain environment and psychology events impact Tron Wu because his living situation has changed due to his parent’s divorce, complicated with the addition of a new sister, Yu, who is 10 months old. It is likely that parent-child relational problems exist (that is, lack of communication, little

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When therapist asked client about the alternative behavior, client reported that he tried to talk to the aunt about his oldest sister bossing him around, but his aunt tried to avoid it because she does not want to fight with her. Client reported that he feels angry 2-3 times a week because he argues with his foster sister and feels bad about it. When therapist processed with client his feelings about being stressed by his family. When therapist psycheducated client about the types of anxiety and having anxiety related to study or any future plan is okay since is not preventing him from functioning. apist acknowledged the clients role play.

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Coping strategies are crucial to the success of the Vietnam War troops. In The Things They Carried, by Tim O’Brien, O’Brien conveys the experiences of War World Two soldiers, and the way soldiers cope through shifts of tone, setting, and character development. The Things They Carried, is multiple short stories put into one book that follows a group of soldiers told from the perspective of the narrator, who is also a character in the book during the time of War World One. The book is structured to reveal what the soldiers carry not just physically but also mentally.

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In "The Things They Carried" by Tim O’Brien, coping mechanisms are central to the experiences of the soldiers in the Vietnam War. O’Brien’s work explores the various ways in which soldiers cope with the physical, emotional, and psychological traumas of war. Coping, in this context, represents the soldiers' attempts to manage the stress of combat and maintain their sanity in an environment of constant fear and danger. Through the characters and their stories, O’Brien demonstrates the importance of coping mechanisms in times of extreme stress.

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He indicated that he does not find it helpful. He indicated that he and his therapist Mark do not talk. He stated that they play soccer in his office. He indicated when he started seeing Mark they talked a lot.

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With this phase, the role of the Therapist is to be understanding and to welcome the client to vent and allow them to question the sequence of events. “Listening to patterns of self-blame and guilt should not be dismissed but normalized. An attitude of acceptance and respect can be conveyed by the therapist listening and helping to understand the feelings of blame and shame. ”(Dane,

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The judgement of the therapist is very fast. They don’t deny when they are in doubt as they assume that it is quite embarrassing to clarify with the client. Also as the client, they cannot argue with the therapist. Hence there is an unequal balance of

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DISCUSSION From the beginning, the therapist had to deal with own doubts and anxiety. The therapist had heard a lot about the psychodynamic psychotherapy but this was the first time he conduct the sessions by himself. Unlike pharmacotherapy, there is no standard clinical practice guideline or recommendation for the therapist to refer to or follow. The therapist was worried that he was unable to conduct the therapy effectively and his patient would not benefit from the therapy.

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I was given two minutes to terminate the session, which I haven’t utilized properly as I ended before the given time. The setting of me being as a counsellor and the tutor watching the session is one of the factor that have added to my less abled articulations owing to the failure of harnessing nervous energy. After my role play I felt much relieved and happy when my tutor pointed out some of the positive and negative aspects of the entire session with the client. Through the role play, I am better convinced that counselling is not an easy job in which counsellor has to deal with the diverse issues from the clients of diverse cultural backgrounds.

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Firstly, I need to identify the causes and formation of the difficulty situation of my client. I should not involve my own personal emotions when analysing the situation. Next, clarification of the situation is essential. The clients should figure out themselves on how to face the situation. An effective counsellor listen more than talks, and what they do say gives the client a sense of being heard and understood.

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