person centered therapy

Thursday, March 17, 2011

my own therapy

"Lorenvin Therapy"

Tuesday, March 1, 2011

Summary

PERSON-CENTERED THERAPY

SUMMARY OF PERSON-CENTERED THERAPY

Ø Jamila Calizo

Ø Recelyn De Quiroz

Ø Jenesis Mateo

Ø Ma. Lorena Obinguar

The Person Centered Therapy was established by Carl Rogers. He first called it as “counselor-centered therapy”. This therapy administers tests, asks questions, and suggests courses of action to the client. Carl Rogers call his patients as “client” and not the usual “patient”. This approach is “non-directive counseling”, until it was change to “person-centered counseling “which means emphasizing its focus on human capacities.

The simulation presented in the person-centered therapy was the problem of Mrs. Oak. She undergone numbers of counseling just to realize on her own, that she will need to become positive and more self confidence to herself to solve her problem.

“Not in doing, but in being”, this is the main function of the therapists. They provide a climate of safety and trust, which will encourage clients to reintegrate their self actualizing and self valuing processes. The person-centered therapist is non-authoritarian, and formal assessment of the client’s problems in the form of psychological testing is considered to be inappropriate and unnecessary.

The goals of person-centered therapy are not to solve the problems but to facilitate process in which clients can know who they really are and become fully functioning human beings. It eliminates the need for impressing others, lying to oneself, or other. It tries to eliminate the unhealthy need to please others and to move toward increasingly trusting ones own experiences.

The major methods and techniques used in person-centered therapy are:

Ø Congruence- the therapists’ inner experiences and their observable outward actions match.

Ø Unconditional- positive regard- the clients worth is not dependent on others expectations and approval.

Ø Emphatic Understanding- the therapist enters the clients place and understands the world from his or his perspective, adopting the client’s internal frame of references.

case study

A. Personal Data:


Name: Roi Ryner de Guzman
N-name:Roi
Birthday:May 22, 2005
Age: 6 yrs old
Gender:Male
Mother:Sonia de Guzman
Father: Roel de Guzman
Appearance: Healthy,Fair complexion,tall


B.Joining Process: 


Roi Ryner de Guzman is my friend son, Roi is friendly,he has a lot of friends but the problem is when he play with his friends he hurt his/her playmates.Even though he act like that Roi is the sweetest grandson.Her grandmother love him very much.Out of two Children Roi is the youngest.He is very close to his Father,but his father died on august 22 ,2010 because of motor accident.It is one of the reason why he become aggressive.


C.Presenting the Problem:


According to the mother of my client,Roi is very aggressive.One of his problem is he hurt his playmates without any reason.He always want to catch the attention of the people around him.He do everything that he want just to catch the attention of his peers.


D.Personality Dynamics:


D,4 My client is Roi Ryner de Guzman.He is six years old.Out of two children he is the youngest son of mr. and Mrs. De Guzman.He studied at Camarin Elementary School.He always want to sing and he always interact with his grandparents and also to his peers.

D.5According to the mother of my client he is closer to his grandparents than to his Family,Because his mother is always busy to her work and his sister is always in the school.And also according to his teacher Roi is active in the class.He always do something that will catch the attention of his teacher and his classmates.

D.6 Roi is always interact with his grandparents and his peers.He always sing out loud.One of his favorite song are (Torete,Muli). After his class,Roi use his favorite bike to go in the court because he always play basketball with his neighbor.Everyday at 5pm he always attend in a bible class to learn important message from God.

F.Prognosis:


I think the client act like that because he miss the attention that his father did to him.The client observe as aggressive and attention seeker.In some case the client do things that everybody will catch his attention.The only things that we can do is to guide and give  a proper attention and most of all time bonding with his family.


G.Therapeutic Plan:


G.1 Knowledge building:
At the end of the case the client must know how to interact and apply the proper appraisal to his family and peers.

G.2 Skills Building:
At the end of the case the client know the proper skills in communication/interaction to his environment.

G.3 Attitude Building:
At the end of the case the client must appreciate the value or importance of his family and peers in order for him to have a good relationship to others.

learning question

group 1
1.What is the importance of studying assessing the behavior of young children?
2.What is the effect of behavior young children in our teaching strategies?
3.Why feelings and emotions are important?

4.Why integration important?
5.What are some effect that you give why the child has learning behavior?

group2

1.Why is it important to have circular questioning?
2.What are disadvantages of using timeline?
3.Is sociograph help us to know the behavior of the client?How?
4.How can we implement authentic assessment?
5.Give some advantages in using authentic assessment?

group3

1.How can modeling behavior?
2.How creativity develops?
3.Give some advantages when you are creative?

problem checklist

1. Although it is normal for children to achieve developmental milestones at slightly different ages, the Child Behavior Checklist developed by Thomas M. Achenbach provides a quantifiable method of identifying deviant behavior in preschool students. A teacher, care provider or parent scores the child on six internal and external behavioral categories. Scores are then evaluated by a doctor, psychologist or teacher to determine whether medical or educational intervention is needed.

   Anxiety

2. A preschooler's anxiety is measured in both externalized and internalized behaviors. For example, a teacher may rate the frequency of crying after a child is dropped off at school or the child's attachment to adult aides in the classroom. The anxiety rating also evaluates the degree to which a child is overly sensitive, self-conscious or shy. Anxiety is often used in the diagnosis of temperament disorders such as post-traumatic stress syndrome or separation anxiety.

   Sociability

3. A preschooler's developing social skills are key indicators for disorders such as autism and Asperger's syndrome. Sociability is evaluated through a student's degree of comfortable interaction with same-age peers. Observable behaviors such as eye contact or reactions to affection also indicate a child's degree of social development. Emotional indicators such as the presence of guilt or remorse are also included in sociability observations.

   Sleep

4. Sleep disruptions not only impact the emotional and cognitive state of a preschooler but also indicate potential somatic and physical disorders such as post-traumatic stress, depression and ADHD. Parents are the best resources for noting the frequency of bed wetting and nightmares, though observing children during nap time may also reveal these behaviors. Other sleep behaviors to investigate include oversleeping and the inability to sleep alone through the night.

   Physical Ailments

5. Physical discomfort is one of the most common symptoms of medical problems such as Chron's disease and meningitis, but unexplained pains are also potential indicators for psychosomatic problems such as autism and obsessive-compulsive disorder. Observe the frequency of ailments such as headaches, stomachaches and muscle pains as well as changes in eating habits and digestion. Most physical complaints can be explained by a physical condition such as a vision impairment or food allergy. But if underlying causes are ruled out, such behaviors are likely an extension of a psychological condition.

   Aggression

6. Aggressive behavior is a concern for teachers because it typically extends from a more serious psychological issue such as autism, mental disability or oppositional defiance disorder. Children should be observed for the degree to which they are demanding or easily aggravated by small changes in routines. Excessive whining or screaming for attention are also considered factors in determining aggressive behaviors.

   Destructive Behavior

7. Destructive behavior is typically indicative of a mood or personality disorder such as opposition disorder or manic-depressive disorder. Many of these destructive behaviors are externalized, such as in cruelty to animals or obsessive rocking or hair pulling. Children who demonstrate destructive behavior often delight in destroying their own belongings or the belongings of other children. Eating nonfood items such as crayons, dirt and chalk is also considered destructive behavior.

How To Stop Bad BehaviorParentLearningClub.com/Behavior

Guaranteed Child Discipline System. Bonus Tips With Purchase. Order Now

School Voucherswww.dorrancebookstore.com

Enacting school vouchers has been a problematic issue for many parents.

5 Ways to Help Baby Sleepwww.SleepThroughNight.com

Tear-free tips to help baby sleep No obligation, privacy guaranteed

Autism Signs and Symptomswww.AmericanAutismSociety.org

How Can I Help My Child be Happy & Content In Who He Is? Free Guide!

Ads by Google

References

Read more: A Child Behavior Checklist for Preschool | eHow.com http://www.ehow.com/list_7209295_child-behavior-checklist-preschool.html#ixzz17ZqfJP9C

Owens Elementary School Guidance and Counseling Program

Owens Elementary School Guidance and Counseling Program

Jan Holt, Counselor
Dorothy M Shoulders, Counselor Assistant
Owens Elementary School utilizes a comprehensive, competency based developmental guidance program. It serves the needs of all children in grades kindergarten-6th. Students participate in age appropriate lessons that focus on personal/social development, career awareness, and academic development. Personal/Social Development--supporting and maximizing each student's personal growth and enhancing the educational and career development of the student. Career Development--developing positive attitudes toward work and the necessary skills to make a successful transition from school to work and from job to job. Academic Development--includes decision making, problem solving and goal setting, critical thinking, logical reasoning, and interpersonal communication and the application of these skills to academic achievement.
The program is organized around the components of large group guidance, individual planning, personal counseling, and system support. The guidance counselor serves students using four delivery methods. All students have the opportunity to participate in guidance activities through classroom guidance lessons. Individual planning involves helping students follow through on individual goals. Personal counseling helps students meet their special needs. The counselor manages the program, consults with teachers, parents, and students through system support.