Hypothetical Relator Process. HRR is a 24-year-old male admitted to a forensic unit where attends group therapies and receives follow-up for his diagnosis of explosive disorder intermittent
Hypothetical Relator Process. HRR is a 24-year-old male admitted to a forensic unit where attends group therapies and receives follow-up for his diagnosis of explosive disorder intermittent During the group session limits have been placed on HRR for its
inappropriate drawbacks in the group. During the first interaction that the student of
nurse had had with HRR, he had been excessively courteous. However in the days
subsequent sessions the client has been behaving inappropriately and in the last
group was extremely harsh and hostile towards another member of the group. The student had to give
monitoring HRR outside the group in his office. It had good lighting, temperature
nice, no noise, good cleanliness and privacy provided. The client is observed
dressed in clean blue pants, a white short-sleeved polo shirt, groomed and shaved. The
The purpose of the interaction was for HRR to identify at least one incident where a
person I can demonstrate an act of kindness or care towards others and still see myself
same as masculine. During the interaction there were no incidents that interrupted the interaction.
same
HRR: “Bunch of losers.” (Using a hostile tone of voice and high volume,
time to leave group therapy)
Student: (I was surprised how quickly HRR turned to courage just because another
member of the group sat in the chair that HRR had selected for the session
of group). “Are you talking about what happened in the group?”
HRR: “Just because I made those guys get out of their chairs, what do you think?
is it a big deal?” (Use a hostile tone of voice and high volume)
Student: “But why do you have to yell at them? I heard yelling and offensive language.”
(I felt a lot of anger, I remembered when my father yelled at me and humiliated me in front of
others). “What were you feeling when you saw that other customer sitting in the chair you
you wanted?”
HRR: “Listen, I always get a raw deal. The group leader prefers these
guys more than me.”
Student: “But when this happens, what are you feeling?”
HRR: “Nothing, forget it.”
Student: “I think I would get frustrated returning chairs to other customers, maybe
even embarrassed.”
HRR: (avoiding eye contact) “My father would have beaten me up for letting those
guys will win.”
Student: “You are able to tell how your father raised you by the force of his fists. I guess
that any young child would feel great pressure when interacting with
others it is simplified to whether you win or you get beaten.”
HRR: “He just taught me how to be a man.”
Student: “I wonder if a person can be a man in other ways than
win or lose. This morning I saw him help when someone bumped into the customer who
bring breakfast to those eating in the unit.”
HRR: “What a disaster.”
Student: “And you helped him anyway. Then when the customer apologized you
He said it was fine. That accidents happen.”
HRR: “The others also help.”
Student: “You also spoke nicely to him.”
HRR: (HRR shrugs.)
Student: “Sometimes it seems that manliness and kindness can coexist in one person.”
HRR: (nodding softly) “I need some water.” (Leaves the office
and directs to the water source).
Based on this hypothetical interaction:
1. Identify the phase of the therapeutic relationship.
2. Carry out the analysis of the interaction through the reporting process.
3. Let yourself be guided by the criteria of the rubric so that you respond to all the criteria that are
tells you, so that your work is complete.
I need the process relator template.
