Full Episodes Of Family Guy - house Therapy - Cognitive, Narrative, and Psychoeducational Interventions
Good evening. Today, I found out about Full Episodes Of Family Guy - house Therapy - Cognitive, Narrative, and Psychoeducational Interventions. Which could be very helpful for me and also you. house Therapy - Cognitive, Narrative, and Psychoeducational InterventionsThe Peterson house on May 5th 2007 took the initiative to gain therapeutic services for their troubled son David. Throughout the therapeutic process, all house members became actively involved. Three traditional house therapeutic approaches for medicine were ultimately chosen by the therapist with the application of three interventions within each approach. The approaches included; Cognitive Behavioral approach, description Based Therapeutic approach, and a Psychoeducational Therapeutic approach. These purposely chosen constructs were applied to the Peterson house law and with their help the Peterson house was able to sustain their son David with his behavior issues.
Agency Context
Full Episodes Of Family Guy
The current agency, in which the Peterson house sought assistance, was the Summit Agency. Summit is an inner city division settled within the college district of Philadelphia. It is a high end division that specializes in helping families and individuals with problematic behaviors and circumstances. Much of the clientele within the Summit division could be considered mid to upper class. The division is primarily funded by direct payment from clients who are seeking very mighty PhD. And Masters level clinicians to sustain with their house issues and by inexpressive donations given by local university professors and staff.
Presenting Problem
The presenting question agreeing to the Peterson house has been clarified by Mr. And Mrs. Peterson as the behavior of their 16 yr. Old son David. For the last two months David has been acting out in school and been disrespectful at home. Rule breaking, disrespecting teachers, and detentions have remained consistent parts of David's behaviors. This type of behavior for the Peterson house is unacceptable and has resulted in the Peterson house seeking assistance for their son's behavior. Mr. Peterson worries that if David's behavior continues, many may think that David is a real problem maker; thus effecting his schoraly life and possibilities of going to college in two years. Mrs. Peterson is involved about her son and wants his negative behaviors to cease. She feels that when he acts out in school this causes tensions within the household; especially between herself and her husband. Both Mr. & Mrs. Peterson seem to agree that they argue more and have greater difficulties on the weeks and days in which David gets in the most trouble. In sessions, David makes statements like, "I don't care about school, because you guy's don't unquestionably care about me." David, in session seems angry. He seems to be very sensitive and seems to desire more attentiveness and time with his parents. He states that he believes no one listens to him and that the only reckon he is at the Summit Point division is because his mom & dad just want to turn him. Both, Mr. And Mrs. Peterson want David to just behave at school and at home in order for him to collect a good study and be regarded as a good young man. David states that if his parents would not work so much, he may have some time with them, and not feel so lonely. David also states that when his parents are angry, they seem to take things out on him; thus production him more frustrated and angry.
Demographics
Mr. Peterson is a 50 year old white male. Mr. Peterson is an educated man with a PhD in literature from the University of North Carolina, for which he takes great pride. Mr. Peterson could be described as having an opinionated egocentric personality, quick witted, and some how seems to riposte with some type of literary quote within every response to house and friends. Mr. Peterson does not emphasize a religious preference or identity and could be considered one who maintains an upper middle class life style. Although Mr. Peterson has published a few literary works, none have been significantly successful, and this seems to be a source of pain and loss of self esteem for Mr. Peterson.
Mrs. Peterson is a 46 year old white female. Mrs. Peterson also graduated from the University of North Carolina with a PhD in literature. Mrs. Peterson seems to be a smart, pleasant someone that makes references to having hobbies; such as playing tennis, biking and shopping. Mrs. Peterson does not enunciate a religious preference, but does say she believes in God. Mrs. Peterson has published two novels and takes great pride in their success.
David is a sixteen year old white male. He has no history of reasoning illness or celebrated behavior problems. David attends high school within the tenth grade at Highland High School. David does not think himself to be a religious person, but does love the newest Eminem Rap Cd, loves to skate board, draw, and enjoys watching bad dream movies. David does seem to be a sensitive young man, and at times makes efforts to express his feelings and clearly express any noticeable changes to pictures and other items within my therapeutic office; thus indicating a heightened sense of observational ability.
Treatment Plan
The current medicine plan (see shape 1.1) consist of one traditional goal and intermediary objectives straight through a Cognitive advent to sustain in modifying David's current behavior issues. Thus far, over the past month and a half I have met with the Peterson house every week and attempted to sustain David and his house with these objectives and goal with no progress. I believe that with the current facts I can develop suggestions, and advise my custom by linking new strategies and intervention objectives from house therapeutic approaches to sustain in solving David's difficulties.
Goal: To decrease David's problematic behaviors
- Send home weekly enlarge report
- When David receives poor behavior reports he is grounded from skate boarding and other activities he enjoys
Figure 1.1
The current advice and decision to link house therapy approaches to this circumstance is to sustain with essential issues. In retrospect, the interventions although practical, settled much of the responsibility and process upon David rather than a house oriented intervention. It was found that many times David would not even bring home his weekly enlarge reports for review. It was also founded that the use of negative reinforcement strategies was not productive due to David's already tattered self image. After additional interactions with parents it was discovered that they rarely complimented David on what he does right, and they admitted to criticizing him at times. With this facts I believe that it would be wise to now consolidate a positive reinforcement plan that would sustain with promoting good behavior and expanding self esteem. I feel that suggesting the use of strategies to sustain with David's parents in regards to their connection and the scape goating behaviors David describes may be beneficial. I believe that David's parents would also benefit by gaining parenting skills and education. The prior medicine plan did not allow David to touch for himself the roles of others or allow him to recognize view and feeling patterns. I believe that with the insight of David's personality and his positive intelligence and sensitivity, utilizing strategies that sustain with view identification may be beneficial. The newly suggested medicine plan is as follows;
Goal One: To decrease David's problematic behaviors
- To increase David's awareness of how his behavior affects others
- To sustain David in identifying thoughts, feelings, behaviors, beliefs
- To sustain David's parents with great parenting and connection skills
Figure 1.2
Strategies for turn - Cognitive Approach
During session argument I would ask David, how he view his behavior at school made others feel and what impact his behavior had on others. After his response I feel that the "Critical Moment" Cognitive Behavioral advent intervention that I learned at the University of Michigan School of communal Work may be productive (Personal Communication, R. Tolman, October, 2006). I would suggest that a role play should be utilized with David and his parents. I would ask David to recognize any time or circumstance in which he interacted with a instructor negatively and when the interaction concluded with a negative consequence for David. The circumstance I would request of David must have ended with him reasoning that he should have responded differently. I would ask him to express to all of us his detailed story from beginning to end. After he expressed his story I would ask David and his parents if there were more positive responses David could have utilized that were not disrespectful. David and his parents would have good ideas regarding what David's response could have been and they would share these ideas. After sharing their ideas, I would request that David play the role of the teacher, and I then ask his father to play the role of his son David. I would ask David's father to make sure that in his response, as he acted like David that he would comprise the newly agreed upon positive response. As both would act out the role play, David would state the words of his instructor within the past interaction and his father would do his best to repeat what David had stated was spoken during the interaction, except for the expanding of the positive statement that David should have said. After the role play, I would request a role reversal. This time David would play himself, stating what his father had stated with the positive response attached to his interaction. His father would play the teacher, and at the conclusion David would hopefully begin to understand both roles of those involved. It is hypothesized that this role reversal may turn David's perceptions.
The second intervention that I believe would be helpful in allowing David to recognize his thoughts and feelings and how they consequent his behavior would be to use during the session a dry erase board in order to draw the "circle of identification" (Becvar & Becvar, 2000). This circle could indicate the process of thoughts, feelings, and behaviors. I feel that the utilization of this type of intervention may work well, inspecting the known facts regarding David's love for drawing and optical acuity. I would suggest to David to express a time when he was disrespectful or acting out against his parents or teachers. That definite part would be the focus in which we would recognize his thoughts, feelings and behaviors to that circumstance. As a therapist I believe that as we recognize his thoughts and feelings during this part and address either or not they were positive or negative, or either they were realistic or distorted; at the center of David's response could lie schemas about himself and others that may not be healthy or functional for his life. It will be the goal of this intervention to address those negative schemas that may be assisting in negative responses, and purposely inserting positive collaborative thoughts created within our sessions.
Due to suspected negative reciprocity and the amelioration of negative schemas within the house system, regarding David's consistent behaviors, it would seem to be beneficial to use a third cognitive approach. I feel that it may be beneficial for the Peterson house to use a thought, feeling, and behavior journal for all members in the house (Becvar & Becvar, 2000; Lawson & Prevatt, 1999). It would be expressed to the house that on each page of the journal there should be two headings; "What did David do today", and "How did I feel about what David did today." I believe that this could allow the house over a estimate of sessions to come to a realization of how they are perceiving their son, and how David perceives himself in a qualitative manner. Identifying these schemas, thoughts, and feelings may be beneficial for assisting in cognitively reconstructing the house systems perception and expectations of David's behavior.
Narrative Approach
It could be suggested that in an attempt to speak about the behaviors within sessions one should seek to cut parental "problem saturation" regarding discussions of David's behavior (Lawson & Prevatt, 1999). It could be hypothesized that due to the constant annotation and negative perceptions that David's parents have expressed regarding his behaviors, utilizing an externalization technique would be beneficial (Lawson & Prevatt, 1999). As the therapist I should ask two sets of questions; questions relating to how house members feel about David's behavior and after a series of questions regarding the families reactions to David's behavior I would ask the parents if there was ever a time in which David did not act disrespectful or behave in a negative manner (Prevatt & Lawson, 1999). All house members could then begin to recognize the negative behaviors as external events in which they could seek to collaborate and work against (Prevatt & Lawson, 1999). This would seem to be an productive intervention, especially for David who has been indicated as having low self esteem and has been identified as possibly being the scape goat within the house system.
After a proper expression of dissimilar perspectives over a estimate of sessions, as the therapist I would suggest to the parents to write a letter to their son. Within the letter I would ask them to express their commitment to helping David. I would express to the parents to write positive statements of affection for David and let him know that they validate his feelings. This would lend to decreased fault seeing and negative reciprocity (Lawson & Prevatt, 1999). This process I believe would sustain David in reducing his feelings of isolation and enhance his commitment to working against the externalized problems.
Furthermore, a third intervention that may be productive would be for myself as the therapist to write a final letter of prediction (Lawson & Prevatt, 1999). This letter would be written in a way that expressed a strengths base perspective and a positive message of hope in regards to house commitment and David's behaviors.
Psychoeducational Approach
As the therapist I would pursue concepts and processes consistent with educating the Peterson family. I would recognize concepts that may be productive inspecting the educational level of the parents and David, as well as the families strengths and capability to use question solving and communication concepts (Becvar & Becvar, 2000). inspecting the suspected scape goating behaviors of Mr. And Mrs. Peterson, I feel that teaching Mr. And Mrs. Peterson great ways of communicating their own problems rather than projecting them upon David would be beneficial. I believe speaking with Mr. And Mrs. Peterson about active listening skills, practicing the communication ball technique (speaker holds the ball / listener waits their turn) would allow the Petersons to work on their listening skills. I feel that this would work well for the Petersons inspecting their educational level and willingness to learn.
Another intervention I would implement to enhance communication with the educational law would be to teach parents how to implement a home/school communication law (Foley, 2007). This law includes maintaining a chart that is marked by teachers and parents to indicate behaviors, moods, and activities that were completed during the day (Foley, 2007). The construction of this law creates productive communications between school staff and parents (Foley, 2007). As the therapist I would ask the Petersons to develop this law as instructed and then within one session rate the process and express the ideas to David. Emphasizing also to David that good reports will bring good rewards. Educating Mr. And Mrs. Peterson regarding consequent straight through and consistency regarding the communication law would be very important.
Due to the educational levels of the Peterson family, as a therapist I would suggest interventions such as parental skills groups within the society or the use of parenting resources and educational programs within sessions. It is hypothesized that the Petersons would welcome any educational facts regarding more productive parenting. Recommending web sites, books (Love and Logic) and therapeutic games to enhance a child's communication and self esteem would be inherent interventions for the Peterson family. These psychoeducational interventions would sustain with the third objective of the medicine plan, regarding the need to collect greater parenting and connection skills.
Conclusion
The mystery I identified within the first medicine plan was that only one advent was utilized and it was not an eclectic process with at least three approaches and complicated interventions. I believe that the eclecticism should be a priority due to the nature of the question and complicated systems involved. I felt as if in order to cut David's negative behaviors the interventions should be creative, related to question solving objectives and address the entire house system.
I believe that utilizing a cognitively based advent would be an prominent part in identifying the negative beliefs and schemas David may have about himself as the roots of his low self esteem. By expanding David's abilities in negative view identification, David will be able to purposely insert positive thoughts straight through cognitive restructuring (Becvar & Becvar, 2000). Gaining parental involvement with journaling may also be a phenomenal intervention, inspecting that Mr. And Mrs. Peterson are writers and may give spicy and creative reflections.
What may be a concern is that David's parents could recognize externalizing a question straight through a description approach, as a way of David not taking full responsibility for his behavior. inspecting their past negative reciprocity of his behaviors and the parents' attitudes and expectations, it would be prominent to emphasize the point of such a perspective.
David stated that his parents do not listen to him. Also admitted by his parents, they tend to argue more when David gets in trouble. The chosen Psycho educational advent would seem to be an productive approach. This advent I feel would sustain the Petersons in gaining essential communication skills and greater parenting strategies for David. I feel that communication construction strategies would sustain with what David stated as "no one listens to me." inspecting the Petersons wage level, society work on and positive attitude towards education, suggesting that they gain involvement in a parenting and or communications group would be an exquisite intervention strategy.
I feel as the Petersons therapist that the utilization of these three approaches and choosing them agreeing to their definite circumstance and house dynamics that they will prove to be more effective. I feel that these approaches comprise all the elements that are needed to enhance the skills and cut the problems that were chosen by the Peterson family.
Note to Reader: All participants in this description and the division are fictional: any relation or connection to real circumstances is clearly coincidental.
L. J. Riley Jr. Bsw, Llmsw
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References
Becvar, D. S., & Bacvar, R. J. (2000). house Therapy; A Systemic Integration. (4th edition). Needham Heights; Ma: Allyn & Bacon Publishing.
Foley, S. (2007) Psychological Testing for communal Workers; The Notes.
Lawson, D. M., & Prevatt, F. F. (1999) Casebook in house Therapy. Belmont; Ca:
Wadsworth Publishing.
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