QP discussed with Maunica illness that relates to stress. QP engaged Maunica in participating a therapeutic activity maze filled with potential stressors situations, in which she had to respond to the stressors event by expressing her thoughts,…
QP engaged Maunica in participating in a CBT activity thinking error and thought process. QP Maunica that the activity will help her learn how to identify different types of counterproductive thoughts and thinking error people have. QP asked Maunica to list some of her harmful thoughts she have. QP asked Maunica to explain, when she have counterproductive thoughts, and what triggers those thoughts for her. QP brainstormed with Maunica the different types of thinking errors people have.…
Jermello greeted therapist and was egared to learn and participate in the activity. Jeremello later became frustrated when he was having difficulties with the activity because it did not turn out the way he wanted it to. Therapist explained the importance of understanding life and how things will not always go his way. Therapist reminded Jermello of possible ways to deal with stress and frustration. Therapist suggested that Jermello should try to finding a positive way to deal with anger through deep breathing or taking alone moments to think of why he is frustrated.…
QP provided MY-Kayla with a CBT activity geared towards mood management. QP explained to My-Kayla that the activity will help her to understand negative emotions, help her to identify automatic thoughts that leads to negative emotions and develop ways to counter automatic thoughts and relate negative moods with cognitive and behavioral changes. QP asked My-Kayla to list some negative feelings and thoughts that leads to negative emotions. QP discussed with My-Kayla ways to counteract negative emotions. QP discussed with My-Kayla, how she can better manage mood.…
Content area I: Assessment, includes the task list items I-01: Define behavior in observable and measurable terms, and I-06: Make recommendations regarding behaviors that must be established, maintained, increased, or decreased (Behavior Analyst Certification Board, 2012). My submission for this content area is the Behavior Change assignment from SPE 565, which demonstrates how to define behaviors and make recommendations for behavior reduction, as well as the replacement behavior. The participant in this artifact had difficulty communicating his needs appropriately, particularly when engaging in sports activities with peers.…
William responded well to the intervention. Juwan stated continues to make progress toward his goals. Juwan stated, sometime. Juwan stated that he feels that his mom does not listen to him unless he gets very angry and he do not tell his mom thing that is bothering him because he does not want to worry her. Juwan stated, he responds to anger impulsively and do not always think about what he is saying or doing until after he has calm down.…
QP engaged Quadir in participating in a CBT activity geared towards expressing feelings. QP explained to Quadir the activity will help him to separate feelings of anger from behavior and to examine the relationship between anger and other feelings. QP explained to Quadir that people feel angry when they feel they have been wrong or have been treated unjustly. QP asked Quadir, list some reason he feels he has been treated wrong or unjustly. QP explained to Quadir that anger is used as a justification for abuse and violent behavior.…
Goal 1: Lizzie will improve her emotional and behavioral regulation. • Lizzie and her mother were in a pleasant mood when the QP met with her for a session. • Lizzie’s mother informed the QP Lizzie went to a girl scout event over the weekend and was successful; however, when she returned home she was telling family negative things about her not buying any jewelry, so Sunday she went and bought her jewelry on the way home Lizzie was screaming in the car because she could not get any ice cream. • Lizzie watched a portion of the SFP video while eating ice cream. • Lizzie commented, “I liked watching the family do the skit.”…
Goal 1: Jeda will manage her anger. • Jeda was in a good mood when the QP met with her for a session. • Jeda listened as the QP provided the psycho-education about anger. • Jeda reported external triggers for her anger is being rejected by others and being teased and internal triggers are feelings of being unwanted and unloved by her family. • Jeda reflected on pro-social behavior good; eradicates crime and injustice whereas anti-social behavior is selfish, seeks to dominate, and damages families.…
QP asked Nasir to list some things he says and does when he is angry. QP explained to Nasir that violence is any behavior that physically harms, scares or threatens a person. QP provided Nasir with a list of violet behaviors in which he had to identify if any is true of him. QP brainstormed with Nasir some consequences for violent and abusive behavior. QP pointed out to Nasir that violent and abusive behavior is not a reaction over which an individual has not control of.…
Goal 1: Kayla will improve her social functioning. • QP met face to face with Kayla. • QP provided the purpose of this session which was to review SFP skills that could have been beneficial to Kayla in her social situation. • QP inquired how Kayla was doing today in the classroom. • QP allowed Kayla to share her side of what occurred.…
Mindy (Mytien) Nguyen Professor Montagne Anthropology 185 03 November 2015 Innate or Learned? Aggression refers to an array of behaviors that may have consequences in both physical and psychological harm to oneself, others, or objects in the environment. It can take a variety of forms that include physical, verbal, mental, and emotional. As aggression progresses in human behavior from adolescent to adult, we often wonder if these qualities are innate in humans or if it is a learned behavior.…
The movement of the use of a clean vocabulary on college campuses is at an all-time high with students becoming distressed and offended at certain words and even some students experiencing micro aggressions from others, this is an arising issue because these students are the future and many more obstacles will emerge in the real world. “Even joking about macroaggressions can be seen as an aggression, warranting punishment “(Lukianoff, Haidt). In the article, “The Coddling of the American Mind”, by Greg Lukianoff and Jonathan Haidt, use statistics and examples to evoke concern about the rise in mental health in college students due to trigger warnings and the actions of micro aggressions.…
Introduction Territorial defensive behavior is defined by Ruback (1997) as the defense of a territory by an individual, indicating self as proprietor of the territory’s value and resources. The purpose of this research is to examine territorial defense in a temporary public territory. Public territories comprise of public water fountains, library aisles, video game arcades, and public parking lots. These areas are temporarily held by an individual for a limited amount of time, until the need of the individual is met. Upon exit of the public territory, the value and resources of the territory are relinquished to any individual.…
Aggressive Behavior in Children who Play Video Games The great thing about science is that you can ask a question, and with the proper knowledge and resources, be able to answer your question. One question that has aroused in the world recently has to do with a newer technology, video games. More and more children have access to video games via computers, gaming consoles, and smart phones. At the same time, these children are starting to become more violent and aggressive, so people are wondering do violent video games influence the children to become more aggressive?…