Continuation of my case study.. "E,f,g,h,i,j,k, and L" :)

vSection F: Prognosis

             

              Based on the data that I have collected, my client is not totally having a bad behavior. I guess my client is attention seeker. She is talkative and annoying because of the home setting that she have, she keep on talking to get the attention of her family, her teacher and also her peers. Her mother is not always in their home to guide her because of her work and her father has its own family that why my client want the empathy of all the people around her. And I guess that environment also affects the behavior of my client, she adopts those behaviors in her neighbors and playmates. 

vSection G: Therapeutic Plan

      

       G.1 Knowledge Building

                At the end of the case child can able to build knowledge about:

*Identifying the good and bad things

* The importance of listening to our parents and also

*knowing on how to show your love into your family and friends.

        G.2 Skills Building

                At the end of the case child must be able to build skills about:

*Listening Skills

*Communication Skills

  

        G.3 Attitude Building

                At the end of the case child must be able to build attitude about:

*Respect

*Self-discipline

vSection H: Therapeutic Intervention

Objectives	Activities	Schedules
Knowledge Building *Identifying the good and bad things *The importance of listening to our parents *Knowing on how to show your love and respect into your family and friends in a good way.	*Story Telling (Reading a story about the good things and bad things.) *Role Playing by the use of Puppets (The play is about the child who is listening to her parents.) *Draw or Cut pictures that show the right way of showing your respect and love to your family and friends.	*March 2,2011 (Wed.) 10am-11am *March 3,2011 (Thur.) 11am-1pm *March 5,2011 (Sat.) 1pm-2pm
Skills Building *Listening Skills *Communication Skills *Writing Skills	*Playing “Simon Say’s” with her friends  *Role Playing with her friends. (the play is all about how children communicate or talk to her parents/guardian and peers) *Writing Act. The child will write things that we can see inside the classroom and explain the use of each.	*March 7,2011 (Mon.) 10am-11am *March 9,2011 (Wed.) 10am-12nn *March 10,2011 (Thur.) 12nn-1pm
Attitude Building *Respect *Self-discipline	*Draw or Write things that we need to do to show our respect for others. *Reading a poem about a girl who has self-discipline.	*March 12,2011 (Sat.) 1pm-2pm *March 13, 2011 (Sun.) 2pm-3pm

vSection I: Therapeutic Progress

Activities	Schedules	Progress
*Story Telling (Reading a story about the good things and bad things.) *Role Playing by the use of Puppets (The play is about the child who is listening to her parents.) *Draw or Cut pictures that show the right way of showing your respect and love to your family and friends.	*March 2,2011 (Wed.) 10am-11am *March 3,2011 (Thur.) 11am-1pm *March 5,2011 (Sat.) 1pm-2pm	*The story that I have read results a good effect for my client. It helps my client to understand the things that are good and things that don’t need to do or the bad things.  *Role Playing become effective to my client because now she knows about the importance of  listening to her guardian and she feels happy because she realize that it’s for her own good. *It also become effective because my client become aware on how to show her love and respect in her family and friends in good and happy way.
*Playing “Simon Say’s” with her friends  *Role Playing with her friends. (the play is all about how children communicate or talk to her parents/guardian and peers) *Writing Act. The child will write things that we can see inside the classroom and explain the use of each.	*March 7,2011 (Mon.) 10am-11am *March 9,2011 (Wed.) 10am-12nn *March 10,2011 (Thur.) 12nn-1pm	*My client realizes that listening is important. It helps my client understand that we can’t do our task if we can’t listen to the instruction and we will be in danger if we can’t listen to our parents. *My client’s communication Skills improved because of the activity. It helps my client to talk in a good and right way without disturbing any people who are talking.      *Writing activity becomes effective to my client, it develops the fine motor skills of my client.
*Draw or Write things that we need to do to show our respect for others. *Reading a poem about a girl who has self-discipline	*March 12,2011 (Sat.) 1pm-2pm *March 13, 2011 (Sun.) 2pm-3pm	*It gives my client idea on how to respect elders and other people. My client realizes that when someone is talking you don’t need to talk also especially if you are not asking to talk. *Reading poem about a girl who has self-discipline gives my client idea and knowledge how to be discipline.

vSection J: Therapeutic Results

                   The result of my entire plan is good, therapeutic plans are achieved by my client, she able to do all the activities that I’ve prepare for her. In knowledge building, now my client can identify things that are good and bad, understand the importance of listening to elders or parents and know the right way of showing our love to our family and friends. Because of those knowledge’s my client applied it in her daily life, to gain more friends and to get the attention of his family and friends. In Skills building, my client is in a process were she’s trying to develop her skills, she tries to apply it their home and in her school. And I think that there’s a big possibility that she can able to develop her skills better and discover the importance of each. Maybe it takes time, because it is the big challenge for her. In Attitude building, my client easy learns how to change or improve her attitudes, how to discipline herself and how to speak in a good manner, to gain more friends and respect people when they are talking. 

vSection K: Summary, Conclusion and                                        Recommendation

       Summary

                The case study is all about the child named Cheska. The therapist asks permission to her guardian to observe the client. So, the therapist gathered information about the client. The parents, teacher and her peers said that the child is very talkative and annoying and naughty. So, to know the real problem of the client the therapist gathered information’s about the client by doing timeline which consist of main events happened to the child, observe the client by the use of Genogram and Sociograph to know the relationship of the child to her family and peers. The therapist also know the things that child can do. Therapist also used theoretical frame work to compare the behavior of the client in her home and school, and then find concepts or theories that are connected to child’s problem. After knowing the real problem of the client, the therapist makes an objective that the client need to do, then follow by activities that the client need to do to help her in her behavioral problem.

          Conclusion

                I therefore conclude that my client improves her good relationship with her parents, teacher and peers. She gains information that can help her in her daily life. She gains knowledge and ideas on how to talk in good manner, how to show your love to your family, how to be good and how to respect elders by listening to them. Values are the most knowledge that my client gain.  

  

        Recommendation

                I recommend to the family that they need to give enough time for their child. Even though the child doesn’t have her father make sure that you always have the time to bond with your child and make her feels that she is important. Children imitate everything that they seen, so for the family monitor your child and correct what wrong things or behavior that your child shows don’t neglect the child. Mother is the first teacher of the child so the mother should teach her child about the things that are good and bad.

                    I also recommend that continue monitoring your child about her attitude in your home and also in their school.

vSection L: Implications to Education and                  Assessment of Young Children.

        I experienced lot of happy moments in conducting my case study. I realized that it is not easy to conduct a case study and takes a long time to know a personality and behavior of a child. The therapist needs to be flexible to do and perform her task. The data that the therapist gathered are important data that need to keep because it will support her case study and serves as a guide to help her to solve problem and come up with a good result. I learned that cooperation of the family in monitoring the child is important, if the parents know their responsibilities to their child they can able to develop the maladaptive behavior of their child. Neglecting the child is not good because the child tends to become attention seeker and she can able to do things that are irrelevant. Parents are the one who really knows their child so they are the one who can influence more in the behavior of the child. The participation of the client’s family is important for the therapist in having a good flow of observation. I realized that as a therapist you need to be patience and willing to do your role as a therapist to have a good and effective case study.   

Continuation of my case study.. "E and F"

vSection E: Theoretical Framework

 

Thorndike's theory of learning, Law of readiness: Interference with goal directed behavior causes frustration and causing someone to do something they do not want to do is also frustrating.  When someone is not ready to perform some act and is forced to do so, it is annoying. Law of effect: If the response in a connection is followed by a satisfying state of affairs, the strength of the connection is considerably increased whereas if followed by an annoying state of affairs, then the strength of the connection is marginally decreased.

 

Gordon Allport (Personality Theory), Poor traits: talkativeness.  The child possesses these poor traits. Talkativeness is very observable in the classroom mostly when the teacher is discussing or having a conversation with the other teacher.

Continuation of Section D

D.4-5-6 Personality Dynamic

        D.4 Personality Dynamic for Self-Mastery

                According to my client, she is a nice little girl. She described herself as a good granddaughter because she can help her grandmother to clean their house, to wash their dishes and to wash their clothes. The client also said that she is studying well to have an award.

                  

D.5 Personality Dynamic for Relationship

                Based on the data that I’ve collected, the relationship of the client with her mother was good. When her mother went home they’re doing things that make them happy, her mother buy things that she wants. And in terms of her relationship with her father, it is not good because she never saw her father.

                    The client’s relationship with her teacher was partly good and partly not. Good because she can participate in a class activities and she can work with her peers. Not good because sometimes she don’t want to write in her writing notebook, she don’t want to answer their assignments and also she don’t want to use her pencil. In addition to that, the client is talkative and annoying that’s why her teacher became angry.

                             The client’s relationship with her peers was good, even though sometimes some of them are getting angry with her because she is annoying and talkative. In the other hand, the child is a good peer because she tutor some of her peers who are not understand what their teacher taught and she also shares her things in her peers.     

        D.6 Personality Dynamic for Action

               

                When the client wakes up in the morning, the first thing she did is to brush her teeth and washed her face. When it comes to her eating habit, the child knows what are the things needed, such as plate, glass, spoon and fork. She get all those things before she eat. She also knows how to get rice and dish from the casserole. While she’s eating, there are times that she played her food and even if she’s eating, she keeps on talking. After eating, she knows where to put dishes on a right place.

                   When the client is studying, she get first the things she needed like pencils, sharpener, eraser and notebook. She started it by sharpening her pencil then goes to writing, client do it on her own and not by the command of her grandmother. She wants to do her homework alone without the help of others. 

Continuation of Section D

Continuation of Section D

D.3 Sociograph

continuatuion of SEction D

D.2 Genogram

Section D: Psychosocial History

 

According to grandmother of my client, when my client is in her mother's womb her parents got separated. When she born, only her grandmother takes care of her and when she is 1yr. old her mother need to left her to find work, to support their needs.When she turned 3yrs. old, that was the first time she celebrates her birthday and when she turned 4yrs. old they don't celebrate her birthday because they need to went to cavite, their province to hide her in her father. Then finally, when she turned into 6, they went back home to study. 

case study

Case Study

vSection A: Personal Data Summary

Francheska Trinidad is a six year old child and she is my client. She was born on January 5, 2005 at Caloocan City. She is a Filipino citizen and her religion is Iglesia ni Cristo. Her mother’s name is Merdanela Trinidad and father’s name is Alfredo Egoy. She’s now studying at San Roque Day Care Center.      

vSection B: Joining Process

I ask permission to Mrs. Trinidad, my clients Grandmother, to observe her granddaughter, and Mrs. Trinidad cooperates with me. To build a good relationship to my client and also her family I treated them as my friend. I approach them in a good way and smiles at them every time I went to their home. Divergent questioning is one of the techniques that I used to extents our communication. I also used activities that client can write and draw the things that we are going to talk about while she is enjoying with me. Through those techniques and activities the client cooperates with me as well as her family.  

My goal is to help my client to realize those things that she doesn’t need to do and I expect that the client can recognize what’s wrong and right in doing things.

vSection C: Presenting Problems

According to Mrs. Mercy Trinidad, my client’s grandmother the client is very annoying and naughty. She said that the client is keep on climbing on their mango tree even though they’re telling the client to stop climbing and never do it again.

According to Teacher Mila Buenafe, my client’s teacher the client is talkative. She said that the client is keeps on talking and talking even though she is discussing in her class. She also said that the client always want to talk even if she is not asking to talk.

eced13 summary

BEHAVIORAL THERAPY

Burrhus Frederic Skinner - spent most of his professional life at Harvard. He has been described as the most influential psychologist of this century and he certainly set the stage for the development of behavior therapy.

Joseph Wolpe - receive his medical degree in South Africa and, after studying Pavlov, rebelled against his psychoanalytic training and devoted his career to an empirical approach to psychotherapy. He is best known for devising systematic desensitization.

Albert Bandura - Has taught psychology his entire career at Stanford University, where he has developed a broader perspective on behavior therapy by bringing in a social learning component.

HISTORICAL DEVELOPMENT

   The beginnings of behavioral therapy can be found at the crossroads of the rise of behaviorism as the philosophical view and empiricism as a growing method in psychology. With the advent of systematic desensitization in the 1950s, however, behavior therapy came into its own and grew quickly during the 1960s as an alternative to psychodynamic approaches.

VIEW OF HUMAN NATURE

   Behavior therapists view humans as products of their experiences. People are neither good nor bad. But the behavior therapists do view humans as hedonistic in nature, responding to requests to end or decrease personal suffering or to promote greater pleasure and enjoyment in life. Behavior therapists have no model of optimal human functioning toward which clients led.

DEVELOPMENT OF MALADAPTIVE BEHAVIOR

   Psychopathology, from the behavioral perspective, is defined as behavior that is advantageous or dangerous to the individual and/or to other people. It can result from insufficient cues to predict consequences or from inadequate reinforcement. One of the most painful of all maladaptive behaviors stems from an overly severe set of self-standards, and the resulting excess of self-criticism.

GOALS OF THERAPY

  The goal of behavioral therapy is to extinguish the client's identified maladaptive behavior and to introduce or strengthen adaptive behavior that can serve as a replacement and enable him or her to live a productive life. 

   The key to reaching this goal is learning new behaviors. The relies on three paradigms that can stand alone but are often integrated in this approach:

• Respondent learning
• Operant conditioning
• Social modeling

 FUNCTION OF THE THERAPIST

   The behavior therapist is generally very active in counseling. He or She serves as a consultant, a supporter, a resource, and a model. Functionally, the behavior therapist facilitates a process involving four major steps:

• Accurately defining the problem.
• Gathering a developmental history of the clients.
• Establishing specific goals.
• Determining the best methods for change.

MAJOR METHODS and TECHNIQUES

   Because its task is to resolve client symptoms, there are literally dozens and dozens of behavior therapy techniques. Some of the common methods include:

• Behavioral assessment - specifying  an individualize treatment plan.
• Positive reinforcement - giving reward for positive behavior.
• Token economies - using tokens to be exchanged for desired objects or privileges.
• Assertiveness training - enabling clients to express thoughts and feelings more freely.
• Modeling - learning through observing the behavior of another.
• Relaxation training - discriminating between tense and relaxed muscle groups to relax on cue.
• Systematic desensitization - paring of a neutral stimulus with one that are already elicits fear.
• Flooding - maximizing the anxious state of a client for eventual extinction.

APPLICATION

    Research has shown different forms of behavior therapy to be effective in treating anger, obsessive-compulsive disorders, phobias, depression, alcoholism, sexual dysfunction, parahilias, marital distress, and childhood disorders. It has been used successfully in a wide variety of settings.

CRITICAL ANALYSIS

   Behavior therapy provides a relatively coherent conceptual framework of psychotherapy. It is committed to systematization, objectivity, evaluation, and a solid research base. It provides clients with an understanding of the treatment process and also supplies the practitioner with an abundance of effective techniques.

   Behavior therapy, however, is criticized for not dealing with the total person. Critics also point to relatively little attention the behavioral approach has devoted to the therapeutic process.

SUBMIITED BY:

BARDINAS, Evelyn

RENCIO, Jomalou

TANAYAN, Geraldine

TOLENTINO, Leopoldo

RIEZA, Freda