case study

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 being antisocial.

C. PRESENTING PROBLEM

Ø   Based on the information I gathered, according to his guardian and teacher

 The client child possess a characteristics of being unattended to the discussion or the problem of inattention, the client child has a problem with regards to math subject due to inattention that results in memory de3ficits, he can understand that 2+3=5, but cannot understand that 5-3=2, he wasn’t able to understand their lesson, he find the visual aids as destruction, he doesn’t have the ability to sort information as shown by the wrong responses that they often give when asked question about the lesson. He also has poor ability to organize information for recall. As a result of this, they notice that the client child is being emotionally disturbed, that leads to anxiety withdrawal and immaturity he even bothers to mingle with his other classmate either on his neighborhood.

            According to his guardian, in their home the client child spend most of his time by playing alone, watching TV, every time he goes out his peers will make fun of him, teasing him “bobo and walang mama at papa” the  client child didn’t bother to go out and play with other children. And according to his guardian since the client child tease by other children, she didn’t allow the client child to go outside and she wants the client child stays at their home for she thinks the client child will be safe, and his peers will not make of him.

            According to his teacher she was notice that the client child was also being bullied by his classmates especially Kenneth ad Joshua these two children keep on teasing the client child.

            According to the client child he feels being rejected by his classmates and also to his society that tends him to being antisocial.

D. PSYCHOSOCIAL HISTORY

D1. Major events in the life of the child

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 where in 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)

            D3.sociograph

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 doesn’t have any person he likes in the community. So he mentioned 3 names of his peers that he really doesn’t like because these 3 kids are always teasing the client child, they always told the client child that he is “bobo and walang mama at papa”.

And his auntie want the client child to be inside on their backyard, and the client child refuses to go out he wants to play alone.

Ø  In figure 3, 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.

            D4.self-mastery

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 peers and classmate. He prefers to be alone.

            D6.action

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

E. THEORITICAL FRAMEWORK

INPUT	PROCESS	OUTPUT
Antisocial	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 his peers and classmate that leads him for being antisocial, he doesn’t want to mingle with other kids in the community and to his classmate. 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 metacognitive 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 metacognitive that result from lack of awareness of skills, so the client child are not aware of his skill.

            In the presenting problem the client child can understand that 2=3=5, but he cannot understand that 5-2=3. The client child does not have the reversibility. The principle that support to the statement is the pre-operational stage of cognitive development by jean piaget, wherein the children has he inability to reverse their thinking. They can understand that 2=3=5 but cannot understand that 5-3=2.

            I think the client child was emotionally disturb because he undergo being verbally bullied by his peers., 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 passitivity.

            Due to the reason of being rejected by the society 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?

            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 peers and classmate 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 possess of being antisocial.

Summary of Common Problems in Eced Children

Physical abuse  is abuse involving contact intended to cause feelings of intimidation, pain, injury, or other physical suffering or bodily harm.

Physical abuse includes hitting, slapping, punching, choking, pushing, and other types of contact that result in physical injury to the victim.

Sexual abuse is any situation in which force is used to obtain participation in unwanted sexual activity. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence.

Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities

Emotional/verbal abuse is defined as any behavior that threatens, intimidates, undermines the victim’s self-worth or self-esteem, or controls the victim’s freedom.

Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can occur with or without the use of expletives.

Social Anxiety Disorder. The features of social anxiety disorder include an excessive and unreasonable fear of social situations. If forced into a feared situation, the child may become upset and exhibit a temper tantrum. Children with this disorder may be extremely shy around strangers or groups of people and may express their anxiety by crying or be overly clingy with caregivers. The child may not want to go to school and may avoid interactions with peers.

Separation Anxiety Disorder. Separation anxiety is thought to be a normal part of infant development. It begins when the child is about 8 old and declines after about 15 months of age. During this period the child understands the separation between self and primary caretaker. The child understands that he or she can be separated from the caretaker, but does not comprehend that the caretaker will return, which leads to anxiety. Separation anxiety disorder, on the other hand, is not a normal developmental phase. It is characterized by age-inappropriate fear of being away from home, parents or other family members. A child with separation anxiety disorder may be excessively clingy to family members, may fear going to school, or being alone. He or she may experience frequent physical complaints (i.e., headaches, stomach upset).

MOLE

·         Management Of Learning Experiences

I realized that we must cherish every moment that we have, sometimes, it is better to reminisce for a time to make us feel better although we have a lot of problem that we are facing right now, but still think this in a positive way. Even though there are a lot of hindrances towards our happy memories, sometime it is better to scratch some scar in the past and learned through these experiences and uses it as our armor to face life.

happy thoughts

Ø God

Ø Excursion  with tsong society

Ø Me & my friends in 4^th yr high in the farm

Hindrances

Ø Distance

Ø Fear

Ø Time

   Solution for these hindrances

Ø Prayer/faith

Ø Give time

Ø Maintain good relationship

Ø Respect others

Ø Give & take

Ø Open communication

Ø Understanding

common problems of a child (ECED13)

Intellectual disability

Mental retardation (MR) is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors that appears before adulthood. It has historically been defined as an Intelligence Quotient score under 70.^[1] Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to individuals' functional skills in their environment. As a result, a person with a below-average intelligence quotient (BAIQ) may not be considered mentally retarded. Syndromic mental retardation is intellectual deficits associated with other medical and behavioral signs and symptoms. Non-syndromic mental retardation is intellectual deficits that appear without other abnormalities.
Mental retardation is a subtype of intellectual disability, and that term is now preferred by most advocates in most English-speaking countries as a euphemism for mental retardation. However, intellectual disability is a broader concept, and includes intellectual deficits that are too mild to properly qualify as mental retardation, too specific (as in specific learning disability), or acquired later in life, through acquired brain injuries or neurodegenerative diseases like dementia. Intellectual disabilities may appear at any age.
Developmental disability is any disability that is due to problems with growth and development. This term encompasses many congenital medical conditions that have no mental or intellectual components, although it, too, is sometimes used as a euphemism for mental

Emotional and Behavioral Problems

Even though many physicians, parents and early childhood educators might still believe that infants and toddlers are too young to have social and emotional problems, or that they will 'grow out of it', research suggests that identifying infants and toddlers at risk of behavioral, social and emotional problems is crucial. Early recognition can prevent problem behavior from becoming the standard. What's more, considering the strong relationship between childhood social and emotional problems and later delinquency and criminality, early interventions may reduce the staggering social costs associated with criminal behavior.

Research into the prevalence of emotional and behavioral disorders in young children is relatively new, and its development is challenged by the question as to what really constitutes an emotional or behavioral 'problem'. Gimpel and Holland consequently caution against too much faith in statistical figures. Still, recent studies estimate that the prevalence of behavioral and emotional problems in preschool children has increased over the past two decades to more than 10%. This number is considerably higher among preschool and kindergarten children who live in an 'at risk' environment. Gimpel and Holland's text is part of the intervention methodologies whose development has expanded together with the prevalence of problems in young children. Emotional and Behavioral Problems of Young Children addresses early intervention and prevention methods specifically for children in the pre-school and kindergarten age group.

Emotional and Behavioral Problems of Young Children begins with an overview of common problems, which Gimpel and Holland have categorized into internal and external problems, abuse and neglect problems and pervasive developmental disorders (additionally, there is a miscellaneous category). In the second chapter, Gimpel and Holland discuss some of the mental health-screening tools for young children, which have been developed over the past decade. Gimpel and Holland discuss characteristics of standardized social /emotional / behavior screening tools, most of which assess general social and emotional behaviors as well as adaptive abilities and play skills. Gimpel and Holland also discuss qualitative methods, such as interviews with teachers, parents, child, and observation techniques and offer thus an inclusive and comprehensive approach to early intervention.

Physical
Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here. 
Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders.  These problems will be addressed here. 
Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.



Social problems

• Working with Shy or Withdrawn Students

This digest focuses on the middle range of such students, who are commonly described as SHY (inhibited, lacking in confidence, socially anxious) or WITHDRAWN (unresponsive, uncommunicative, or daydreaming) and suggests strategies for working with these students.

• Children's Peer Relationships

Children who are unable to form close or satisfying relationships with peers should be of concern to parents and teachers alike. For one thing, these children miss out on opportunities to learn social skills, skills needed to initiate and maintain social relationships and to resolve social conflicts, including communication, compromise, and tact.

• Peer Conflicts in the Classroom

Traditionally, many adults have viewed conflicts between children as undesirable and have tried to prevent them or to intervene. Recent theory and research, however, suggest that peer conflict contributes to children's development and represents an important form of social interaction.

• Bullying

Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate.

sample giudance program

School Guidance/Counseling Program

Overview

Virginia Beach City Public Schools offers a comprehensive K-12 school counseling program that is an integral part of each school's total educational program designed to promote the academic, career, and personal/social development of all students. As an essential part of the instructional program, school counseling helps to build a foundation for student learning and academic success.
Program Design
The division has adapted the American School Counselor Association (ASCA) National model as the framework for developing a school counseling program because the model emphasizes a comprehensive and developmental approach for implementing a school counseling program. The concepts of student advocacy, leadership, collaboration, and systemic change are infused throughout the school counseling program.

All schools are required to have a Guidance Advisory Council to inform all stakeholders about the school counseling program. This council is comprised of representatives from the school and community that include students, parents, administrators, faculty, businesses, universities, and other local agencies. Program Goals
Student goals and Myrick's (1997) principle for developing counseling programs provide the basis of Virginia Beach Public City Public Schools' guidance program. These goals are:

1. Understanding the school environment
2. School success skills
3. Career awareness and educational planning
4. Understanding self and others
5. Understanding attitudes and behaviors
6. Decision making and problem solving
7. Interpersonal and communication skills
8. Community pride and involvement

Program Components
Our comprehensive school counseling programs are developmentally designed to serve all students and include the following services:

1. Counseling Services
• Individual
• Group
• Preventive or Remedial
• Crisis Intervention
• Referrals from students (self), parents , teachers, or others
2. Classroom Guidance Services
• Academic Planning
• Career Awareness
• Decision making
• Personal/Social Development Skills
3. Consultation Services
• Parents
• Teachers
• Administrators
• Community Agencies
4. Coordination
• Registration of New Students
• Academic Planning
• Student Records
• Testing Program (counselor's role may vary by school)
• Orientation Programs
• Peer Facilitator Programs
• Special Programs
• Referrals to community agencies
• College and Career Information
• College application process ( SAT/PSAT, Financial Aid, Scholarships, Transcripts)
• Career/Vocational preparation
• Parent Workshops
• Presentations
• Military (deployment, support, transitioning)

the anxious girl

once upon a time there was a little girl named Ana, she is a grade 6 pupil and a member  of a varsity in her school. she is so busy this week in her practice in badminton competition in the NCR met. she was very problematic about her schedule, because in the upcoming week they have to pass the project in all subjects especially to her terror teacher Mrs. Romero and they have also to prepared for the periodical test.
One night, her mother notice that Ana have no enough time to eat her dinner because she was so tired all they long for her academic and also her her practice on the varsity. her mother told her that she need to make a schedule for activities and know what she are going to priorities then she had more time for others things.

negative point
>
positive point
>manage your time, know what to priorities.

how can you relate on the story?
>i can relate on my story because, i really don't know how to manage my time, i do something that are not really my priority. so i make my schedule to priorities something that are more important to me than to waste my time.

moral
>know what tour priorities and manage your time.