As noted Ashley has a lack of self-control, presents as very impulsive, reactive and lacks insight as to how her maladaptive behaviors. Her lack of self-control mostly inhibits Ashley to full succeed academically. Ashley’s impulsive reactivity, and attention seeking behaviors usually gets her thrown out of class for days at a time. When talking to Ashley about why she thinks she got kicked out of class, she would usually respond, “I don’t know why she kicked me out of class. Mrs. J, always blames me for stuff. I wasn’t even doing anything.” What I have worked with on Ashley is building her awareness of her thoughts, feelings, and behaviors. The practice of developing mindfulness skills, will bring more awareness to the connectedness of Ashley’s
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Um, in class, and in-group (Sims.S, Davis. A, Personal Communication, October 26th, 2015).
Wise-mind breathing I believe was not helpful to Ashley, especially in situations where she is challenged by an authority figure. Ashley needed an immediate skill that didn’t require a lot of thinking. Though I believed that “wise mind” breathing would keep her impulsivity at bay, Ashley struggles with employing the wise mind breathing technique. After teaching this technique to her, Ashley still continuously would react impulsively in triggering situations. I asked her what does she struggle with in in using wise mind, she responded “ I’m going to need you to dumb this down.”
Ashley having difficulty with wise mind breathing, showed that we needed a more simple technique to help Ashley feel more in control. Therefore we then developed Ashley a step-by-step safety plan that would build upon her cognitive process of recognizing her feelings and matching more pro-social behaviors with them. This safety plan was to better develop her frustration tolerance, and lessen her reactivity and impulsivity to challenge authority figures. Building Ashley’s distress tolerance, with her being mindful of her identified triggers, can set Ashley up to distract herself from the said triggering events (Jamilian H.R, Malekirad A.A, & Zamani,
Um, in class, and in-group (Sims.S, Davis. A, Personal Communication, October 26th, 2015).
Wise-mind breathing I believe was not helpful to Ashley, especially in situations where she is challenged by an authority figure. Ashley needed an immediate skill that didn’t require a lot of thinking. Though I believed that “wise mind” breathing would keep her impulsivity at bay, Ashley struggles with employing the wise mind breathing technique. After teaching this technique to her, Ashley still continuously would react impulsively in triggering situations. I asked her what does she struggle with in in using wise mind, she responded “ I’m going to need you to dumb this down.”
Ashley having difficulty with wise mind breathing, showed that we needed a more simple technique to help Ashley feel more in control. Therefore we then developed Ashley a step-by-step safety plan that would build upon her cognitive process of recognizing her feelings and matching more pro-social behaviors with them. This safety plan was to better develop her frustration tolerance, and lessen her reactivity and impulsivity to challenge authority figures. Building Ashley’s distress tolerance, with her being mindful of her identified triggers, can set Ashley up to distract herself from the said triggering events (Jamilian H.R, Malekirad A.A, & Zamani,