Csp Case Studies
Recommended: Effective and ineffective coping mechanisms
UCM:CPSW did a home visit and met with foster parent (Dorothy Bensalih), Emeri and Cantarah. Cantarah was playing with her IPad and Emeri. CPSW talked with Contrarah briefly and asked about school and any other concerns. Cantarah reported that she is doing well and excited about her new Ipad and plays with it after school. Emeri was sitting and playing with his sister during the meeting.
7. Name an intervention technique and describe how you (the therapist) would use it with this client to ultimately reach the goal. (1.5 pts): When empowering this family, I will utilize SFT’s stress management intervention technique. Stress is considered a significant factor in relapse for families with a parent struggling with addictions. To support Jack, I will encourage that the family to find activities that will exercise them mentally and physically.
MHP, Santonias and MHS debrief and process a school incident. MHP and MHS discuss Santonias changing in the behaviors and outlook. MHP allow Santonias to express his emotions about being in foster care and wanting to see his brother. MHP emailed Santonias’s DSS worker to provide a little comfort of getting answers to Santonias questions about family visits and length of foster care placement. Response: MHS report Santonias
CFT met to discuss Jy’nir recent incident that caused him to be hospitalize a week later. The Clinical team at Trinitas expressed concerns that Jy 'nir is unable to be maintained with community therapeutic supports at this time and recommend for Jy 'nir to be placed into a structure therapeutic out-of-home treatment program for stabilization. The CFT agreed with clinical recommendations that Jy 'nir is in need of a structured therapeutic setting. The CFT feels that the therapeutic setting will assist Jy’nir with developing coping skills so that he is able to better manage his anger, decrease his impulsivity, comply with authority figures and process past-traumatic events. Jy’nir will also learn in a therapeutic setting how to express his feelings appropriately without resulting to violent and swearing
She does not act the same way at home as she does when she goes
I learn from my CI that you must tailor an age-appropriate occupational intervention across the lifespan and avoid cookie-cutter approach. I learn from Dr. Baxter that the teenager maybe more successful if OT set a functional goal for her, such as taking her to vending machine to buy a snack. After Dr. Baxter’ statement, I realize that I need to hone my critical thinking skill to be ready for FW2.
Focus: Reighn will understand and communicate her feelings in an appropriate manner on a daily basis. Intervention: CSP, MHS and Reighn discussed her emotions and triggers at school and home. CSP praised the youth for trying to demonstrate positive behaviors. CSP assisted the youth in recalling situations that lead her to feel disappointed or depressed.
Gance-Cleveland and Mays (2008), conducted a pre and post-intervention finding a difference in coping, health outcomes, and resiliency during a 14 week, 60 minute peer group sessions for students in grades 9-12. Researchers discovered a difference in male and female student response to the intervention. Griffin and Botvin (2010) conducted a 40 minute life skills trainings as a school-based support groups. Students were categorized into three types: social resistance skills training, normative education, and competence enhancement skills training among youth in the school
Jeanese Murdock Windridge Reflection Paper Horses are therapeutic in so many ways, they are trained in specific ways that are therapeutic to the riders that attend Windridge Equestrian Center. These horses promote cognitive, physical, emotional, and social wellbeing to all diagnosis. The rhythmic gait of a horse moves the rider’s pelvis in the same rotation and side to side movement that occurs when walking. The movement of the horse stimulates a rider’s posture, and works on balance, coordination, and strength.
However, this has changed over the years to accommodate a wider variety of persons who are faced with occupational challenges in life. The changes would render the model useful throughout the life of such persons (Kielhofner, 2008). As such, it can be used for persons of all age brackets. It was possible to use the model to offer therapy to children undergoing challenges, such as, hyperactivity and attention deficit would be cared for. Adolescents were not left out either.
Short-Term Goal(s) Pam will develop and utilize skills to manage her frustration with parents or others, 3 out of 4 days per week. Objectives: 1. Pam will attend sessions two days a week to learn how to control her anger management and relaxation techniques. 2.
Functioning may be improved above and beyond this by developing new coping skills and eliminating ineffective ways of coping, such as withdrawal, separation, and substance abuse. In this way, the client is better outfitted to adapt to future challenges. Through discussing about what happened, and the feelings about what happened, while developing ways to cope and solve problems, crisis intervention aims to assist the client in recuperating from the crisis and to prevent serious long-term problems from developing. Research documents positive outcomes for crisis intervention, such as diminished pain and enhanced critical thinking.
Thank you for being willing to share your experiences with past trauma and how they are impacting your perspectives on the material we are reviewing. When I first watched the video earlier in the week, I thought “oh yes, I remember the attending skills” from my undergraduate education in social work. Then I was reminded in a very concrete way that there is more to attending behaviors than just eye contact, attentive posturing, and reflection skills.
In the case of Asim, I believe he fits under the ‘Interventions Requiring Complex Responses’ category because Asim needs effective support information as he is facing multiple barriers to his learning and well-being. Asim could be experiencing risk factors such as mental health issues, family difficulties and trauma because he comes from a refugee background. These barriers may have impacted the circumstances shown in his case, such as the disengagement from school, fighting and violence in the playground, and the poor grades and academic achievement. To coordinate an effective response to Asim’s case, there needs to be a strong focus on relationships with his peers, family, and significant community groups to ensure a holistic and culturally appropriate intervention is established. I believe this is the most effective domain for Asim because it was outlined in the case that he is the leader of a group of boys with similar academic achievement.
The objectives of using therapeutic communication strategy are to support and gain the trust of the clients, promote healing and enhance functioning (Shelton, 2005). Without trust between nurses and clients, clients would not willing to share one 's feeling. As a result, no one can provide appropriate support to them. Thus, verbal and nonverbal communication should be pay attention. In this case, facial expressions, posture and physical barriers should be noticed (Evans, 2003).
More about Csp Case Studies
Cpsw (Dorothy Bensalih), Emeri And Cantarah
187 Words | 1 PagesBel 311 Week 5
391 Words | 2 PagesSantonia's Throption
305 Words | 2 PagesJy Nir Case Study
581 Words | 3 PagesWhere Are You Going Where Have You Been Historical Context
1205 Words | 5 PagesFw2 Critical Thinking Analysis
70 Words | 1 PagesCompare And Contrast Csp And Reighn
177 Words | 1 PagesPSUD Intervention Paper
1545 Words | 7 PagesWindridge Reflection
737 Words | 3 PagesThe Human Occupation Model
560 Words | 3 PagesBowenian Family Therapy Theory
754 Words | 4 PagesPros And Cons Of Crisis Intervention
560 Words | 3 PagesPast Trauma Reflection
233 Words | 1 PagesStrength-Based Approach Case Study
954 Words | 4 PagesKübler-Ross Model
1343 Words | 6 Pages