1. How can you channel the individual and peer supervision sessions to encourage and empower Nuria and to foster her belief in her own strengths, competencies, and self-efficacy, using a wellness and positive psychology approach? Nuria presents with feelings of disappointment and a sense of failure due to recently met adversity while attempting to teach a predominately Jewish class. She reports that despite her best efforts the students remain unreceptive to her teaching methods.
I found it was very difficult to find the words to start the conversation that would change her life entirely. I found that it was very difficult to make eye contact with the patient and I wish I had done more in order to make the process more personable and comforting. Once I was able to give the information about her diagnosis and potential prognosis, I realized that I was using a lot of medical terminology that may have been difficult to comprehend for the average person. I was able to catch myself early on, and made adjustments accordingly. I also found it was difficult to answer some of her question since they pertained to information that is out of my scope of practice.
Marybell came to the appointment after a job interview in which she was approved to go through training and believes she has a good chance of getting the job. Marybell still filled out a referall for supported employment services and said she felt better knowing that she would have someone to help her if this job fell through. Marybell says everything seems to be on the positive and this is helping minimize the depression and anxiety symptoms and stablize her mood. Her affect in the appointment was upbeat and happy, much more engaged than previous appointments. The lessening of symptoms was also seen by her being able to get up early to get to job interview and other appointments when she had been oversleeping and also being able to ride public
Next she is wanting to do placement tests, but the guy at the desk said otherwise. After that she calls someone for some help in her speaking. Lastly she isn’t excited, but she knows it for the best. As her years went on she knew speaking was hard and all she had to do was ask for help. Don’t get mad and frustrated if things don’t work out.
She was able to realize that everyone goes through the tough transition of being a plebe to a free youngster and that with freedom comes responsibilities. She realized in the end that one conduct mishap does not define her character, but it can and will be a problem should she stay on that trajectory. At the final counseling session she even thanked me for being “down to earth” and open with her. She appreciated the time I invested in her and she was able to grow in a moral sense from this experience.
Phase One (Sessions 1 through 3) • The session 1 and 2 consists of the assessment of the client’s clinical problems and background information. Questions relate to her clinical problems, including (a) the nature of her problems (depression and difficulty with making decisions), (b) reason of seeking psychotherapy, and (c) previous attempts to deal with the problems. For the background information, the client’s histories are assessed in the areas of intimate/family relationship, educational/vocational activities, past history of psychological treatment, and physical condition. Session 3 primarily consists on the further functional assessment around her coping skills (e.g., avoidance) in the areas of interpersonal relationships. Phase Two
I am writing this in hopes that this will serve as a testimony on Samantha Rowe’s behalf. I am hopeful that this will be considered as an adequate testimony in lieu of me being present. I have had the pleasure of knowing Samantha for three months, and I consider her a great person who places value on integrity and honesty. I also place emphasis on these values, and as a future school counselor, I desire to help people reach their maximum potential. As such, I am writing this not only to protect Samantha, but also in hopes of aiding _____ in receiving the help that she needs in order to succeed in her personal life.
. Describe the growth and developmental tasks that were displayed by the child you interacted with in this setting (Erikson, Piaget and Freud). Were these tasks age appropriate? Did you assess any developmental challenges in the client that you interacted with? How were they dealt with (by you and by the health care team)?
She ached and seemed deflated, like a balloon flying away. She felt like crying and instead of being happy for her mom, she tried to hold her back. The mother saw this as a wonderful opportunity. “‘And after this I can finally graduate. Our lives will change then.’
Retrograde Amnesia Retrograde amnesia is when you lose all memories from the recent past ( for example you get some sort of brain damage which then leads to the retrograde amnesia and you lose all memories from the past 2-5 years, maybe even less than 2 years and more than 5 ) . You can get retrograde amnesia from brain injuries traumatic events- (posttraumatic amnesia), surgeries, and/or electroconvulsive therapy - ( fact- some people purposely get electroconvulsive therapy to get amnesia, but it is most likely to trigger a seizure). The retrograde amnesia happens because you lost important brain cells, and once you lost them you can't get them back, so you will have to re-make them by making new memories. Chronic Insomnia Chronic insomnia is when you struggle sleeping, insomnia can last a short time (acute insomnia) and can last a long time (chronic insomnia). The cause of the chronic insomnia in this case is from MDD (major depressive disorder).
One of the limitations is the construction of the memory. The gaining of trust on how much an individual can trust the memory of recollection. While one may not remember what happen in their daily day life, how can one trust this therapy to recollect the memory many years ago. The construction of memory may include good memories and memories which can worsen the client’s life as it can be painful one. The client can take drastic decision such as pulling the person to court after the memories have been recollected.
One famous case of amnesia supporting Squire's view is patient H.M. (Scoville & Milner, 1957), who had parts of his left and right temporal lobe, hippocampus, amygdala and surrounding areas of both removed. He developed severe anterograde amnesia, the inability to learn new information, resulting in an almost completely absent short-term memory storage. He also had moderate retrograde amnesia, unable to remember information between 3 to 11 years prior to his surgery, but with other long-term memories unaffected. Explaining this, Squire argued that memories are consolidated in the hippocampus, easily disrupted by trauma during this. They become less dependent on the hippocampus with time, eventually being stored in the neocortex (Alvarez &
The biological approach to the basis of memory is explained in terms of underlying biological factors such as the activity of the nervous system, genetic factors, biochemical and neurochemicals. In general terms memory is our ability to encode, store, retain and recall information and past experiences afterwards in the human brain. In biological terms, memory is the recreation of past experiences by simultaneous activation or firing of neurons. Some of the major biopsychological research questions on memory are what are the biological substrates of memory, where are memories stored in the brain, how are memories assessed during recall and what is the mechanism of forgetting. The two main reasons that gave rise to the interest in biological basis of memory are that researchers became aware of the fact that many memory deficits arise from injuries to the brain. And the other reason was that they realized that psychological processes must have a physiological basis.