PLEASE FOLLOW THE INSTRUCTIONS BELOW 5 REFERENCES ZERO PLAGIARISM Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients. Then, address in your Practicum Journal the following:
In this week’s group therapy session for children and adolescents, I had the opportunity to observe and counsel two clients who attended the same group. The first client, let’s call her Emily, is a 12-year-old girl who has been diagnosed with anxiety disorder. The second client, let’s refer to him as Jack, is a 14-year-old boy who was diagnosed with oppositional defiant disorder.
During the group therapy session, Emily exhibited symptoms of excessive worry, restlessness, and difficulty concentrating. She often expressed her fears of failure and being judged by others. Emily appeared to have a low self-esteem and was frequently seeking reassurance from others. Furthermore, she reported experiencing physical symptoms such as stomachaches and headaches when facing stressful situations.
On the other hand, Jack displayed behavioral problems such as defiance, disobedience, and aggression towards authority figures. He often challenged the therapist’s instructions, engaged in arguments, and refused to comply with rules set by the group. Jack expressed feelings of anger and resentment towards his parents, whom he perceived as controlling and unfair. Additionally, Jack had difficulties expressing his emotions and tended to suppress them, leading to outbursts of anger.
Analyzing their behaviors, it is evident that both Emily and Jack are struggling with different types of emotional difficulties. Emily’s excessive worry and fear of judgment indicate a heightened state of anxiety. This could be due to various factors, such as perfectionistic tendencies, past negative experiences, or a family history of anxiety disorders. It is noteworthy that Emily’s physical symptoms might be manifestations of her anxiety, as anxiety often presents with somatic complaints.
On the other hand, Jack’s oppositional defiant behavior suggests a challenging and rebellious attitude towards authority figures, particularly his parents. This behavior may stem from a desire for autonomy, frustration with perceived unfair treatment, or a need to test boundaries. It is crucial to explore any underlying emotional factors contributing to Jack’s defiance, as it may be a defense mechanism for avoiding deeper emotional pain or vulnerability.
In the group therapy session, it was important to create a safe and supportive environment to address the needs of both clients effectively. Techniques such as psychoeducation, cognitive-behavioral interventions, and expressive therapies could be utilized to help Emily and Jack develop coping strategies and regulate their emotions.
Psychoeducation would be beneficial for Emily to understand the nature of anxiety and its physiological manifestations. By increasing her knowledge about anxiety, Emily can learn to identify and challenge negative thoughts that contribute to her worry. Cognitive restructuring techniques can help her reframe her thoughts and develop more adaptive thinking patterns. Moreover, relaxation exercises and mindfulness techniques can assist Emily in managing her physical symptoms and promoting relaxation.
For Jack, it would be crucial to explore the underlying emotions driving his defiant behavior. This may involve providing a safe space for him to express his feelings of anger, frustration, and resentment. Techniques such as art therapy or journaling can provide a creative outlet for Jack to explore and express his emotions. Additionally, cognitive-behavioral interventions can help Jack develop problem-solving skills and alternative coping strategies to manage his anger in healthier ways.
In conclusion, the observation and counseling of Emily and Jack during the group therapy session highlighted their unique emotional difficulties. Emily exhibited symptoms of anxiety, while Jack displayed oppositional defiant behavior. By implementing appropriate interventions such as psychoeducation, cognitive-behavioral techniques, and expressive therapies, it is possible to address their individual needs and promote their emotional well-being.