pasko ng paglaya: February 2011

Sunday, February 27, 2011

case study

Radones, Jinky E. Prof. Miranda
BEED4a IRREg ECED11

Section A
PERSONAL DATA
NAME: Jesmille Fontamillas
ADDRESS: 192 General Luna Street Caloocan City
AGE: 6 ½ years old
B-DAY: May 11, 2004
Parents: Baby Jona Fontamillas (mother) Occupation: HOUSE WIFE (store keeper)
Mervin Fontamillas (father) Occupation: Payroll/ Auditor (CLC)
School: Caloocan Adventist Elementary School (CAES)
Grade: 1

Section B
Joining Process/ Therapeutic Knowledge
THERAPIST/CONCEALER
Therapeutic- THE ONE WHO SEEK THE PROBLEM OF THE CLIENT WITH THE PARTICULAR SOLUTION GIVEN.
Section C
PRESENTING PROBLEM
ACCORDING TO HER MOTHER:
• Tiredness’ in terms of studying
• Short life span of time allotment in focusing the lesson
• Easily bored
• Sometimes she’s not listening
ACCORDING to her sister Kate:
• Easy to be angry
• Hyperactive in playing
ACCORDING to her lolo Emil:
• Talkative
• Average in learning rather than his sister kate
ACCORDING to her lola Dory:
• Always crying
• “mapagtampo”..love affection
Section D
Psychosocial History
D1: TIMELINE
• May 11, 2004- she was Born
-She has a hemangoma (INBORN)

• 1 year old- carefully holding because Jesmille is so thin and small.
• 2-3 years old- GOOD HEALTH
• 4-5 years old- Love to play
• 5years old- entered in pre-school at CAES
• 6YEARS OLD- She admitted because of “dengue”
For 5days with the platelets of 80.
D2:GENOGRAPHY (family tree)
GRAND FATHER GRAND MOTHER GRAND FATHER GRAND MOTHER

D3: SOCIOGRAPHS
AT HOME AT SCHOOL
PARENTS
LOLA
LOLO
UNCLE
NEIGHBOOR FRIENDS:
• KIM
• MICA
• AMIEL
CLASSMATE

D4: SELF MASTERY
AT HOME AT SCHOOL
• PLAYFUL
• INDEPENDENT
• SHOW INTEREST IN PUZZLE
• TALENTED IS SINGING • FRIENDLY
• SHOW INTEREST IN STUDYING
• CONSISTENT ACHIEVER

D5: Relationship Quality
 Approachable
 friendly
D6: Actions
1. sociable
2. initiative
3. helpful
4. no trouble
5. good in analization

case study of jinky..client..(jesmille fontamillas 6 yrs.old)

Wednesday, February 16, 2011

1. Can you differentiate between the house and home in a family.
2. What are the roles of each family member is?
3. Let’s think about the obligations of the eldest one, Sometimes there are called “breadwinner” how can you handle it when your parents are not there but then you have three siblings.
4. How can you overcome the negative experiences in your life?
5. Where is the best place to have a family bonding?

Tuesday, February 15, 2011

midterm..yesssss..done na din..tnx

JINKY E. RADONES ECED11
BEED4A..IRREG. PROF. MIRANDA

1.WHAT MAKES FAMILY IMPORTANT IN MAKING AND MAINTAINING THE QUALITY OF BEHAVIOR OF YOUNG CHILDREN: • Live with GOD. Enlighten the child to know HIM.
• The factors which the environment prepared to lived in and the upbringing of the child at home.
• Nurturing the child with the nature of family attitudes as the moral values.
• Awareness how to become a good parents for their child.
• Family bonding is one of the important does the family should have. “family day”.
• Train up the child in the way he should go and when he his old he will not depart from it.
• Family have a goals to be happy.
EXAMPLE:  Know how to follow the rules that not should be break
 Outing “family bonding”
 Picnic “family day”
 Communication or conversation
 Open minded with the problem
 Decision making process
 Child is always involved in the family with their rules and regulations
 Time for each other

CONCEPTS:  Love for the family
 Attitudes to be imparted
 Raise good
 Develop their confident
PRINCIPLES:  “Family members bind as one”..
 “Everyone should involved”
 Everyone should feel the love (fairness)
THEORIES: Vygotsky’s Social Development Theory
As in the family develop this type of situation.
ASSIST YOUR CHILD WITH YOUR GUIDANCE AS THEY GROW.
You should know the stage of development according to Piaget theory of Cognitive with the life of the child in terms of thinking,we should understand them.
Major themes:
1. Social interaction plays a fundamental role in the process of cognitive development.
2. The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.
Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences

2.BULLYING: HOW DOES PARTICULAR BEHAVIOR DEVELOPS…. Look for
• Self-Judgment
• Self-Criticism
• Extreme elf-Doubt
• Defensiveness
• Stone-walling
• Focusing on what’s always wrong instead of what might be okay or right
• Self-sabotaging thinking
-If you used to be strong, confident, powerful, and self-assured and now, because you’ve been exposed to abrasive and bullying behaviors you’ve lost your direction and confidence, then for sure you have internalized a bully.

EXAMPLE: Bullying Messages you might send to yourself:
1. Your thoughts are judging your behaviors ‘Why didn’t I say …?’ ‘I’m so stupid. I should have…’
2. You expect perfection and any mistake is an opportunity to condemn
3. You wake in the night worrying about your own performance and your repetitive message is ‘I can’t, I’m not good enough…’
4. You convince yourself that you cannot stand up to bullying behaviors so you give up and become more and more resentful, quiet and defeated.

SCENARIOS: -when the child accompanying his/her classmate bullying him at the school
-laughing because of weakness at the same time a shy type of children that’s why he/she easy to bullying his/her classmate
-when she is alone or have problem
-those attention seeker.

3. HOW CAN GLOBAL
EDUCATOR TRULY MAKE ASSESSMENT CREDIBLE:  You are fully well understood the meaning of assessment.
 Proper way of giving assessment for the children’s performance base on what he/she did
 Fairness is the best thing should the teacher have
 Understand your student situation base on what you observe
 Keen observant and give some factors in other ways like the efforts and consideration
 Awareness in everything changes of the curriculum
EXAMPLE: a. Giving grades
b. Grading and reporting the result of his/her performance
c. Fair the percentage of grades with different factors
d. Be honest at all time when giving grades
SCENARIOS:  When you see the child have the excellent performance give particular grades if not, give more effort to do something to excel..you should have the role to motivate your student so that it will benefits it well and fair to all.
PRINCIPLES: ASSESSMENT TECHNIQUES

1. Informal assessment--Accomplished through teacher interaction with student groups as they create, write down, and role-play their scenarios.

2. Formal assessment--Teacher reviews importance of meaningful communication to solve problems. With the threat of school violence, it is up to the students to stand up for not only themselves but also others who are being bullied, take appropriate action (telling teacher, counselors, administrator, and parent) and help others who are victims.

a) Collect written assignments: After all role plays are completed including group card/worksheet with solutions to scenarios and individual student papers identifying types of bullying observed in each role play.

b) Verbal summary of lesson: Teacher asks students to summarize what types of bullying occur in school. Teacher reviews importance of meaningful communication to solve problems and asks students as a group to articulate interpersonal skills they learned they could use when bullying occurs to others or themselves, and which skills demonstrated were the most helpful.
THEORIES: Blooms taxonomy: it should develop in learning theories for the child..you will assessment them by meANS OF THIS PARTICULAR LEARNING ASSESSMENT.
BENJAMIN BLOOM
The Three Types of Learning
learning identified three domains of educational activities:
• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional areas (Attitude)
• Psychomotor: manual or physical skills (Skills)

Sometimes when we give assessment we are not fair.most of the time when we are so busy and we have a lot of student we can not recognize all so that the other teachers just guest those grades.for me, its not good ..you should be consistent and fair to all time.

group..summary,jinky

Summary of the Report of Group 2
By: Jinky E. Radones
Angellene Sarmiento
Anabelle Uy

a. Intergenerational relationships
-focus and implications treatment
b. Transitions and development
-focus and implications treatment
c. Family Structure
- focus and implications treatment
d. Individual experiences
- focus and implications treatment
e. Intergeneration of practice :common Elements
-Naturalist Change
-Therapeutic Change

a. Intergenerational relationships
b. Transitions and development

• The family is not a usual vehicle for socialization within a given culture, but it also involves more specific traditions, roles, rewards, obligations that bind the family members together.
• Many family therapist have been recognized previous generations as a major influence on a family life in a present.
• Family myths.
• Change can be brought about the individuals by facilitating an inner resynthesis of past experience.
• Maintain the focus that the interpersonal can be helped to focus the interactions rather tan the internal pain alone and to discover the important insights while also claiming the necessary strength to heal.
DEVELOPMENTAL STAGES
1. Forming relationship
2. Commitment
3. Parenting,goals and values
4. Adolescence
5. Launching Children
To trace a family’s or individual’s development over time , the family therapist must understand traditional and alternative patterns of evolution.

i. GOOD FAMILIES CHIEF
ii. GOOD FAMILIES HAVE SWITCHBOARD OPERATION
iii. GOOD FAMILIES ARE HOSPITABLE
iv. GOOD FAMILIES DEAL SQUARELY WITH DORECTNESS
v. GOOD FAMILIES PRICE WITH RITUALS
vi. GOOD FAMILIES ARE AFFECTIONATE
vii. GOOD FAMILIES SENSE OF PLACE
viii. GOOD FAMILIES FIND WAY TO BE INVOLVED WITH CHILDREN
ix. GOOD FAMILIES HONOR THEIR ELDERS

c. Family Structure
Study Family Structure is primarily concerned with interactions within the family determine it’s organization.
The family organism, like other organizations, functions through an internal organization of subsystems. ( couple, paternal, sibling.) families who are not able to meet this needs often lack models for sufficient functioning and thus seek treatment.
It is basic practice in the family therapy to assess the pattern of leadership in each family and to develop a collaborative relationship with the family members who has the greatest ability influence to family life.
d. Individual experiences
Despite the tendency in the field of family therapy to deemphasize the analysis of therapist dimensions within the individual, many approaches provide very helpful information related to how family therapist would address individual concerns.
SOME PERSPECTIVE INDERSTANDING INDIVIDUALS FROM THE SYSTEM PERSPECTIVE:
-Self –esteem = Experiential family focuses primarily on individual growth.

SIGNIFICANT RELATIONSHIP
• SENSES
• THOUGHTS
• FEELINGS
• INTENTIONS
• ACTIONS

e. Intergeneration of practice :common Elements
-Naturalist Change
In family therapy, models that focus on development, narratives and informations flow within the family often use the occurrences of change in relationships. Development theory implies that change is an inevitable part of family life.
-Therapeutic Change
In contrast to these ideas about the naturalist change, other approaches focus solely on how change occurs in a family therapy session. Structural, strategic, and interrupting the behavioral models emphasize that the behavioral changes can ba brought about without insight or cognition by attending to interactional sequences and interrupting those that become associated with the identified problems.
-Therapeutic Relationships
Therapeutic Relationship is one of the critical factors in the effectiveness of the treatment. As a beginning of the therapist critique each model, they should ask: How answer this questions advise students to learn as much about people as they do about the models.

CONCEPTUALIZATION + IMPLEMENTATION = MARITAL AND FAMILY THERAPY

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