A .PERSONAL DATA
Name: Sam Galvez
Age: 4 years old
Gender: male
Birthday: May-21-2006
Birth place: Lopez,Quezon
Ordinal position: Only Child
Siblings: None
Grade: Preparatory
Father’s name: Elvis Galvez occupation: No permanent work
Mother’s name: Rosario Morello occupation: OFW
B. Joining Process
Ø My client child is being referred to me by his guardian, because she notices that the client child behaves differently among other child in their neighborhood. According to his guardian the client child has a mistaken behavior that leads to develop low self -esteem.
Based on the information I gathered, interviews and statements given from the guardian and teacher of my client child; the child possess the characteristics of being unattended on possess short attention span, especially when discussion was on going. According to the client child he was hated by his classmate therefore he don’t want to attend school
He is familiar with numbers 1-10 but often forget it when he was asked…he still need visual presentations like flashcard or other instructional materials that will let him remember the numbers on other words, has poor ability to organize information for recall.
Therefore in lined with, he tends to withdraw and isolate himself inside the educational process and often establishes limited relationship inside the class. He is timid in performing activities which involves socialization towards other kids in the classroom.
Whenever he decided to go out in order to play with other kids in the neighborhood was being bullied by other kids like “bobo and walang mama at papa”, therefore, he was prohibited by his guardian to go outside in order to avoid skirmish towards other kids,
D. PSYCHOSOCIAL HISTORY
D1. Major events in the life of the child
(TIME LINE)
Ø On the conception stage wherein his mothers do not have good relationship with his father, during his birth his parents is already loss their hope to save relationship for the sake of their child.
Ø When the client child turn his 1 year old his parents decided to be separated to each other and the responsibilities of taking care of him goes to his mother.
Ø When the client child reached 2 years old his grandma died
Ø When the client child reached 3 years old his mother decided to go abroad to support his needs and wants, and leave him to his auntie.
Ø In his new environment although it’s hard for him to adopt a new environment little by little he make an adjustment but in a kind of attitude wherein he develops low self-esteem and the state of being aloof.
D2.genogram
Ø In the visual representation shown above, the client child do not have good relationship with his father and also to his grandparents on the father side because in the timeline (D.1) his parents got separated when he was 1 year old, so the client child doesn’t have the chance to see his father and also his father doesn’t have the chance to see his son grows old.
Based on my interview to the client child according to him, he doesn’t love his father because he did not give any support to the client child ( a supposed financial support)
Ø In figure 1, the client child choose these 3 person that he like or love his auntie and he called it as his mama, his uncle he called him as his papa lando and her ate carol, and when I ask him who are the person he doesn’t like or love is his papa Elvis because the client child told me that his father didn’t give any support (a financial support to buy him a milk).
Ø In figure 2, the client child have 3 names that he doesn’t like because these 3 children are his tormentor, they make tease on the client child, their day will not be completed if they will not make tease on the client child.
Ø The client child have the self mastery because based on the interview, I ask him what is his name, he answered me “Sam Galvez”, I also ask him if how old is he?
Where does he lives? What is his father’s name?
What is his mother name?
Where is his father?
Why does your “Kalaro” keep on teasing on you? The client child replied and says, I am 4 years old, I live at 1569 san simoun st. cby barracks II tala caloocan city, my fathers name is Elvis Galvez, my mothers name is Rosario Morello, I don’t know where my father is?! Because I don’t have mama and papa and I always got low scores in math.
D5. (Relationship towards everyone else)
Ø Based on the interviews that I conduct the client child don’t have any good relationship with his classmate, tends to be bullied by other kids around and prefers to be alone.
Ø The client child can perform other work that his classmates can do. He can follow command, he likes to write, he can use fork to separate food, he can button front buttons on clothing, he can dress and undress with the supervision of his guardian, he likes to draw, doodle and make a sketch.
INPUT | PROCESS | OUTPUT |
low self-esteem due to unpleasant treatment from the other kids around | Counseling -put him into large group activity | Mingle with other kids Make an interpersonal relationship |
-based on the INPUT on the theoretical framework the problem of the client child is the result of being bullied (verbally) by other kids around and his classmate that leads him to develop low self-esteem.The concept that covers with this is the INTERNALIZING BEHAVIORAL DISORDER that creates a serious impediment to their development. The client child manifest withdrawn behavior, lack of social skills, this concept involves mental and emotional conflicts.
The other problem of the client child is the memory problem because the client child shows difficulties in remembering his assignment, the client child forget the lesson easily and show deficits in memory. The concept that cover these problem is memory, cognitive and meta cognitive problems, because the client child shows difficulties in remembering which refers to his memory, by this his cognition covers different aspect of thinking and problem solving, which connected to the meta cognitive that result from lack of awareness of skills, so the client child are not aware of his skill.
I think the client child was emotionally disturb because he undergo being verbally bullied by his classmate and other kids, that result him for anxiety withdrawal and immaturity, which support the concept QUAY’S STATISTICAL CLASSIFICATION, where in the anxiety withdrawal or anxiety disorder is manifested by social withdrawal, anxiety, depression, feelings of inferiority, guilt, shyness and unhappiness. And immaturity shows a short attention span, extreme passivity.
Due to the reason of being rejected, the client child loss his interest in participating in the discussion, for he may feel that his doing was all wrong and because of his guardian are not allowing the client child to go outside, he may feel that going outside the house will cause him harm. Since the client child are not allowed to go outside by his guardian, he develops shame and doubt, because he thinks that he is not accepted by the society for he don’t have “mama and papa”. Which support the theory of PSYCHOSOCIAL DEVELOPMENT of ERICK ERICKSON in his stage two the autonomy vs. shame and doubt, where in this stage, the task is to achieve a degree of autonomy while minimizing shame and doubt? It was also in lined with the other stage of Eric Erickson-the intimacy vs. Isolation wherein the client child "SAM" tried to isolate for intimacy was absence from him. He doesn’t have the ability to make closer relationships to other kids inside the school environment, as a friend and even participant of the society for he hasn’t established self-efficacy. on the other hand, self-efficacy define as peoples beliefs about their capacity to produce designate performance that influence over events that affects their lives (BANDURA 1991)
Since the guardian of the client are over protected they limits the freedom of the client child to explore the world, letting the client child to go outside and play with other children that who didn’t bullied others or maybe ignore those children, the client child feels that he learn from himself that he was brave enough and those kind of situation are only one of the situation that he will encounter in his life. So he will not be ashamed of what he is.
F.PROGNOSIS
I think the problem of the client child is very common to other children, he was being bullied (verbally) by his classmates that make him so depressed, he can’t focus on their lesson, so the client child think of himself negatively with self reproaches and blame. His activity level may shift to either apathetic or agitation, he avoid social contact. In line with this the client child tends to be antisocial in terms of school settings.
G.THERAPUETIC PLAN
G1- At the end of this case study my client child should perceive of himself that he is part of the school environment and eliminates his thinking of being rejected.
G2- At the end of this case study my client child must involve to an activity which he can find his social skills, performance levels especially inside the school settings.
G3- At the end of this case study my client child must feel that he is accepted. There’s nothing wrong with him, understand that he still have parents, yet unfortunately they were no around.
H.THERAPEUTIC INTERVENTION
OBJECTIVES | ACTIVITIES AND INTERVENTION | SCHEDULE |
| G1- At the end of this case study my client child should perceive of himself that he is part of the school setting and eliminates his thinking of being rejected. G2- At the end of this case study my client child must involve to an activity which he can find his social skills performance levels especially inside the school setting. G3- At the end of this case study my client child must feel that he is accepted. There’s nothing wrong with him, understand that he still have parents, yet, unfortunately they were not around | The activity that we conduct with the help of his teacher is what I call “ I offer you my friendship” where in the task of this children is to draw his classmates that he wants to offer his friendship and color it. If they already done. The student will go in front and present his drawing to the entire class, since, every one of the class has their choice of friends and with their curiosity with their other classmate. These would be a stepping stone for the client child to make a good interaction with his other classmates. So, in the activity his classmate offer their friendship for the client child by conducting this kind of activity the client child will little by little be comfortable to mingle with his classmate The other activity that we conduct is on their community where in I Ask the permission for his guardian to go outside, I also explain to his guardian that this activity would be help for the client child to interact with his peers, so I ask some children to play with us, I use one of the two forms of true social interaction and that is the associative play which the children engage in separate activities, but they interact by exchanging toys and commenting on one’s another activity. On the classroom setting of the client, I and his teacher conduct developmental activities wherein they were instructed to bring extra pencil, eraser, pink crayon and blue ribbon. the pencil herein symbolize his friends, eraser symbolized for asking forgiveness to those person they committed mistakes, pink crayon symbolized appreciation for the good deeds they've established and also the blue ribbon for his/her upcoming new friends. | Monday- 10-1 1-5 Wednesday-10-1 1-5 |
I.THERAPEUTIC PROGRESS
| ACTIVITIES AND INTERVENTION | SCHEDULE | PROGRESS |
| The activity that we conduct with the help of his teacher is what I call “ I offer you my friendship” where in the task of this children is to draw his classmates that he wants to offer his friendship and color it. If they already done. The student will go in front and present his drawing to the entire class, since, every one of the class has their choice of friends and with their curiosity with their other classmate. These would be a stepping stone for the client child to make a good interaction with his other classmates. So, in the activity his classmate offer their friendship for the client child by conducting this kind of activity the client child will little by little be comfortable to mingle with his classmate The other activity that we conduct is on their community where in I Ask the permission for his guardian to go outside, I also explain to his guardian that this activity would be help for the client child to interact with his peers, so I ask some children to play with us, I use one of the two forms of true social interaction and that is the associative play which the children engage in separate activities, but they interact by exchanging toys and commenting on one’s another activity. On the classroom setting of the client, I and his teacher conduct developmental activities wherein they were instructed to bring extra pencil, eraser, pink crayon and blue ribbon. the pencil herein symbolize his friends, eraser symbolized for asking forgiveness to those person they committed mistakes, pink crayon symbolized appreciation for the good deeds they've established and also the blue ribbon for his/her upcoming new friends. | Monday- 10-1 1-5 Wednesday-10-1 1-5 | I think with regards to the activity that I conduct with the client child through the help of his teacher and guardian, I can say that my goals are somehow being attain, because base on the performance of the client child on the activities, he can now deal with other, somehow he can feel comfortable towards others little by little he make a conversation, a participation he also display empathy towards others. |
J.THERAPEUTIC RESULT
Ø Base on the presenting problem, there is an improvement to the client child because base on the activities that we made the progress of it. There is some changes on the behavior of the client child, before that he can’t feel any concern about what his been through, he possess an attitude of having low self-esteem , through the influence of some environmental factors like for instance being bullied inside and outside the classroom. But through the informing the guardian of the client child that allowing the client child to explore the world will make him strong, and as a part of growing old he may also realize that he will be going to face different situation where in, he will say to himself that he can win against the factors that wants’ him to go down.
K. SUMMARY/ CONCLUSION/ RECOMMENDATION
SUMMARY
In summary of this case study and based on the information’s gathered by the observer in order to make this conducted observation possible and accurate, and simultaneously with the aid of the formulated findings regarding his showed behavior I come up with different formulations and synthesize it as a whole.
In terms of their classroom setting, the entire room was ventilated, creatively design and decorated, the materials are properly arranged, and in over-all impact of the learning environment so the warmth and a secure feelings for young ones to spend with. The place at the same time encourage to let the children expresses himself, explore and feel of all establish the genuine characteristic he had.
Behind of this positive aura of the learning environment, the observer happened to detect some characteristics that are tends to be unusual as the other pre-school had, especially in terms of the interventions thrown by the teacher towards the detect mistaken behavior of the client. The teacher seems to be laid-back and her intervention exceeds the observer through a great confusion,
In terms of the client child detected to possessed with mistaken behavior in the classroom and home environment was also categorized as a result of various factors that might influenced him to develop low self-esteem.
When it regards to his home environment, the entire house was conducive to live in, although his environment contribute so much for the mistaken behavior of the client child. Since the presenting problem the guardian is over protected to the client child. The client child possesses an attitude of being antisocial.
CONCLUSION
I therefore conclude that the client child develop low self-esteem due to some factors that really affect the life of the client child. Like in this case study where in the parents of the client child is separated and his mother needs to work abroad he was being left to his auntie, where the environment before.
This kind of situation was insurmountable for the child to understand and also to cope with it. So the parent or the guardian plays a vital role for these certain child. They need to feel that they are not alone and empathy towards the client child must ponder same as collaborating with other people was necessary.
Letting the client child to feel embarrass, guilt and other factors that will make him realize that these are one of the many situation that he maybe soon will be encountering by exposing the child to some developmental ability that will make him more active in participating some task which is in lined with education, and the best of all that will impose him to become pro-social.
RECOMMENDATION
I recommend to the parent or guardian on the child to lessen their protection in order to avoid the child feeling ashamed and doubtful towards his own self. Let the child also discover his own worth in order to build self-esteem, and make him realized that everything has its own sense.
On the side of the teacher, I recommend to let the child be exposed more to various activity that will arouse his interest and at the same time can make way for learning. Give more emphasis on the child basic needs; the needs of being accepted, respected, letting them feel that they belong with warmth acceptance and the most of all being protected and beloved.
L. IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN
Based on these case study, with the information I gathered regarding with the problem of the client child, and interventions being applied and the resulted therapeutic progress.
The teacher must guide children who possess mistaken behavior, in order to monitor their problem or the possible causes of their current behaviors.
The teacher must be flexible enough to face that kind of special attention; he/she must provide proper assistance and guidance in order to achieve her desired learning outcomes.
The teacher must also conduct interesting activities that will catch their attention, and they will also enjoy those activities, he must encourage his student to participate in the activity. He/she must also possess a good and strong attitude towards to his student.
