SUMMARY OF PERSON-CENTERED THERAPY IN ECED 13

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.

        Jamila Calizo

Ø       Recelyn De Quiroz

Ø      Jenesis Mateo

   Ma. Lorena Obinguar

CASE STUDY

A.PERSONAL DATA SUMMARY

The clients’ name is Angeline B. Gata.  They called her Angeline.  She is female.  She is born at Well-Family Midwife Clinic at Camarin Caloocan City on October 04, 2004.  She is a Filipino citizen.  She is a Roman Catholic. Her father’s name is Ronilo D. Gata and her mother’s name is Elma B. Gata.  She has 2 siblings; they are Allysa and Dianne Mae. She is the third child of her parents.  She is studying at Tutorial and Learning Center.

B.JOINING PROCESS

Even though they are my neighbors since 2005, I make sure that the child as well as the family is comfortable with my presence, and asking some question.  Giving some question to them is not so difficult to me because, like what I have said, I make sure that they are really comfortable with me and they trust me.  In answering to my question, I didn’t wait a much moment for them to answer because the will response immediately.  And I saw the family members are really cooperates with me.

C. PRESENTING THE PROBLEM

--According to the parents,the child is obeying to what ever they said.  But the problem to the child is, she always do some mistaken behavior to get the attention of her parents and siblings. Like, if she has something to tell to her parents,but the parents ignore her, she do some move that can catch the attention of the parents, and usually does mistaken behavior.

--According to the teacher, the child is good in academic aspect,but there are times that the child make some noise for her to recognize.  Also according to the teacher, because of that behavior, some of the child classmate don't want her when they have a play time

D. PSYCHOSOCIAL HISTORY

D.1 TIME LINE

October 04, 2004- Her mother gives birth to her.

October 04, 2005- Her 1^st birth day. She was really happy because she got new toys.

May 05, 2007- They went to Subic for there swimming. And that is the day were the got drowned.

March 17, 2010- The child learns to read and write.

D.2 GENOGRAPH

D.3 SOCIOGRAPH

In home setting

3 people that you want to be join in the trip to Star City

In school setting

 3 people that you will invite in your house to play

D.4 PERSONALITY DYNAMICS FOR SELF MASTERY

Even the child has a problem in her behavior; she can do some activity in her own. Yes, she need some help from other, but those simple things, she can. Some simple problem that she encounters in her everyday life, she can manage it by herself.

D.5 PERSONALITY DYNAMICS FOR RELATIONSHIPS

The relation of the child to her family is good.  Even though she has a mistaken behavior, she cooperates to all household chores.  She is obedient to her parents.  And if some times she and her other sister have a misunderstanding, and one of them ask to do something, she will immediately obey.  She wants to play alone, but sometimes if her sisters want to play also with her, she will accept her.   And at the school, she also obeys to her teacher, even though she is talkative.  And if they an activity, she always do it without the help of other. Even though she is a loner, still she gained friends.

D.6 PERSONALITY DYNAMICS FOR ACTION

The child can do some household chores.  Like cleaning the house with the help of other.  She can also eat by herself.  Fix the bed and pillows. And if her parents ask her to but something in the store, she will buy it. In terms of studying, she can write and read, count numbers and recognized some shapes and color. She always watches television with her family.

E. THEORETICAL FRAMEWORK

 Based on the data, there are a lot of factor that affect the behavior of the child,specially her being attention seeker. The first factor that affect the child behavior is the birth order.  She is the 3rd daughter of her parents, and even though she is the last daughter, for her, the attention that her parents give to her is not enough. And usually those "bunso" really get much of attention from the parents, but in her situation, is not. Another of her behavior is she had a few friend in our community.  She do not play to her other siblings, because, they are already a teenager, that is why, in the school, she always make some mistaken behavior, for her to get the attention of her classmate as well as her teacher.  And last factor is, the presence of her parents that always not around, because of there work.  And because of that situation , the child always seeking for there attention. The child wanted to tell a story about there school, but her parents are always not in there home, that is why in the school she always make some noise for her to get the attention of her classmate and teacher.

 The Theory that support to this situation,is the Social Learning Theory  of Albert Bandura. It tells that Social Learning Theory accepts most of the principles of behavioral theorist, but focuses much greater degree on the effects of cues on behavior and on internal mental process, emphasizing the effects of thought on action and action on thought.

F. PROGNOSIS

The child is Angeline Gata.  She is the last daughter of her parents .   According to my observation,the child  always wanted some attention of her parents, sibling, classmate, and teacher.  But, those three, cannot provide to her.  There are three factors that affect the child's behavior; birth order, few playmates, and parents are always not around.

G. THERAPEUTIC PLAN 

G.1 At the end of the case study the client child must be build the knowledge of:

• identifying her mistaken behavior

G.2 At the end of the case study the client child must  be build the skill of:

•  communication to the family, siblings, and friends

G.3 A the end of the case study the client child must be build the attitude of:

• respecting others feeling

H.   THERAPEUTIC INTERVENTION

Objectives	Activities	Schedule
Identifying her mistaken behavior	Story telling (friendship)	March 11, 2011
Communication skills	Role playing about attention seeker	March 12,201
Respecting others feeling	Story telling (Cinderella)	March 13, 2011

I. THERAPEUTIC PROGRESS

Activities	Schedule	Progress
Story telling (friendship	March 11, 2011	In this activity, the child learned some behavior that make her friends get away from her. And here, she realized a lot of things about having a good behavior.
Role playing about attention seeker	March 12, 2011	·        The child is now more aware of having a communication to her family, because it might help her to have a better relation with her family.
Story telling (Cinderella)	March  13,2011	The child realized that she needs to respect others feeling, for her gain friend.

J.  THERAPEUTIC RESULT

All my plans or objectives has been achieved by the child.  They are all easily to understand, and even it is simple, the child really learned from what we had done.  But  there are some skills that she really need to improve more.  In knowledge building, the child leaned her mistake that can affect her relation with other.  In terms of skill development, the child develop the communication skill and she learned that having a communication with other is very important.  And last, in attitude building, she realized the importance of respecting others, even though it's need of follow up.

K.  SUMMARY, CONCLUSION, AND RECOMMENDATION

     Summary

The case study starts in knowing the child's personal data. Next is the joining process.  In joining process, it is not difficult to me, because aside from the child is my neighbor, there are times that we have a simple talk.  Asking the problem of the child is not so difficult because like what I said a while ago that they are my neighbor, and they are all comfortable with me.   The child's problem is, she is attention seeker, it is according to the parents, and teacher because of some factor.  An these factor really affect the behavior of the child.  When I already know the problem, I made a  timeline, genogram and sociogram in school and in home.  Aside from that I also conduct some activities for the child to learned and develop some knowledge, skills and attitude.  And last, those activities was achieved by the child.

     Conclusion

I therefore conclude that, after conducting some activity, there is a improvement in the child.  But some of the activities should have a follow up from the family.  It is not  easy to have this case study, because you should have time in every section, and a lot of research that you need to conduct for you to have a good result.

     Recommendation

I recommend to the family to try to have a quality time to the child,even they have a work for the child to have a strong relationship to them.  If the child feel that her family is always there, there is a tendency that the child will be a good kid to them.  And last, if the behavior is still there, consult to the therapist that really know about this kind of maladaptive behavior.

L.  IMPLEMENTATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN

Having this kind of of case study will help or contribute to the education of the teacher, for them to have a deeper information to the child.  It may also help to the assessment of the teacher if the child really learned from the discussion or if there are factor that affect the leaning of the child. And as a future educator, we need to have a mutual relationship with the family  for them to know if there have a maladaptive behavior.  And aside from that we are the foundation in the learning of the child, so it is better if we really know the background of the child and for us to help them (family) to understand there child.

                                                                                                                                  

learning question in eced 11

Learning Question

Group 1: New Insight in child Development and Learning Basic Assumptions Underlying Authentic Curriculum and Assessment

Question

1.     Why new trend in teaching can affect the learning of the students?

2.     If you are in the field, what would you use or strategy in teaching? Why?

3.     Why do environment, emotion, socialization, physical, and psychological stimuli affect the child learning?

4.     Why Learning Theory also addresses cognitive style in which children are described as visual, auditory, or tactile/kinesthetic learners, benefiting best from instruction that provides appropriate sensory input?

5.     Why early childhood educators do plays important role in early identification and assessment of young children?

Learning Question

Group 2: Determine if the Additional Info is needed Internalizing Ongoing Authentic Assessment

Question

1.     Give a scenario, which tells that the teacher is well-knowledgeable about the development of the children?

2.     Why observing children in action and making notes on conversation, conferences and children product are essential to the authentic assessment product?

3.     How can you obtain some information regarding the development of the child? Elaborate it?         

4.     How does the Summative Assessment help both the teacher and the student?

5.     Why Standardized test among young children is strongly discouraged among scholar in education and child development specialist?

Learning Question

Group 3: Circular Questioning

Question

1.     1.  Why Circular Questioning help the teacher or the therapist in assessing an individual?

2.   2.  How therapist can gather information that compares one piece of information about the perception, roles and relationship with others?

3.  How Time Line help the therapist to determine or solve particular problem of an individual in the family?

4.  Why it says that, in Time Line, the most important task is, learning how to relate this process to presenting problem in meaning ways?

5.  Why it is really important to establish a sense of movement along continuum in the primary goal?

Summary in eced11 (AUTHENTIC ASSESSMENT)

Joining 

What come first into your mind when you hear the word joining? Yes, there is something to do with the connection, unity. Joining means bringing closer to one another, comes together with in an individual. Joining is one of the key elements that has been discussed for a family therapy. The process of joining begins with the first family contact and continues as the foundation for effective family therapy. Rather than an event, it is more a process of understanding and building rapport with each family member.  General psychotherapy models share the goals of empathy and positive regard for clients.  So why do you think the General psychotherapy models share these goals?  Simply , because along these goals, family therapy integrates with systemic thinking, so that the result is a type of systemic empathy in which the clinician identifies and describes the unique roles and dilemmas experiences by each family members.

Methods of Joining  

Each family has a unique blend of characteristics that serves as interpersonal cues to family.  Additionally, each family has a complex structure that provides roles for interaction among members with the outside world.  Family therapist places a high priority on being attentive and responsive to family members.  Why do you think family therapist place a high priority on being attentive and responsive to family members?  Simply, to have adequate understanding in every individual, about their characteristics and so to respond accordingly.  So, joining is about an attitude and skills.  To connect with the family members, the therapist must convey acceptance as a family members and respect for their way of seeing and doing things.  The therapist must let the family know that they are understood and their views are important.

 Family members must be encouraged to express their feelings and views and to understand that these feelings are normal. 

The therapist can join with the family members in the ff. ways :

1.      Greet each members of the family by name.

2.      Make friendly contact with each member.  The therapist should ask each members what he/ she does, where they live, to share information about children

3.      Respect the family hierarchy.  The therapist must begin with the parents when asking each member about his/her view about the problem.

4.      Acknowledge each member’s experience, position and actions. ( So, Ms. Brown , you think your son runaway because he was angry with you )

5.      Normalize experiences, views and actions. (It is common for people in t\your situation to feel the way you do.)

6.      Validate positive things you can say about family members whenever possible.    (Ms. Jones, I know you have tried your best to help your son.  It shows that you care him.

Selective Joining

It is a process wherein the therapist may often choose to affiliate with the most peripheral members in the family or, in some cases, make some efforts to get closer to the family member who will most likely bring the family to therapy.

There may be occasions when the therapist is unable to join with the family, because it is difficult to join with family in which members have difficult from the therapist personality while these feelings are understandable, therapist must find way to engage the family if they are to be effective in altering the situation.  That is why Milton Erickson developed the process called utilization to address this issue.  He learned to use, rather than challenge, a person’s way of relating.  For example, he would think f hostility as honesty and encouraged the client to use it in solving the problem.  He would reframe detached personality as cautious or careful and search for a context in which this behavior would be advantageous.  Family members must feel that the therapist is supportive and understand them before they change how they interact with each other. 

One trend in family therapy facilitates the joining process by helping the therapist identify family strengths in spite of the severity of the problem.  

Identifying Family Strengths

Knowledge of family strengths helps the therapist understand how families cope with problems and how they promote growth and development.  Focusing on family strengths and resources contributes to the development of self- confidence, inspires hope and enhances growth within the family. Here are some guidelines that’s helps to identify family strengths;

1.      Emphasize positive statements

2.      Encourage family members

3.      Note family interactions that reflect strength and competence

4.      Emphasize times that family members enjoy together

5.      Re frame problems and emphasize what families do well.

Exploring the Referral Process

The referral process includes interaction within the family and between the family and other system.  When individuals are being interviewed alone, it is important to assess whether their motivation for counseling is internal or whether they have been sent by family or friends who want them “fixed”.  Detailed questions about the referral process often help the family therapist expand the definition of the problem.  If intake information has noted previous experiences in therapy, these should also be explored as part of the client’s problem-solving history. 

Sometimes informal helpers become unrecognized influences on the course therapy unless they are identified during such discussion.  This focus on the referral process often provides a micro view of diverse relationships that may have some bearing on the problem.  As this larger context is taken into account, the clinician should then pursue more specific question regarding the potential structure of subsequent therapy session. 

Deciding whom to involve

 Certain questions provide the family therapist with the information necessary to determine the structure of the therapy:

1. How did you decide who would participate in today’s session?
2. Maybe you are more comfortable without _______ here.  Are some reasons why you prefer to leave them out?
3. What do you think might happen if______ were invited?
4. If I became insistent about inviting them, would it be uncomfortable that you might consider dropping out of counseling? 

The answers to these questions help the family therapist determine whether to insist on others’ attendance.  Certainly, there are many situations in which a person’s own framework for help would be violated and such an insistence would be inappropriate.  Conversely, there are times when a family therapist considers the attendance of others to be essential to a positive therapeutic outcome.  To resolve this dilemma successfully, the family therapist should conduct a self-evaluation on these issues: 

1. Have I elicited and acknowledged fears the client has about inviting others to join?
2. Have I illustrated to the client how can I orchestrate a constructive outcome when others are included?
3. Do I know enough about these other people, and do I have the skills necessary to set goals that guarantee the outcome of such meeting?
4. Am I ignoring messages from the client about what essential to them?
5. Am I operating out of a model that narrows my perception of how I can be helpful?
6. Does the client have important information to which I should defer than insisting on a certain structure?

 The answer to these questions can help the practitioner weigh priorities and skills.  In some cases, clients can be shown how inclusion of others is helpful.  However, if clients are still opposed to inviting others after they have explained their reluctance and they have been reassuring explanations, it is imperative that the therapist accept the clients position.

Defining the problem

The definition of the problem evolves from the questions not only about the individual’s opinion but also his/her significant other’s opinion.

This can be accomplished through question that focus initially on family members’ opinions and then move towards the tracking of international sequences.

Assessing clients’ Definition of the Problem

To begin a dialogue about the problem with a family or individual, the family therapist might ask the following questions:

1. What’s brings here?
2. What would be helpful for us to discuss?
3. Who first noticed the problem and how long ago was this?
4. What led you (or another person) to conclude that this was a problem?
5. Who else agrees or disagrees that this is the problem?
6. Who else (inside or outside the family) as an opinion about the problem?
7. Have you or anyone else thought of any other possibilities regarding what the problem might?
8. Are there times when the problem isn’t occurring?  What is going on at those times?
9. What are the differences between times when the problem does and doesn’t occur?
10. What will happen if things don’t change?

It is important to accept the family members’ description of the problem without criticism or premature advice.  It is also essential to validate the importance of each member’ contribution.  If family members interrupt each other, remind them that each will have an opportunity to express his or her view.

A therapist might use the following to help each family member clarify the problem:

1. What do you mean by _____?
2. Give me some examples of_______?
3. Describe a situation when you_____?
4. How does this affect you now?
5. How does ______affect you?
6. Tell me the last time ______happened 

The goal is to help each family members be specific and concrete so that the problem defined more solvable.

Often, a family member presents several problems.  In such cases, clinicians need to clarify the problem by providing questions that prioritize the person’s concerns:

1. What needs to be changed now?
2. So the first change we need to make is ______?
3. What might happen if ______ doesn’t change?
4. What do you think would happen if_____occured?

The therapist also wants to focus on times when the problem is not occurring:

1. When you are able to handle the problem?
2. What are you doing differently in these situations?
3. What seems to be different when you are able to manage?

Group 6 members

Rachel Alajas                                                  Lerry Lamanilao

Cherry H. Billones                                          Jennifer Murao                                                           

Recelyn De Quiroz                                         Maria Love lee Obusan

Michelle Doong                                              Lalaine Sibulangcao