Wes 2 had a mom who tried to have an authoritative parenting style where she gave love and discipline, but because of their unfortunate circumstances she could not get control of Wes 2 and her parenting style was essentially uninvolved. On the other hand, Wes 1 went to military school where he was given many authoritative mentors, such as Captain Hill, who gave discipline and guidance (Moore, 97). Children who go through an uninvolved parenting style are the least likely to fit society’s norms, while kids who go through an authoritative parenting style are more likely to fit society’s norms (Textbook, 427). These different upbringings could be why Wes 1 is an outstanding citizen and Wes 2 is in jail right
A) Renee with reach out to key participants for information regarding the impact it will have if youth is not attending school B) Renee and Asa will evaluate other alternatives for an appropriate school placement (Charter school) C) Renee and Asa will have started the the process of registering him in a school A,B) MSTT encourage Renee to inform JPO of the youth lack of school placement and inqurier information on how it may impact is probation status. Renee struggled with the idea because she believed JPO should not have a say in school but a few days later informed MSTT she did reach out to JPO and explained the situation and was informed how this could effect Asa probation status. MSTT educated the family on other school placements to take
____ has set high goals for herself, but she has taken action that could not only jeopardize other’s wellbeing, but she has also made decisions that could cause her not to achieve her goals. Below you will find my accounts of her behavior that I feel warrant a restraining order for her in regards to her interactions with Samantha, in addition to her receiving classes that would help her with her personal issues. On an evening in February of 2017, my friend, Michelle Grabski, along with myself, visited Samantha at Samantha’s residence. Samantha’s roommate was out late at night, and I was told
MHP, Samantha and MHS role play to demonstrate how MHS and others feel when Samantha is disrespectful. MHP listened to Samantha explain the reason for her disrespectful behaviors. MHP, Samantha and MHS discuss Samantha’s behaviors of being bossy towards peers, and healthy ways to treat peers. MHP assisted Samantha in thinking through
Susan Giles is a 32 year old woman who suffers from an anxiety disorder called Agoraphobia. She is a mother of two kids, a wife, and a good friend to many people. Susan loved her life, but soon after moving to Chicago for her husband’s job, her world turned upside down. She had everything she wanted and needed, but started experiencing physical symptoms such as tingling in her legs, nausea, and a feeling of disorientation. She would sit and stare for many hours.
Focus: Mary and her family will be able to utilize coping skills to manage Mary’s inappropriate and defiant behaviors in diverse setting. Ms. Smalls (MHP), Mrs. Gailliard (MHS), and Mary, discuss defiant behaviors, debrief incident and practice coping skills. Intervention: MHP met with Mrs. Murray (the DSS worker) before entering the home to start visit. MHP and Mary complete a CBT exercise understanding the following different key elements to communicate: don’t blame, show empathy, focus in the problem, focus on solutions, be fair and forgive.
Assignment 301 - Task B a) As a trainer, appropriate behaviour needs to be controlled initially by the setting of boundaries, although not all boundaries will resolve behaviour. This is essential to help ensure all rules are understood and followed all the time, and will then prevent trainees taking advantage of the others in the group. Rules need to be respected, and trust from the learner to progress.
Focus: Samantha will respect authority figures. Ms. Smalls (MHP) and Ms. Smith (MHS) discuss Samantha’s inappropriate behaviors. Intervention: MHP and MHS discuss Samantha display of disrespect and disregard for her in all settings. MHP asks MHS to change her approach when redirection Samantha to encourage a different outcome. MHP and MHS discuss Samantha wanted to be with her biological family.
Olga Khazan recommends an alternative to a typically unmentionable topic, how parents choose to punish their children for problem behavior, with intentions of informing and persuading said parents on how to more successfully achieve desired behavior from their children. Khazan initially highlights the issue he endorses by posing the question “The answer is to punish them, right?” and then introducing Alan Kazdin by stating, “Not so, says Alan Kazdin … Punishment might make you feel better, but it won’t change the kid’s behavior” (Khazan paragraph 1). Khazan obviously strives to solve humanities problem of disobedience.
Paula’s case study was interesting to me because the only other knowledge I had of DID before reading her story was from the movie Split and I didn’t learn anything about the actual disorder from doing so and skewed my perception of DID. In the movie Split, he seemed like a normal guy until he had the girls locked up and then he was abusive and violent towards them. He would switch between personalities at random without an obvious reason why. What I now know is that specific stressors trigger specific alters to handle that stress
In addition to an environment devoid of love, Diane has said that her father molested her (Rule, 1987). Resulting from her inability to express her hostility toward her parents Diane adopted the defense mechanism of securing love and affection. Similarly to HPD the compliant personality attempts to gain love and affection not only from family or loved ones but from everyone they come in contact with in order to control and manipulate (Shultz & Shultz, 2013). Histrionic personality disorder and the compliant personality have similar traits in their pursuit of love and attention. An individual with the compliant personality display the need for approval, affection, and a strong desire to be both wanted and loved (Shultz & Shultz, 2013).
Marital discord is also said to contribute to child and adolescent adjustment problems such as conduct disorders (Davies & Cummings, 1998; Parke & Buriel, 2006). The ways in which both boys handled themselves can be seen as a conduct disorder. Instead of talking the problems out, the problem quickly escalated to physical violence. In our childhood, our parents constantly fought and would blame their fallouts on us kids. This environment was not healthy for us to be in, in fact it is known that “conflict ridden homes are not healthy contexts for child or adolescent development” (Booth & Amato, 2001;Hetherington Bridges &
NOPSON Group topic: Setting Boundaries in Relationships In today’s group, PO received education Re: co-dependency, family rules, and family roles. PO was attentive and had a moderate level of participation in the group process. PO demonstrated her treatment engagement by completing the worksheet for Family Rules and sharing responses in group. PO also shared how to set and maintain healthy personal boundaries with peers.
As such, consider this example: (1) Marko have been court mandated to be in group therapy but does not want to be there. Marko finds everyone and everything that is said irritating to him and he gives other members condescending looks when they make a contribution. Marko looks visibly upset and often shakes his head and grumbles silently when the group leader speaks; and (2) Jasmina sits and watches Marko. She also becomes upset because she also doesn’t want to be a participant in this therapy group. She gets encouragement from Marko’s behavior to frequently voice her displeasure of being in the class.
Your class has listened to a radio discussion about how adults can be a good influence on younger people. You have made the notes below: Ways adults can influence how younger people behave: giving rules setting an example offering advice Some opinions expressed in the discussion: “Sometimes it’s fun to break the rules!” “If you admire somebody, you try to behave like them.”
