ECED 13 FINAL EXAM

ECED 13 FINAL EXAM

Guidance Counseling Approches	Scripts	Strategy	Learning
PSYCHOANALYTIC  THERAPY ADLERIAN THERAPY EXISTENTIAL THERAPY PERSON-CENTERED THERAPY   GESTALT THERAPY TRANSACTIONAL ANALYSIS BEHAVIORAL THERAPY RATIONAL- EMOTIVE AND OTHER COGNITIVE THEORIES REALITY THERAPY	S:  Teacher, I saw my parents fought each other yesterday. T: Christian, tell what is your entire problem about your parents. I will listen to you S:  My classmates and playmates don’t want me. They avoid me. T: Why they are afraid to you? S: Because I always bully them. T: Do you have trust on me? S: yes, I have. T: I have also trust with you. S: thank you teacher. T: your attitude toward your classmates and playmates is not appropriate. You should know how to socialize with them.   S: Teacher, my life is nonsense because my parents always ignore me whenever I approach them. T : Maybe your parents are too busy so that there is no time to for you but they are still love you because you are their son. S: Teacher, my mother wants me to become top student of the class but I can’t. T: You know Jayson, when I was an elementary student my mother wanted me also to become a top student but I had always disappointed her. S: My father wants me to become a policeman. T: Do you agree with your father? S: No. T: You should have your own decisions. S: But I don’t want to disappoint my father to me.  T: You must talk to your dad and say him want you want. S: Teacher, I was stole ballpen to my classmate yesterday. T: Do you what you did was right? S: No teacher. What I did was wrong. S: Teacher, I have fear to dentist.  My mom always sends me to the dentist every time I have a toothache.   T: Johnny, going to dentist for your teeth check-up is not bad. She/he will help you to check your teeth to prevent aching. I will give a ticket for star city if you promise to me that you will be able to go to the dentist for the check-up of your teeth. S: Teacher, I am a failure of my family. T: Why are you saying that? S: Because I m the only one who is not top student among my other siblings.  I thoughts my parents and my siblings treat me as a failure of our family. T:  No. You are not a failure of your family.  Please rephrase what you have said a while ago. Instead of saying “ I am a failure of my family because I am not a top student” rather say “ I am not a failure of my family. God gives me my own talent that can give happiness and inspiration to my family and other people as well. S: I am not a failure of my family. God gives me my own talent that can give happiness and inspiration to my family and other people as well. S:  I am illegitimate son of Aquino family. I feel that my step mother and step sister don’t want me as part of the family. T: Do you think that you use to think about your relationship toward your family is right or wrong? S: No.	Free Association-Allow the student to say anything and everything that comes to mind-no matter how illogical, silly, painful or trival.  Initiating the Therapeutic Relationship – establishing rapport between clients and practitioners is a process characterize by mutually determined goals, confidentiality, and respect for the client’s ability ultimately to direct their lives. A warm and trusting counseling relationship, enhanced by a number of professional techniques, is crucial to effective adlerian therapy. Confrontation of life- knowing that the client who avoids these issues may eventually collapse into an existential crisis, the existential therapist will confront these philosophical alternatives head-on. Congruence- For a client to grow, the therapist must be genuine and transparent, a state of realness which Rogers called congruence because he wanted to emphasize the perfect match between the therapist's inner experiences and their observable outward actions Assuming Responsibility- clients are also encouraged to conclude all expressions of feelings or beliefs with. “And I take responsibility for it.” Sometimes clients are encouraged to assume responsibility by asking them to change can’t to won’t by changing but to and. Contracting- this strategy helps to prevent the client from shifting total responsibility to the counselor and establishes positive expectations. “ a contract is an agreement between counselor and client which specifies the goals, stages, and conditions of treatment. Positive reinforcement- is probably widely used and most successful of all the behavior modification techniques. It involves providing a reward for positive behavior Countering- countering ask clients to identify “counters” for each of their significant irrational belief and then to argue against beliefs. Thus if provides for” thinking or behaving in an opposite direction, arguing in a very assertive and convincing oneself of the falsity of a belief. Confrontation- is inevitable in reality therapy. At the outset of therapy clients will be immediately confronted with present reality, and eventually they will need to face the question: Is what I am currently doing is right or wrong for me?	The student allows to talk freely about himself. Saying little about himself and rarely sharing reactions leads the student to project on the feeling they had toward significant figures in the past. The student is able to use his talents for the benefit of others. His social interest or sense of commonality with all fellow humans increases. By virtue of our limitations, human solidarity is a universal necessity. We need one another’s cooperation in order to live. The student will become aware of his own existence, elucidate hi uniqueness, improve encounters with others, foster freedom, responsibility, establish his “ will to meaning” The student reintegrates hi self- actualization and self- valuing processes. The student move away from his phony self; move toward his true self, finally free of inhibitions and rationalizations, increasingly he come to trust his own experience. The student takes responsibility for himself, rather than relying o others to make decisions for him. He moves from environment support to self-support, in order to mobilize hi own resources for dealing with environment effectively.  The student achieves autonomy, which means responsibility for one’s own action or feelings, taking control of one’s self, planning and directing one’s own destiny and throwing off any perceptions that are inappropriate for living here and now. Extinguishing the students identified maladaptive behavior and introducing or strengthening behavior can serve as a replacement and enable him to live a productive, happy life.  The student is able to analyze and to correct his distortions of reality, to distinguish his irrational from beliefs, so that he can challenge his irrational belief. Responsibility is considered the basic concept of reality therapy and is defined as the meet the one’s needs without depriving others of the ability to meet theirs. The student is able to identify and change his self- defeating behavior. He accepts the reality of his existence, by depriving a keen sense of responsibility and by making appropriate choices.

CASE STUDY

 CASE STUDY

A. PERSONAL DATA

     Name: Jessie B. Tuazon

     Age: 3 years old

     Birthday: June 24, 2007

     Birthplace: Caloocan City

     Birth order: middle child

     Sex: Female

     Religion: Catholic

     Citizenship: Filipino

     Address: Phase 1 Package 3 Block 44 Lot 8 Bagong Silang Caloocan City

     Mother’s name: Shyr Tuazon

     Father’s name: Dominador Tuazon Jr.

     Siblings: Chrisma Tuazon

                  Samantha Tuazon



B. JOINING PROCESS

     Jessie Tuazon was referred by her mother to be observed because of her maladaptive behavior. According to her mother, Jessie is an attention seeker and aggressive. The other people who involved in the therapeutic process was the families, friends, peers, and other neighbors of the child client. I had an interviewed with a client child, families particularly the mother of the child, and other friends of Jessie.
Jessie’s mother and other members of the family as well as the neighbors and friends helped me to conduct some activities that could help in Jessie’s development in her maladaptive behavior.


C. PRESENTING PROBLEM

     As announced by her mother, Shyr Tuazon, her child Jessie is attention seeker and aggressive. Jessie wants to capture all the attention of her family and other people. According to her mother, Jessie does something bad or good that might be the reason why she captured all their attention. The more she ignores the more she do things that can catch the attention of the other, added Shyr Tuazon.

    Jessie is also an aggressive in a way that she is forcing other people to get the things that she wanted to have from them. If her demands doesn’t followed by her family or the others, she cries and say bad words to them.

    According to other family members, if there are visitors inside the house Jessie does something that might get their attention. She uses to intervene when her family has conversation with the visitors. Because of her behavior, she usually scolded and hit by her family.

    Outside the house, Jessie has always in trouble. According to her peers and playmates, Jessie always fights them even though they are not doing something wrong to her. Jessie fights her playmates if she just wants. She even fights her adult’s neighbors. This is the reason why her family wants Jessie to stay inside the house.

D. PSYCHOSOCIAL HISTORY
     D.1 TIMELINE

Description:

      As stated above, there are lots of events that Jessie had already experienced at her very young age. At the age of four months old, Jessie was confined at Nodado General Hospital because she suffered from Pneumonia. Her life became critical during that time. According to her mother, she had a small chance to survive. Fortunately she survives and continues her life. At the age of eight months old, the house that they rented in Phase 7 was burn. During that time her father was in Bicol so it’s hard for the mother to decide what they might do. Her mother decided to bring her children to the house of her parent in Phase 1 Bagong Silang Caloocan city. At the age of one year and six months old, she was confined at Tala Hospital for three days because she got sick and measles. At the age of one year and eleven months old, her father came back in Caloocan City. At the age of two years old, she was being scolded and hit by her father. According to Mrs. Tuazon, her husband drunk an alcohol during that time so that when he saw Jessie does wrong thing, he scolded and hit Jessie. At the age of two years and ten months old she saw her parent hurting each other. There is also something wrong about the relationship of her parents so that it caused in the separation of her parents when she was three years old. That was also the time that she was being sent in her auntie’s house in Lagro. She was spoiled by her auntie. Her auntie followed all the demands of Jessie. At the age three years and three months old, she came back in her own family in Phase 1 Bagong Silang Caloocan City and her parents decided to reunite for the sake of the family.

  D.2 GENOGRAM

Description:

       As seen in the ignore there’s nothing wrong about the relationship of the child client towards other family members aside to her father and youngest sister. According to Jessie, she is not close to her father because her father always neglects her every time she approaches him. Sometimes, Dominador Tuazon often scolds and hits Jessie if he sees Jessie does wrong things. Jessie is spoiled to her grandparents. Samantha has strong relationships towards other family members aside to her sister Jessie. There is something wrong about the relationship of Charisma toward her mother. Being an eldest sister among other siblings, all the responsibility and obligation is given to her. If she did something wrong, her mother immediately scolded and hit her. There is something wrong about the relationship of her parents. According to the client, she always sees and hears her parent arguing and fighting each other. That’s the reason why Leonila Barios doesn’t want Dominador as part of their family. Her grandfather Raul likes everybody.

D.3 SOCIOGRAPH

Home (mother's side)

Description :

        Jessie belongs to the extended family.She lives together with her grandparents, parents, siblings, aunties, uncles, and cousin in one house. Jessie is very close to her mother, sister Charisma, and cousin Paola. They always play inside and outside the house. Uncle Aldrin is the least chosen by members of the family and the most chosen are Jessie, mother Shyr Tuazon, and grandfather.Even though Jessie is an attention seeker and aggressive, she still favorite by her other family members. The most favorite members of the family of grandmother are Raul Barrios, her husband, her Aldrin, granddaughters Jessie and Paola. The favorite family member of grandfather are Jessie, Paola and her son Carry. Shyr Tuazon likes Jessie, Samantha, and her mother. Carry likes his father, brother-in-law, and sister Shyr. Charisma likes her father, Jessie, and sister Samantha. Marvin, uncle of Jessie likes hi brother Carry, sister Shyr, and his mother. Paola likes Jessie, her mother Dianne and uncle Marvin.Dianne likes her daughter paola, mother and niece Jessie. Aldrin, uncle of Jessie likes his mother, father, and sister Shyr. The family members that Jessie hates are uncle Aldrin, her father and sister Samantha.

Community (playmates)

Description:

       Jessie has many playmates. They are Kevin, Brackenly, Shecka, Aj, Alvin, Rona, Jayson, and Angel. Her favorites playmates are Shecka, Aj, and Brackenly. They are so close with each other, but there are times that the are fighting to one other. According to Shecka, she don't like Jessie as her favorite playmates because of her maladaptive behavior. Even though they often play, she don't like Jessie. Her favorites playmates are Jayson, Aj, and Angel. Aj likes Shecka, Jessie and Brackenly. Brackenly likes Jessie, Rona and Angel. Jayson likes Brackenly, Jessie, and Shecka. Rona loves Alvin, Jayson and Angel. Kevin loves Jayson, Rona and Shecka. Alvin is the least chosen and Shecka is the most chosen by their friends. Jessie dislikes Kevin, Rona and Alvin.

D.4. PERSONALITY DYNAMIC (SELF-MASTERY)

       Jessie Tuazon, a three-year old girl knows to herself that she is a girl. She knows her full name and age but she doesn’t know yet her birthday, religion and citizenship. Jessie knows the name of all the members of her family. When she woke up in the morning, she uses to wear clothes that appropriate to her gender. Jessie knows what clothes she is going to wear. She also loves wearing hairclip, hair band and ponytail because she knows that those things are for the girls only. She knows what particular toys she is going to play such as Barbie doll, paper doll, kitchen wear toy and etc. Jessie knows that she is able to count numbers from one to twenty. She knows to herself that she isn’t able to write properly and read.

D.5 PERSONALITY DYNAMIC (RELATIONSHIPS)

       Jessie Tuazon is an attention seeker and aggressive. Her behaviors affect the quality of relationship towards her family, playmates and other people. In their home, she wants to be a center of attraction of her family that's why she is spoiled by her grandparents. All the things that she wanted to have are given by her grandparents. Somehow, if her demands didn't followed by her grandparents, she shout and say bad words to them. The grandparents love her so much that's why they did not hurt her. Shyr, mother of the clients talks her in a positive way every time that Jessie intervene her mother during her works inside their house. Somehow, Jessie understand her mother but somehow did not. If Jessie doesn't understand her mother, she cries and gets somethings to throw away. The mother did not hit her, even scold her instead talk her in a positive way.

       There is something wrong about the relationship between Jessie and her father Dominador Tuazon. He don't give little attention for Jesie. Jessie do something, either bad or good for her to get the attention of her father. Dominador always hits. Jessie every time she did mistake. They are not close and don't have bonding moment. Jessie is being neglected by her father as well as her uncle Aldrin and Carry. They often shout, say bad words and hit Jessie every time she approaches them.

        The quality of relationship between Jessie and her playmates is sometimes good or bad depending on the behavior of Jessie being shown to them. Somehow, Jessie's peer don't want her to join in their play because they find her as aggressive child. Jessie is an aggressive in a way that she is forcefully get the things that she wanted from her playmates. If her peer has a new toy, shew is forcefully get from his/her.

        Some neighbors of Jessie like her because of her ability in speaking. They find Jessie as little cute girl when she begin to speak. At the age of three years old, she is very fluent to speak. She can pronounce the word very clear. But the other neighbors don't like Jessie because they find Jessie as boastful child. They hear Jessie saying bad words that irritating ti their ear particularly the adults.

D.6. PERSONALITY DYNAMIC (ACTION)

    At the age of three years old, Jessie has achieved language skills and fine and gross motor skills. Jessie is good in speaking. She is able to pronounce the words correctly and able to constructs a sentence. She is able to communicate with other people. She is able to count numbers from one to twenty. Jessie can sing. Jessie is able to feeds and drinks herself with the use of glass, spoon and fork. She is able to comb her hair. She is able to bathe and dress herself without assistance. She is able to wear her slippers. She can also dance. Jessie can scribble and squiggling. She can play her toys but she can’t back her toys to the place where she got it. She rides a bike having three or four wheels. She can climb at the gate of her house. She can walks and ran fast.


E. THEORETICAL FRAMEWORK


Psychosocial Theory by  Erik Erikson



Stage 3 - Initiative vs. Guilt

• Initiative adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of being active and on the move.
• The child feels guilt over the goals contemplated and the acts initiated in exuberant enjoyment of new locomoter and mental powers.
• The castration complex occuring in this stage is due to the child's erotic fantasies.
• A residual conflict over initiative may be expressed as hysterical denial, which may cause the repression of the wish or the abrogation of the child's ego: paralysis and inhibition, or overcompensation and showing off.
• The Oedipal stage results not only in oppressive establishment of a moral sense restricting the horizon of the permissible, but also sets the direction towards the possible and the tangible which permits dreams of early childhood to be attached to goals of an active adult life.

After Stage 3, one may use the whole repetoire of previous modalities, modes, and zones for industrious, identity-maintaining, intimate, legacy-producing, dispair-countering purposes.

SOCIAL LEARNING THEORY by Albert Bandura

Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.

How the environment reinforces and punishes modeling:

People are often reinforced for modeling the behavior of others. Bandura suggested that the environment also reinforces modeling.This is in several possible ways:
1, The observer is reinforced by the model. For example a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group.
2. The observer is reinforced by a third person. The observer might be modeling the actions of someone else, for example, an outstanding class leader or student. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior.
3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we learn from others produce satisfying or reinforcing results. For example, a student in my multimedia class could observe how the extra work a classmate does is fun. This student in turn would do the same extra work and also receive enjoyment.
4. Consequences of the model’s behavior affect the observers behavior vicariously. This is known as vicarious reinforcement. This is where in the model is reinforced for a response and then the observer shows an increase in that same response. Bandura illustrated this by having students watch a film of a model hitting a inflated clown doll. One group of children saw the model being praised for such action. Without being reinforced, the group of children began to also hit the doll .
Contemporary social learning perspective of reinforcement and punishment:
1. Contemporary theory proposes that both reinforcement and punishment have indirect effects on learning. They are not the sole or main cause.
2. Reinforcement and punishment influence the extent to which an individual exhibits a behavior that has been learned.
3. The expectation of reinforcement influences cognitive processes that promote learning. Therefore attention pays a critical role in learning. And attention is influenced by the expectation of reinforcement. An example would be, where the teacher tells a group of students that what they will study next is not on the test. Students will not pay attention, because they do not expect to know the information for a test.
Cognitive factors in social learning:
Social learning theory has cognitive factors as well as behaviorist factors (actually operant factors).
1. Learning without performance: Bandura makes a distinction between learning through observation and the actual imitation of what has been learned.
2. Cognitive processing during learning: Social learning theorists contend that attention is a critical factor in learning.
3. Expectations: As a result of being reinforced, people form expectations about the consequences that future behaviors are likely to bring. They expect certain behaviors to bring reinforcements and others to bring punishment. The learner needs to be aware however, of the response reinforcements and response punishment. Reinforcement increases a response only when the learner is aware of that connection.
4. Reciprocal causation: Bandura proposed that behavior can influence both the environment and the person. In fact each of these three variables, the person, the behavior, and the environment can have an influence on each other.
5. Modeling: There are different types of models. There is the live model, and actual person demonstrating the behavior. There can also be a symbolic model, which can be a person or action portrayed in some other medium, , such as television, videotape, computer programs.
Behaviors that can be learned through modeling:
Many behaviors can be learned, at least partly, through modeling. Examples that can be cited are, students can watch parents read, students can watch the demonstrations of mathematics problems, or seen someone acting bravely and a fearful situation. Aggression can be learned through models. Much research indicate that children become more aggressive when they observed aggressive or violent models. Moral thinking and moral behavior are influenced by observation and modeling. This includes moral judgments regarding right and wrong which can in part, develop through modeling.
Conditions necessary for effective modeling to occur:
Bandura mentions four conditions that are necessary before an individual can successfully model the behavior of someone else:
1. Attention: the person must first pay attention to the model.
2. Retention: the observer must be able to remember the behavior that has been observed. One way of increasing this is using the technique of rehearsal.
3. Motor reproduction: the third condition is the ability to replicate the behavior that the model has just demonstrated. This means that the observer has to be able to replicate the action, which could be a problem with a learner who is not ready developmentally to replicate the action. For example, little children have difficulty doing complex physical motion.

4. Motivation: the final necessary ingredient for modeling to occur is motivation, learners must want to demonstrate what they have learned. Remember that since these four conditions vary among individuals, different people will reproduce the same behavior differently.F. PROGNOSIS

            As what it stated in the theoretical framework, Jessie developed the behavior of being attention seeker and aggressive both verbal and physical because she exposed to the people who’s behavior is also an aggressive. Once the child is exposing to the action or the way of talking on other people, there is a tendency that the child imitates the particular action and way of talking of other people. Like in Jessie’s situation in the home, she is expose to her three family members which behaviors is aggressive both physical and verbal. They talk to the child in inappropriate way and the also hurt the child physically. As a result, Jessie learned to talk and act aggressively same as in her father and her uncles. Same situation when Jessie is outside the house, some of her adult neighbors and playmates are very aggressive to her so that she imitates their behaviors.

G. THERAPEUTIC PLAN

Objectives:

     At the end of case study, my client child is able to:

1.         1. establish good relationship with her family and other people

2.         2. develop social skills through treating family and other people with high respect

   3. appreciate the importance of family and other people 

H. THERAPEUTIC INTERVENTION

I. THERAPEUTIC PROGRESS

J. THERAPEUTIC RESULTS

             In the presenting problem, according to her mother as well as to her other family members and playmates, Jossie is attention seeker and aggressive both physical and verbal. This problem affect the relationship between Jessie and her family and peers, Jossie wants to get attention. If she ignored by them, she talks to them using bad words and hit them. At her very young age, she often hurt by her family and peers physically and verbally.

            In the therapeutic plan, I made an objectives that the child was able to do or develop after the case study. The objectives include knowledge building, skill building and attitude building. At the end of the case,my client child should be able to establish good relationship with her family and other people, develop social skills through treating family and other people with high respect and appreciate the importance of family and other people, develop social skills through treating family and other people with high respect and appreciate the importance of family and other people.

           In the therapeutic Intervention, the maladaptive behavior of the child was decreased. During the intervention, there was no aggression arouse. The only thing happened was attention seeking. Jessie kept on talking to her family "what will I do?". Her family answered her properly that's why no aggression arouse. Jessie had a good communication with her team or family members most especially during the time that they should act jigsaw puzzles they constructed. At the last part of intervention in which everybody should say something what they had learned from the activities. Jessie said that she was very happy playing with her family and she enjoyed the games.

K. SUMMARY

         Jessie, a three year old child develops her maladaptive behaviors which are attention seeking and aggression. Based on what her family and other people told me that Jessie was very aggressive both physical and verbal. That's why she was referred to me to be observed and assessed by her mother. Jessie wants to capture all the attention of her family and other people, but when she ignores she says bad words. Because of her behavior she was often hurt by her family. Jessie is not close to her father because the first time that she saw her father, she was two year old. They have arguments with her mother. She is also not close two her youngest sister and two uncle. Her parents relationship is not so good. She often see and hear her parents fighting with each other.

         Jessie has a good self-mastery because at her very young age she already know her full name, age, gender, appropriate clothes and toys for her. She said that she knows how to sing and dance but she don't know how to write and read properly. Jessie is good in communication. She is able to speak correctly.

         Jessie's behavior shaped by modelling the behavior of others. She imitates the behavior of her father, Uncle and other people which behavior are aggressive too. According to the theory of Albert Bandura which is "social learning" theory that the behavior of an individual is shaped by imitating the 

other's behavior through modeling. 

        To eliminate or decrease her observable behavior, I conducted some activities that helped me to meet my objectives to her which is the client child is able to establish good relationship with her family and other people develop social skills through family and other people with high respect and appreciate the importance of family and other people. My interventions were done successfully. My client was able to recogniza the pictures of happy family and playmates. She was able to communicate well to her teammates or family members during the activities and she was able to realize that working with the family gave her happiness. 




CONCLUSION


       I therefore conclude, the child's maladaptive behavior decreases after conducting therapeutic interventions. It is not easy to change the behavior of the child immediately but then it can decreased in the process. My client Jessie started to realize the importance of having good interaction communication with the family and other people surrounds her.




RECOMMENDATION




         I therefore recommend that the parents should give proper guidance to the child in order to meet her needs. Jessie needs love and care from her family. If Jessie does mistakes, I suggest that her family should talk to the child in a positive way. Do not scolds or hit Jessie instead make her realize that what she did is wrong.




L. IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN




        This case study helps a lot to education and assessment of young children because we teacher are not just teaching young minds in academic but instead we can assess their behavior through observation we can help the child to assess and make solutions for her maladaptive behavior.