Summary of event/incident The first section of a meeting with child R was to find out how he had been doing with the anger management techniques which I had taught him the week previously. Child R declared that the strategies he had learnt had been effective as they had helped him control his anger and prevented him from being involved in any negative incidents. The latter part of the session was an opportunity for child R to see an initial assessment I had conducted on his life. Child R had already given his consent, allowing me to discuss my finding with his parents, however, I wanted the child to confirm whether he agreed with what I had written, or if child R felt that alterations needed to be made beforehand. When child R was initially informed about the purpose of the assessment, he was not …show more content…
I feel quite humble that child R felt comfortable enough telling me something which he must have found immensely difficult as he has a strong sense of loyalty to his family. On reflection I now realise that this level of rapport was established because I constantly used techniques from Person-Centred Practice. I would spend time listening to child R so that I had a better understanding of how he felt. I feel that child R enjoyed being the centre of attention and liked being treated as an equal as from what child R has told me he rarely experiences these things. Additionally, not only did child R disclose to me, but he always made a concentrated effort himself to meet with me and informed me that he found the meeting beneficial. Therefore I assume that child R must have viewed me as being genuine, or ‘congruent’ and realised that my sole intention was working in his best interests (Maclean and Harrison,
During these sessions, I will need to establish trust with the child and family. Once trust is built I would then be utilizing a cognitive behavioral approach would educate the patient in healthier outlets to control anger or impulsive urges to throw tantrums. This approach will also be beneficial in teaching the child proper communication techniques will allow them to express themselves in an appropriate manner. Building self-esteem will also be a focal point of the sessions. By building self-worth and confidence in the patient, it will in turn begin to nurture the child’s ability to form healthy cohesive relationships with those around
14). When applying this to this scenario, I showed compassion by staying by this child’s side and holding his hand while he was in the E.R. I sensed the child’s fearfulness, hesitancy and flat affect. Though he did not make eye contact, I sensed the child felt he was feeling safe when he asked me to stay in the room with him. It was apparent that the child just wanted to be cared for and shown love, so I did my best under the circumstances.
This is a reflective essay based on my attendance at a multidisciplinary team (MDT) meeting whilst on my two-week placement at a local mental health day hospital. The aim of this essay is to discuss the importance of the multidisciplinary team within the mental health environment and discuss factors that can influence the success or failure of multidisciplinary teams.
To ensure the positive outcome of the therapy, an equitable and respectful relationship has to be build between the therapist and the child that is involved. There were a few. A few techniques are employed to ensure the positive relationship between the therapist and the child.
As a human services professional, there are many skills that you must already have and that you must obtain as you grow in your career. According to nationalhumanservices.org human services is a very unique feild to work in. They defined this position as the, “objective of meeting human needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of problems, and maintaining a commitment to improving the overall quality of life of service populations” . In other words, preventing conflicts and improving the lives of many different individuals using knowledge.
Next, I am going to discuss the person-centred interventions I exercised through the therapeutic process with my client in session four. Within this I am going to explore how these interventions impacted my client’s responses and how I could improve my skills in future sessions.
Mr. James has arrived for his assessment at the Gadsden County Human Services office. His demeanor is somewhat different from the last meeting. He is more reserved today and seems to be open to effective communication. The case manager, Tameka Footman enters the room and greets Mr. James. Mrs. Footman asks Mr. James, how he’s feeling about the session today. Mr. James responds and says that he’s feeling good about it. Mrs. Footman reviews the events that took place last session and asked if there were any questions from the previous meeting. Mr. James says that he doesn’t have any questions are is eager to get started.
I then asked him if the youth center has ever considered asking for donations to go towards their funding, and if so what came as a result? He responded by stating that the youth center has indeed received donations in the past from various individuals, none of which though are large enough to have a lasting impact on the organization. Although “they did help ease some of the problems at the time being.”
The group I chose to attend was an Alcoholics Anonymous meeting in the city of Van Nuys, California. I heard about this group through my agency as the meeting was located a few blocks away from my job, therefore, it was not difficult to locate. I decided to pay an initial visit before the scheduled group meeting in order to inform the group facilitator that I was a social work student and that my intention was to attend one meeting in order to observe group dynamics. The group facilitator agreed to let me attend the group with the discretion of not using recording devices or breaking any confidentiality rules. The group facilitator seemed very welcoming despite the fact that I did not share in the group’s
After completing all of your coursework, what jumps out as having a significant impact on your learning?
The next time I tried this intervention, it failed. He did not respond very well to it. When I asked him about his parents, he reluctantly told me that he had a “good” relationship with him. When I asked him a follow up question in hopes to prompt him to speak
My role is to train and license perspective foster parents. The training I facilitated is called Model Approach to Partnerships in Parenting, or MAPP, which all interested candidates must complete as part of the certification process. The MAPP training is facilitated once a week for three hours, which equates to a total of thirty hours. During those ten weeks, I tend to develop a very close report with at least one of the participants. In my last MAPP training, for instance, I became very close with a 45 years-old Dominican woman whose modified name is Maria Perez. The connection I developed with Maria was different than the ones I have established in the past with other perspective foster parents. I attribute this, in part, to the fact that Maria and I share the same ethnic background. During one of the training sessions, Maria shared that her main motivation to become a foster parent is because she is unable to biologically conceive. This made me develop deep empathy for Maria as I have experienced the feelings of loss that come with infertility in my family. Maria and I used to talk almost at the end of each meeting. During one of our conversations, Maria expressed to be grateful with the knowledge she had acquired from the training and our conversations. In our last session, like usual, Maria came to me after class. However, this time her approach was
I believe that my relationship with the child must be warm and supportive (Axline, 2013: 23-35). Whilst my sessions are taking place, the girl must feel safe in order to ensure progress. If she feels comfortable in her surroundings she will be more willing to share he thoughts and opinions with me. It is very important for me that she unconditionally accepts me and that I unconditionally accept her (Axline, 2013: 23-35). This is where I must gain her trust. The first session consisted of an assessment, the second session is where I engage in play therapy. Here I need to build a consistent relationship with her using toys and verbal communication. I will also allow her to freely express her emotions during the sessions (Axline, 2013: 23-35). Whilst she’s playing with the sand and figures, I will encourage any emotions (as long as it stays safe). For me to be able to help her I need to assess her different emotions surrounding different situations.
From the beginning, where we were unfamiliar with each other and became a team, my team and I had started to learn each other name and getting to know each other. Throughout each meeting, we slowly start to feel more comfortable and open minded with each other. Not only are we getting familiar with each other, each meeting that was held we progress of becoming an effective team member, we learn our strengths and weaknesses of everyone. During the meetings, we learn many concepts from the textbook, “Communicating in Small Groups: Principles and Practices” by Steven A. Beebe and John T. Masterson. We were able to learn different types of concept in the textbook and utilized it as a team to complete certain tasks. The three concepts that impacted my team and I are human
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...