CASE STUDY

A.              PERSONAL DATA:

Name:  John Michael Fernandez

Nick name:  JM

Gender:  male

Age:   8

Birthday:  January 23, 2003

Parents:   Joseph Fernandez

Margarita Fernandez

B.              JOINING PROCESS:

                   - My child client John Michael is requested to me by his mother because he is having a behavior problem.

C.              PRESENTING A PROBLEM:

                   -JM’s mother is worried about his behavior. JM is hyperactive and naughty at school but behave at home. Sometimes when he is playing with his playmate he becomes aggressive because of some mistakes made by his playmate. His mother also hearing him says bad words.

D.              PSYCHO-SOCIAL THERAPY:

      D1. TIME LINE:

·        When he was a child his mother and father is always quarreling.

·        His father died when he was 6 years old.

Because he is very closed to his father

                 D2. GENOGRAM:

 

     Based on the Genogram illustrated above, JM my child client is closed to his father and youngest sister but not to his mother and brother.

D3.  SOCIOGRAPH:

     

Top 2 members well liked:

1.   He is much closed with his father. Because his father loves him very much.

2.   He loves playing with his younger sister.

       Top 2 members most disliked:

1.   He does not like his eldest brother, because his brother always scolding him, whenever he did something wrong. He is always giving commandments.

2.   His mother is sometimes scolding him. He thinks that his mother hates him.

D4. SELF MASTERY:

          -He knows everything about himself as well as his family’s name.               The most intriguing is that, he always thinks that he is an adopted child.

D5. RELATIONSHIP:

          -He has a positive relationship with his father, but has a negative behavior to his mother.

    

D6. ACTION:

            - He is good in making drawings. He is also good in reading.

      E.   THEORETICAL FRAMEWORK:

                        -The problem of my child client is sometimes saying bad words. The theory that can support to my client child’s problem is from Albert Bandura which is the Social Learning theory and classical conditioning theory.

 

P    F. PROGNOSIS:

          - I think the cause of being aggressive and naughty of my child client is his brother, because of how he treats JM. My child client imitated his brother’s behavior. Another problem is my child client is saying bad words I think this is because when he was a child her mother and father is always quarreling and he is hearing those bad words. The other possible persons are his peers which are also saying bad words while they are playing.

        G. THERAPEUTIC  PLAN:

            G1. KNOWLEDGE BUILDING:

- At the end of my case study, my client should be able to avoid thinking illogical ideas that he is adopted child.

G2. SOCIAL SKILLS:

                   - At the end of my case study, my client should be able to develop                  proper communication and learn how to respect others.

         G3. ATTITUDE BUILDING:

           -At the end of my case study, my client should be able to develop patience and respect.

            H. THERAPEUTIC  INTERVENTION:

 

Objectives	Intervention/Activities	Target Date/Schedule
Knowledge	Storytelling And asks some questions about the story.	March 18, 2011 (Friday) 10:00 am-12:00 pm
Skills	Execute an outdoor activity together with his peers.	March 20, 2011 (Sunday) 10:00 am-11:00 am
Attitude	Story Telling. Asks students of what are the moral lessons in the story.	March 23, 2011 (Wednesday) 10:00 am-12:00 pm

      I.  THERAPEUTIC PROGRESS:

Intervention	Target Date/scheduled	Progress
Knowledge	March 18, 2011 (Friday) 10:00 am-12:00 pm	As I observed my client child, there is a little progress with him.
Skills	March 20, 2011 (Sunday) 10:00 am-11:00 am	As I observed my client child after the executed activity my client child develops and learns how to have a proper communication towards others.
Attitude	March 23, 2011 (Wednesday) 10:00 am-12:00 pm	After the teacher and I had the story telling the child appreciates and value how to respect others and show patience during the activity.

         J. THERAPEUTIC RESULT:

          -After the activity he develops good interaction with his peers, he became friendlier than before.  After I applied my intervention I observed him that he reduced saying bad words hence, my therapeutic results is successful.

      

                     K. SUMMARY:

          -My child client John Michael also known as JM, he is an 8 years old child and his problem is being aggressive and naughty at school but behave at home. It is because he imitated this behavior to his brother. And he is behave at home, because he is afraid of his mother, if he did something wrong his mother will scold him. And another problem is sometimes saying bad words; he imitated it from his parents when he was a young and also to his peers while they are playing. And the theory that is related to this problem is the Social Learning theory of Albert Bandura.  

CONCLUSION:

                   - I therefore conclude that my client child JM was able to attain all

Of my KSA objectives. He develops a good interaction between his playmates.

RECOMMENDATION:

                   -I recommend to his mother and eldest brother to guide JM and do not always scold him. They should also be a role model to him, not a bad role model but a good role model. They should eliminate the negative behavior that JM can produce.

      L. IMPLICATION  TO  EDUCATION :

          -We all know that many children are having a behavior problem and that behavior can be change. As a future educator our role is to be the second parent of our student, we must know what their problem is and help them to solve it. We are here to guide them and teach them what is right. We are the one who molds them.

Questions

Family Structure:
1. How are you going to maintain good interaction within your family?

2. Is it good to have a pattern of leadership and power manifest in the family? Why?

Individual Experience:
3. You as a future educator, how are you going to develop self esteem of your students?

Happy Thoughts

Happy Thoughts:
1.bus
2.medal
3.family
4.friends

Hindrances
1.money
2.lack of time
3.family problem
4.illness
5.death

Solutions:
In order for me to overcome those hindrances,i am always thinking:
1. That God is always there,to guide,and help me to survive and to overcome to those hindrances.
2. That my family is always there for me, to support me and love me.
3. That my friends is there for me, to comfort me, whenever i am sad they make me happy.

Common Problems of ECED Children

Guiding Young Children

This course informs students how to design, implement and evaluate experiences that promote optimal development and learning for all children from birth through ages eight. Students will learn how to maintain and facilitate indoor and outdoor learning environments to promote each child’s physical and emotional well-being; and learn to recognize signs of emotional child abuse and neglect in young children and communicate with professional and designated authorities. Through observations, checklist, interviews, and standardized measures, students will learn to make educational decisions about children.


Offered: Spring & Fall
Prerequisites: APEN 070+ or ENGL 095; APRG 081+ or RDNG 113

Common Student Learning Outcomes
Upon successful completion of San Juan College programs and degrees, the student will....

Learn Students: will actively and independently acquire, apply and adapt skills and knowledge to develop expertise and a broader understanding of the world as lifelong learners.
Think Students: will think analytically and creatively to explore ideas, make connections, draw conclusions, and solve problems.
Communicate Students: will exchange ideas and information with clarity and originality in multiple contexts.
Integrate Students: will demonstrate proficiency in the use of technologies in the broadest sense related to their field of study.
Act Students: will act purposefully, reflectively, and respectfully in diverse and complex environments.


General Learning Objectives:
This course is part of the required program of study for an Associate of Arts degree in Early Childhood Education. The following objectives are taken from the New Mexico State Department of Education’s Common Core Competencies for early childhood professionals (see Common Core Content manual). Upon completion of this course, students will be able to demonstrate the following competencies at the established level of proficiency:

1. Philosophy and foundation of Guidance and a problem solving approach to behavior in young children.
2. Environment and Methods for using Guidance and a problem solving approach to behavior.
3. Social considerations for approaches to young children’s behavior.

Specific Learning Outcomes:

1. Philosophy and foundation of Guidance and a problem solving approach to behavior in young children.
a. Articulate a personal philosophy of appropriate early care and education that responds to practices that support inclusion and cultural and linguistic diversity through actions and attitudes.
b. Demonstrate knowledge and skill in the use of developmentally appropriate guidance techniques and strategies that provide opportunities to assist children in developing positive thoughts and feelings about themselves and others through cooperative interaction with peers and adults.

2. Environment and Methods for using Guidance and a problem solving approach to behavior.
a. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning.
b. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with special needs.
c. Appropriately plan, maintain, and facilitate the use of indoor and outdoor learning environments to promote each child’s physical and emotional well-being.
d. Use appropriate guidance to support the development of self-regulatory capacities in young children.
3. Social considerations for approaches to young children’s behavior.
a. Demonstrate knowledge of maintaining appropriate records of children’s development and behavior that safeguard confidentiality and privacy.
b. Demonstrate understanding of the effects of family stress on the behavior of children and other family members.
c. Assist young children and their families, as individually appropriate, in developing decision-making and interpersonal skills that enable them to make healthy choices and establish health-promoting behaviors.
d. Recognize signs of emotional distress, child abuse, and neglect in young children and use procedures appropriate to the situation, such as initiating discussions with families, referring to the appropriate professionals, and in cases of suspected abuse or neglect, reporting to designated authorities.





Domestic Violence and Children
Domestic violence not only affects its adult victims, but it also plays a tremendous role on the wellbeing and developmental growth of children witnessing the violence. In 2009, it was estimated that as many as 7 to 14 million children are exposed to domestic violence, falling victim to its effects in the United States. Many children who witness domestic violence in the home believe that they are to blame, and live in a constant state of fear. These children also fall victim to physical abuse, as well. It has been shown that in families where domestic violence is present, child abuse is 15 times more likely to occur. Many signs and symptoms present in children living with violence. Close observation during interaction can alert providers to the need for further investigation and intervention. These signs and symptoms appear as effects of children being exposed to domestic violence. The children have already experienced the violence causing dysfunctions in the physical, behavioral, emotional, and social areas of life. Adequate identification of the effects of children exposed to domestic violence in the home can aid in early intervention and assistance for child victims.
Physical Symptoms
Although children present in homes where domestic violence occurs are likely to suffer physical abuse as well, the physical effects of being the witness to domestic violence are quite different than symptoms of abuse, itself. The physical effects of domestic violence on children can start while the fetus is present in the mother's womb. Studies have shown that low infant birth weights are associated with both the direct physical trauma inflicted on the fetus' mother, as well as the emotional stress that is placed on the victim of the domestic abuse. Direct physical abuse on the female victim can lead to multiple physical injuries associated with the infant child, ranging from premature birth, excessive bleeding, and even fetal death. Increased maternal stress during the times of abuse, especially when combined with smoking and drug abuse, can also lead to premature deliveries and low weight babies. Infant children who are present in the home where domestic violence occurs often fall victim to being "caught in the crossfire." They may suffer physical injuries from unintentional trauma as their parent is battered. Infants may be inconsolable and irritable, have a lack of responsiveness secondary to lacking the emotional and physical attachment to their mother, suffer from developmental delays, and have excessive diarrhea from both trauma and stress.
Physical effects of witnessing domestic violence in older children are less evident than behavioral and emotional effects. The trauma that children experience when they witness domestic violence in the home, plays a major role in their development and physical well being. The children, however, will exhibit physical symptoms associated with their behavioral or emotional problems, such as being withdrawn from those around them, becoming non-verbal, and exhibiting regressed behaviors such as being clingy and whiney. Anxiety - like behavior is also a common physical symptom in children who witness domestic violence in the home. These children harbor feelings of guilt, blame, and are constantly on edge. They may startle at the smallest things, such as a car door slamming or a glass cup accidentally falling to the floor. If their anxiety progresses to more physical symptoms, they may show signs of tiredness from lack of sleep and weight and nutritional changes from poor eating habits.
Children who witness domestic violence in the home can suffer a tremendous amount of physical symptoms along with their emotional and behavioral state of despair. These children may complain of general aches and pain, such as headaches and stomach aches. They may also have irritable and irregular bowel habits, cold sores, and they may have problems with bedwetting. These complaints have been associated with depressive disorders in children, a common emotional effect of domestic violence. Along with these general complaints of not feeling well, children who witness domestic violence may also appear nervous, as previously mentioned, and have short attention spans. These children display some of the same symptoms as children who have been diagnosed with attention deficit hyperactivity disorder. On the reverse, these children may show symptoms of fatigue and constant tiredness. They may fall asleep in school due to the lack of sleep at home. Much of their night may be spent listening to or witnessing violence within the home. Children of domestic violence victims are frequently ill, and suffer from poor personal hygiene. Children who witness domestic violence also have a tendency to partake in high risk play activities, self abuse, and death by suicide. Children who witness domestic may show many physical symptoms of trauma, emotional stress, and possibly, physical abuse.
Children who witness domestic violence in the home should be assessed for the physical effects of the violence by everyone around them. It is easy to see the physical injuries if the domestic violence turns into child abuse, however, the other physical findings may be difficult to evaluate. Any child who has changes in their eating habits, sleep patterns, or bowel patterns should be further examined or questioned by someone whom they trust.
Behavioral Symptoms
Domestic violence in the home affects children in different ways and the children exposed to this type of violence are likely to develop behavioral problems. Domestic violence can cause children to have regression with out of control behavior.[6] When a child is a witness of domestic violence, they often imitate behaviors. Children think that violence is an acceptable behavior of intimate relationships. They may develop a sense of social acceptance to this behavior and become the abused or the abuser.
Some warning signs of domestic violence in children may be bed-wetting or having nightmares. Some children may become distrusting of adults. The child may try to act tough and have problems letting other people into their life and there are some children that may even isolate themselves from their close friends and family. Another behavioral response to domestic violence may be that the child may lie in order to avoid confrontation and excessive attention getting.
Children may portray a wide range of reactions to the exposure of domestic violence in their home. The preschool and kindergarten child does not understand the meaning of the abuse and may believe they did something wrong. The self-blame may cause the child feelings of guilt, worry, and anxiety.[7] Younger children do not have the ability to express their feelings verbally and these emotions can cause behavioral problems. The child may become withdrawn, non-verbal, and have regressed behaviors such as clinging and whining. Other common behaviors for a child being a victim of domestic violence are eating and sleeping difficulty, and concentration problems.
The pre-adolescent child may show behavioral signs of domestic violence by exhibiting a loss of interest in social activities and withdrawal or avoidance of peer relationships. It is common for one to observe temper tantrums, irritability, and frequent fighting at school or between siblings in the pre-adolescent child. They may even threaten peers or siblings with violence and attempt to gain attention through hitting, kicking, or choking peers or family members. The pre-adolescent child may treat pets cruelly or abusively. Pre-adolescent girls are more likely to show signs of withdrawal and run the risk of being “missed” as a child in need of support.
Adolescents are in jeopardy of academic failure, school drop-out, and substance abuse. Their behavior is guarded and they are secretive about their family members. They get embarrassed about the home situation. Adolescents don’t like to invite friends over and they spend their free time away from home. Denial and aggression are their major forms of problem solving. Teens cope with domestic violence by blaming others, encountering violence in a relationship, or by running away from home. An estimated 1/5 to 1/3 of teenagers who are involved in dating relationships are regularly abusing or being abused by their partners verbally, mentally, emotionally, sexually and/or physically. 30 to 50 percent of dating relationships can exhibit the same cycle of escalating violence in marital relationships.
Children are affected by violence in their homes in different ways. Whether or not they have been physically abused, they can exhibit a variety of behaviors. The behavioral effects of domestic violence can make a child “act out” or they may work hard to excel to try to keep the family peace. Living with domestic violence can create intense stress for a child.
Emotional Symptoms
About 3.3 million children are exposed to domestic violence in their homes every year. Not only are these children at risk for developing physical, behavioral, and social problems, but they are prone to develop emotional problems as well.
These children often have conflicting feelings towards their parents. Feelings of distrust and affection often coexist for the abuser. The child becomes overprotective of the victim and feels sorry for them. Children exposed to domestic violence often develop anxiety. They fear that they may be injured during an altercation between their parents, or even fear that their parents will abandon them. Children also worry about the safety of the parent that is being abused. Many times children fear that they are to blame for the violence that is occurring in their homes. Grief, shame, and low self esteem are common emotions that children exposed to domestic violence experience. Depression is a common problem in these children. The child often feels helpless and powerless. More girls internalize their emotions and show signs of depression than boys. Boys are more apt to act out with aggression and hostility. Witnessing violence in the home can give the child the idea that nothing is safe in the world and that they are not worth being kept safe which contributes to their feelings of low self worth and depression. Some children act out through anger and are more aggressive than other children. Even in situations that do not call for it, children will respond with anger. Post Traumatic Stress Disorder can result in children from exposure to domestic violence. Symptoms of this are nightmares, insomnia, anxiety, increased alertness to the environment, having problems concentrating, and can lead to physical symptoms. These children are not allowed a normal childhood. There is a role reversal between the child and the parent and the responsibilities of the victim who is emotionally and psychologically dysfunctional are transferred to the child. This is also known as parentification. In this situation, the parents treat their child as a therapist or confidant, and not as their child. They are forced to mature faster than the average child. They take on household responsibilities such as cooking, cleaning, and caring for younger children.[16] The responsibilities that they take on are beyond normal assigned chores, and are not age appropriate. The child becomes socially isolated and is not able to participate in activities that are normal for a child their age. The parentified child is at risk for becoming involved in rocky relationships because they have been isolated and are not experienced at forming successful relationships. Also they tend to become perfectionists because they are forced to live up to such high expectations for their parents.
Social Symptoms
Children exposed to domestic violence frequently do not have the foundation of safety and security that is normally provided by the family. The children experience desensitization to aggressive behavior, poor anger management and problem solving skills, and learn to engage in exploitive relationships. The symptoms of children living with violence present differently at various ages of development.
Children exposed to domestic violence at infancy often experience an inability to bond and form secure attachments. This presents itself in the infant having intensified startle reactions and an inhibited sense of exploration and play. Preschoolers living with violence internalize the learned gender roles associated with victimization; i.e. males as perpetrators and females as victims. This symptom presents itself as the preschooler imitating learned behaviors of intimidation and abuse. The preschooler may present with aggressive behavior, lashing out, or defensive behavior, extreme separation anxiety from the primary caregiver. School age children exposed to domestic violence present with an excessive worry of possible danger and feelings of resentment towards the perpetrating party. Symptoms include isolation from friends and relatives in an effort to stay close to siblings and victimized parent. Adolescent children present with a difficulty in trusting adults and engage in excessive social involvement to avoid volatile situations at home. The adolescent may display these symptoms by joining a gang or becoming involved in dating relationships that mimic the learned behavior.
Children exposed to domestic violence require a safe nurturing environment and the space and respect to progress at their own pace. The caretaker should provide reassurance and an increase sense of security by providing explanations and comfort for the things that worry the children, i.e. loud noises. The children should develop and maintain positive contact with significant others such as distant family members. All family members are encouraged to become involved in community organization’s designed to assist families in domestic violence situations.

sample guidance program

Curriculum

The HighScope Difference:
Active Participatory Learning
Children and adults learn best through hands-on experiences with people, materials, events, and ideas. That principle — validated by decades of research — is the basis of HighScope's approach to teaching and learning.

A range of specially designed programs. HighScope's Curriculum includes components for

* Infant-toddler care and education
* Preschool education
*

► A HighScope training participant talks about the HighScope difference: "I can understand why the 40-year study revealed the long-term impact of HighScope with children at risk. HighScope is ... about teaching children to initiate, discover, experience, and learn about ideas, events, and people; it is about children creating, experimenting, problem-solving, and resolving conflicts as they learn. HighScope builds children up and changes lives." — Alice Escobar, Dallas, Texas
Early literacy
* Movement and music
* Elementary education
* Youth programs

Each individual program consists of a complete system of teaching practices, defined curriculum content areas for each topic and age group, assessment tools, and a training model. The practices and content are flexible by design, easily adapted to individual needs and institutional requirements.

Proven, research-based strategies for learning. The HighScope Curriculum emphasizes adult-child interaction, a carefully designed learning environment, and a plan-do-review process that strengthens initiative and self-reliance in children and young people. Teachers and students are active partners in shaping the educational experience.

The HighScope advantage: A balanced approach for young learners and the people who teach them. The HighScope Curriculum integrates all aspects of child and youth development. Using research-validated strategies, this approach enhances each young person's growth in the foundations of academics as well as in social-emotional, physical, and creative areas.

By adopting the HighScope Curriculum — and learning to use it effectively — thousands of educators and caregivers worldwide are making a difference in the lives of children, youth, and families.



Little boy Preschool

ADults and Children — PartNers in learning
Active learning — whether planned by adults or initiated by children — is the central element of the HighScope Preschool Curriculum. Children learn through direct, hands-on experiences with people, objects, events, and ideas. Trained adults who understand child development and how to scaffold the important areas of learning in the preschool years offer guidance and support.

The preschool component of the HighScope Curriculum includes

* A set of teaching practices for adult-child interaction, arranging the classroom and materials, and planning the daily routine.
* Curriculum content areas for 3- to 5-year-olds
* Assessment tools to measure teaching behaviors and child progress
* A training model to help teachers implement the curriculum effectively.

TEACHING PRACTICES In the HighScope Preschool Curriculum
Adult-child interaction. In the HighScope approach teachers and children are active partners in the learning process. This balanced approach to adult-child interaction — also called "intentional teaching" — is critical to the effectiveness of the program. It includes techniques for encouraging learning in specific content areas as well as strategies for helping children resolve conflict.

► An Ideal Choice for Pre-K Programs
As a comprehensive, research-based system — one that includes child instruction, staff development, and accountability assessment — HighScope meets the needs of states and school districts seeking a proven Pre-Kindergarten model. (For details, see our Pre-K Prospectus HighScope is compatible with state standards for program implementation and early childhood learning as well as with Head Start Performance Standards and Child Outcomes.

Classroom arrangement, materials, and equipment. The space and materials in a HighScope setting are carefully arranged to promote active learning. The center is divided into interest areas organized around specific kinds of play; for example, block area, house area, small toy area, book area, sand-and-water area, and art area.

Daily routine. HighScope teachers give preschoolers a sense of control over the events of the day by planning a consistent daily routine that enables the children to anticipate what happens next. Central elements of the preschool daily routine include the plan-do-review sequence, small- and large-group times, greeting time, and outside time.

Curriculum Content
Key developmental indicators. The curriculum is built around teacher- and child-initiated learning activities in five main curriculum content areas: approaches to learning; language, literacy, & communication; social and emotional development; physical development, health, and well-being; and arts and sciences. Within these areas are 58 key developmental indicators (formerly called "key experiences") — observable early childhood milestones that guide teachers as they plan learning experiences and interact with children.

ASSESSMENT
Developmentally oriented instruments for assessing child progress and program quality. The Preschool COR (Child Observation Record) is used to evaluate child progress in HighScope Preschool Programs. In addition, HighScope's Preschool Program Quality Assessment (PQA) offers a powerful tool for evaluating program quality in seven key areas: learning environment, daily routine, adult-child interaction, curriculum planning and assessment, parent involvement and family services, staff qualifications and staff development, and program management. Use the links at left or above to visit our assessment section and learn more about these instruments.

Mother knows best

Mother Knows Best

Once, there was a man, who is very materialistic, his name is Michael. He is a person who loves buying gadgets like mp3, ipod, CD player, play station. He is also a music lover, and he is fun of playing play station, he does not have time for his lesson.
One day his mother gave him his allowance. His mother told him that he must spend his allowance wisely and he should do his tasks before playing, on that day; he went to the market, instead of buying important things he bought a CD for his play station. When he went back home he played it and forgot to do his assignment.
The next morning, in school, his teacher asks them to pass their assignment, this assignment is very important, but unfortunately Michael doesn’t have an assignment. The teacher told this to his mother, so his mother got mad at him, and she said to Michael that he will not receive his allowance anymore.
Because of that he realized his mistakes and told to himself that he will not do it again.

Positive point:
The positive point of this story is when the mother is paying attention to his son, and telling him what to do.
Negative points:
The negative points are, when Michael is taking for granted what his mother told to him, he is not paying attention to his studies, and he does not spend his allowance wisely.
I relate myself to this story because; my mother is just like Michael’s mother, who always knows what’s best for me. And I know that my mother loves me so much.
Moral Lesson:
 Listen to what your mother told you, because, mother knows best.
 Spend your money wisely.
 Give time for your studies.