Personal Therapy

Social Reflection (S-R Therapy)

       

                             Every time we hear social reflection we may immediately think of our interaction, our relationship to communicate to others.  But if we are going to analyze the meaning of Social Reflection it is about taking the time to figure out who we are, as individuals and as a human in terms of social interaction.  Social interaction is a dynamic, changing sequence of social actions between individuals (or groups) who modify their actions and reactions due to the actions by their interaction partner(s). In other words they are events in which people attach meaning to a situation, interpret what others are meaning, and respond accordingly.
 When we say reflection it is a thought process and a technique for evaluating  our own performance. It involves looking at our own learning and development needs like love and belongings. Understanding and acknowledging of our feelings and feelings of others is an important part of this process. This therapy is based on Adlerian approach which emphasize the the interpretation of unconscious life that the individual are victims neither of their genetic endowment nor of their social conditioning. Rather, they are responsible for themselves and learn to respond in adaptive, creative ways to our surroundings.

View of human life

In order to understand who we are as a human in terms of social interaction we can set some questions that would help to reflect our own self and behavior toward to other:

·         What can I do to build a strong relationship?

·         What resentments do I need to resolve in order to move forward more optimistically with the understand of others?

·         What did I make mistakes to my family, friends, and classmates?

·         How does my misbehavior started that affect to others?

This sample of questions guides to examine our self  interaction what kind of person we are. Social Reflection also allows us to identify and ‘own’ our traits, both our personality traits and our value. When we are able to recognize our traits, as we reflect we are able to monitor our interactions with others. Both from the standpoint of why we are feeling the way we do and our actions that result from those feelings.

Development of Maladaptive behavior

        People who are feeling depress, isolated, lack of attention, aggressive, neglect, rejection, etc. are the common factors that develop their misbehavior. According to Adler people need to cooperate with and contribute to society in order to  realize personal as well as social goals. Regarding to  social interest as a force that opposed a striving for superiority, that  prevented people from being selfish. We all know that our child is often change their behavior based on what they see or being imitations to others. We can apply this therapy to help our client to realize them what they are done on their socialization.  talk to them and explain very well how does the social interaction help and what can contribute for the benefits to us.

Function of the therapist          

            In this therapy the counselor need to establish and maintain accepting,caring,supportive and cooperative relationship. The counselor and the client work together to realize them the importance of social acceptance and interest. This approach focus to the client that prefer to be alone or being isolated rather than to have a big group. As a teacher we should aware the differences of our students what they want to choose or what they want to have and especially what they are needs. The counselor should demonstrate what are the good ways on how to build a good relationship to others. We should relate the importance of this saying that" No man is an island" in this thoughts the client should responds what are the appropriate act toward to others.




Goals of Therapy
   The goal of this therapy is to show the importance of social acceptance,understanding of the feeling of others, social interest, the feeling of community.To help the client to  learn how to be most effective in directing their own socialization. Special attention will be paid to exploration, play, creativity, wisdom, and positive reinforcement -- that focus of this therapy to the client.


Major Methods and Techniques

• Encouragement= One of the best ways that the teacher/counselor encourage the client to have an social interest. This technique is use to build a relationship and to foster a client change.
•  Modeling= In this methods The counselor will demonstrate the importance of socialization. The client observe and imitates the appropriate behavior  in terms of communication.
• Role play=The role-play process provides students with an opportunity to 1) explore their feelings, 2) gain insight about their attitudes,and 3) increase problem solving skills.
• Instruction= The counselor teach the client to reflect their behavior how they see themselves in communication skills.

References:

http://www.ehow.com

http://search.yahoo.com

http://psychology.wikia.com

Summary of Reality therapy

Reality Therapy

INTRODUCTION

                Reality therapy emphasizes that people are capable of changing their fate if they will live in reality. This therapy is not complicated and easy to understand unlike other therapy. It is simple yet not simplistic. The basis of this theory is on an explanation of brain functioning or control theory which accounts for human behavior. Based in the control theory, we act to an attempt to fulfill our current needs:  belonging, power, pleasure, freedom, and survival. Through the process of reality therapy, clients learn more about effective path to satisfy their needs.

Brief Biography

                William Glasser was born in Cleveland, Ohio on May 11, 1925. Little has been known about Glasser’s childhood but he described it as uneventful and happy. While still a student of Case Institute of technology, he married Naomi Judith Silver. After he graduated, his advisers rejected his dissertation. He gained admission to medical school at Western Reserve University. He began experimenting with the alternative treatment to the traditional psychoanalytic procedures.

View of Human nature

• Reality therapists first establish a warm and trusting relationship with their client. This is done to help clients evaluate choices they make to meet the basic needs that all humans have for belonging, power, freedom, and enjoyment.
• The view of human nature in reality therapy is that all needs are internal and that human beings act on the world purposefully to satisfy their needs and wants.
• An important element of choice theory is the notion that the brain stores need-satisfying images that serve as a guide to behavior. The five basic needs are survival, belonging, power, freedom, and fun.
• The goal of reality therapy is help people define their wants, evaluate their behaviors, and make concrete plans for fulfilling their needs.

MAJOR METHODS AND TECHNIQUES

·         Structuring

Ø  The counselor helps clients to adjust their expectations and gives them a realistic hope for change.

·         Confrontation

Ø   Confronted with present reality and eventually they will need to face the questions for the clients.

·         Contracts

Ø  Agreement signed by both the client and his/her therapist further reinforces a commitment to follow through. Contracts provides concrete evidence of their intention to change their behavior.

·         Instruction

Ø  The therapist should be competent so that they know how to teach or instruct the client in order to meet their goals.

·         Skillful Questioning

Ø  The therapist helps the clients to evaluate their behavior by asking a direct question.

·         Emphasizing Choice

Ø  The therpist help the clients by giving an options where the clients have a freedom to choice to live by their own standards.

·         Role Playing

Ø  Is a technique that presentizes clients’ behavior and allow them to rehearse the events that cause their anxiety. During a role-playing activity, clients learn to prepare for the consequences of their behavior, including their feelings while performing the activity.

·         Support

Ø  Once the clients see that their therapist encourages and supports them that he or she believes in them, their motivation and self-efficacy increases. Inevitably, the therapists trust and support communicates a sense of self-worth, and it is this growing feeling of being worthwhile that give clients more energy to live responsibly.

·         Constructive Debate

Ø  When therapist and clients challenge one another’s ideas and values, it demonstrates that they have values worth defending, that what they have to say is worthwhile and is taken seriously. Through constructive debate, clients learn they can contribute meaningfully to the therapeutic process.

·         Humor

Ø  Knowing that clients can be brought closer to reality through the therapeutic use of humor, the reality therapist occasionally uses humor in a sensitive manner. Used appropriately, humor can help clients gain a healthy ability to laugh at themselves- to become less introspective and more objective.

·         Self-Disclosure

Ø  Reality therapist share personal experiences and struggles and open themselves up to reveal their humanity, even to the point of questioning their own values or uncovering their own weaknesses.

·         Positive Addictions

Ø  Glasser encourages his clients to choose positive addictions that lead to more satisfactory ways living or anything that may help them reach a healthy high.

·         Assessment

Ø  Although the counselor in reality therapy makes little attempt to test, diagnose interpret, or otherwise assess clients, he or she evaluate their progress toward desired goals.

Application

          At the outset aspect of the therapy   it is crucial that the therapist must be involved, that he / she established a caring rapport within the context of a professional helping relationships and that the the therapist remain positive and emphasize the clients strength . client’s behavior is [presumed to be an  attempt at some point of control, a means of satisfying a want or need, the therapist then needs  to persuade them to  own up to what they are doing now. The client’s  not the therapist who must learn to evaluate their behavior to know whether what they are doing is helping their situation. Clients with failure identities are particularly reluctant to commit change. At this point the therapist will brook no excuses. The therapist needs to eliminate punishment, which usually involves another person controlling the clients lives. As we can see in the whole process of the therapist he had this courage to pursue the whole treatment. He never gives up instead his looking forward the possibility of change. The reality therapy is applied to a wide variety of clinical issues. It was used in different kinds of problem of the people. Here the essential issues in the therapy is on Glasser’s approach it has been illustrated in the case of pat a young, wealthy, overindulged satisfactorily married and has two children. As a therapist Glasser invested in Pat and he help her to become responsible for what she really wants., which is the reduction of her weight.          The therapist found hard in dealing with pat for her behavior but after a long run of therapy. This said therapy continuous slowly because Pat is not cooperating at some time. Pat rejected Glasser a number of times but he pursue and take a little effort to get the trust and respect from Pat. Eventuaslly in the process Pat learn to accept that only herself can make her responsible. After almost a yaer Glasser now point out Pat’s behavior that she neede to remove and that is being “irresponsible”. After Pat learn to be responsible she take a little chance to change. Pat felt a keener sense of achievement and she lost 50 pounds. In the therapy the client must understand that she only needs to accept her present situation and be open to changes to finally found acvhievements. The client are not ill they are just weak.

Submitted by BEED III-A:

Michelle Doong

Rachel Fraga

liezel Mundala

Jennifer Murao

Ryan Capucao

Christmas essay

                          Christmas for sale 

         Christmas is a time of joy, a time when people respect each other, and a time everything is all right. Christmas is the time where you and our family connect as one. It’s also the time to be thanking for what we have. Christmas is the day for us to open all our wonderful presents and also to give a joyful happiness for our families, friends, relatives,  and especially for all the children. Presents are what everyone wants for Christmas. The most enjoying thing on Christmas is not receiving presents, but giving presents to a person in need. When you receive a gift, you’re all happy, but it doesn’t compare when you give a gift. When that person received the gift you gave to them they are happy and smile as big as they can. Christmas is not about receiving it’s about giving things of people that need it. Christmas was the doorway to happiness, family togetherness, and special memories.  This particular holiday was much loved and looked forward to everyone.   

            Christmas is the celebration of the birth of Jesus Christ. Were people are go in the church for”simbang gabi” to thanks for all the blessings and opportunity that we had in our life. And in this season all of us are prepare some foods and sharing for others as symbolize that we are the son of our god. We are the big family lived in this world no matter what race we belong. Christmas is a time were people are giving, loving, sharing, that shows us this holiday is the most important to celebrate for our god. In this holiday we feel a peaceful moment and forgiveness that the uppermost not only in this season but also in a normal day. 

         This is a time that we say sorry for all the mistakes that we had in a whole year. And time to make change that’s makes good things to the others. This is a time that kids are waiting to come. Because they can have more stuff and things they wanted for this Christmas.  This is a chance that we can share our blessings especially for all the people who really needs for our help. Because of having a Christmas people are celebrating for our god to say thanking for life that what we had now.

          Christmas is a holiday known for bringing out the best in some people as the spirit of the season moves them to help others less fortunate.

Christmas is a holiday meant to elicit appreciation for what we have.
As a future teacher we should know how we impart to our future

Students what is the essence of Christmas for us. How does Christmas affects in our life. And to remind them that this is the most important event that we need to celebrate for our Jesus.

Usual problems in Eced children

Physical problems


Physical development is assessed by progress in both fine and gross motor skills. Possible problems are indicated by muscles that are either too limp or too tight. Jerky or uncertain movements are another cause for concern, as are abnormalities in reflexes. Delays in motor development may indicate the presence of a neurological condition such as mild cerebral palsy or Tourette's syndrome. Neurological problems may also be present when a child's head circumference is increasing either too fast or too slowly. Although physical and cognitive delays may occur together, one is not necessarily a sign of the other.
Important cognitive attainments that physicians look for in infants in the first 18 months include object permanence, an awareness of causality, and different reactions to strangers and family members. Cognitive delays can signal a wide variety of problems, including fetal alcohol syndrome and brain dysfunction. Developmental milestones achieved and then lost should also be investigated, as the loss of function could be sign of a degenerative neurological condition.
Delays in social and emotional development can be among the most difficult for parents, who feel rejected by a child's failure to respond to them on an emotional level. They expect such responses to social cues as smiling, vocalization, and cuddling, and may feel angry or frustrated when their children do not respond. However, a delay in social responses can be caused by a number of factors, including prenatal stress or deprivation, prematurity, birth difficulties, including oxygen deprivation, or a hypersensitivity of the nervous system (which creates an aversion to stimuli that are normally tolerated or welcomed).
Many physicians routinely include developmental screening in physical examinations. Parents concerned about any aspect of their child's development are generally advised to seek the opinion of a pediatrician or appropriate specialist. Specific assessment instruments such as the Gesell Development Scales and theBayley Scales of Infant Development are used to help determine whether an infant is developing at a rate appropriate to the child's age.

Emotional Problems

    Emotion is a complex mental experience involving body and mind. It implies a state of being exited, stirred up and disturbed in one way or another. It is different from ordinary feeling. Emotion is a feeling but not vice versa. Feeling is more localized while emotion is more intense. It is with all humans and animals too. Age is not a factor for emotional disturbance. It is noteworthy that emotional variations can be seen in children from birth itself. Some parents are not aware of the related problems as follows at various stages of growth.

During this stage, problems arise on account of emotional inconveniences as follows.

i) Dominance of unpleasant hazards like anger, jealousy and fear with a little amount of pleasant emotions. This imbalance distorts the outlook of the child on life with pessimism making the child feel the environment unpleasing. The child develops such unpleasant temperament resulting in gloomy facial expressions.

ii) Inability to establish an emotional tie up with significant persons, especially the mother and other family members due to some reason or other. Lack of attachment with mother and absence of cordial relationship with others depress the child without the related pleasure involved. Also lack of affection from others makes the child self bound and have no emotional exchange with others.

iii) Too much affection or over dependence on a single person, probably the mother, makes the child often unsecured and anxious which give the child detachment from peers.

iv) Failure to have attachments to animate or inanimate objects enhances unnecessary anxiety in new situations.

Intellectual Problems

• Delays in oral language development
• Deficits in memory skills
• Difficulty learning social rules
• Difficulty with problem solving skills
• Delays in the development of adaptive behaviors such as self-help or self-care skills
• Lack of social inhibitors

Social problems

 Difficulty relating to other people.

1. ADD 2. Acne 3. Addiction 4. Adult Panic-Anxiety Syndrome 5. African Sleeping sickness 6. Alcohol abuse 7. Alcoholism 8. Anxiety 9. Asperger Syndrome, Susceptibility to, 1 10. Asperger syndrome

Spiritual Problems
• Lack of faith in God and responsibility before Him for own child.
• Destruction during several generations of family values.
• Negative influence of television on forming a worldview of child.
• Killing of child inside of mother's belly.
• Indifference of society to the destiny of growing generation of children.
• Damnation that came to our nation because of offences against families and children of Christians and Jews.

School guidance program

Elementary  School Guidance Program 
     Guidance  is an integral part of the elementary education program.  The counselor is a child advocate.  A goal of elementary counseling is to be preventative in nature while also identifying and addressing current problems.   Another goal is to help children understand themselves and others.
The elementary program is characterized by intervention and prevention techniques. Counselors help students develop social skills including conflict resolution, interpersonal relations skills, decision making and problem solving.  Counselors also assist students in their transition to Randolph schools and in moving up to the middle school.  Counselors conduct individual and group session, classroom lessons, district-wide programs, and parent consultations as needed.  Counselors work collaboratively with other school personnel, especially the classroom teacher, and serve on each building's Pupil Assistance Committee.  Counselors attend professional conferences and belong to professional associations.
The counselors are available to consult with parents, teachers, and administrators to help address specific academic, social, and/or personal concerns of students.   Counseling is for everyday people with everyday problems.  Elementary guidance counselors are responding to today's needs by providing children with developmental school counseling programs and support.


Elementary Guidance counselors work to serve the needs of all students by:

• Helping children understand themselves and others
• Helping children develop communication skills
• Helping children develop successful behavior patterns
• Helping make school a successful experience for all children
• Helping prevent problems from developing
• Including parents in their children's education
• Providing crisis intervention

In addition to personal and academic counseling, the elementary school guidance progarm includes the following:
Group Instruction Topics
   Careers
   Red Ribbon Week/drug awareness
   Bullying
   Self-esteem
   Cooperation
   Problem solving
   Transitions
   Character Education (monthly themes)
Small Group Instruction Topics (These topics will change as needed.)
   Social skills
   Friendship
   Anger management
   Transitions (grief and loss, new sibling, school transitions)
   Conflict resolution

Parent Education
   The Parent Network
   Parent Teacher Association
   Orientations
   Parent/family counseling
   Family referrals to outside agencies
Communication
The Home and School Connection newsletter
Articles in the PTA newsletter
Upcoming events flyers
Randolph Township Schools Web site, http://www.rtnj.org
Community Outreach
Service projects
Senior Citizen Outreach
Participation in community programs - i.e. Municipal Alliance Committee, Child and Family Resource Center, Randolph CARES

---

Each grade level has a specific focus:

• Kindergarten: Meeting the counselor  - students will be introduced to a special school helper, the elementary guidance counselor
   
• Grade 1: Understanding feelings  - students will be able to identify and describe different types of feelings
   
• Grade 2: Cooperating within a group  - Students will be able to identify the importance of compromise, cooperation, and what occurs when cooperation doesn't take place
   
• Grade 3: Building self-esteem and respecting self and others  - students will be able to identify what makes them feel good about themselves and others
   
• Grade 4: Problem solving and decision making  - Students will be able to examine and apply the steps of problem solving
   
• Grade 5: Transitioning to middle school - Students will be able to explore the social and emotional aspects of transitioning to the middle school
   

Specific aspects of the guidance program include:

• Individual and group counseling
• Classroom lessons addressing cooperation, respect, self-esteem, problems solving and decision making
• Red Ribbon Week events
• Programs for parents
• School Counseling Week activity
• Pupil Assistance Leaders
• Lunch Bunch
• Character Education
• The Parent Network
• Community Service Projects

Parents should feel free to call the guidance counselor at any time. It is not necessary to have a problem or a special need to contact us.  Each elementary school has a full-time counselor to assist your child to learn, to work, and to live in the 21st century.