CM conducted a 30 Day CFT meeting at the family’s home. In attendance were Jasmine Alexander (CM), Alison Scarpignato (CMS), Ms. Clark (parent) and Marquez (youth). The initial Strength and Needs Assessment was completed and the crisis plan reviewed.
The following issues were discussed during the meeting:
Behavior: Ms. Clark reports that youth has a bad temper at home and school when youth does not get his way. Ms. Clarks stated that youth becomes violent by hitting and kicking others. Youth will leave the house without permission. Youth reports that he wants to listen.
Education: In September youth will be a 5th grader at Whitney M. Young Jr School (p.s. #15).
Mental Health: Youth is often oppositional and defiant. CM informed the
Moreover, behavior problems and its effects on other family members is often a result of family problems, in which may be translated into Jason’s behavior or acting out (Thomlinson, 2016). Changing behavioral factors intervention would allow the counselor to assess behaviors that are observable, measurable, and changeable. In doing as such, would support change when it is accomplished through altering what happens before and after the specified behavior occurs. Identifying current and alternative triggers is the first step in changing adverse behavior (Thomlinson,
The ways these emotions and feelings are sometimes conveyed are sometimes seen as an outlandish acts and they are better known as abnormal adolescent behavior. Abnormal adolescent behavior occurs during the transition from childhood to adult. (Ages 12-17) Abnormal adolescent behavior can be best described as acts done by an adolescent that are not easily accepted into society. They are bizarre, wild and almost crazy acts. Some adolescents reach a stage where they begin to experience different things and some begin to act out wildly not being able to necessarily control themselves. Some digns of this disorder can be aggressive behavior that may harm or threaten other people or animals, destructive behavior that may damage or destroy property, precocious sexual activity and lying or theft. These signs and actions can lead to a higher chance of the adolescent having suicidal thoughts or attempts, academic difficulties, higher chances of injury and problems with the law and sexually transmitted diseases. What can or may cause or bring about this abnormal behavior in an adolescent may be rejection from parents, peers and ...
Gail Avent serves as the Executive Director and founder of Total Family Care Coalition, a family-run organization located in SE, Washington DC. Ms. Avent developed a grassroots peer-to-peer program and operates as a certified recovery peer support provider. Ms. Avent is the recipient of a Federal Statewide Family Network grant from the Substance Abuse Mental Health Administration (SAMHSA). In her position, she is responsible for overall operations of her organization and she is also the Lead Family Contact, providing oversight of contracts and ensuring advocacy for families and youth through the implementation of the System of Care (SOC) for DBH. Ms. Avent partners with DBH to develop certified family and youth peer support worker trainings and serves as committee chair on DBH’s Peer Certification Committee. Ms. Avent knows about personal loss, and is the parent of four who has lost two. She lost one child to street
Among adolescents, a certain degree of misbehavior, experimentation, or independence seeking is common. In fact, the American Psychiatric Association (1994) indicates that "New onset of oppositional behaviors in adolescence may be due to the process of normal individuation." On the other hand, youth who persistently and progressively engage in problem behaviors with significant impairment in personal development, social functioning, academic achievement, and vocational preparation are of great concern to caretakers. Also of concern is the broad category of "antisocial behaviors" that have an appreciable harmful effect on others, in terms of inflicting physical or mental harm on others or causing property loss or damage.
Everyday we are hearing more and more about a child or teen that has committed some horrible act. On Tuesday April 27, 2004 a twelve-year-old Georgia boy was arrested for allegedly using “his hands to strangle a third grader who disappeared while riding her bicycle”(McLaughlin, 2004). In February, a twelve-year-old girl was beaten to unconsciousness by a group of adolescents and young adults while at a birthday party in Baltimore. The question we must ask ourselves is where are the parents? Sadly, in the case of the Baltimore girl, one of the young adults was the parent of one of the children. How do children learn that violent and socially deviant behavior is acceptable? Both of these scenarios would meet the criteria for a psychological finding of conduct disorder (CD). The diagnosis of conduct disorder in adolescents can be directly attributed to the continuing lack of parental involvement and support in the child’s life.
Youths who have entered the justice system have often been diagnosed with mental disorders or diseases. “A majority of adolescents formally involved in juvenile court have at least one, if not more than one, significant emotional or learning impairment, or maltreatment experience” (Mallet, 2013). The existence of these diseases often effect the juvenile’s stability and ability to make rational decisions. Which may result in them engaging in criminal activities The prevalence of disruptive behavior disorders among youths in juvenile justice systems is reported to be between 30 percent and 50 percent (The mental health needs of juvenile offenders). The difficulties of these disorders are often
In this section, the links between parental education levels and their children’s violent behavior at school will be discussed.
There is always a reason why a child acting a certain way. Often times they do not know how to communicate what their problem is. Tends to let it all build up inside and cope with it by doing drugs, joining a gang, disrespecting their parent, drinking alcohol and other bad behaviors. Sometimes children bring the same negative energy to the school and misbehave by fighting or disrespecting their teacher. In the Human Service field, there is a School Psychologist who reaches out to children and find out the exact problem they are experiencing.
On the other hand, older children may lie, or engage in violent behavior, and be diagnosed with conduct disorder. Factors that contribute to an individual child’s antisocial behavior vary, but frequently the...
The intent of this interview was discussed with the family, namely, how the data would be used to discuss family experiences for an assignment in Family and Societal Nursing for RNs at State University. Most importantly, I mentioned to the family that I hoped to provide them with interventions and support to...
Contrary to the similarities of both models, The ABC Model of Crisis Intervention is used as an assessment consisting of three components: A- achieving contact, B-boiling the problem down to basics and C-coping (Kanel, 2010). Kanel (2010) suggest that the ABC Model of Crisis Intervention is designed for a client whose functioning level has decreased following a psychosocial stressor. It’s most effectively applied within 4 to 6 weeks of the crisis. The Seven Task of Assessment consists of the following seven tasks: (1) Initiating Contact, (2) Defining the Crisis, (3) Providing Support, (4) Examining Alternatives, (5) Re-establishing Control, (6) Obtaining Commitment, and (7) the Follow Up (James, 2013). The Seven Task Assessment is a more detailed assessment focusing solely on the difficulties faced by the client due to a severe crisis. It allows for a closer encounter with the client to evaluate the crisis’ severity, their current emotional status, alternative methods, support systems and coping
Conduct disorder (CD) in children and adolescence is a serious matter that has major adverse effects to the child, to their parents, and to their entire community. This disorder is chronic and worsens overtime that forces the child into a life of risky aggressive impulses, pattern of destructive behavior, disregard for rules, regulation, and authority. Since CD is a condition that develops over a long period of time, children can carry the side effects of negative behaviors into their adulthood. CD is one of the most common diagnosed disorder among children and adolescence, and according to the Diagnostic and Statistical Manual of Mental Disorders (Mental health integration, 2009), “Conduct Disorder s repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated” (Mental health integration, 2009). At a young age, children with CD will have difficulties in school; learning, forming friendships, and become socially rejected by their peers. By the time the child is an adolescent, CD can stem into many other undesired mental concerns and disorders. An adolescent with CD will likely have numerous run-ins with the law, difficulties forming and maintaining relationships, and difficulty sustaining long-term employment. Some symptoms of CD is bulling, fighting, cruelty to people or animals, rape, vandalism, fire-setting, robbery, theft, and school truancy (Mental health integration, 2009). It is important to note that the average child and adolescent may act on one or two of the symptoms, and that is completely normal. It starts to become a concern when these symptoms are constant and repetitive.
“How much do you know about teenagers deviation behaviors?” Survey Report. (2009, April 27). Hong Kong Federation of Youth Groups. Retrieved November 29, 2013 from
Gelfand, D. M., Jenson, W. R. & Drew, C. J. (1988). Understanding child behavior Disorders. (2nd ed.). Chicago: Holt, Rinehart and Winston, Inc.
Therapist recommend parents to look for educational contexts who can help them understand the juvenile’s behavior. Another important solution is trying to establish communication with them, and try to maintain patience while speaking. According to the author parents must “Attempt to process your emotions with another adult if you need to, and present yourself as calm, cool, and collected when approaching your teen” (Hansen, 2015, p.1). Moreover, parent should take into account that teenagers are trying to form their own identity while facing the role of confusion stage. The theorist Jeanette Piaget argues that adolescents explore for stages while looking to identity: diffusion, foreclosure moratorium, and achievement. Parents can use the four stages to understand the adolescent’s behavior when trying to solve a conflict. The last important factor the help adolescent during this transition is guidance. This factor will help juveniles to feel that they are being supported by their parents by establishing communication, emotional attachment and by establishing rules. This stage would clearly help parent to educate juveniles to balance the consequences of their behavior and by demonstrating to them that they care about them by remaining