SECTION A - PROFILE:
Name: Amiel Allen M. Añis
Sex: Male
Age:6 years old
Address: 60 Sikatuna St. Urduja Village, Caloocan City
Birthday: October 28, 2004
Father's Name: Allan Añis
Occupation: Call Center Supervisor
Mother's Name: Annafel Añis
Occupation: Bank Employee
School: St. Catherine Learning Center
Grade: Preparatory
No. of Siblings:1
Birth Order:2nd
SECTION B - JOINING PROCESS:
The client child is the grandson of our family friend. I chose him because he is in preschool period. the family will allow me to observe him. In the therapeutic process, the family is involved. Especially the grandparent and his sister because they are the ones that who is always with him. His parents were informed that I will observe their son. I got permission from his grandparent and mother. In the therapeutic process, I approached the child in a friendly manner and let him say what he wants and be himself. I also let him to do what he is usually doing. And I also got what I expected. he just behave naturally.
Even at first, he shy to me, but later on, he just express his feelings and say something about him. the role I portrayed is a person that he will not be afraid of. My role is also to lessen the problems with him. My role also is to be a friend and make help.
SECTION C - PRESENTING PROBLEMS:
According to the child's grandmother, the problem of the client is only shown in the home. In the school, the child is behave and is only shown in the home. In the school, the child is behave and focus to the lessons. But at home, the child is annoying. The child is also complaining whenever what he wants is not followed. The Grandmother also said that the client feels that he is the first child and not his sister who happened to be the first child. Whenever the child heard that is parents grandmother is instructing his sister, he will represent himself and he will be the one who will do the instruction. The child thought that he is more superior and powerful because he is a boy. And if his sister don't want to play with him, he will bother her and force her play with him. That's why the child and his sister is fighting. They are always fighting even in little things.He also want to get always the attention of his sister. That's why he always surprise his sister and sometimes scared him. Even to the point that his sister will be hurt because scared him. Even to the point that his sister will be hurt because he knows that his sister will not react because she is quiet and his sister know that he is younger.
SECTION D - PSYCHOSOCIAL HISTORY:
D.1 - TIME LINE
D.2 GENO GRAM
D.3 SOCIOGRAPH
A. HOME
B. CLASSROOM
Chosen  Chooser | Mackenzie | Florencio | Amiel | Lara | Vincent | Keannoh | Rui | R.L. | Hannah | Satchi | Jonas | Joem | Rommel | Joseph | Bryan | Theyshaun | Adrian |
Mankenzie | 1 | 1 | 1 | ||||||||||||||
Florencio | 1 | 1 | 1 | ||||||||||||||
Amiel | 1 | 1 | 1 | ||||||||||||||
Lara | 1 | 1 | 1 | ||||||||||||||
Vincent | 1 | 1 | 1 | ||||||||||||||
Keannoh | 1 | 1 | 1 | ||||||||||||||
Rui | 1 | 1 | 1 | ||||||||||||||
R.L. | 1 | 1 | 1 | ||||||||||||||
Hannah | 1 | 1 | 1 | ||||||||||||||
Satchi | 1 | 1 | 1 | ||||||||||||||
Jonas | 1 | 1 | 1 | ||||||||||||||
Joem | 1 | 1 | 1 | ||||||||||||||
Rommel | 1 | 1 | 1 | ||||||||||||||
Joseph | 1 | 1 | 1 | ||||||||||||||
Bryan | 1 | 1 | 1 | ||||||||||||||
Theyshaun | 1 | 1 | 1 | ||||||||||||||
Adrian | 1 | 1 | 1 |
Most Like
Star - Florencio; a student who is chosen by the most number of his/her classmates (8)
Isolate- Joseph and Theyshaun ; students who is is not chosen by any of his / her classmates.
One- way Choice: Hannah and Bryan ; Satchi and Rommel ; Jonas and Rui ; Bryan and Joseph ; Keannoh and Florencio ; Adrian and Joem : Students who choose someone but the choice is reciprocated.
Mutual Choice: Florencio and Mackenzie ; Amiel and Florencio ; Hannah and Lara ; Lara and Satchi and Hannah and Satchi : Students who choose each other.
Clique : Hannah, Lara, Satchi ; Mackenzie, Florencio and Amiel : Group of three or more students within a class who all choose each other.
D.4 - PERSONALITY DYNAMICS FOR SELF-MASTERY:
The child can take a bath by himself. He can dress by himself alone. But his yaya is also guiding him. His fine motor skills are also developed. Like Cutting papers using scissors, solving puzzle and doing artwork. He can also eat alone. He can also operate the gadgets in the home like television, computer and psp. He can dance and sings well. He also knows what are the things he owns in the school. Lastly, he like toy cars and robots especially the transformers. That's why he said that he wants to be a robot builder someday.
But thew child cannot sleep alone in the room. He cannot also cross in the highway without the guidance of adult. He should also be always accompany by adults whenever they are outside the house because he may run.He is not also calling his sister "Ate". It is because he said that he heard his cousin calling his sister just by her name.
D.5 PERSONAL DYNAMICS FOR RELATIONSHIP :
The child have good relationship with his family and as well as with his classmates and teacher in the school. In his family, he is sweet to his parents and grandmother. He always follow the instruction of the adults in their home. He is also thoughtful and industrious. He is also respecting his parents and grandmother. The only not good relationship he has in his family is with his sister. because he wants that he is always getting the attention of his sister. Whenever the things he wants and likes are not followed, he will force it to happen especially when he wants that his sister will play with him. He also feels that he is more superior that his sister. While in the school, his classmates and teacher agree that he is a good classmate and student. He also treat his classmates and teacher good. In fact, he was chosen as the second most like by his classmates.
D.6 - PERSONAL DYNAMICS FOR ACTION:
The child study in the school by behaving well in the classroom. He listens very well to his teacher and do the activities and the things they should do. He reads, write, and answer the books they are using. He also recites and interacts with his classmates. In the home, he also have study time. His yaya and grandmother are teaching him and reviewing him whenever there is an exam. This child also ask questions whenever there are things that he don't understand.
The child plays by himself alone and with his sister. He is playing his cars, robots and cards. He is also playing computer games and his psp. He is playing naturally. And when he is in the school, he plays in the playground with his classmates.
The child can eat by himself. He knows how to get his food. He is the one who will choose what he will eat. And he wants that the table is clean when he was eating.
SECTION E - THEORETICAL FRAMEWORK
BEHAVIOR | THEORIES, CONCEPTS, AND PRINCIPLES | DESCRIPTION OF THEORIES, CONCEPTS AND PRINCIPLES |
-The child feels that he is the first child. He always do whatever adults instruct to his older sister. The child is also sometimes fighting against his sister who happened to be the first child. He like that all he wants should be followed. | -The Birth Order Theory by Alfred Adler | -The order or position of a child’s birth in the family influences their personality. Second born ore independent and competitive especially with the oldest sibling. -Jealousy, resentment, and competition are most intense between siblings spaced less than three years apart. |
-The child thought that he is more superior to his older sister. He thinks that because he is a boy he is more powerful than his sister. Because his sister is quiet he always want that he gets her attention and he always want that her sister will play with him. | -Erik Erikson Concept About Gender Behavior -Sex-Role Theory (Dr. Gray’s Assumption) | -Because of gential structure, males are more intrisive and aggressive, females more inclusive and passive. -We human learn from society’s institutions to behave in ways appropriate to our sex. According to sex role theory, men are aggressive, rational, dominant, and objective or in Gray’s anatomy, Martians value power, competency effiency and achievement. Women are passive, intuitive, submissive, and subjective. Or rather, venutians value “love, communication, beauty and relationships.” |
-The child always want to follow the instructions and command of his parents and grandmother. Whatever his parents and grandmother say to him to do, he will do it. He also asks questions if there are things he don’t understand. | -Theory of Socioemotional Development by Erik Erikson (Initiative versus Guilt) | -Child learns to begin action, to explore, to imagine as well as feeling remorse for actions. The child has much energy and easily forgets failures. Tasks are taken on “ for the sake of being active and on the move…” Initiative is supported when parents answer their children's questions and do not deride or inhibit fantasy or play activity. |
SECTION F - PROGNOSIS
The child don't have a major problem. His problem is just a minor problem. Just like what his grandmother said The child is sometimes fighting to his sister but it is just normal. Because in a family, siblings sometimes cannot understand each other. And they are just two children so the attention of the adults are just with them. And as I can see to the problems is it sibling rivalry. But is is not major siblings rivalry. Because as I can see their parents are giving all the things they needed and all the best they can. And for me it is just their birth order and the event that his sister is the first children. And it is normal that they are fighting because they are just two. The child don't have playmates aside from his sister in their house. That's why he also wants to get the attention of his sister. He also feels that he is the first child because he is a boy. And he has initiative because he knows that his sister is very quiet and he is always willing. Just like the theory proposes, males are more aggressive and dominant.
SECTION G – THERAPEUTIC PLAN
G.1- KNOWLEDGE BUILDING
At the end of the case, the client child must be able to build knowledge about self-awareness of what he is doing to his sister is not right. Awareness that he is just second child and his sister is older.
G. 2 –SKILLS BUILDING
At the end of the case, the client child must be able to build skills about independence playing alone. He also should built gross motor skills.
G.3 – ATTITUDE BUILDING
At the end of the case, the client child must be able to build values about accepting the feelings of his sister and accepting that his sister cannot always play with him.
The client child must be also able to build values about expressing his love and concern to his sister.
SECTION H – THERAPEUTIC INTERVENTIONS
OBJECTIVES | ACTIVITIES | SCHEDULE |
G.1- Knowledge Building At the end of the case, the client child must be able to build knowledge about self-awareness of what he is doing to his sister is not right. Awareness that he is just second child and his sister is older. | -Role – playing ( The client child and his sister) Sister will be the mother and the client child as the son. The mother will ask the child why he is fighting with his sister. | Sunday – March 13, 2011 1:00-3:00 pm. |
G. 2 –Skills Building At the end of the case, the client child must be able to build skills about independence playing alone. | -Playing Lego’s (At first, the client child will play with his sister. After one hour, he will play alone.) -Catching and throwing ball | Monday March 14, 2011 4:00-7:00 pm. |
G.3 – Attitude Building At the end of the case, the client child must be able to build values about accepting the feelings of his sister and accepting that his sister cannot always play with him. At the end of the case, the client child must be able to build values about expressing his love and concern to his sister. | -Writing Letter and Card for each other (The client child will make a letter for his sister and his sister will make a graduation card for him.) -Watching Music Video together. | Wednesday – March 16, 2011 4:00-7:00 pm. |
SECTION I – THERAPEUTIC PROGRESS
ACTIVITIES | SCHEDULE | PROGRESS |
-Role – playing ( The client child and his sister) Sister will be the mother and the client child as the son. The mother will ask the child why he is fighting with his sister. | Sunday – March 13, 2011 1:00-3:00 pm. | -The activity is quite effective. At first, the client child don’t like to use the puppet because he said he don’t like puppets. He is not interested in using puppets. But his sister likes the puppet very much. So with the help of his sister, I also convinced him to use the puppets. The child and his sister are very happy playing it. And the client child express what he feels when his sister acted as mother and ask him why he is fighting with his sister. |
-Playing Lego’s (At first, the client child will play with his sister. After one hour, he will play alone.) | Monday March 14, 2011 4:00-7:00 pm. | -The activity is effective. When the client child and his sister play together, they are enjoying. They are happy playing with each other. When the client child only plays alone, he doesn’t feel that he is alone because he is still enjoying it. He knows that his sister is not playing with him anymore but he still play the Lego’s. |
-Catching and throwing ball | Monday March 14, 2011 4:00-7:00 pm. | The activity is quite effective. It is because the client child and his sister enjoying playing the ball a lot and it also enhance the gross motor skill of the child. |
-Writing Letter and Card for each other (The client child will make a letter for his sister and his sister will make a graduation card for him.) | Wednesday – March 16, 2011 4:00-7:00 pm. | -The activity is effective. The client child had to express his feelings to his sister. They become happy to what they receive from each other. The two of them appreciated what each other do. Their creativity was also expressed in the activity. |
-Watching Music Video together. | Wednesday – March 16, 2011 4:00-7:00 pm. | It is effective because they do what they enjoy doing. They also express how they feel and they are able to dance and sing together. The client child also give opportunity to his sister to be the first who will dance |
There are changes happened when I conducted the activities. The client child becomes sweet to his sister. When they are eating, he also embraces his sister while they are playing, and they are sharing with each other. The client child is feeding his sister. They are playing to each other and they are always laughing. The client child also become concern to his sister concern to his sister. They also enjoy each other company and are able to bond with each other. The client child also follow the request of his sister to get something in the activity wherein the child client has to play alone, there is also a behavior that I don’t expected. The client child plays with his robots (transformers). He plays it alone and happily. And that gives that I able to achieve my objectives. I know that the behavior of the child will not change immediately and fast as possible. But I’m happy that happy that in the activities I had conducted there is some changes happened. And I know that there will be more changes when the child gets older.
SECTION K
SUMMARY:
My client child is Amiel Allen Añis. He is 16 years old. He is the grandchild of our family friend. I got permission from his grandmother and mother so that I can interview them and the child. According to his grandmother, he doesn’t have problems in the school but he has problem in the home. He is annoying and always wants to get the attention of his sister. He is always fighting against his sister especially when his sister doesn’t want to play with him. He also feels that he is the first child and not his sister. In order to know more about problem and the relationship of my client child to his family, classmates, and teacher. I got psychosocial history of the client child like the time line, geno gram and socio graph in the home and in the school. I also interview the child for the personality dynamics for self-mastery, relationship and action. The child like much tries cars and robots. That's why he likes to be robot builder someday. He is also not calling his sister "Ate". He is just calling his sister just by her name. The child has good relationship with his family classmates and teacher. The only not good relationship he has is with his sister. He always wants what his sister will play with him that's why if sister will not play with him; he will fight against his sister even to the point that his sister will be hurt. In terms of action, the child has study habits and his yaya and grandmother is teaching him. He ask questions when he don't understand some information. I also did the theoretical framework which supports the behavior of the child. My basis is The Birth Order Theory of Alfred Adler, Theory of Emotional Development by Erik Erikson (Initiative Versus Guilt), Sex Role Theory and Erik Erikson Concept about Gender Behavior. After the theoretical Framework, there is prognosis and my Therapeutic plan. My objectives that I want to achieved. I also conducted my therapeutic interventions and came up with the therapeutic progress and results and as I can see my therapeutic interventions it is effective because there are some changes happened in my client child.
Conclusion:
I therefore conclude that the problem of the client child is that he is always want the attention of his sister. He wants that his sister will always play with him and even to the point that he will fight his sister so that his sister will play with him. He also feels that he is the first child that's why he feels superior against his sister. And to reduce this problem, I had my objectives and therapeutic interventions. I did activities that will help the client child to realize that he cannot always play with his sister and what he is doing to his sister is not right. And it is effective because there are some changes I saw from the child. He doesn’t fight against his sister even she doesn’t want to play with him. He discovers that he can play by himself alone and still enjoy it. He also become concern to his sister concern to his sister and allows her to be his big sister.
Recommendation
I recommend to the parents and grandmother that they should continue to give equal treatment to the client child and his sister. If the parents will buy toys for their daughter, they should also buy toys for the son. They should not allow the siblings to fight with each other. I also recommend that they should increase activities that will help the siblings to have relationship, like singing in videoke because as I can see they enjoy singing and dancing with each other. And it will also enhance their talent. Also they should play the games they want. Games that will be enabling the sister help the client child like solving puzzle and crosswords. And lastly, I recommend that the parents and grandmother should also allow the client child and his sister to go to the playground so that the gross motor skills of the client child will develop. It will also help the child to increase his gross motor skills.
SECTION L - IMPLICATIONS TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN
