FINAL EXAM (ECED 13)

1.Psycoanalytic      Therapy	Client Child: Teacher, teacher I heard my parents will separate at the end of the month.  Teacher: Really? It is ok for you? Client Child; Well for me it’s fine  because every day when I woke up in the morning they were fighting as well as when I got home. So when they got separate the fight will be lessen and it will prevent violence between them. Teacher: How would you feel about it? Client child: Of course, I’m lonely because my family will be broken but at the other side it will be fine rather than hurting each other that make me feel so sad.	The strategy that describes psychoanalytic therapy is free association where you or the therapist allowing the client child to say anything and everything that comes to their mind no matter how illogical, silly, painful, or trivial.	The total reconstruction of personality through making unconscious to conscious.
2. Adlerian Therapy	Client child: Teacher, Teacher I don’t want to participate on my group activity. Teacher: Why? Client Child: I cannot do what they are doing and the responsibility that they give to me is difficult. I don’t have any idea about that I can’t do it because I’m not good in this kind of activity. Teacher: Have you tried doing it? Client child: Yes, But it’s not working Teacher: It is not working because what you think is you can’t do it. Try working with it thinking that it’s easy with the help of your teammates and to your own ability. And I know that you can do it.	Initiating the therapeutic relationship where the teacher establishing rapport between the client and practitioners through the use of encouragement. Because when client assumption feel powerless and discouraged the ultimate goal of such encouragement is to share and analyze the private logic of the clients and to persuade them to accept responsibility for living as well as to change their self defeating behaviors.	Decrease the sense of inferiority and increase their social interest through motivations.
3. Existential Therapy	Clint Child: Teacher, teacher I don’t want to participate on the group activity. Teacher: Why? Client Child: Because I think they don’t need me. And I think they can finish the activity without my help. I feel unimportant and I can’t do anything about it. Teacher: Baby Lisa, What you are thinking is definitely wrong, Of course you’re important to them and they need you because you are their group mate, classmate and friend. Maybe they’re just shy to ask question about the activity so be the first one to approach them. Client Child: No! They really doesn’t like me and no one think that I’m important. Teacher: I’m here at your side and teacher loves you so much because you’re important to me.	Confrontation of life issues, Existential Therapy knowing that the client who avoids these issues may eventually collapse into crisis. The existential therapist will confront these philosophical alternatives head-on. On the other hand, therapist help  establish purpose and meaning in life.	Find the purpose and meaning of his life.
4. Person-centered Therapy	Client Child: I failed my exam and I can’t let my father see my test result because he will absolutely get mad on me. So I will hide it from him. Teacher: Do you think when you hide it he will never find it out.	UNCONDITIONAL POSITIVE REGARD The emphasis lies on the word if because positive regard involves a contingent. If you do as I want you to do, then I will evaluate you as important. If you don’t, then I won’t.	It strives to eliminate the need for impressing others, lying to oneself, or distorting perceptions.
5.Gestalt Therapy	Client Child: Teacher, teacher zandro bites me. Teacher: ( Talking to Zandro at the private place) Why did you that? Zandro: Because he doesn’t want me to borrow his eraser Teacher: What would feel if you were Lindon? Zandro as Lindon:    I feel sad because you bites me and it really hurts me. Zandro: But I’m just borrowing your eraser. Zandro as Lindon:     I’m using my eraser when you borrow it after I used it. Zandro:  (Apologies) I’m sorry Lindon.	Empty Chair at Gestalt therapy often give clients the opportunity to role-play. This is accomplished by asking them to picture that person sitting across from them in the empty chair. Client are then asked to speak the part of the other person and by moving back and forth from chair to chair, to carry the dialogue with that person.	Assumes responsibility for themselves, rather than relying on others to make decisions for them.
6. Transactional Therapy	Client Child: (Fighting) Teacher: (Identify the state of ego and to become aware of their action.) Client child: (Realze their wrong and apologize)	Through the use of Structural Analysis Clients are taught to find the ego states and to become aware of how they are function. It is the purpose of structural analysis to help clients look at the developmental history of each of their ego states and at their innate capacity for expression.	Achieve Autonomy and responsibility on one’s action.
7. Behavioral Therapy
8.Rational Emotional Therapy	STUDENT: I feel bad every time I failed the exam. It means that I am nothing, I am a looser. TEACHER: Maybe you reviewed a lot but the test the coverage of the test that given to you are not about what you have read.	COUNTERING Asks the students to identify counters for each of their irrational significant beliefs and then to argue against these beliefs. Thus it provides for “thinking or behaving in an opposite direction, arguing in a very assertive fashion and convincing oneself of the falsity of a belief.	We should analyze and correct our distortions of reality to distinguish our irrational from rational beliefs so that we can challenge our irrational b
9. Reality Therapy
10. Interpersonal Therapy

Common Problems Encountered by ECED Children

COMMON PROBLEMS ENCOUNTERD BY ECED CHILDREN

WHAT FACTORS CONTRIBUTE TO PEER RELATIONSHIP PROBLEMS?
As adults become aware of children with significant peer relationship problems, their concern should focus on why such problems are occurring. Fortunately, recent research has expanded insight into the following factors that contribute to children's peer relationship problems.
Social Behavior
Some children behave in an aggressive or disruptive manner and, hence, are rejected by peers. Other children withdraw from peer interactions and, in this way, limit their ability to gain acceptance and friendship (Coie and Kupersmidt 1983; Dodge 1983). Each type of ineffective social behavioral pattern can stem from different root causes. One possible cause is a lack of knowledge about effective interaction strategies. Another potential cause relates to the children's emotional states.
Children who are anxious or fearful about peer relations are unlikely to behave in an effective manner. Academic problems also can contribute to ineffective social behavior. Children who cannot engage themselves with classroom work assignments often disrupt and irritate their peers

Sleep Disorders and Sleep Problems in Childhood

C. CAROLYN THIEDKE, M.D., Medical University of South Carolina College of Medicine, Charleston, South Carolina

Am Fam Physician. 2001 Jan 15;63(2):277-285.

Sleep problems are common in childhood. A distinction is made between problems in which polysomnography is abnormal (i.e., the parasomnias, sleep apnea and narcolepsy) and problems that are behavioral in origin and have normal polysomnography. The parasomnias—sleep terrors, somnambulism and enuresis—appear to be related to central nervous system immaturity and are often outgrown. Obstructive sleep apnea syndrome (OSAS) is frequently missed in children and can often be cured through surgery. Behavioral sleep problems may be overcome after parents make interventions. Physicians can be of great assistance to these families by recommending techniques to parents that have been shown to be effective.

Sleep behaviors are among the most common concerns that parents of young children bring to their physicians. A child who goes to bed unwillingly or wakes frequently during the night can be highly disruptive to a family. Sleep disorders in children, if confirmed by reproducible findings in a sleep laboratory, are not appreciably different from those occurring in adults. However, sleep problems, defined as a sleep pattern that is unsatisfactory to the parents, child or physician, are far more common.

Defining disordered sleep behavior is difficult because of important differences in sleep patterns that occur at different developmental stages. Thus, it is not considered abnormal when a two-month-old infant wakes frequently in the night, but it is considered abnormal in a two-year-old child. To make the definition of sleep problems even more difficult, families vary greatly in their tolerance of their children's sleeping habits; what one family finds problematic, another family takes as a matter of course.

Helping a family resolve a child's sleep problem is satisfying for a family physician and worth the time spent taking a careful history.

Common problem in early childhood

In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.

Managing early childhood behavior problems

Parents already know that all children occasionally throw tantrums and misbehave. But when does problem behavior cross the line from normal acting out to something more serious, such as a behavior disorder? Especially during certain periods (like the “terrible twos” or adolescence), it is normal for certain kinds of problem behavior to increase. But because all children go through stages of misbehavior, it can be hard for parents to know whether their child is just going through a phase or has a behavior disorder. The good news is that parents can often change their children's behavior by making changes themselves.

What are behavior disorders, and why do they happen?

If you think that your child may have a problem that is more serious than normal misbehavior, your pediatrician may want to rule out behavior disorders such as oppositional defiant disorder (ODD). A child may have ODD if his or her behavior has been hostile, negative, and defiant for at least six months and if at least four of the behaviors listed in the table below are common:

Possible symptoms of oppositional defiant disorder (ODD)

The child often:

§  Loses his or her temper

§  Argues with adults

§  Refuses requests made by adults and refuses to follow rules set by adults

§  Deliberately annoys people

§  Blames others for his or her mistakes

§  Is touchy or is easily annoyed by others

§  Is angry or resentful

§  Is spiteful or vindictive

Most children behave this way from time to time. However, if the description in the table above matches your child's behavior, the first step is to make an appointment with your child's pediatrician, who will help you decide if a mental health specialist could be helpful.

Why do children develop behavior disorders?

Some children are just naturally more fussy and irritable than others, which by itself can be challenging for parents. Attention deficit hyperactivity disorder (ADHD), learning disorders, late speech and language skills, and mild forms of autism can also lead to behavior disorders. Family stress, single parenthood and neighborhood violence can also be risk factors. Sometimes, if a child is reacting to something that is stressful in his or her life, and it is possible to remove the source of stress, the child's behavior may improve on its own.

Of all the factors that can cause misbehavior and behavior disorders, the easiest to change is parenting technique. No matter what is causing the behavior problems, parent training is the only treatment that has been scientifically shown to help. Parent training will not cure ADHD or other disorders, of course, and these must be treated as well. Nevertheless, programs such as the Incredible Years Parent Program, which was created for parents of children between the ages of three and eight, can help decrease a child's behavior problems.

The most important techniques taught by the Incredible Years Parent Program are described below:

Playing with your child

One of the goals of the Incredible Years Program is to strengthen the bond between parents and children. Sometimes children will stop misbehaving as soon as they realize that they don't have to “act up” to get attention. Also, the stronger the bond between parent and child, the more likely it is that children will respond to discipline.

The Incredible Years Program tells parents to think of their relationship with their child as a bank account. A parent makes deposits into the bank by playing, paying positive attention, talking, and empathizing with the child. A parent can make a withdrawal (for example, setting a limit), as long as there is a positive balance in the bank account. Sometimes parents are either not making enough deposits (for example, they are too busy for play or do not allow enough playtime), or they are making too many withdrawals.

You can remedy this situation by taking time every day or a few times a week to play with your child. Parent-child play is important to children because it makes them feel loved and important, improves their self-esteem, helps them to feel competent and sets the stage for further emotional development. Children often imitate their parents' behavior, and during playtime parents can model important social skills, such as taking turns, asking and cooperating with others. Without even trying, parents can also help children improve their vocabulary skills, and encourage imagination and problem-solving.

It can be hard to find time and energy to play with your child. Many times, parents of children with behavior disorders find it very stressful to play with their children. It's not uncommon for parents to be angry and frustrated about their child's misbehavior, and children can be mad at parents in return. But these families can benefit the most from playtime. Playtime can break the cycle of bad feeling and create attachment and warmth between parents and children.

Studies have shown that children tend to be more creative, more self-confident and have fewer behavior problems if their parents play with them often. Parents should remember to let the child direct the playtime. They should not be too concerned with rules or teaching either. This time should be relaxed and enjoyable.

Using the power of praising

Parental attention is a powerful tool that parents often don't even know they have. When children misbehave, parents give them negative attention such as yelling or scolding. For many children, this kind of attention is better than no attention at all. As long as the child gets attention for misbehaving, he or she will probably continue the behavior. Also, once children understand that they have a chance of getting their way by throwing a tantrum or misbehaving in some other way, it can be very hard to stop this behavior.

Parents can turn this situation around by giving a child attention for positive behavior and ignoring minor misbehavior. The use of praise is a way to deposit into a child's bank account. Praise encourages a child, and improves his or her feelings of self-worth and accomplishment. Children are more likely to repeat behavior that has been praised.

Parents should praise their children for everyday behaviors as well as big accomplishments. Many parents just expect their children to behave well and do not believe that this should be praised. However, children need to feel appreciated just as adults do. Parents should “catch their children being good” by looking for positive behaviors. Examples of positive behavior are: listening to parents, obeying requests, getting dressed on time, sharing, doing chores, playing quietly and talking nicely. Praise is most effective when it describes the good behavior (for example: “Nice job putting all your toys away!”). Praise should also be given immediately after the good behavior and should be genuine, enthusiastic and warm. Do not spoil the praise with criticism or sarcasm (for example: “Why can't you always act that way?”), and don't save praise only for perfect behavior.

Parents of children with behavior disorders need to work especially hard at finding positive behaviors to praise. Often, parents of these children are so frustrated that they do not notice their child's positive behavior. But the benefits of praising good behavior can be dramatic.

Yet another reason to praise children is that it teaches them polite language. Children who are praised frequently are more likely to praise others, including their peers, which improves their other relationships.

And the power of ignoring

Praising positive behavior is the first step, but it is also necessary to ignore negative attention-seeking behavior as long as it is safe to do so. For instance, whining, tantrums, swearing and arguing are not harmful or dangerous and can be safely ignored. Although it may feel that by ignoring misbehavior, you are allowing it to continue, parents can find out if the child is only trying to get attention by ignoring the behavior. If the child is looking for attention, the behavior will decrease and eventually disappear.

Ignoring misbehavior allows parents to avoid a power struggle by giving children control over their own misbehavior. The child decides whether to continue to act out or to stop. Some parents welcome the use of ignoring and are relieved to be given “permission” to ignore bad behavior.

However, ignoring bad behavior can be much harder than it seems. Consistently ignoring bad behavior takes a great deal of effort. To be effective, bad behavior must be ignored by every caregiver every time the behavior occurs. Otherwise, if a child is “rewarded” once in a while with attention for misbehaving, he or she may continue the behavior even longer.

Be prepared for an increase in misbehavior. If a child is used to getting his way by whining, and parents begin to ignore the whining, the child may start yelling, then screaming and may even explode into a tantrum. If the parent gives in, he or she is telling the child that worse misbehavior will be rewarded. On the other hand, if the parent can continue to ignore the misbehavior, the long-term results will be worth the struggle. It may take only a few times for a child to learn that the parent will not give in no matter how upset he or she gets, and once this happens the whining will stop altogether.

It is best to begin by choosing a single behavior to ignore. While ignoring the behavior, you should avoid eye contact and discussion and possibly move away from the child. The key to successfully ignoring misbehavior is to consistently praise the positive behavior you want to encourage. For example, in the case of whining, the child should be praised when he or she asks for things politely. Parents should especially look for opportunities to praise their child soon after they have ignored the negative behavior.

By consistently using the above techniques, many parents will find their child's behavior improving without a trip to the doctor. If after trying these techniques the child's behavior continues to worsen, or if it doesn't improve at all, parents may want to consider seeing a pediatrician for further testing.

Guidance School Program

Drachman Counseling Program and Philosophy

In order to implement my guidance program, I am committed to the following, I believe that:

*A guidance and counseling program is based on the recognition of dignity and worth of all students and their rights to educational services.

*All students have the right to participate in the program.

*Students will have access to the counselor with whom they may discuss guidance and counseling-related concerns.

*The guidance program will be consistent with expected developmental stages of learning.

*Guidance program activities shall be planned and have ethnic, cultural, racial, and other differences and special needs considered.

A School Councilor is ....

*A certified professional specifically trained with a Master’s degree in School Counseling

*A person that delivers and implements the Comprehensive Competency Based Guidance Program (CCBG) in the school

*An advocate for all students

*A Teacher

*A person that supports faculty, staff, administrators, students, and parents

*A referring agent

*A person that collaborates and consults with community partners to help students and families

*A person that coordinates, conducts or participates in school activities

*A person that assists students with skills and attitudes necessary to become life-long learners

*A person that helps the students know that school is their primary environment

*A person that guides students to make positive decisions that will affect their personal, career, and academic choices.

The school counselor will implement the following four parts of the counseling program:

Guidance Curriculum:

The school counselor will deliver guidance lessons for students to build on academic, career, and personal/social skills.

Responsive Services:

The school counselor will work with students individually, facilitate mediations, and provide support groups.

 Individual Planning:

The school counselor will work with parents, faculty, administration, and resource personnel to meet the students academic needs.

System Support:

The school counselor will continue their professional education by attending conferences, workshops, in-services, and professional developments.

A Student may see the School Counselor by…

*Teacher Referral

*Parent Referral

*Self Referral

*Resource Referral

*Administrative Referral

*Friend Referral