Case Study Report

A. Personal Data Summary

Name: Michael Delos Santos

Age: 6 yrs. old

Sex: Male

Date of Birth: July 29, 2004

Name of Father: Rommy Delos Santos              Occupation: Part time Welder

Name of Mother: Susan Delos Santos               Occupation: Canteen Helper

Birth Order: 1^st Child

Hobbies: Playing Chinese Garter & Watching T.V

Height: 38 inch.

Weight:

Physical appearance: Black haired & Fair skinned with good looks, he would be considered a handsome child. Although he appeared to be somewhat taller than the other boys, his movements seemed to have little awkwardness.

B. Joining Process

             Michael is a student of Love of Jesus International- Philippines registered child under United Love Church (ULC) Study Learning Center. He was sexually abused by his four neighbors & two cousins who were 14- 19 years old, when he was five. He was only able to disclose to a church member when he had seizure at church, in 2009. He was five then. From Michael’s account, the abuse was ritualistic, done daily around 7:00pm. The cousins & neighbors would clap. This served as a signal that he should come out or have a beating the next day if he did not. The teens would then take him under the bridge, in a vacant lot, by the creek, or inside a public toilet & force him to do sexual acts with them.

C. Presenting Problem

            As I observed Michael in a couple of weeks, I noticed that He is still confused to his gender identity or in other words “Identity Crisis”. He usually isolates himself from the other children. Most of his friends are the local dancers, some of whom are gay. They don’t encourage him to join dancing competitions with them, however, because he may have seizure during their number. Michael is now out of school. He was enrolled last school year, but stopped. He begs for money or food with his friends or harvests a few vegetables, usually “moringga” & cooks them for the day’s meal.

D. Long Trail of Events

 D.1 Time Line/ Birth Order/ Key Events

 D.2Genogram

  D.3 Sociograph 

     Social Structure of the Family

 

At Church

D.4 Personality Dynamics

Michael admits to me that he is still confused as to his gender identity. He is withdrawn & usually isolates himself from the children in the church & in the center/ project. He explained that he did not cope well in school because he was enrolled in a SPED class, where his classmates were deaf & mute.

D.5 Relationship of the Child/ Quality of Relationship

            

       He is withdrawn & usually isolates himself from the other children around him, especially in the church & in the center/ project. Apparent confusion as to his sexual identification, which maybe a consequence of his poor relationship with his father & of the sexual ordeal he had to go through since he was five.

D.6 How the child do things

              

       He carried himself well. On the playground he displayed good control of his large muscles. When he handled small objects such as a pencil or crayon, he use of small muscles also appeared well controlled. All of his eye- hand movements appeared well- coordinated.

E. Theoretical Framework

• Input: Emotional Disturbance

-         His inherit potential, deemed to be a long the dull- average range was lowered due to the prevalence of emotional disturbances; he was a very insecure young man, laden with uncertainties & emotional difficulties.

• Process:
• Output:

F. Prognosis:

            - He is emotional disturbance & very insecure young man, because of what happened to him. He is still confused to his gender identity. Preoccupation & exposed with sexual themes (this was consistent with mother’s accounts of him masturbating & licking on elongated objects).

G. Therapeutic Plan:

            G.1 Knowledge Building

            G.2 Skills Building

·        For Michael to be able to work through his trauma.

G.3 Attitude Building

·        For him to be able to determine his hopes for the future & be helped accordingly, given projects resources.

H. Therapeutic Intervention

Therapeutic Plan	Intervention	Date
G.1 Knowledge Building
G.2 Skills Building      For Michael to be able to work through his trauma.	Not achieved      - The memories about the tragedy will very likely remain with him in some form or other throughout his life.	March 10, 2011
G.3 Attitude Building      For him to be able to determine his hopes for the future & be helped accordingly, given projects resources.	Achieved      - When I asked him about what he wants to do as a living, he is highly pragmatic knowing his limitations (both physical & spiritual).	March 12, 2011

I. Therapeutic Progress

Intervention	Date	Progress
Not achieved      - The memories about the tragedy will very likely remain with him in some form or other throughout his life.	March 10, 2011	It is Imperative that he undergoes the recommended counseling with the professional help.
Achieved      - When I asked him about what he wants to do as a living, he is highly pragmatic knowing his limitations (both physical & spiritual).	March 12, 2011	This next school year he will pursue his studies at the center project & he presently attend in ULC Sunday Service for children.

J. Therapeutic Result

            There is much evidence to establish the importance of past events on present behavior. One wonders how permanent the effects will be upon him developing personality. Opportunities to express his feelings freely would be help. Supportive home& school environment will alleviate much of the resulting emotional upset. If he understand & accepts the reason for his fears, he may overcome any overt behavioral reaction. But a subconscious awareness is likely to remain with him, even after he has made adequate adjustments t is lost.

K. Summary: Conclusions/ Recommendations

            At the end of many hours of observation I found myself w/ the impression that Michael Delos Santos was an extraordinary child in many ways. He carried his self well, & there was very little awkwardness in any of his movements. He could assume a deeply withdrawn & saddened appearance. Because of the traumatic happened to him, Michael obviously felt the effects of this & considered it a burden. Michael’s apparent dominance in his emotional relationship with his mother gives an adequate example of an advanced maturity. However, I observed that he was not so emotionally mature in most other areas. One example of this was his apparent feelings of insecurity as evidenced by his constant need for approval & his overly enthusiastic response to it. I could realize how much he was affected by his traumatic experiences. Insecurity was only one of the emotional factors that was revealed. It is difficult to define the full effects of Michael’s emotional problem on his relationship with his peer group. He seemed to prefer to be alone & his frequent withdrawal into his self gave proof to this.

            In the physical & mental sense Michael appeared to be an outstanding child. In the social & emotional sense, he was lacking. To provide him the security he needs, the roles (of his self & his mother) should be far more clearly defined & definitely rearranged. Michael’s rapid growth, emotionally, should be slowed & replaced with the building of a more sound sense of security. So at this point we can only hope that Michael will grow to be a strong person, but the help & support of his mother must come quickly.

PzzZzZzTTTT. . . Therapy

Silent Therapy

     The cooling off period is where one person is so angry or disgusted by the other person that they just cannot deal with the situation in that state need time to calm down before they begin to speak to this person. That’s fine and actually that’s probably better than sitting and screaming at each other.

           There is a big difference between taking some time to cool down and outright ignoring the existence of the other person.   then they don’t speak to you, acknowledge you or even make eye contact with you for sometimes days.    

ECED 11 LEARNING QUESTIONS

Group1

1. Give one factor that can affect the learning behavior of a child. Explain

2. What is the importance of having theory learning style and learning environment?

3. Which is the best approach among the authoritarian and authoritative that you will use when you are in the field of teaching?

4. How can experiences affect the growth and development of a child?
5. How the creativity of a person  may affect the behavior?

Group2

1. As a teacher why do we need to know the child's growth development learning as a additive info.?

2. What are the advantages and disadvantages of authentic assessment that help the teacher to assess the child?

3. What is the relationship of sociopolitical influences on assessment practices in the authentic assessment of young children?

4. How does the teacher implement the process of authentic assessment?

5. What is the importance of integration of both content and info. skills in the authentic assessment?

Group3

1. What is the importance of circular questioning?

2. What is the disadvantages of using time line in teaching longitudinal in sequence?
3. How can the therapist use the facts and assumption discuss in the circular questioning to help the client?

4. If you were the therapist how can you help your client to solve their family problem?

5. How will ou create and establish a sense of movement to the client?

SUMMARY OF TRANSACTIONAL ANALYSIS

TRANSACTIONAL ANALYSIS (summary)

"The unit of social intercourse is called a transaction.  If two or more people encounter each other... sooner or later one of them will speak, or give some other indication of acknowledging the presence of the others. This is called transactional stimulus.  Another person will then say or do something which is in some way related to the stimulus, and that is called the transactional response."³

With this definition, Dr. Berne defined the basic unit of analysis.  At its simplest level, Transactional Analysis is the method for studying interactions between individuals.  By identifying and standardizing upon a single unit, development and promotion of this theory was easily facilitated.  Psychotherapists were able to read about Berne's theories and test them out in their own practices.  Dr. Thomas Harris stated in I'm OK - You're OK that in Transactional Analysis, "we have found a new language of psychology."

It should be noted that this approach was profoundly different than that of Freud.  While Freud and most other psychotherapists took the rather simplistic approach of asking the patient about themselves, Berne took an alternate approach to therapy.  Berne felt that a therapist could learn what the problem was by simply observing what was communicated (words, body language, facial expressions) in a transaction.  So instead of directly asking the patient questions, Berne would frequently observe the patient in a group setting, noting all of the transactions that occurred between the patient and other individuals.

Berne's Three Ego States

In addition to the analysis of the interactions between individuals, Transactional Analysis also involves the identification of the ego states behind each and every transaction.  Berne defined an ego state as "a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behavior."⁴

As a practicing psychiatrist in Carmel, California in the early 1950s, Berne treated hundreds of patients.  During the course of their treatment, he consistently noted that his patients, and indeed all people, could and would change over the course of a conversation.  The changes would not necessarily be verbal - the changes could involve facial expressions, body language, body temperature, and many other non-verbal cues.

In one counseling session, Berne treated a 35 year old lawyer.  During the session, the lawyer (a male) said "I'm not really a lawyer; I'm just a little boy."  But outside the confines of Dr. Berne's office, this patient was a successful, hard-charging, attorney.  Later, in their sessions, the lawyer would frequently ask Dr. Berne if he was talking  "to the lawyer or the little boy."  Berne was intrigued by this, as he was seeing a single individual display two "states of being."  Berne began referring to these two states as "Adult" and "Child."  Later, Berne identified a third state, one that seemed to represent what the patient had observed in his parents when he was small. Berne referred to this as "parent."  As Berne then turned to his other patients, he began to observe that these three ego states were present in all of them.  As Berne gained confidence in this theory, he went on to introduce these in a 1957 paper - one year before he published his seminal paper introducing Transactional Analysis.

Berne ultimately defined the three ego states as: Parent, Adult, and Child.  It should be carefully noted that the descriptions of these ego states do NOT necessarily correspond to their common definitions as used the English language.

Before describing each of the three ego states, it is important to note that these are fundamentally different than Freud's Ego, Id, and Superego. Berne describes this best when he writes in Transactional Analysis in Psychotherapy:

"It will be demonstrated that Parent, Adult, and Child are not concepts, like Superego, Ego, and Id, or the Jungian constructs, but phenomenological realities."⁵  Stated another way, Freud's ego states are unobservable, theoretical states; but Berne's three ego states can be confirmed with observable behaviors.

The following are detailed descriptions of the three ego states:

Parent - The parent represents a massive collection of recordings in the brain of external events experienced or perceived in approximately the first five years of life.  Since the majority of the external events experienced by a child are actions of the parent, the ego state was appropriately called Parent.  Note that events perceived by the child from individuals that are NOT parents (but who are often in parent-like roles) are also recorded in the Parent.  When Transactional Analysts refer to the Parent ego state (as opposed to a biological or stepparent), it is capitalized. The same goes for the other two state (Adult and Child)

Examples of recordings in the Adult include:

·         "Never talk to strangers"

·         "Always chew with your mouth closed"

·         "Look both ways before you cross the street"

It is worth noting that, while recording these events, the young child has no way to filter the data; the events are recorded without question and without analysis. One can consider that these events are imposed on the child.

There are other data experienced by the child that are not recorded in the Parent. This is recorded in the Adult, which will be described shortly.

Child - In contrast to the Parent, the Child represents the recordings in the brain of internal events associated with external events the child perceives.  Stated another way, stored in the Child are the emotions or feelings which accompanied external events. Like the Parent, recordings in the Child occur from childbirth all the way up to the age of approximately 5 years old.

Examples of recordings in the Child include:

·         "When I saw the monster's face, I felt really scared"

·         "The clown at the birthday party was really funny!

Adult - The Adult is the last ego state.  Close to one year of age, a child begins to exhibit gross motor activity.  The child learns that he or she can control a cup from which to drink, that he or she can grab a toy. In social settings, the child can play peek-a-boo.

This is the beginning of the Adult in the small child. Adult data grows out of the child's ability to see what  is different than what he or she observed (Parent) or felt (Child).  In other words, the Adult allows the young person to evaluate and validate Child and Parental data.  Berne describes the Adult as being "principally concerned with transforming stimuli into pieces of information, and processing and filing that information on the basis of previous experience"⁶  Stated another way, Harris describes the Adult as "a data-processing computer, which grinds out decisions after computing the information from three sources: the Parent, the Child, and the data which the adult has gathered and is gathering"⁷

One of the key functions of the Adult is to validate data in the parent. An example is:

"Wow.  It really is true that pot handles should always be turned into the stove" said Sally as she saw her brother burn himself when he grabbed a pot handle sticking out from the stove.

In this example, Sally's Adult reached the conclusion that data in her Parent was valid.  Her Parent had been taught "always turn pot handles into the stove, otherwise you could get burned."  And with her analysis of her brother's experience, her Adult concluded that this was indeed correct.

In an attempt to explain Transactional Analysis to a more mainstream audience, Dr. Thomas Harris developed the following summary.  Although this is a very good tool for beginners to learn, keep in mind that this a wildly simplified approach, and can have the effect of "dumbing down" Transactional Analysis.  The summary is as follows:

Parent - taught concept
Child - felt concept
Adult - learned concept

But not all transactions proceed in this manner.  Some transactions involve ego states other than the Adult.

This leads us to Parent - Child transactions, which are almost as simple as Adult-Adult transactions.  Quoting Dr. Berne in Games People Play: "The fevered child asks for a glass of water, and the nurturing mother brings it."⁸  In this, the Child of small child directs an inquiry to the Parent of his/her mother.  The Parent of the mother acknowledges this stimuli, and then gives the water to the child.  In this example, the small child's request is the stimuli, and the parent providing the water is the response.

One of the tools used by a TA practitioner is a structural diagram, as represented on the left.  A structural diagram represents the complete personality of any individual.  It includes the Parent, Adult, and Child ego states, all separate and distinct from each other.

                                                                                               

Transactional Analysts will then construct a diagram showing the ego states involved in a particular transaction.  The transaction to the right shows a Parent - Child transaction, with the Child ego state providing the transactional stimulus, and the Adult responding with the transactional response. This transaction matches the Parent - Child example listed above, with the fevered child asking his/her mother for a glass of water.

So far, the two transactions described can be considered complementary transactions.  In a complementary transaction, the response must go back from the receiving ego state to the sending ego state.  For example, a person may initiate a transaction directed towards one ego state of the respondent.  The respondent's ego state detects the stimuli, and then that particular ego state (meaning the ego state to which the stimuli was directed) produces a response.  According to Dr. Berne, these transactions are healthy and represent normal human interactions.  As Berne says in Games People Play "communication will proceed as long as transactions are complementary."⁹

GROUP 5 MEMBERS:
ALMONICIDO, MARY JANE
FRANCISCO, CHRISTINE JOY
SANTANDER, MARLYN
GARCIA, NANCY
LOREZO, JACKYLYN

The amazing Talents of Filipino

ECED 11 GROUP REPORT SUMMARY

Group 2: DETERMINE IF ADDITIONAL INFORMATION IS NEEDED

As teachers begin to engage in the authentic assessment process, or perhaps even before they may become aware of the need for additional information. As teacher evaluator must be aware about the children’s growth development and learning in order to know the children’s ability, skills in the particular age or stage of development, so that the teacher will think what kind of authentic assessment and teaching strategies can be used to DAP. And also teacher must be aware on how to integrate the past learning experiences to the present and bring you to going back to reality. Teacher begins to understand the instruction and assessment in one setting can produce multiple learning’s and assessment in a variety of developmental and curricular areas. Lastly the teacher must understand the individual differences and the developmental benchmarks.

 Teachers will need to think through their management and recordkeeping system in implementing the authentic assessment process. Again, there is no one correct way to operate. It is important for the teachers to select a management procedure that works for them.

*Internalizing ongoing Authentic Assessment

 Teachers need to internalize the place of the authentic assessment process within the total evaluation system and ultimately, in going improvement of the curriculum.

*Mandated Test

There are many mandated test that teacher can be used to assess the children’s weakness and strengthens and using the test scores the teacher should not be classified, labeled, grouped the students to intensive remediation on the basis of one standardized. There are some common mistakes in the use of standardized test information should be avoided such as halo effect, deficit effect, subject success effect, skill drill effect, because it can create biases to the students.

*Plan for Summative Assessments

 The summative assessment is done during the implementation of a program on a curriculum and it provides feedback for the improvement of instruction on the improvement of a particular program. Based on the test result the teacher will think the next step. While the summative assessment is conducted after the completion of a unit on a program. It provides an overall judgments of a success or failure. The summative assessment process includes five steps:

·        Identify the child’s strengths.

·        Document evidence of progress in learning and development.

·        Identify concerns.

·        Identify strategies to continued development.

·        Celebrate emerging development with the child and parent.

Group 2: Members

BEED 3-A

Herson Bello

Mary Jane Alminicido

Denise Joy Boloy

Christine Joy Francisco

Geraldine Tanayan

Jenesis Mateo

Christmas for Sale!!!

         It's that time of the year again; We are no longer shocked to hear Christmas carols in September, or to see lanterns, plastic trees and glitter balls being sold in the stores even before the Halloween ghosts and pumpkins appear. We have songs about the birth of a Savior and light of the World playing alongside advertising jingles telling you to buy gifts and Christmas ham. We have Santa Claus, symbol of goodwill and generosity. Traditionally, it is a time spent with family, friends, and loved- ones. Relatives who are scattered all over tend to get together at Christmas. But Christmas is also a shared experience in that it is a major yearly event in the lives of millions of other people around the world. We may celebrate in different ways, and with different personal habits and traditions. But this time of year, and this common experience, connects us with others. It connects us as a nation and as a world. The true spirit of Christmas is togetherness with humanity, then it has meaning for all of us, and can never be superficial.

A millennium Notes that really inspired me!

What Really Counts

By Queena N. Lee-chua

The bustle of December is now upon us, and it is tempting to focus more on the festivities rather than the Savior behind the season. To help us go into a reflective vein. 

• To realize the value of ten years, ask a newly separated couple.
• To realize the value of four years, ask two, now single, high school, sweethearts.
• To realize the value of one year, ask a student who failed a final exam.
• To realize the value of nine months, ask a mother who gave birth to a still- born.
• To realize the value of one month, ask a mother who give birth to a premature baby.
• To realize the value of one week, ask the editor of a weekly news magazine.
• To realize the value of one hour, ask a lover who are waiting to meet.
• To realize the value of one minute, ask someone who missed the plane.
• To realize the value of one second, ask someone who survived an accident.
• To realize the value of one millisecond, ask someone who got silver in the Olympics.

Happy Thoughts

" Joy is a deep sense of contentment, hope and gratitude all bundled up together"

Zoe,15

GOD                                 FAMILY                           LOVE- ONES

FRIENDS             ACHIEVEMENTS                         MONEY

      It had been a great day. I had made it out of the house without a major blowup with my mom. My room was filled with things I loved- pictures of my family, notes from my friends. I was surrounded with reminders from my love-ones. And I smiled as I laid my head back down on the pillow. I love it. This things gave me great joy. Most precious to me was my time with the Lord. I was so grateful to know that my life was right with God, that I was his child, that my sins had been forgiven, and that my destination was heaven. I'm happy because things were going my way. And I realized that happiness is dependent upon what's happening around you, the behavior of others, and the events or circumstances surrounding your life. But life is fickle and people are undependable. There is no such thing as a perfect life! What happens when I fights with my mom, fails to achieve something, and totally ignored by my friends and love-ones. Still happy? Nope. Happiness is not the beautiful quality that the Holy Spirit brings into our lives. He brings something much deeper, much longer lasting, much more fulfilling. He brings joy. I had discovered this secret key to joy.

I am a Joy Builders!

-Contentment

-gratefulness

-Generosity

-Forgiveness

-Encouragement

-Excitement

-Delight

-Peace

-Flexibility

-Calmness

-God- focus

-Confidence

-Friendliness

Random Acts of Joy

I can do a lot more than just jump for joy. I can put a smile on my face and someone else's, today!

-tell someone about Christ

-smile at a stranger

-take a friend out to lunch

-look through family photo albums

worship the Lord! it will absolutely lighten my heart

-Get outside

-learn to laugh at myself

-everytime I get blessed, I write it down and put it in a special jar then when I need to be encouraged, pull a blessing out to read.