ECED 13: MY (me and you) Therapy

View of human nature

In this therapy, it assumes that every individual is unique and have its own characteristics. They are diff. because of their environment and culture. According to Adlerian counseling, it assumes that individuals are motivated by a striving for superiority. Because all individual feel inferior by virtue of their size and lesser capabilities. Adler believes that the longing for significance and self esteem emerges early. Individual craves for mastery, purpose and meaning and this striving for superiority is what drives to adult’s life. He meant that the capacity to turn to a deficiency into an advantage.
Every individual needs the help of other people around them. We cannot exist without the help of other people. It is normal to a person to feel the sense of belongingness, respect, care and love. We are all human that commits mistake. And all mistakes will help us to improve our life and will serve as a lesson to become a better person.

Development of maladaptive behavior

The problem arise when the people are not taught or do not accept responsibility for their behavior. They are developing self centered and self protective behavior. It is when a person thinks only about their own happiness and tey don’t noticed that someone is already been hurt for what they have done. They are not aware about the feelings and emotions of other people.

Function of the therapist

The therapists function is to be educator and friend for the client. A friendly and positive atmosphere should be established by the therapist and the client. Encouraging and helping the client to cope up with their problem. Everybody commits mistake and it is part of our life but we should learn the lesson of it to have a good relationship with other people.

Goals of the therapy

This therapist helping the client to realize the importance of having a good and peaceful life with the community. It teaches how to be responsible with their own action. We can always change for a better one.

Major methods and techniques

Spiting to clients soup
In this strategy it involves identifying a certain clients behavior and in doing so running the payoff for the client it is a way of besmirching a clean conscience

ECED 11: Learning Questions

New Insights in Child Development and Learning

1. How does social and moral competence affects the learning of the children?

2. Why is it important to know the different intelligence of children?
3.Why we should set a criteria for good assessment
4.Why should the teacher be involved in the development of young children?
5.How can we help our students to be a competitive learners?

Overview of Authentic Assessment of young children

1.How does young children gain knowledge in interacting with other people?

2.Why is it said that the first 8 years is critical for the development of young children?

3.How does the culture affect the knowledge of the young children?

4.What will happen if we don't gather enough information about the children? 

5.Can we involve the children in the process of assessment? Why or why not? 

Circular Questioning: in relationship to what?

1.What are we going to do to have an effective circular questioning?

2.Why is it important to develop the sense of movement?

3.How does circular questioning help the therapist and their client?

4.What does the time line do in tracking the longitudinal sequences.

5.As an educator, how can we help our own student with their problem

ECED 13: CASE STUDY

SECTION A. Personal Data Summary

Name:                                    Kimberly V. Maribujoc

Birth date:                              August 05, 2005

Birth place:                           Negros Occidental

Age:                                        5 ½ years old
School Bacground:              
Grade:                                   daycare student

School:                                   Blessed Infant Daycare Center

teacher:                                 Celia Palayon

Birth order:                           second child

Name of mother:                   Maribujoc

Occupation:                           House keeper

Name of father:                     Peter Maribujoc

Occupation:                           Vendor

Name of sibling:                    Paulo Maribujoc

Age:                                        8 years old

Name of grand mother:        Carmen Villanueva

Name of grandfather:           Cerio Villanueva

SECTION B. Joining Process

           

            Kim is my neighbor. Her family rent a room on us. In terms of our relationship, were not that close to each other. I decided to ask permission to the parents of Kim, for her to be my client in my case study. They did not refuse to it and they say yes.

SECTION C. Presenting Problem

            I interview the mother of Kim about what she had noticed on the behavior of her daughter. The problem that she identified is that when she leaves for work, Kim always cry and same with her father. Even just she will buy something to a store near to them Kim will still cry and want to go with her. Mrs. Eda told me that Kim always want to be on her side and her father and she always want to see them just like she is afraid of losing her parents.

SECTION D. Psychosocial History

           

          d.2 Genogram

Maribujoc Family

  d.3. Sociograph

In School

In Home

            d.4. Personality Dynamics For Self Mastery

I asked Kimberly about her strengths and she told me that she is polite, kind and obedient. She added that [she likes to play dolls and coloring books For her weaknesses she said that she is easy to cry.

d.5. Personality  Dynamics For Relationship

Kimberly is always with her parents and brother. She is so attach to her family especially to her mother. With her brother, she always follow or imitate what he is doing and they play together. Sometimes her brother are the one who initiate to do and finished her  assignment. She never ignore the help of her brother. her mother bring her to school everyday and fetch her after that.Sometimes her father or brother are the who are doing it if her mother is in work. In home, After her schooling her parents are asking her about what happen in the scool, the activity that they have done, and her assignment.She is vocal to her teacher.

d.6. Personality Dynamics For Action

She is a good follower to adults especially to her parents.But like other children she also needs the help of her parent in doing something like in doing her assignments in school. She plays with her brother  if he wants or ask to. In school, she do all their activity on time according to her teacher. She participate also in their group work or activity. She recite when she know the answer to the question of her teacher.

E. Theoretical Framework 

Behavior of the child	Concept
The child always cry when her parent leave her in their home.	The child is dependent to her parents.
She always want to be on the side of her parents	The child is dependent to her parents.

F. Prognosis


According to my observation the child is experiencing separation anxiety. The child always cry whenever her parents will leave.Separation anxiety disorder is a psychological condition in which an individual experiences excessive anxiety regarding separation from home or from people to whom the individual has a strong emotional attachment (like a father, mother, grandparents, and brothers or sisters). Separation Anxiety Disorder (SAD), is characterized by significant and recurrent amounts of worry upon (or anticipation of) separation from a child or adolescent's home or from those to whom the child or adolescent is attached.The parents of the child should focus on how are they going to solve her problem because it may lead to a more serious problem in the future. They should be reminded that at the age of the child, it is the foundation on how is she going to be when she grow up. But I think they will not get a hard time in helping the child to solve her problem because the girl can easily understand it that it is for her own sake.

G. Therapeutic Plan

g.1. Knowledge building

                At the end of the case, the client will be able to build knowledge about self awareness. She must know the meaning of initiative and independence and apply it on her own. She must know that not all the time her parents are there to guide her. She must do things by her own and without the help of other people.

g.2. Skills building

                At the end of the case, the client will be able to build interpersonal skills. She must learn to interact with other people around her like her neighbor and other classmates. Aside from that, it is also important for her to know how to communicate, for her to have a good relationship with them.

g.3. Attitude Building

                At the end of the case, the client will be able to learn the importance of friendship and learn how to socialize with other people. It is good that she is close to her family but she must appreciate the feeling of having many friends.

H. Therapeutic Intervention

g.1. Knowledge building                 At the end of the case, the client will be able to build knowledge about self awareness. She must know the meaning of initiative and independence and apply it on her own. She must know that not all the time her parents are there to guide her. She must do things by her own and without the help of other people. g.2. Skills building                 At the end of the case, the client will be able to build interpersonal skills. She must learn to interact with other people around her like her neighbor and other classmates. Aside from that, it is also important for her to know how to communicate, for her to have a good relationship with them. g.3. Attitude Building                 At the end of the case, the client will be able to learn the importance of friendship and learn how to socialize with other people. It is good that she is close to her family but she must appreciate the feeling of having many friends.

Coloring activity      It is a group activity that will enhance her social skills. Since she is fund of coloring. I will call some of our neighbor that has the same age as Kimberly and I will let them color some books. Play time      It is also a group activity and I will give them toys to play like dolls. Children at her age are fund of playing most of the time.

·         March 12, 2011 4pm-6pm, Saturday ·         March 13, 2011 4pm-6pm, Sunday ·

I. Therapeutic Progress

           

Coloring activity      It is a group activity that will enhance her social skills. Since she is fund of coloring. I will call some of our neighbor that has the same age as Kimberly and I will let them color some books. Play time      It is also a group activity and I will give them toys to play like dolls. Children at her age are fund of playing most of the time.

March 12, 2011 4pm-6pm, Saturday  March 13, 2011 4pm-6pm, Sunday

She really enjoys this activity and she learns the concept of sharing because she shares her coloring material to her peers. She shows her work to me and to her peers.   She also enjoys playing because she is still a child. She is laughing and playing to this activity. And she never look for her parents while they are playing.

J.

                After having the objectives in therapeutic plan in section g and the activity that I have been conducted with my client for the Therapeutic intervention, I have noticed that my client shows a lot of improvement. With the activity that we have done she really enjoy the company of her peers. In the coloring activity, Kim shares her coloring materials with her peers. She is very happy to show her work to them. While playing she don’t think of her parents and never ask where they did go and its good that she don’t even cry. She is just playing and laughing with her peers for the 2 hours of activity. That is a good result for her because she learn some of the objectives that I have made.

L. Implication to Education and Assessment of Young Children

            I have learned that as a future educator I should know how to deal and be involved in the development of my entire student. I should try my best to help them to improve themselves not just to impart knowledge to them. Especially that we are going to handle preschool children, we have a responsibility as their second parent to build a strong foundation on what they are going to be in the future. We should guide them to become a better and competent citizen not only here in our country but also to other countries.

ECED 13: ADLERIAN THERAPY

                                                               


Alfred Adler was born in Vienna in 1870 of a middle-class family and died in Aberdeen, Scotland, in 1837 while on a lecture tour. HE received a medical degree in 1895 from the University of Vienna. At first he specialized in opthalmology and then, after a period of practice in general medicine, he became a psychiatrist. HE was one of the character members of the Vienna Psychoanalytic Society and later its president. However, Adler soon began to develop ideas that were at variance with those of Freud and others in the Vienna Society, and when these differences became acute, he was asked to present his views to the society. this he did in 1911. As a consequence of the vehement criticism and denunciation of Adler's position by other members of the society, Adler resigned as president and a few months later terminated his connection with Freudian psychoanalysis (H.L & R.R. Ansbacher, 1956, 1964; Colby, 1951;Jones,1955)


He then formed his own group, which came to be known as Individual Psychology and attracted followers throughout the world.


Adler's personal history provides a clear example of the striving to overcome inferiority, which became the central theme in his theory. As a boy, he was weak, clumsy, unattractive, and initially a poor student. He was run over by carriages on several occasions, and he developed rickets and pneumonia. The latter disease led a physician to tell Adler's father " your boy is lost", an event to which Adler traced his decision to become a physician(orgler,1963p.16) Adler recognized that his own success in compensating for these deficiencies served as a model for his theory of personality(bottome,1939,p.9)


Adler assumed that humans are motivated primarily by social urges. Humans are accdng/ to Adler, inherently social beings. they relate themselves to other people engage in cooperative social activities, place social welfare above selfish interest, and acquire a style of life that is predominantly social in orientation. Adler did not say that humans become socialized merely by being exposed to social processes. Social interest is inborn, but the specific types of relationships with people and social institutions that develop are determined by the nature of the society into which a person is born. Freud and Adler assume that a person has an inherent nature that shapes his/her personality. Freud emphasized sex , Adler stressed social interest. this emphasis upon the social determinants of behavior that had been overlooked or minimized by Freud is probably Adler's greatest contribution to psychological theory. it turned the attention of psychologists to the importance of social variables and helped to develop the field of social psychology at a time when social psychology needed encouragement and support.


FUNCTION OF THE THERAPY


Adlerian therapists often function as educators who attempt to build on strengths the client already demonstrates.Encouragement is critical as the therapist work to establish and maintain an accepting, caring, cooperative relationship with the client. The work of therapy is viewed as collaborative, where the client and the counselors are partners, working toward mutually agreed-upon and clearly identified goals. in short, the Adlerian counselor's energy is invested not in analysis but in encouragement.


GOALS OF THERAPY


Adlerian therpy seeks to decrease a sense of inferiority in clients and help them encase their social interest. By helping people to contribute, by altering faulty motivations that underlie even acceptable behavior, by encouraging equality, Adlerians seek to change the life styles, the perceptions, and the goals of their clients.


MAJOR METHODS AND TECHNIQUES


The most common therapeutic techniques of Adlerian therapy include  investigating the client's life style(basic orientation toward life.) This is done systematically by exploring "3 entrance gates to mental life".1st  of these is birth order,which examines one's position within the family and the expectations and roles that typically result from it. the 2nd is early recollections, which encapsulate one's present philosophy of life. and the 3rd is dreams, which in Adler's view, serve to rehearse how one might deal with problems in the future.


APPLYING ADLER TO SCHOOL COUNSELING AND EDUCATION


1. School counselors need to help children develop a positive lifestyle and social interest.
2. The goal is establishing a positive self-esteem.
3. Children can learn advanced social skills when given the opportunity to belong to a group.
       a. Collaboration between students and counselors, students and educators, and students is extremely important for valuing cooperationand not competition.


-Misbehavior in the classroom is usu. the stem for counseling assistance. knowing what the motivation behind self-defeating behaviors is can help counselors an educators better handle these situations.


1. Attention getting
2. Power
3. Revenge
4. Compensation for inadequacy experienced by the student.


- Misbehavior is the student's choice to fulfill a need.


- School counselors and teachers should help modify the child's motivation rather than focusing on changing the child's behavior.




ALAJAS, RACHELLE V.
PLATA, CAMILLE
MONDELO, KATRINA
REGACHO, SHAILA
OBUSAN, LOVE LEE

ECED 11: Summary in eced11 (AUTHENTIC ASSESSMENT)

Joining 

What come first into your mind when you hear the word joining? Yes, there is something to do with the connection, unity. Joining means bringing closer to one another, comes together with in an individual. Joining is one of the key elements that has been discussed for a family therapy. The process of joining begins with the first family contact and continues as the foundation for effective family therapy. Rather than an event, it is more a process of understanding and building rapport with each family member.  General psychotherapy models share the goals of empathy and positive regard for clients.  So why do you think the General psychotherapy models share these goals?  Simply , because along these goals, family therapy integrates with systemic thinking, so that the result is a type of systemic empathy in which the clinician identifies and describes the unique roles and dilemmas experiences by each family members.

Methods of Joining  

Each family has a unique blend of characteristics that serves as interpersonal cues to family.  Additionally, each family has a complex structure that provides roles for interaction among members with the outside world.  Family therapist places a high priority on being attentive and responsive to family members.  Why do you think family therapist place a high priority on being attentive and responsive to family members?  Simply, to have adequate understanding in every individual, about their characteristics and so to respond accordingly.  So, joining is about an attitude and skills.  To connect with the family members, the therapist must convey acceptance as a family members and respect for their way of seeing and doing things.  The therapist must let the family know that they are understood and their views are important.

 Family members must be encouraged to express their feelings and views and to understand that these feelings are normal. 

The therapist can join with the family members in the ff. ways :

1.      Greet each members of the family by name.

2.      Make friendly contact with each member.  The therapist should ask each members what he/ she does, where they live, to share information about children

3.      Respect the family hierarchy.  The therapist must begin with the parents when asking each member about his/her view about the problem.

4.      Acknowledge each member’s experience, position and actions. ( So, Ms. Brown , you think your son runaway because he was angry with you )

5.      Normalize experiences, views and actions. (It is common for people in t\your situation to feel the way you do.)

6.      Validate positive things you can say about family members whenever possible.    (Ms. Jones, I know you have tried your best to help your son.  It shows that you care him.

Selective Joining

It is a process wherein the therapist may often choose to affiliate with the most peripheral members in the family or, in some cases, make some efforts to get closer to the family member who will most likely bring the family to therapy.

There may be occasions when the therapist is unable to join with the family, because it is difficult to join with family in which members have difficult from the therapist personality while these feelings are understandable, therapist must find way to engage the family if they are to be effective in altering the situation.  That is why Milton Erickson developed the process called utilization to address this issue.  He learned to use, rather than challenge, a person’s way of relating.  For example, he would think f hostility as honesty and encouraged the client to use it in solving the problem.  He would reframe detached personality as cautious or careful and search for a context in which this behavior would be advantageous.  Family members must feel that the therapist is supportive and understand them before they change how they interact with each other. 

One trend in family therapy facilitates the joining process by helping the therapist identify family strengths in spite of the severity of the problem.  

Identifying Family Strengths

Knowledge of family strengths helps the therapist understand how families cope with problems and how they promote growth and development.  Focusing on family strengths and resources contributes to the development of self- confidence, inspires hope and enhances growth within the family. Here are some guidelines that’s helps to identify family strengths;

1.      Emphasize positive statements

2.      Encourage family members

3.      Note family interactions that reflect strength and competence

4.      Emphasize times that family members enjoy together

5.      Re frame problems and emphasize what families do well.

Exploring the Referral Process

The referral process includes interaction within the family and between the family and other system.  When individuals are being interviewed alone, it is important to assess whether their motivation for counseling is internal or whether they have been sent by family or friends who want them “fixed”.  Detailed questions about the referral process often help the family therapist expand the definition of the problem.  If intake information has noted previous experiences in therapy, these should also be explored as part of the client’s problem-solving history. 

Sometimes informal helpers become unrecognized influences on the course therapy unless they are identified during such discussion.  This focus on the referral process often provides a micro view of diverse relationships that may have some bearing on the problem.  As this larger context is taken into account, the clinician should then pursue more specific question regarding the potential structure of subsequent therapy session. 

Deciding whom to involve

 Certain questions provide the family therapist with the information necessary to determine the structure of the therapy:

1. How did you decide who would participate in today’s session?
2. Maybe you are more comfortable without _______ here.  Are some reasons why you prefer to leave them out?
3. What do you think might happen if______ were invited?
4. If I became insistent about inviting them, would it be uncomfortable that you might consider dropping out of counseling? 

The answers to these questions help the family therapist determine whether to insist on others’ attendance.  Certainly, there are many situations in which a person’s own framework for help would be violated and such an insistence would be inappropriate.  Conversely, there are times when a family therapist considers the attendance of others to be essential to a positive therapeutic outcome.  To resolve this dilemma successfully, the family therapist should conduct a self-evaluation on these issues: 

1. Have I elicited and acknowledged fears the client has about inviting others to join?
2. Have I illustrated to the client how can I orchestrate a constructive outcome when others are included?
3. Do I know enough about these other people, and do I have the skills necessary to set goals that guarantee the outcome of such meeting?
4. Am I ignoring messages from the client about what essential to them?
5. Am I operating out of a model that narrows my perception of how I can be helpful?
6. Does the client have important information to which I should defer than insisting on a certain structure?

 The answer to these questions can help the practitioner weigh priorities and skills.  In some cases, clients can be shown how inclusion of others is helpful.  However, if clients are still opposed to inviting others after they have explained their reluctance and they have been reassuring explanations, it is imperative that the therapist accept the clients position.

Defining the problem

The definition of the problem evolves from the questions not only about the individual’s opinion but also his/her significant other’s opinion.

This can be accomplished through question that focus initially on family members’ opinions and then move towards the tracking of international sequences.

Assessing clients’ Definition of the Problem

To begin a dialogue about the problem with a family or individual, the family therapist might ask the following questions:

1. What’s brings here?
2. What would be helpful for us to discuss?
3. Who first noticed the problem and how long ago was this?
4. What led you (or another person) to conclude that this was a problem?
5. Who else agrees or disagrees that this is the problem?
6. Who else (inside or outside the family) as an opinion about the problem?
7. Have you or anyone else thought of any other possibilities regarding what the problem might?
8. Are there times when the problem isn’t occurring?  What is going on at those times?
9. What are the differences between times when the problem does and doesn’t occur?
10. What will happen if things don’t change?

It is important to accept the family members’ description of the problem without criticism or premature advice.  It is also essential to validate the importance of each member’ contribution.  If family members interrupt each other, remind them that each will have an opportunity to express his or her view.

A therapist might use the following to help each family member clarify the problem:

1. What do you mean by _____?
2. Give me some examples of_______?
3. Describe a situation when you_____?
4. How does this affect you now?
5. How does ______affect you?
6. Tell me the last time ______happened 

The goal is to help each family members be specific and concrete so that the problem defined more solvable.

Often, a family member presents several problems.  In such cases, clinicians need to clarify the problem by providing questions that prioritize the person’s concerns:

1. What needs to be changed now?
2. So the first change we need to make is ______?
3. What might happen if ______ doesn’t change?
4. What do you think would happen if_____occured?

The therapist also wants to focus on times when the problem is not occurring:

1. When you are able to handle the problem?
2. What are you doing differently in these situations?
3. What seems to be different when you are able to manage?

Group 6 members

Rachel Alajas                                                  Lerry Lamanilao

Cherry H. Billones                                          Jennifer Murao                                                           

Recelyn De Quiroz                                         Maria Love lee Obusan

Michelle Doong                                              Lalaine Sibulangcao