case study

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 specially 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 unforunately 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 settng 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 specially 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, me and his teacher conduct a 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, me and his teacher conduct a 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 in 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.

       Most of all, teachers must have courage to deal; with this kind of student.