Summary in Eced 13...

Summary of Reality therapy

Reality Therapy

INTRODUCTION

                Reality therapy emphasizes that people are capable of changing their fate if they will live in reality. This therapy is not complicated and easy to understand unlike other therapy. It is simple yet not simplistic. The basis of this theory is on an explanation of brain functioning or control theory which accounts for human behavior. Based in the control theory, we act to an attempt to fulfill our current needs:  belonging, power, pleasure, freedom, and survival. Through the process of reality therapy, clients learn more about effective path to satisfy their needs.

Brief Biography

                William Glasser was born in Cleveland, Ohio on May 11, 1925. Little has been known about Glasser’s childhood but he described it as uneventful and happy. While still a student of Case Institute of technology, he married Naomi Judith Silver. After he graduated, his advisers rejected his dissertation. He gained admission to medical school at Western Reserve University. He began experimenting with the alternative treatment to the traditional psychoanalytic procedures.

View of Human nature

• Reality therapists first establish a warm and trusting relationship with their client. This is done to help clients evaluate choices they make to meet the basic needs that all humans have for belonging, power, freedom, and enjoyment.
• The view of human nature in reality therapy is that all needs are internal and that human beings act on the world purposefully to satisfy their needs and wants.
• An important element of choice theory is the notion that the brain stores need-satisfying images that serve as a guide to behavior. The five basic needs are survival, belonging, power, freedom, and fun.
• The goal of reality therapy is help people define their wants, evaluate their behaviors, and make concrete plans for fulfilling their needs.

MAJOR METHODS AND TECHNIQUES

·         Structuring

Ø  The counselor helps clients to adjust their expectations and gives them a realistic hope for change.

·         Confrontation

Ø   Confronted with present reality and eventually they will need to face the questions for the clients.

·         Contracts

Ø  Agreement signed by both the client and his/her therapist further reinforces a commitment to follow through. Contracts provides concrete evidence of their intention to change their behavior.

·         Instruction

Ø  The therapist should be competent so that they know how to teach or instruct the client in order to meet their goals.

·         Skillful Questioning

Ø  The therapist helps the clients to evaluate their behavior by asking a direct question.

·         Emphasizing Choice

Ø  The therpist help the clients by giving an options where the clients have a freedom to choice to live by their own standards.

·         Role Playing

Ø  Is a technique that presentizes clients’ behavior and allow them to rehearse the events that cause their anxiety. During a role-playing activity, clients learn to prepare for the consequences of their behavior, including their feelings while performing the activity.

·         Support

Ø  Once the clients see that their therapist encourages and supports them that he or she believes in them, their motivation and self-efficacy increases. Inevitably, the therapists trust and support communicates a sense of self-worth, and it is this growing feeling of being worthwhile that give clients more energy to live responsibly.

·         Constructive Debate

Ø  When therapist and clients challenge one another’s ideas and values, it demonstrates that they have values worth defending, that what they have to say is worthwhile and is taken seriously. Through constructive debate, clients learn they can contribute meaningfully to the therapeutic process.

·         Humor

Ø  Knowing that clients can be brought closer to reality through the therapeutic use of humor, the reality therapist occasionally uses humor in a sensitive manner. Used appropriately, humor can help clients gain a healthy ability to laugh at themselves- to become less introspective and more objective.

·         Self-Disclosure

Ø  Reality therapist share personal experiences and struggles and open themselves up to reveal their humanity, even to the point of questioning their own values or uncovering their own weaknesses.

·         Positive Addictions

Ø  Glasser encourages his clients to choose positive addictions that lead to more satisfactory ways living or anything that may help them reach a healthy high.

·         Assessment

Ø  Although the counselor in reality therapy makes little attempt to test, diagnose interpret, or otherwise assess clients, he or she evaluate their progress toward desired goals.

Application

          At the outset aspect of the therapy   it is crucial that the therapist must be involved, that he / she established a caring rapport within the context of a professional helping relationships and that the the therapist remain positive and emphasize the clients strength . client’s behavior is [presumed to be an  attempt at some point of control, a means of satisfying a want or need, the therapist then needs to persuade them to  own up to what they are doing now. The client’s  not the therapist who must learn to evaluate their behavior to know whether what they are doing is helping their situation. Clients with failure identities are particularly reluctant to commit change. At this point the therapist will brook no excuses. The therapist needs to eliminate punishment, which usually involves another person controlling the clients lives. As we can see in the whole process of the therapist he had this courage to pursue the whole treatment. He never gives up instead his looking forward the possibility of change. The reality therapy is applied to a wide variety of clinical issues. It was used in different kinds of problem of the people. Here the essential issues in the therapy is on Glasser’s approach it has been illustrated in the case of pat a young, wealthy, overindulged satisfactorily married and has two children. As a therapist Glasser invested in Pat and he help her to become responsible for what she really wants., which is the reduction of her weight.          The therapist found hard in dealing with pat for her behavior but after a long run of therapy. This said therapy continuous slowly because Pat is not cooperating at some time. Pat rejected Glasser a number of times but he pursue and take a little effort to get the trust and respect from Pat. Eventuaslly in the process Pat learn to accept that only herself can make her responsible. After almost a yaer Glasser now point out Pat’s behavior that she neede to remove and that is being “irresponsible”. After Pat learn to be responsible she take a little chance to change. Pat felt a keener sense of achievement and she lost 50 pounds. In the therapy the client must understand that she only needs to accept her present situation and be open to changes to finally found acvhievements. The client are not ill they are just weak.

Submitted by BEED III-A:

Michelle Doong

Rachel Fraga 

Liezel Mundala

Jennifer Murao

Ryan Capucao

Summary in ECED 11

Summary in eced11 (AUTHENTIC ASSESSMENT)

Joining 

What come first into your mind when you hear the word joining? Yes, there is something to do with the connection, unity. Joining means bringing closer to one another, comes together with in an individual. Joining is one of the key elements that has been discussed for a family therapy. The process of joining begins with the first family contact and continues as the foundation for effective family therapy. Rather than an event, it is more a process of understanding and building rapport with each family member.  General psychotherapy models share the goals of empathy and positive regard for clients.  So why do you think the General psychotherapy models share these goals?  Simply , because along these goals, family therapy integrates with systemic thinking, so that the result is a type of systemic empathy in which the clinician identifies and describes the unique roles and dilemmas experiences by each family members.

Methods of Joining  

Each family has a unique blend of characteristics that serves as interpersonal cues to family.  Additionally, each family has a complex structure that provides roles for interaction among members with the outside world.  Family therapist places a high priority on being attentive and responsive to family members.  Why do you think family therapist place a high priority on being attentive and responsive to family members?  Simply, to have adequate understanding in every individual, about their characteristics and so to respond accordingly.  So, joining is about an attitude and skills.  To connect with the family members, the therapist must convey acceptance as a family members and respect for their way of seeing and doing things.  The therapist must let the family know that they are understood and their views are important.

 Family members must be encouraged to express their feelings and views and to understand that these feelings are normal. 

The therapist can join with the family members in the ff. ways :

1.      Greet each members of the family by name.

2.      Make friendly contact with each member.  The therapist should ask each members what he/ she does, where they live, to share information about children

3.      Respect the family hierarchy.  The therapist must begin with the parents when asking each member about his/her view about the problem.

4.      Acknowledge each member’s experience, position and actions. ( So, Ms. Brown , you think your son runaway because he was angry with you )

5.      Normalize experiences, views and actions. (It is common for people in t\your situation to feel the way you do.)

6.      Validate positive things you can say about family members whenever possible.    (Ms. Jones, I know you have tried your best to help your son.  It shows that you care him.

Selective Joining

It is a process wherein the therapist may often choose to affiliate with the most peripheral members in the family or, in some cases, make some efforts to get closer to the family member who will most likely bring the family to therapy.

There may be occasions when the therapist is unable to join with the family, because it is difficult to join with family in which members have difficult from the therapist personality while these feelings are understandable, therapist must find way to engage the family if they are to be effective in altering the situation.  That is why Milton Erickson developed the process called utilization to address this issue.  He learned to use, rather than challenge, a person’s way of relating.  For example, he would think f hostility as honesty and encouraged the client to use it in solving the problem.  He would reframe detached personality as cautious or careful and search for a context in which this behavior would be advantageous.  Family members must feel that the therapist is supportive and understand them before they change how they interact with each other. 

One trend in family therapy facilitates the joining process by helping the therapist identify family strengths in spite of the severity of the problem.  

Identifying Family Strengths

Knowledge of family strengths helps the therapist understand how families cope with problems and how they promote growth and development.  Focusing on family strengths and resources contributes to the development of self- confidence, inspires hope and enhances growth within the family. Here are some guidelines that’s helps to identify family strengths;

1.      Emphasize positive statements

2.      Encourage family members

3.      Note family interactions that reflect strength and competence

4.      Emphasize times that family members enjoy together

5.      Re frame problems and emphasize what families do well.

Exploring the Referral Process

The referral process includes interaction within the family and between the family and other system.  When individuals are being interviewed alone, it is important to assess whether their motivation for counseling is internal or whether they have been sent by family or friends who want them “fixed”.  Detailed questions about the referral process often help the family therapist expand the definition of the problem.  If intake information has noted previous experiences in therapy, these should also be explored as part of the client’s problem-solving history. 

Sometimes informal helpers become unrecognized influences on the course therapy unless they are identified during such discussion.  This focus on the referral process often provides a micro view of diverse relationships that may have some bearing on the problem.  As this larger context is taken into account, the clinician should then pursue more specific question regarding the potential structure of subsequent therapy session. 

Deciding whom to involve

 Certain questions provide the family therapist with the information necessary to determine the structure of the therapy:

1. How did you decide who would participate in today’s session?
2. Maybe you are more comfortable without _______ here.  Are some reasons why you prefer to leave them out?
3. What do you think might happen if______ were invited?
4. If I became insistent about inviting them, would it be uncomfortable that you might consider dropping out of counseling? 

The answers to these questions help the family therapist determine whether to insist on others’ attendance.  Certainly, there are many situations in which a person’s own framework for help would be violated and such an insistence would be inappropriate.  Conversely, there are times when a family therapist considers the attendance of others to be essential to a positive therapeutic outcome.  To resolve this dilemma successfully, the family therapist should conduct a self-evaluation on these issues: 

1. Have I elicited and acknowledged fears the client has about inviting others to join?
2. Have I illustrated to the client how can I orchestrate a constructive outcome when others are included?
3. Do I know enough about these other people, and do I have the skills necessary to set goals that guarantee the outcome of such meeting?
4. Am I ignoring messages from the client about what essential to them?
5. Am I operating out of a model that narrows my perception of how I can be helpful?
6. Does the client have important information to which I should defer than insisting on a certain structure?

 The answer to these questions can help the practitioner weigh priorities and skills.  In some cases, clients can be shown how inclusion of others is helpful.  However, if clients are still opposed to inviting others after they have explained their reluctance and they have been reassuring explanations, it is imperative that the therapist accept the clients position.

Defining the problem

The definition of the problem evolves from the questions not only about the individual’s opinion but also his/her significant other’s opinion.

This can be accomplished through question that focus initially on family members’ opinions and then move towards the tracking of international sequences.

Assessing clients’ Definition of the Problem

To begin a dialogue about the problem with a family or individual, the family therapist might ask the following questions:

1. What’s brings here?
2. What would be helpful for us to discuss?
3. Who first noticed the problem and how long ago was this?
4. What led you (or another person) to conclude that this was a problem?
5. Who else agrees or disagrees that this is the problem?
6. Who else (inside or outside the family) as an opinion about the problem?
7. Have you or anyone else thought of any other possibilities regarding what the problem might?
8. Are there times when the problem isn’t occurring?  What is going on at those times?
9. What are the differences between times when the problem does and doesn’t occur?
10. What will happen if things don’t change?

It is important to accept the family members’ description of the problem without criticism or premature advice.  It is also essential to validate the importance of each member’ contribution.  If family members interrupt each other, remind them that each will have an opportunity to express his or her view.

A therapist might use the following to help each family member clarify the problem:

1. What do you mean by _____?
2. Give me some examples of_______?
3. Describe a situation when you_____?
4. How does this affect you now?
5. How does ______affect you?
6. Tell me the last time ______happened 

The goal is to help each family members be specific and concrete so that the problem defined more solvable.

Often, a family member presents several problems.  In such cases, clinicians need to clarify the problem by providing questions that prioritize the person’s concerns:

1. What needs to be changed now?
2. So the first change we need to make is ______?
3. What might happen if ______ doesn’t change?
4. What do you think would happen if_____occured?

The therapist also wants to focus on times when the problem is not occurring:

1. When you are able to handle the problem?
2. What are you doing differently in these situations?
3. What seems to be different when you are able to manage?

Group 6 members

Rachel Alajas                                                  Lerry Lamanilao

Cherry H. Billones                                            JenniferMurao                                                          

Recelyn De Quiroz                                         Maria Love lee Obusan

Michelle Doong                                              Lalaine Sibulangcao

My Learning Questions

 LEARNING QUESTIONS:

I.

1.) Why is it important that educators should know the differences  and strengths among learners?
2.) How does environmental, emotional and sociological stimuli affect the learner's success in learning?
3.) How can you say that a learner is already socially and morally competent?
4.) For you, what is the importance of Multiple Intelligences in learning?
5.) How does authentic assessment help educators in assessing their children?

II.
1.) Why is it important that teachers should involve parents in the education of their children?
2.) What is the importance of benchmarks in the learning process?
3.) Why is it important that the areas of curriculum are integrated?
4.) How does individual student scores help the teachers in assessing children?
5.) How does time for thinking and reflection help the teacher to be successful in authentic assessment?

III.
1.) How does circular questioning help the therapist in knowing the problem of client?
2.) Why does the therapist should develop a supportive relationship to his clients in making assumptions in the phase of assessment?
3.) How does information about differences help the therapist understands the family as a social system?
4.) What are the benefits of using time line in a therapy?
5.) How does tracking longitudinal sequences will be able to help the therapist in assessing the clients?

CHRISTMAS ESSAY...

CHRISTMAS FOR SALE

Christmas is a season of joy for all God’s people. A special day that all of us are waiting for. Our dear Jesus Christ was born on this day. And we are celebrating it because of Him. As the song says, “Bro Ikaw ang Star ng Pasko. Jesus Christ is the real meaning of Christmas. He is the reason why we have Christmas. And even if there are a lot of problems that we encounter, we should always remember Him. E should think that He is the light. The light that give us hope and brightens the Christmas season.

Christmas is also the season of giving and loving. Giving because we are sharing. Sharing to the people that we love, we know and also the people we don’t know. Sharing to the best that we can and all that we have. As we share and give to the other people, it makes us happy. Also sharing the things that we value the most and we are willing to sacrifice it just for the other people. Loving is also one of the meaning of Christmas season. Jesus wants us to love each other just like the love He is giving to us. Christmas is also the day that we can express our love for each other. Families and relatives are complete and everyone is making sure that they will celebrate this day. And because we love each other we are willing tom give and share even to the people we don’t know and needs help.

Christmas is very important day for our dear Jesus Christ and for all of us especially to the children. And as a future educator, we should make sure that they know the true meaning of Christmas season. And we are celebrating it because of our Lord. We should let them share and give to the other children. We should also tell them to be thankful to everyone especially t those who will give them gifts and something special. And also we can make everyday Christmas by giving and loving each other every day. Christmas is the longest time that we are celebrating. We should celebrate it happily and make sure that we don’t forget the true meaning of Christmas. Merry Christmas to all of you and Happy New Year! God bless us all…

Happy Thoughts...

GOD

NELSON AND ME

ME AND MY MOTHER

BES BARBZ AND ME

WONDERGURLZ

WINNIE THE POOH

SAM CONCEPCION

My Happy Thoughts

They all make me happy…

And they are always there for me…

v GOD

Ø  God makes me happy because I know that He is always there for me. I am thankful to Him because He gave me life.

v My Family-my mom and my relatives

Ø  I’m happy because even if I don’t have father with me still my mom is giving all I need and she is always supporting me. She is always doing her best to make me happy.

v My Best friends- bes barbz and nelson

Ø They make me happy because they are giving me a good friendship. And our friendship has a good foundation. And I’m happy because I know that I have best friends that are always on my side.

v Wondergurlz- che, love, laine, temitch  and res

Ø  They make me happy because they are my friends and I’m always happy being with them. I know that they are always there on my side.

           

         

v Winnie the Pooh

Ø  Winnie the Pooh makes me happy every time. Whenever I see it, I smile. It makes me feel good and it is my favorite cartoon character. I am also happy whenever I collect Winnie the Pooh stuffs.

  

v My idol- Sam Concepcion

Ø  My idol makes me happy because he is the one inspires me that I have an idol. An idol that is handsome, talented and kind. And of course, a man of my dreams. Also I’m happy whenever I see him.

I.

Ø  Sometimes I can’t go to church because of some problems.

Ø  Sometimes I can’t understand my mom.

Ø  Sometimes my mo scolded me because of some things.

Ø  I cannot always see my best friends.

Ø  I cannot buy all the Winnie the pooh stuffs that I like.

II.

Ø  I should always go to church even there is a problem that I encounter.

Ø  I should always understand my mom and I will be the one to adjust.

Ø  I should give time to all of my friends always.

Ø  I should wait for the right time that I will be able to buy all the things I want.

My Problem Checklist...

Problem Checklist:

Directions:

     Put a number next to any item which your child experience.     

1=mildly,   2=moderately,   3=severely

Emotional Problems:

   _ Crankiness and irritability most of the time

   _ A lack of interest in other kids

   _ An inability to adapt to day care or nursery school

   _ Aggressive, undisciplined behavior

   _ Resistance to hugs, kisses and affection

   _ Avoidance of eye contact

Mental Problems:

    _Cognitive impairment

    _ Disorientation

    _ Concentration difficulty

    _ Depersonalisation

    _ Hallucinations

    _ Impatience

    _ Inattention

    _ Abnormal thinking

    _ Reduced judgment

    _ Brain disturbance

    _ Regression

    _ Changes in intellectual functioning

    _ Disorganization

    _ Neurological problems

    _ Impaired thinking

    _ Intellectual impairment

        _ Hearing voices

Social Problems:

         _ Alcohol use

         _ Social withdrawal

         _ Fetal Alcohol Syndrome

Physical Problems:  

   _ Learning disabilities

   _ Delay in Talking

   _ Writing symptoms

   _ School problems

   _ Language problems

   _ Reading symptoms

   _ Growth failure in children

   _ Delayed teeth eruption in children

   _ Developmental delay in children

   _ Slowed intellectual activity

   _ Tallness

 If a child between the ages of 3 and 5 shows two or more of these signs for more than a month, a parent would be wise to have that youngster evaluated by a child psychologist