ECED13 FINAL EXAM

10 GC APPROACHES	STUDENT	TEACHER	STRATEGY	ULTIMATE LEARNING FROM STUDENT
1. Adlerian Therapy	Teacher, I don’t have friends. My classmates don’t want me neither. Nobody wants me.	I am you’re friend.  Why don’t you initiate to make friends with them, I’m sure they also want you to be their friends too.	Ask the class to have a role play about meeting new friends. (Acting as If)  Through this, the child will be able to realize that it is not difficult to socialize.	The pupils will be able to understand how to overcome shyness and be confident.
2.  Existential Therapy	Teacher, I am afraid to sing on the stage. I don’t want to be on stage. I’m afraid of the crowd.  I can sing only in our house.	Why are you afraid of the stage? You have a beautiful voice. You have the talent.  Let us practice everyday on stage so that during the presentation, you will be confident enough.	The teacher exposed the child to something he is afraid to that can hinder her talent.  The teacher uses the paradoxical intentions or reverse psychology.  If the student is afraid of something, the teacher may use story telling or role playing about the child is afraid to.	The student will learn that he or she can overcome his fears if he wants to.
3.  Person-Centered Therapy	Teacher, I don’t want to join them in the activity.	Why you don’t want to join.  Come, let’s join them.  I prepared activities that I’m sure you will enjoy.	Some of the children are shy and don’t want to mingle with others.  By giving first small group activities then big group activities, the child will develop confidence and will socialize to others.	The pupils will be able to overcome his shyness by joining in the different activities. And eventually will boost confidence and self esteem.
4. Psychoanalytic  Therapy	Teacher, I was having hard time with this art project.  They got all my ideas.	There are a lot of ideas or concepts you can make.  Look around you and see what I mean.	The child is making an excuse in doing an artwork.  Most of the children will do this(projection) to blame others just to escape from responsibility especially in classroom activities.  I think the teacher must strengthened the self esteem and self confidence of the child.	The child will understand that there are many ways to finish those activities assigned to them.
5.  Gestalt Therapy	Teacher, I am mad at my seatmate.	Why are you mad at him.  How would you feel if he tells that to you.	The teacher can use dialogue or story telling so that the pupils can experience how to be in the shoes of others.  This is what Gestalt called Playing the Projection.	The student will know how does it to be in the other people’s situation.  Through this, they will avoid the things they don’t want others to do with them.
6. Transactional Analysis	Teacher, please help me.  I can’t open my lunchbox.	You can do that.  Look, you and Rey have the same lunchbox.  Observe how he will open his.	The teacher   set his another pupil as example to the child who is telling that he is not able to open the lunchbox.	The pupil will learn how to achieve autonomy and become responsible for their own actions.
7. Behaviorism Therapy	Teacher, Jon kicked the tower of blocks I made.	Jon, pick up those blocks and build it again. I won’t check your own work until you finished assembling those tower.	The teacher uses punishment to change the behavior of the Jon.  By giving consequences for his behavior.	The child will avoid doing negative things to avoid future consequences.
8. Interpersonal Therapy	Teacher, I always cry because my Grandpa died.  He was my favorite friend. Yes, I always feel lonely. I think he will feel sad because when he was alive, he always wants me happy.	Did the situation change you? All of us will die, only in different time.  Do you think your Grandpa will be happy if he will be seeing you always crying? Then, try to be happy though he’s gone.	The teacher asks what caused the child to behave in that way. The teacher helps the child to divert his feelings into a positive one. The teacher may use storytelling for cases like this.	The child will be able to cope with the problems of life by addressing the issue and from that, making an alternative solution for that.
9. Reality Therapy	Teacher, I don’t want Oscar to be included in our group play.  Transfer him to another group or I’ll transfer anyway.  He bullied me before when we used to become neighbor before.  Thanks, they transferred their house. I don’t think so. Yes he did.	I have grouped you already and have chosen the specific roles for you. What do you want to happen? Do you think it will resolve the problem?  I’ve heard that he is asking for forgiveness.  Why don’t you forgive him anyway.  You will be needing each other for this activity.  Give him a chance anyway. You will be staying together in this classroom for ten months. You can be friends now.	The teacher let the child explain his own story and ask for his point of view. The teacher let not the child to think of the past instead faced the reality that he must forgive and that they are classmates.	The child will understand the fact that there will be a time he or she will be in a group and need each others company.

10. Rational/ Emotive Therapy

Teacher, I think I can do this activity for now. I can do this, I believe. Yes, I can do this. Thanks teacher.

Why do you think so? Why don’t you try this first before saying you can’t do that.  Breath and say, I can do this.

The teacher let the child to think rationally by letting him understand that he can do the activity.  She let the child understand to believe that he can do that. Encouragement is the best thing to do.

The child will understand that he is capable of doing things on his own especially if he has confidence to do that.

PERSONAL THEORY OF THERAPY

PERSONAL THERAPY

VHANGZ THERAPY

INTRAPERSONAL APPROACH

VIEW OF HUMAN NATURE:

Intrapersonal theraphy sees man as the most superior among all creations. He has the superb capabilities and characteristics like no other. The innate ability to manage his own life and control his own self ia a gift from the Divine Providence. A God- given priviledge to have the power or control over one's mind and body is possessed by every human. As explained by Howard Gardner, Intrapersonal Intelligence is our cognitive ability to sense our “self”. It allows as to tap into our being -who we are, what feelings we have, and why we are this way. A strong intrapersonal intelligence can lead to self esteem, self enhancement, and strenght of character that can be used to solve problems.

DEVELOPMENT OF MALADAPTIVE BEHAVIOR:

Development of Maladaptive behavior is due to the failure viewing the “self” as the one incontrol of it. (of thinking, of acting and reacting, and of feeling) When man lets external factors like environment take control of him and begins to perceive himself as a passive, instead of being an active individual.

GOALS OF THE THERAPY

Intrapersonal therapy aims to make client learn to have proper management or control to himself. Consequently make him realize and decide what to learn and what not to learn, what to accept, what to reject, what to adapt and when to avoid, what to do and what not to do.These way, he will have only those things that would bring benefits and good effects to his life and would be able avoid those harmful, non beneficial and unnecessary.

FUNCTION OF THE THERAPIST

The therapist's role under this approach is to serve as a kind listener as the client expresses himself. He must make the client feel free and comfortable in telling his or her problems and circumstances being encountered. The therapist will also serve as a guide towards independent problem solving and finally to boost self esteem thus strenghtening the clients personality as a whole.

MAJOR METHODS AND TECHNIQUES

a) Five Finger Formula ( 3F Revised )

Thumb = Self expression. (client) This is the first of the five finger. The therapist will let the cluent to talk and express himself. (the problems being encountered) As the client is talking, therapist is listening kindly attentively.

Pointer= Problem Identification. The therapist will only guide his client to identify what the real problem is, remember that therapist only guides and does not boldly or directly points out the conflict.

Tall Guy= Third step is to let the client think of different solutions toward the conflict. Let him enumerate a number of possible alternatives as he could. The therapist neither accept nor reject statements.

Ringer= Ring the best alternative.

The therapist guides the client in identifying which among the sited solutions fit the conflict the most.

Pinky= Application. The therapist will ask client to try it out and resolve the conflict independently. Therapist gives compliments and boost clients self esteem, while at the same time monitoring the clients activity.

The second method which could be used is “Developing Self Comprehension”. This done by asking clients open ended questions which allow them to explore things that have gone unnoticed. This way they would develop self- insight. This method is done the same way as the developing Self- Understanding used in Adlerian Therapy.

APPLICATION:

Interpersonal approach is very helpful and to the preschool teachers in hadling of Preschool Children. This could be used to guide towards achieving independence in their sge, and also in going against the development of inferiority complex which case cannot be avoided to occur.

Making the children realize that they have their personal strength and power of resolving conflicts on their own ia an empowering way to enhance respect for one self and increasing self esteem. This way these preschool children at their age could reflect that they need not to be always in control of a dominating peer. They would have feeling of sufficient respect for themselves and a deeper sense of trust to their own capabilities, hence enhancing their personal drive and motivation to achieve higher.

PERSONAL PRESCHOOL GUIDANCE PROGRAM

        PRESCHOOL GUIDANCE PROGRAM

       OUTLINE

1. PREFACE
2. MISSION, VISIN, GOALS
3. PROGRAM DEFINITION
4. NATIONAL STANDARDS FOR COUNCELLING PROGRAMS

Mission:

To provide a very accessible learning environment where children will be nurtured and trained to reach their optimum development, and therfore become responsible members of rhe community.

Vision:  

The center shall produce children who are God loving skills oriented and academically excellent individuals.

Goals: 

To provide age appropriate learning experiences that will help children develop and reach their full potential.

STUDY SARANAY CENTER

          Saranay Study Center Guidance program recognizes the peculiar being of the early childhood children. It acknowledges that these children are individually different from one another. They do have needs that vary, and meeting those diverse needs is a necessity. Consequently, it is very important to provide them with a supportive and age appropriate learning environment.

         Our mission is to provide a learning environment where children are nurtured and trained to reach optimum development, and therefore become responsible members of the community.

We are envisioned to produce children who are sufficiently equipped with knowledge, skills oriented and value laiden individual. Our goal then is to provide age appropriate learning experiences, which help children develop and reach their full potential.

         Preschool education serves to be the foundation of child's academic career. Studies shows that aside from the home, a child's preschool experience plays a vital role in his success in later learning. According to Bloom's study on intelligence “the environment, together with hereditaey is a very important factor in determining the educational achievement of children.” It is also streessed that most of a child's intellectual occurs during the first eight of life. Therefore, learning as well as environmental experiences during those years are also most critical. And preschool years indeed provide an excellent opportunity for early childhood professionals and counselors to make a positive impact on the long range development of ECED children.

        This program provides a comprehensive and developmental services to children ranging from the nursery, kindergarten, and preparatory level. The services are parallel to the center's mission, vision, and goals, and share the commitment toward families and community with the professionals.The mission of our program is to foster a learning environment where children families and professionals value one another, become life long seekers of knowledge and give positive contributions to the community.

         The program helps children, families and staff to develop positive experiences. It utilizes a variety of services and activities to meet the varied needs of children. The areas for councelling services are as follows: academic difficulty, interpersonal relationship, self-esteem issues and concerns, negative changes in behavior, matters on physical or seual abuse, as well as matters or issues on health, fear and anxieties.

         The means and ways in which services will be utilized may be through Individual councelling: which aims to assist the child/ children to develop effective coping, problem solving and decision making, as well as to provide necessary linkages for support. Another way is through group counselling; which on the other hand aims to provide opportunity for children to receive peer support and feedback that could help them fell better and more understood. Conferences is another. Thse is whre the center's counselors will meet with the parents of the children in need of the councelling services to discuss academid, emotinal or social and family concerns. Then last is through refferals, where the schools counselors will seve as referral agents in helping children and their families receive the needed or requested within the school system as well as the agencies within the community.

          By utilizing the above enumerated means of counseling and services, Saranay Study Center strives also to meet the National Standards for School Councelling programs, which provide the guidance, direction and framework for schools in developing effective school Counseling Programs and Services.