According to Sperry & Sperry (2012), Cognitive –Behavioral case conceptualizations include a clinical, cultural, and treatment formulation that emphasize signature elements such as predisposition (maladaptive cognitions/behaviors), treatment goals, treatment focus, treatment strategy and treatment interventions.
In efforts to demonstrate an example of a Cognitive – Behavioral case conceptualization statement, Client A is presented.
Client A is a 9 year old female Caucasian, 4th grader. She currently lives with her mother, who is divorced from her father. She has one older sister, who is currently away at college and a younger sister from her father’s previous relationship. According to her mother, her maternal grandmother used to live them until she died six years ago. The loss of the grandmother was very difficult for Client’s A mother, as the grandmother was the 2nd caregiver due to the divorce. At this point, Client A inconsistently
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Her symptoms presented when Client A’s father started a new job and when she transferred into a new school (precipitant). Client A admits to feeling anxious, angry and frustrated when she is being ignored and misunderstood. She firmly believes everyone in her life should listen, believe and try to understand her. When others do not abide by her decisions or value her thoughts and emotions, she feels abandoned and that no one cares for her (maladaptive cognition). In response to her thoughts/emotions, Client A reacts with angry outbursts and becomes defensive, defiant and disrespectful towards others along with efforts to controlling them as well (maladaptive behavior). As anger has been her outlet to communicate, her maladaptive patterns have been maintained by her lack of assertive/conflict resolution skills and problem solving skills including a limited capacity for emotional regulation
On 9/28/2015client met with Dr. Shuster and she was diagnosed with: Axis 1: Post traumatic stress disorder; 309.81 (primary), symptoms regarding the traumatic event in Columbia. 2. Mild neurocognitive disorder 331.83, rule out in light of the reportedly forgetting appointment, and being unable to recall any of 3 objects, needs neurocognitive testing to rule. No medication was prescribed and in the event that the client agrees to see a therapist Dr. Shuster will issue a referral, and if client memory becomes more of an issue client should be re-assessed for safety.
As a child she stated was sexually abused and was also kicked out of the house by her grandfather. Which lead her to go down the wrong path and also the wrong side with the law. She never met her father but he was a child molester and she was abandon by her mother leaving her and her brother to stay with their alcoholic grandmother and their grandfather who had a temper and she later stated had sexually abuse her.
Maunica responded well to the intervention. Maunica continues to make very good progress towards her goals and maintaining her mental health. Maunica stated, that using coping skills, like breathing techniques, counting from 1-10, journaling, walking away ,and asking for time out before the situation escalates. Maunica completed the worksheet. Maunica stated, that she used to lash out, when she got angry but now is utilizing coping skills to deal with upsetting situations.
Goal: Braydon often refuses to follow or comply with requests and rules, even when reasonable. He will clearly lessen the frequency of passive-aggressive behaviors as evidenced by conveying anger and frustration through controlled, respectful, and direct statements and no more than three disciplinary referrals during the Second Nine Weeks. Intervention: MHP taught Braydon how to identify negative, hostile, and defiant behaviors, and develop new ways to reframe these behaviors in more pro-social terms. MHP taught his grandmother how to change her predictable response to reestablish control in positive, but creative ways.
Client seemed unstable and flustered with everyone in the home at times. She is also having trouble clearly communicating with her family members and including myself. Client was openly hostile towards all her family members. Mrs. Weston is accustomed for things going her way if not she will dismiss all inputs from other individuals. Client lashed out couple of times when asked specific questions regarding her current medications.
MALADAPTIVE BEHAVIOR & PSYCHOPATHOLOGY Kwame Danquah Argosy University Prof. Jennifer Myers FP6005 A01 April 4, 2017 Primary and Secondary Diagnoses Jessica E. Smith was referred to as my office for a psychological evaluation. Thus concluding the primary diagnosis is borderline personality disorder. Ms. Smith’s background and demographic information were obtained before the actual evaluation and revealed information that fits the criteria of the diagnosis. Ms. Smith was also administered the Minnesota Multiphasic Personality Inventory (MMPI-2), which assessed her personal attitude, beliefs, and experiences.
When therapist asked client about the alternative behavior, client reported that he tried to talk to the aunt about his oldest sister bossing him around, but his aunt tried to avoid it because she does not want to fight with her. Client reported that he feels angry 2-3 times a week because he argues with his foster sister and feels bad about it. When therapist processed with client his feelings about being stressed by his family. When therapist psycheducated client about the types of anxiety and having anxiety related to study or any future plan is okay since is not preventing him from functioning. apist acknowledged the clients role play.
CM Gilmore completed a home visit to ensure safety and well-being of the child that was listed on the report. Bmo Denikca Davis and VC A’Neeya Belton currently reside in the home. CM Gilmore explained her purpose of the visit, and Bmo allowed CM to come in the home to discuss the allegations listed in the report. Bmo reported: • Vc’s behavior have been bad at school consistently each day of the week.
The Socio-behaviorist theory (behaviorism) Socio-behaviorists often study how children 's experiences model their behaviors (Nolan & Raban, 2015). Behaviorism believes that what matters is not the development itself, but the external factors that shape children 's behaviors (Nolan & Raban, 2015). This theory demonstrates that teachers and mentors dominate and instruct child-related activities, and they decide what children should learn and how to learn (Nolan & Raban, 2015). Reinforcement, which is an essential factor that helps children to learn particular behaviors, generally refers to rewards and punishments (Nolan & Raban, 2015). Children are more likely to repeat actions that result in receiving praise; in contrast, they may ignore or abandon behaviors that make them get punishment.
Violet pretends to agree, but then quickly tries to escape from Tate. In the super natural setting, Violet never gets to escape, and Tate finds a way to console Violet. After this the two are nearly inseparable until Violet finds out the truth about Tate raping her mother. After all of the bad things that Tate has done, his problems are traced from childhood.
Background Information Client X is a twenty-one year old student, middle-high class white women who seemed discouraged and frustrated when she first arrived. She attends university and enjoys spending time with her family and friends. Client X has a boyfriend, some close friends and lots of family, however, she still reports experiencing lots of loneliness. She believes she feels overwhelmed and frustrated with constantly being with a few people and reports high anxiety and depressive symptoms when there is no one to hang out with or talk to. She disclosed that she cries multiple times a day, and sometimes can not attend her classes or complete daily tasks because of crying.
Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood