A. Personal Data Summary
Name: Anne Jereene Faith C. Piodena
Birthday: December 12, 2004
Grade level: 2
School: The Lord’s Wisdom Academy of Caloocan
Mother’s name: Analiza C. Piodena
Father’s name: Joelyn Piodena
Siblings: Ajey and Jared
Teacher: Livz T. Malayo
B. Joining process
I don’t have any relationship with the child because it is my first time to meet her. Through this case, I am
the observer and she’s my client, that’s the relationship we were going to cope up with. I want to observe my client because I know I can help her in some way through this case study. My role for this study is to find maladaptive behaviour, look for the prescribed solution and expect for the good outcome. I am also expecting that from this case study I will learn from my client case and to broaden my personal perspective on teaching.
C. Presenting problems
The identified problem is being timid. According to the mother of the child, this maladaptive behaviour occur since early childhood years. The child wasn’t able to socialize with her peers and wasn’t able to show and express herself. It is because of her timid behaviour.
D. Psychosocial history
D.1 Time line
· The child started to entered kinder when she was four year old year 2007. The child shows timid behaviour in school through shyness, limited words in the class and always cries when mother is out of her sight.
· 2008, the child entered preparatory. The shyness begins to cease because it is her second time to be in school.
· 2009, she turned to grade I, but she transferred to another school. She felt uncomfortable to her new school. The maladaptive behaviour begins to develop because she could not easily adjust.
· 2010-11, the child turned grade II. This time the child’s maladaptive behaviour was not too obvious because she knows her environment.
D.2 Genogram
D.3 Sociogram
Home
School
D.4 Personality dynamics (Self Mastery)
The child knows her positive characteristics, she can describe some of her good attitude such as being; kind, simple, obedient and helpful. Upon answering her good attitudes she felt shy then I asked her why? she answered I don't want to share about my attitude. I also ask her what about your negative attitude? she replied sometimes I'm easily get angered when someone is bullying me, I cried every time they neglect me. The child recognize her negative and positive attitude with shyness.
D.5 Personality dynamics (relationship with classmates)
The child has three in the class they are; Mary jane, Juliana and Primrose. According to her they took their foods together, group themselves together in activity and their chairs are closed to each other. The child also have bad relationship with boys, she said I can play with girls but not with boys. Because for her boys are fun of bullying.
D.6 Personality dynamics (action)
The child always pray before taking her foods. she said it is a good manner when praying. She pointed out that some foods are good but others are not. She wanted to eats her favorite foods only. She wanted to play with her playmates having the same gender. She wanted to play alone rather than group play, she love her mother and father by saying I love you every time they arrive from work.
E Theoretical Framework
Theoretical Framework shows the shows the input, process and output of this case study. Being timid is the identified input in this case, where in the client has an urgency to find solutions to the problem or therapeutic intervention. Upon assessing the case, I found out that the child needs involvement, socialization and reflection as a therapeutic solution or simply the process. Applying those appropriate prescription, here comes the output or the possible results. The child development and progress of personality dynamics are being shown from, self mastery where in the child doesn’t hesitate about herself. The child has a good relationship towards peers, family and colleagues. Finally, the action which is the last progression of the child.
This theoretical framework is connected to the principle of learning number four, “learning is a cooperative and collaborative process.” Being timid and how to cope in this maladaptive behaviour needs cooperative and collaborative approaches. Through this, the child are taught to live together and learn independently without hesitation but initiation.
D.3 Sociogram
Home
The child knows her positive characteristics, she can describe some of her good attitude such as being; kind, simple, obedient and helpful. Upon answering her good attitudes she felt shy then I asked her why? she answered I don't want to share about my attitude. I also ask her what about your negative attitude? she replied sometimes I'm easily get angered when someone is bullying me, I cried every time they neglect me. The child recognize her negative and positive attitude with shyness.
D.5 Personality dynamics (relationship with classmates)
The child has three in the class they are; Mary jane, Juliana and Primrose. According to her they took their foods together, group themselves together in activity and their chairs are closed to each other. The child also have bad relationship with boys, she said I can play with girls but not with boys. Because for her boys are fun of bullying.
D.6 Personality dynamics (action)
The child always pray before taking her foods. she said it is a good manner when praying. She pointed out that some foods are good but others are not. She wanted to eats her favorite foods only. She wanted to play with her playmates having the same gender. She wanted to play alone rather than group play, she love her mother and father by saying I love you every time they arrive from work.
E Theoretical Framework
This theoretical framework is connected to the principle of learning number four, “learning is a cooperative and collaborative process.” Being timid and how to cope in this maladaptive behaviour needs cooperative and collaborative approaches. Through this, the child are taught to live together and learn independently without hesitation but initiation.
Sec. F Prognoses
Since the child don’t know how to express herself or has timid behaviour the possible scientific solution is to involve the child into the environment of communication, interaction and collaboration. Being timid is the problem in this case where in the child wasn’t able to express freely and lack of confidence her personal dynamics. ABC frame or input, process and output of sec. E is one of the alternative that might change the child problem in this case.
Sec. G Therapeutic plan
Upon observation, gathering data and information the therapeutic solution of plan are enumerated below.
- General objectives
To be able to help the child develop her personal dynamics in order to abolish timid behaviour.
- Action plan
A. Always reminding the child the proper way of communicating others at different situation such as.
1. Greetings (good morning, good afternoon, good evening)
2. Acknowledgement of respect to (adult, same age, younger age)
3. Divergent thinking and questioning (response continuously and self-expression verbally)
B. Uses activities of scenarios to improve self-expression in order to abolish timid behaviour.
1. Story telling; getting the interest of the child through story telling and asking her self-reflection about the story.
2. Sharing time; asking questions about her favourite events or situation happens in the school at home and with peers.
G.1 Knowledge building
At the end of the case the child are able to express herself freely, knowing that being shy is no longer her image. The child are fun of showing herself to others because she know how to communicate in a proper way. The child wants to know how to tell the story in front of her classmate because she said it never happens to her before. The child’s interest of knowing about how to be fun, how to create jokes are more evident. As I observed from this case study the child knowledge builds a lot of good personality dynamics.
G.2 Skills building
At the end of the case the child are able to build a social skills towards her peers, classmates, family and adult.
- Good speaking
- Story telling
- Sharing experiences
G.3 Attitude building
At the end of the case the child are able to build a good attitude towards her, peers, classmates, family and adults.
- Greetings
- Appreciation
- Good speaking
- Good listener
H. Therapeutic intervention
| Objectives | Activities | schedules |
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. Church Sunday school
| March 07, 2011 12:30 pm After class March 13, 2011 8 to 9 am |
| Objectives | Activities | Progress |
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. Church Sunday school
|
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J. Therapeutic results
The therapeutic plans or intervention happen was not too effective because being timid of the child still happens every now and then. But as I observed and assess the therapeutic plan there’s a changes happens to a child. The child gain positive behaviour such as, proper greetings to everyone. It seems like the child learns something about greetings that I’d taught her before. The child verbally utter words of greetings with a happy face. The child behave differently in terms of socialization. That the changes that the child achieved after the therapeutic intervention. I am not 100% done but as of now , I’m satisfied with the therapeutic results.
K. Summary
My client’s name is Faith, she’s 8 yrs old. The identified problem of the child according to the mother is being timid. The parents insisted to conduct a therapeutic intervention to her child. According to the psychological history of the child from school to home and peer groups, being timid is present. Upon studying the child by asking questions about herself, relationship and even actions absence of confidence and self esteem as a result of being timid are identified. Part of assessing this case study is making therapeutic frameworks that shows graphical symbolic representations of input, process and output. Even the possible scientific guess or prognoses have been included.
Being a therapist in this case study , I also made therapeutic plans that specify the objectives that will in surely helped me to achieved the solution to the problem. In this therapeutic plan my aim is to build the child’s knowledge, skills and attitude. For me to be able to help my client, I am not just observing or telling what to do, instead I am here to give therapeutic intervention through effective activities. The result was good but not 100% done in this case study, but all in all I am satisfied.
Conclusions
I therefore conclude that being timid put the child into an unpleasant environment, and it really affects the development of the child. Through the therapeutic interventions and plans, the client is now free form any subject of being timid because the child act differently than before.
Recommendations
· I recommend that the family should continue to observe the child’s behaviour, if the said problem arise again don’t hesitate to conduct intervention similar to what I’ve conducted.
· The family must involve the child to socialization practices and collaborative activities.
L. Implications to education and assessment of young children.
Through this case study, I learned that teaching is not only telling the child what to do because teaching is teaching them what to do. We cannot affect the child if we will not enter to their world that is the true implications for me of this case study.
Assessing the child through this case study allow me not only to have new perspective for education but also it is putting me to the right perspective of education.
