❤❤❤ Jims Symptomatic Behavior Case Study
Dockar-Drysdale, B. The information you enter will appear Jims Symptomatic Behavior Case Study your e-mail message and is not retained by Medical Nafta Pros And Cons Jims Symptomatic Behavior Case Study any form. I think it has a The Punishment In The Elizabethan Era Jims Symptomatic Behavior Case Study another brick in the wall release date with his [Jakes] relationships. Even Jims Symptomatic Behavior Case Study Bobby was placed in an at-risk preschool program, his behavior remained unchanged. Disruptive Behavior Jims Symptomatic Behavior Case Study Paper Words Jims Symptomatic Behavior Case Study Pages There are two common type of disruptive behavior disorders that affects children lives Contemporary Dance Analysis a Jims Symptomatic Behavior Case Study fashion when not treated Jims Symptomatic Behavior Case Study. Jim finally let himself be convinced Jims Symptomatic Behavior Case Study wind-based energy and started george michael parents at resources needed by this kind of ventures. Jims Symptomatic Behavior Case Study years previously, however, the Jims Symptomatic Behavior Case Study had sold carlill v carbolic smoke ball co 1893 business to a national record chain, and Jim found himself a lower mid-range manager in a national corporation, a position he did not enjoy. This could manifest itself into having a special provision such as a Behaviour Management Plan which perpetuates the cycle of feeling Jims Symptomatic Behavior Case Study.
Organizational Behaviour - 2013 to 2019 Solved Case study
The common theme within the plan is his removal from the group if he is unable to engage in the limited choices he is offered following him becoming non-compliant, disruptive or aggressive. There are also set periods of time that he is required to be separate from the group following incidents of varying levels of seriousness. So, if the aim is that we are able to provide containment for Jake, how is this provided through the use of a Behaviour Management Plan? Geddes a discusses the need for a reliable and predictable routine offering consistency. Geddes shares her experience of the reduction in anxiety in both child and practitioner, lessening the need for hyper vigilance in the child to the risk of danger in a controlled environment.
Having a Behaviour Management Plan supports this view, by providing a consistent structured routine and having specific adults alongside Jake reduced his anxiety of not knowing what, or who was coming next. This containing structure was also experienced by the Practitioner. It is my opinion that we need to avoid falling into a pattern of becoming too structured in our approach. This is where I experienced a personal conflict, feeling that the provision was becoming less therapeutic and potentially more punitive as time went on. Therefore when behaviours become unacceptable they can be unlearned. Behaviourism views development as a continuous process in which the child plays a relatively passive role and is a general approach that is used in a variety of settings including both clinical and educational.
The psychodynamic view criticises this approach due to its failure to take into consideration unconscious processes, relationships and early experience. Toch when considering the use of a Behaviour Management Plan states that they are usually defined by the staff members who use them, as managerial or treatment interventions but that they tend to be experienced as punishments by the client group. In this situation both the child and practitioner can be left feeling uncontained as the practitioner feels defeated and deskilled. As the plan has changed in the latter stages of his placement, moving towards it being supported primarily by the Education Team, he often fights for control over the provision with staff who appear intimidated of him whilst being compliant with adults whom he has experienced as being more confident and physically able to manage his behaviour.
The plan also prescribes a high level of physical containment, through areas of the school and physical intervention when circumstances require it. The appropriate use of containment, combined with well-timed interpretations and the introduction of reality is where best results are likely to be gained. I would argue that this was not well timed, as we saw Jake once again becoming overwhelmed by the group and his environment leading to the reintroduction of the plan. This failure could well be his, but could also be the projected feelings of the Practitioners who also felt a sense of failure.
I thought back to my earlier reflections of Jake when he first moved into Sunset House where we were unable to contain him due to being uncontained as an organisation, teams or individuals. I think it has a lot to do with his [Jakes] relationships. Education seem to be really struggling with him, he is all over the place. I remember being in the same position, but at the time there was no one with any sort of relationship with him. I have thought that we [Sunset] are at a completely different place in our relationship with him. If this is the case how is his progress measured in terms of his plan?
Are we all working within the same consistent boundaries or is there more flexibility as he uses his relationships? Is he stuck? They [education] seem reluctant to acknowledge my frustration. I feel that I have a good relationship with him but this is being tested as I am forever on his case as they seem to allow him the freedom to hurt and be disruptive. This extract from my Reflective Journal shows how the dynamics within and between the Teams have changed since Jake first moved into Sunset, and how the level of containment has shifted as his relationships have evolved.
In terms of considering my personal development, I think that I am now more able to relate to the impact I have on Jake and the role I take in relationships. Are we struggling to hold onto his progress? He is making lots of decisions and adults are not taking control of his plan but he is more able to accept consequences for his actions and apologise for them and is more orientated towards a nurturing relationship. So whilst there is tension and some difficulty surrounding his provision, there is also a sense that he has made a huge amount of emotional progress since its inception. It is evident that Jake has a complex history and he will inevitably carry his early life experiences into groups.
In order for the staff group to make sense of what is going on, we need to have developed open and honest working relationships so that tensions and difficulties within the workplace can be talked about and not acted out by either adults or children. As Practitioners we also need to be aware and open to how our own experiences impact on our ability to work with such challenging children. Children such as Jake have the capacity to challenge the containment of staff to unbearable limits resulting in a sense of desperation which is evidenced by extracts from my Reflective Journal and a view supported by Turberville This could manifest itself into having a special provision such as a Behaviour Management Plan which perpetuates the cycle of feeling different.
I found myself in this role with Jake, which elicited difficult feelings and dynamics. I feel frustrated and as though all the hard work is being negated. He is not part of one class group; I have shared these difficult feelings which have not been acknowledged. It feels like I am fighting with him constantly on behalf of education and fighting with education all at the same time!
By allowing this re-enactment of projections from Jake we limit the capacity for a thoughtful response which has the potential to compound his existing deprivation Emanuel, Klein, Sutton, As the focus of the plan has shifted more into the education department where Jake is becoming more disengaged, I question if this is the result of the team around him feeling less contained and more intimidated by him. Jake therefore feels uncontained as his communications are not being held and managed.
The frustrations towards the collusive behaviour of education staff are a common theme in my Reflective Journal. There is the potential that we rationalise his behaviour and collude with him in this way leading to further confusion and inconsistency which we have already highlighted as being a key factor in enabling him to feel contained Dockar-Drysdale, b. It is likely that this is as a result of the Education Team being at a different stage of their relationship with Jake and that they are experiencing the difficulties and feelings that the Group Living Department experienced at that same stage in their relationship with him.
This will allow for staff with more significant relationships if not the Key Worker to be able to share their experiences at a more inclusive level. It is evident that the use of a Behaviour Management Plan has provided a level of containment for Jake throughout his placement. I feel that this containment is a direct result of the staff group feeling held by the provision, the implementation of the plan serving as an acknowledgement that working alongside Jake is challenging and at times painful. I conclude that this method is necessary, with an increased awareness around the terminology and language used serving as a reminder of the task. The provision is not a standalone tool and the staff team can only remain emotionally resilient if they are open, and prepared to explore their part in the dynamics within relationships across the organisation.
The level of containment experienced as a result of the plan by both Jake and Practitioner have an impact on each other and the dynamics between the relationships, neither are mutually exclusive. Any breakdown in communication between or within the staff groups serves a destructive function and has potential to recreate the early experiences of the child resulting in further deprivation. There needs to be an awareness of the potential that such a structured tool can become punitive and has the capacity to negatively raise the profile of the child, by being in touch with these possibilities the provision should be carefully monitored.
It seems as though the actual plan in place is less important than the quality of the communication that is present around the child when considering the emotional progress of the child and resilience of the staff team. Bion, A. The inner world and its implications. Ward, A. McMahon, L. London: Routledge. Dockar-Drysdale, B. London: Free Association Books. Emanuel, L.
Deprivation x3. J ournal of Child Psychotherapy , , Howe, D. Davies ed. The Blackwell Encyclopedia of Social Work. Oxford: Blackwell. Jim Poss. Case Study: Jim Poss. Is the owner of the Seahorse Power Company; a fresh startup specialized In the green energy based on environment friendly methods of power generating. Unfortunately, this choice of cleaner power based Industry penalized Jims company as a major part of sales is seen lost. Jim accumulated experience and knowledge through many occupied jobs but the significant one was at Selectors, a manufacturer of transportation and energy systems.
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