Reference no: EM133625080
For each of the following scenarios, identify the patient's primary communication intent (information sharing, small talk, self-affirmation, persuasion/direction, emotion). Then identify the patient's important experiences, paraverbals, and feelings or emotions Lastly, practice writing each of your responses which would indicate understanding and counseling abilities.
1. A 16-year-old male is meeting with you. He has had therapy for many years for stuttering and believe that he does not need require anymore therapy. He says, "I just don't want to come anymore [strumming his fingers on the table]. My mom thinks I need to be here, but I think I've learned everything I need to learn. I know my techniques; I just have to do them [pauses]. I want to spend my time playing basketball and this therapy just takes up too much of my time [voice starts to shake a little]. I'm fine really. I think I just need a break."
2. A father of a child with autism is meeting with you for the first time. He says, "We just met with the developmental pediatrician and she told us that our child definitely shows signs of having autism. At first I didn't know what to do or what to say. I was really hoping for a different answer [wringing his hands]. Now I'm ready to face this challenge. That's why we've brought our son here to you [looking directly at the SLP]. I want my son to have all the therapy that he can get."
3. A woman is recovering from a car accident and is currently in a rehabilitation unit. She is a week into a traumatic brain injury rehabilitation program that could go on for several months. She is talking to you. "You told me this was going to be hard, and I thought that I had preparing myself for it [looking down]. I thought I had the courage it takes, but now I don't think I have it in me [voice cracks]. The smallest tasks take so much effort and I just keep breaking down and crying [hold her face in her hands]. I don't think I can do this anymore."
|
How you can assure your future students are noticed
: How you can assure your future students are noticed, heard, understood, and part of classroom decision-making processes.
|
|
What codes from the ethics codes for behavior analyst 2022
: What codes from the ethics codes for behavior analyst 2022 are relevant here? Utilize only the codes covered in Section 3.
|
|
Address the positive effects that an efficient scm solution
: Address the positive effects that an efficient SCM solution can have on operations, logistics, advertising, customer needs, and regulations compliance.
|
|
Specifically the problems of disabled people
: Specifically, the problems of disabled people, or social workers, are not resolved by the incorporation of empowerment as an instrumental competence
|
|
Identify the patients primary communication intent
: The smallest tasks take so much effort and I just keep breaking down and crying [hold her face in her hands]. I don't think I can do this anymore
|
|
A traits of difficult clients an indicator of poor prognosis
: A traits of difficult clients An indicator of poor prognosis which, if persistent, indicate that the client should be dropped from counseling
|
|
Demonstrates that clinical advances are enabling children
: demonstrates that clinical advances are enabling children to learn constructive behavior, build relationships, and lay the foundations of a rewarding life
|
|
How ethical considerations might have affected the type
: how ethical considerations might have affected the type of research that could be conducted. For this Discussion, you will examine the role of ethics
|
|
How does the concept of the global village
: How does the concept of the global village, particularly driven by profit-centric activities like business.
|