Fear and Anger

Fear and anger are the two most commonly felt emotions in a person's life. These emotions

may be different, but one can stem from other emotions. Our psychological discernment is what establishes the emotion we feel. Anger is sometimes created by frustration. For example, when

a child gets frustrated because they can't get their toy to work, the frustration can become anger.

He or she cannot understand why their toy will not work, nor can they change the situation. Incapable of voicing their feelings and feeling powerless are often what lead children to react with anger. Another reason that children react with anger is due to lack of parental discipline or discipline that does not fit the scenario. The awareness of potential danger and just simply not knowing what may happen are some things that cause fear. Trauma events also contribute to fear; more so when childhood traumas are not conquered but are instead carried to adulthood. The harsh reality is that we can only overcome our fears if we face them. The Humanistic approach enhances lives through practical therapeutic measures that focus on self-awareness and self improvement.

Several different cognitive tools exist to assist with learning, applying, and remembering,

and evaluating information. Two common types of cognitive tools are analogies and acrostics.

An analogy is used for teaching students to mentally analyze or point out how two things that

are completely different can be alike. For example, someone could say "you are like a rock,"

meaning that you are strong, resilient.

Acrostics help people to remember information. Though simple, they are quite effective.

An acrostic is a sentence which is created using the first letter of every word as a reminder of

something important. For example, in math, acrostics are used frequently to remember the order

of operations. Students could use take the phrase Please Excuse My Dear Aunt Sally (ehow,

2013). These letters stand for parenthesis, exponents, multiplication, divide, add,

subtract.

A cognitive tool called Bloom's Taxonomy advances the learner's memory. It helps them

go from remembering data to thinking about how to process the information effectively. This

is a six-step method that carries the learner on an expedition of thought, so to speak. The

student will first recall the information. Next, they will display their level of comprehension

by explaining. The information is then applied. Then the information will be analyzed. After

analyzing the information, it's evaluated. The last step in the process is for the learner to

develop something based on the data he learned.

For mature people, metacognition has been found to be more appropriate. The reason for this

is that metacognition takes a conscious effort from the learner. The student is held accountable

for their learning. For example, if a student could not comprehend what she read, she would ask

for assistance or re-read the page until she had an understanding of what was being read.

In the 1950's Dr. Murray Bowen developed the Bowen family system theory of psychology. The Bowen theory allows for each member of the family to solve individual problems by working together.

The idea behind Bowen's theory is that the individual's environment, this includes the entire family. These factors must be considered when conducting treatment, otherwise the treatment would not beneficial to the individual in the long run. By having the whole family participating in the client's treatment, it helps the therapist understand the dynamics of the client's life. In seeing how the client interacts with other family members can help the therapist to achieve an appropriate solution for the client's psychological problems.

Simply known as "family therapy" the Bowen family system theory is used throughout the world. The therapist that uses this system will meet individual family members at different times outside of the group. By meeting each individual member separately, this allows the therapist to learn about specific issues and other areas of concern that may help the client.

During group session, the information that the therapist gathered during individual meetings allows for a mediation process concerning topics discussed during the individual session.

A human service worker needs to know several approaches to help in different aspects of family therapy. The cognitive approach which requires discussion includes Brief Strategic Family Therapy. This therapy treats adolescent behavioral problems to help limit, stop, or treat behaviors related to drugs, sexual behavior, antisocial behavior, aggressive behavior or school performance. The therapist helps the family by developing better family functioning including better parenting, a more positive attitude toward parenting, or teaching the parents to get involved in the adolescents school performance (U.S. Dept. of Health and Human Services, 2013).

A therapist uses several sessions which usually involve 8-24 sessions for the family, but the therapist must bring into account the severity of the family situation. If the family situation is severe, the therapist will include more sessions. The therapist needs to make the family feel comfortable, so sessions should be conducted either in the home or a location where the family does not feel threatened. Most families are receptive to the Brief Strategic Family Therapy including Latino and African American families (U.S. Dept. of Health and Human Services, 2013).

Brief Strategic Family Therapy tries to find the problems inside the family dynamic. For example, the parents may believe that the adolescent is the root of all the family problems. The therapist uses three different techniques after watching the family in their normal atmosphere. The therapist uses joining, diagnosing, and restructuring. Repetitive patterns found allow the therapist

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