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This client is an eighteen-year-old lady who lost her parents consecutively in three months. The first loss, which was her mother’s death, did not affect her a lot. It was her father’s death that drained her into a deep depression, being that the father was not only a close relative to her but also the best friend that she has ever had in her life. These occurrences made her to be buried in the state of depression to an extent that she decided to seclude herself from people and started leading a lonely life.
The major problem with this client is that she is not ready to trust anybody. This uncooperative attitude that she developed has made it difficult to find the appropriate person to attend to her. Even identifying the right counselor who can talk to her has been a major problem.
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Despite the stubborn nature that the client has, she is a very attentive girl, and when talked to, she is ready to listen. The other strength that she has is that she is obedient whenever she is given an order to follow, except when being told to trust someone (Potter & Perry, 2011).
The main goal is to convince the lady that not everybody has bad intention and make her start believing in other people whom she does not know, but who are ready to psychoeducate her on the condition.
To ensure that during the sessions, the client increases her interactive conversation to be able to have a wide range of opinions from other people participating in the session. This will be put into action during 4 out 7 sessions to achieve a good outcome, and the intention is to improve her ability to make a decision on whose opinion she should settle per session (Potter & Perry, 2011). The second objective is for the client to reduce the number of minutes she remains quiet during each session to about 10 minutes. Prolonged quietness shows her lack of faith in other peope participating in the session. To achieve a better outcome, successful avoiding of prolonged quietness is expected during 5 out of 7 sessions.
Subject her to challenging conditions where she is compelled to make decisions and also avoid isolating her; involve her in as much group activities as possible (Potter & Perry, 2011). The other technique is to psychoeducate the client on the diagnosis on at least 3 out of 6 sessions to boost interaction.
The other goal is to make it evident to the lady that she has to develop self-esteem and avoid looking down upon herself.
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To increase the number of activities and initiatives that the client does under my strict supervision. This is measured by the number of domestic activities that the client engages in per day, at least 4 activities. Another objective is to psychoeducate her about the innate potential that she has not discovered. The aim is to assist the client in developing a wide range of skills that would improve her capacity to take the presented opportunities. Enhanced skills, understanding, and adoption are expected to be visible on at least 4 out of 7 sessions.
The first therapeutic technique is to present to her opportunities to participate in discussions so as to be able to express confidence. The other technique is to assist the client in being in the forefront to try new things and avoid the fear of failure (Potter & Perry, 2011).
This is a twenty-five-year-old male client whose background is brutal, having been raised up in a family where the only way to solve disagreement was physical aggression. He gets angry very fast and goes uncontrollable. The client is not able to differentiate between jokes and serious comments; he therefore demonstrates physical aggression very fast whenever he feels that his personal life has been affected.
The major problem here is that the client is not ready to take up and maintain an argument for long. He goes angry very fast; hence, any slight argument propels him to a fight.
The client’s strength is that after the action, he is able to come back to his sense and realize that the way he acted was not the right thing to do (Kaplan & Sadock, 2013). In such situation, he feels sorry and regrets the action.
To make the client develop a high level of self-control in that he can control and contain his anger.
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Whenever the client finds himself in an argument, he should talk about it more rather than take action, 5 out of 7 sessions. This depends on the client’s level of emotional reactions. The client can also try to increase the number of people he is engaging with when sharing opinion during 2 to 4 out of 7 sessions so that he can learn the art of arguing without being angry.
The client should be engaged in the series of argument from those that last for a short period of time to those arguments lasting longer. The time should be increased as his behavior in those arguments is monitored (Kaplan & Sadock, 2013). Whenever there is a misunderstanding, the client should be calmed down by reminding him that disagreements are not solved by fighting. The client will be encouraged even if he is angry.
To psychoeducate the client so that she adopts the mechanisms of managing anger. This would make him avoid negative impacts of antagonism.
The first objective here is to prolong the time he takes to react to the situation that makes him angry. In this way, he is likely to have limited agitation to respond to the catalyst. The client can prolong his reaction to 30 minutes, and the best result will be achieved on 3 out of 5 sessions he practices that.
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