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Term paper on dialectical behavior therapy
Term paper on dialectical behavior therapy
Term paper on dialectical behavior therapy
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Class & Professor, First, I want to apologize for my late posting, it has been a crazy week (had my own major crisis to deal with) but I have been doing my best to get this done in the little time I had. The basic attending skills needed during crisis intervention like eye contact, warmth, body posture, vocal style, verbal following, overall empathy (focus on client), (Kanel, p. 51), are essential for helping the client and counselor develop rapport. Without these skills, the client would not feel comfortable enough to open up to the counselor or to the intervention process.
In the study done by Drossel, Fisher, & Mercer (2011), a Dialectical Behavior Therapy Skills training manual (DBT Skills) was used for caregivers of patients with dementia, mainly in community clinical settings. This was designed because of the lack of effective therapy options currently in healthcare for elderly abuse. Researchers studied the DBT Skills training manual to examine if its effect would not only help at-risk caregivers to decrease the harm towards elderly patients with dementia, but also improve quality of life for the patients. There were 24 caregivers (19 women and five men) and most were family members. The DBT Skills training entailed one introductory meeting and eight weekly sessions.
The first form of coping that I found important was that through problem-focused forms, “include aggressive interpersonal efforts to alter the situation, as well as cool, rational, deliberate efforts at problem solving” (Roberts, pg. 570). I found this interesting since I would not think of a person using any type of aggression to resolve a problem even though, I can imagine some scenarios in which a person does tend to act cool to solve a problem. The second form of coping I found interesting was that related to emotional focused coping which include “distancing, self-controlling, seeking social support, escape/avoidance, accepting responsibility or blame, and positive appraisal” (Roberts, pg. 570). As portrayed by Ramona in her case, she tried seeking social support from her lawyer, which didn’t provide it to her. However, after noticing her situation she escaped to her sister’s home and placed a protective order.
It measures coping processes, not coping dispositions or styles. The WAYS is a stimulus for discussion in counselling. Areas for discussion may include identification of what was at stake in the stressful encounter as well as identification of the possible options for coping and the strategies that were actually used. The WAYS was used to help Karly develop practical, healthy coping skills by evaluating her processes, strengths and weaknesses. The WAYS provides models of positive coping processes and will allow Karly to use those alternatives coping mechanisms in stressful situations.
In the article “This is Your Brain in Emergency” by Jerzell Black, Black explains the way people act in the position of a crisis, by demonstrating the stages of their thoughts, and feelings. And while reading, it can give you ideas on how emotional stability is a key factor in survival. The
This self-awareness should include continuously examining their own development and unexamined personal trauma, as well as, personal biases, ideas, values, and beliefs related to culture, crisis, sexual assault, intimate partner violence, and suicide. Counselors should also practice self-awareness related to their own knowledge and level of competence in providing crisis services. Lastly, self-awareness should include monitoring their personal reactions to the trauma and crisis they are working with, changes to their own personal schema, and failures to address personal issues (Sartor, 2016). By engaging in self-awareness, the counselor can provide appropriate services to assist the client, rather than cause harm. Furthermore, practicing self-awareness and engaging in self-care activities can serve to protect crisis counselors from burnout, vicarious trauma, secondary trauma, and compassion fatigue (Sartor, 2016; Jackson-Cherry & Erford,
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
Perhaps it is sufficient to say that human capacities can flourish or simply just stop under circumstances of extreme stress. There are many intervening variables that affect a person’s coping skills. Some people are their own best facilitators, while others need help. Disruptions can provide us with a window of opportunity. Interruptions in life can have a significant impact on the process of building resilience.
The three parts of the coping brain is training your brain to use health methods so out emotional wounds doesn't show as much. The second parts is not to over think things so we don't get upset, angry, sad, or stressed. The last part is finding other ways to deal with stress and anger. Challenges everyone faces every now and again is becoming overly stressed, angry or mad over simple things. Coping skills that you can use is staying away from that's that stress you out the most and always have a positive outlook on everything.
Both of which can cause stress. These potential stresses can affect me in my chosen field. Therefore, I must understand the “Gift of Fear,” know the common stresses found in counselors, and show resilience in the face of survival psychology. The “Gift of Fear”
Chapters 17 and 18 in Extraordinary Relationships gave a good introduction into new concepts relating to Human Interactions and Relationships. These new concepts gave a better understanding on managing the emotional self in relationships, processing feelings, and dealing with crises. Two concepts that were discussed throughout the chapters were training in self-regulation and how to process feelings. One of the concepts discussed in chapter17 was the concept of training in self-regulation.
classroom discussions.13 But, as all things do, things change, and the PRP’s goal has changed to help not just those with depression battle it, but teach everyone resiliency because everyone faces challenges in life in order to prevent depression on the national level.14 To start the program, the faculty at the school were taught how to improve cognitive skills, recognize and evaluate negative thoughts, or in other words, reframe a situation, teach improve, negotiate, and battle anxiety and depression. Through this training, the teachers formed the motto, “teaching it, embedding it, and living it.”, and it can be seen that each
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.
Part A (20%) Firth, N., Greaves, D., & Frydenberg, E. (2010). Coping styles and strategies: A comparison of adolescent students with and without learning disabilities. Journal of learning disabilities, 43(1), 77-85. Research Area and Research Questions.
Introduction The personality disorder is characterized by the enduring patterns of inflexible, maladaptive, or antisocial behavior across many situations and leads to the significant impairments in personality functioning and the presence of pathological personality traits such as antagonism and disinhibition(Wakefield, 2013). There are many different types of personality disorders classified according to the particular personality traits. Meanwhile, borderline personality disorder (BPD) is the most common and complex personality disorder (Anon, 2006; O'Connell & Dowling, 2014). BPD is the result of childhood maltreatment such as physical and psychological neglect (Tyrka, Wyche, Kell, Price & Carpenter, 2009).
