PERSONAL THERAPY ENTITLED LENDELIAN THERAPY

1. VIEW OF HUMAN NATURE
Lendelian emphasize the uniqueness of an individual. each person will recognize their own self as who and what they are.

2. DEVELOPMENT OF MALADAPTIVE BEHAVIOR
The development of maladaptive behavior may occur when the person did not find their true self they may depend on how other people let them to do things.

3. GOALS OF THERAPY
The purpose of lendelian therapy is tp help the enhance their uniqueness, let the client express their idea and feelings, and to help them look toward their own responsibility.

4. FUNCTION OF THERAPIST
The therapist must supply a place where the client will develop trust and feel safe so that they will open-up any difficulty that they will encounter.

5. METHOD AND TECHNIQUE
The therapeutic technique that lendelian therapy use is including the client life style. The therapist must examine the roles and expectation of the family in how the client deal with problems in his life.


6. APPLICATION
The strategy of lendelian therapy can be seen when a counselor work with children. For example in the case of the child which is 6 yrs. old and eldest in the family. the counselor focus in his session on helping the child to enhance his self-esteem so that he can express-out his uniqueness.

GABAYBATA: Facilitators' Summary

DR. William Glasser the theorist of Reality Therapy.Reality Therapy focuses on the present life of every person. Reality Therapy assumes that everyone wants to be different and has an intrinsic and inherited need to feel somehow separate and distinct from every other living being.
The goal of Reality Therapy is to help the client identify and change self-defeating behavior, to help them make appropriate choices and to develop a sense of responsibility. Reality Therapy strives to help the clients classify what they want in life and then examine obstacles that stand in the way of reaching what they want.

CONTINUATION OF DISCUSSION FOR ECED 11(1ST FASCILITATOR)

1. how are you going to maintain good interaction within your family?

ANS. to maintain good interaction within my family member,I always make sure that we have always time for bonding within my family,always talk about thung that happened each in every mamber of our family and have an open communication to know the opinion each member of the family.

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

ANS. Yes,because when we have a pattern of leadership withuin the family it will give the children a rule to be followed in order for them not to unrespect their parents and to know the limitation of being a children to their parent.For the parent to remind them always the limitation in tern of giving descipline to their children.


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

ANS. As a future educator,I will help my future students to develop their self-esteem by recognizing the little thing that they done well,by appreciating their works and letting them express their ideas.

sample problem checklist

Below you will find a child developmental checklist for children ages 0-3. It is written in the form of a child NOT meeting infant/toddler developmental milestones. In other words, these are the "Red Flags" that may indicate some sort of developmental delay.
This list is broken up into different categories (i.e. fine motor, gross motor, social/emotional etc.) and can be used to help you determine if an early intervention/developmental therapy and referral is needed.
As I described in my sensory stimulation for infants and toddlers article , early intervention is a FREE program designed for children ages 0-3 as part of the educational system, and is available to all parents and children in every community. It is a program that addresses any current or possible developmental delays in children. All children are entitled to these services if any medical or developmental issue is present, or if their social, economic, or environmental conditions put them "at risk" for a possible delay.
Every child develops at a different rate, and variability in obtaining skills is seen across the board. If a child is expected to have twenty-five skills in a specific area of development at 18 months of age, missing one or two does not necessarily mean that a problem exists. However, as a caregiver for children, it is important to be able to recognize when a child may need further intervention.
The following lists are to give a generalized idea of different skill areas to look at, and when an early intervention referral and developmental therapy may be appropriate.

________________________________________
Gross Motor
If a child is...
• Not rolling by 7 months of age
• Not pushing up on straight arms, lifting his head and shoulders, by 8 months of age
• Not sitting independently by 10 months of age
• Not crawling ("commando" crawling--moving across the floor on his belly) by 10 months of age
• Not creeping (on all fours, what is typically called "crawling") by 12 months of age
• Not sitting upright in a child-sized chair by 12 months of age
• Not pulling to stand by 12 months of age
• Not standing alone by 14 months of age
• Not walking by 18 months of age
• Not jumping by 30 months of age
• Not independent on stairs (up and down) by 30 months of age

...an early intervention/developmental therapy referral may be appropriate.


Here are some other gross motor "red flags":
• "walking" their hands up their bodies to achieve a standing position
• only walking on their toes, not the soles of their feet
• frequently falling/tripping, for no apparent reason
• still "toeing in" at two years of age
• unusual creeping patterns
• any known medical diagnosis can be considered a "red flag": Down's syndrome, cerebral palsy, congenital heart condition etc.

Fine Motor

If a child is...
• Frequently in a fisted position with both hands after 6 months of age
• Not bringing both hands to midline (center of body) by 10 months of age
• Not banging objects together by 10 months of age
• Not clapping their hands by 12 months of age
• Not deliberately and immediately releasing objects by 12 months of age
• Not able to tip and hold their bottle by themselves and keep it up, without lying down, by 12 months of age
• Still using a fisted grasp to hold a crayon at 18 months of age
• Not using a mature pincer grasp (thumb and index finger, pad to pad) by 18 months of age
• Not imitating a drawing of a vertical line by 24 months of age
• Not able to snip with scissors by 30 months

...an early childhood intervention/development therapy referral may be appropriate


Here are some other fine motor "red flags":
• Using only one hand to complete tasks
• Not being able to move/open one hand/arm
• Drooling during small tasks that require intense concentration
• Displaying uncoordinated or jerky movements when doing activities
• Crayon strokes are either too heavy or too light to see
• Any know medical diagnosis can be considered a "red flag": Down's Syndrome, cerebral palsy etc.

Cognition/Problem Solving

If a child is...
• Not imitating body action on a doll by 15 months of age (ie, kiss the baby, feed the baby)
• Not able to match two sets of objects by item by 27 months of age (ie, blocks in one container and people in another)
• Not able to imitate a model from memory by 27 months (ie, show me how you brush your teeth)
• Not able to match two sets of objects by color by 31 months of age
• Having difficulty problem solving during activities in comparison to his/her peers
• Unaware of changes in his/her environment and routine

...an early intervention/developmental therapy referral may be appropriate

Sensory

If a child is...
• Very busy, always on the go, and has a very short attention to task
• Often lethargic or low arousal (appears to be tired/slow to respond, all the time, even after a nap)
• A picky eater
• Not aware of when they get hurt (no crying, startle, or reaction to injury)
• Afraid of swinging/movement activities; does not like to be picked up or be upside down
• Showing difficulty learning new activities (motor planning)
• Having a hard time calming themselves down appropriately
• Appearing to be constantly moving around, even while sitting
• Showing poor or no eye contact
• Frequently jumping and/or purposely falling to the floor/crashing into things
• Seeking opportunities to fall without regard to his/her safety or that of others
• Constantly touching everything they see, including other children
• Hypotonic (floppy body, like a wet noodle)
• Having a difficult time with transitions between activity or location
• Overly upset with change in routine
• Hates bath time or grooming activities such as; tooth brushing, hair brushing, hair cuts, having nails cut, etc.
• Afraid of/aversive to/avoids being messy, or touching different textures such as grass, sand, carpet, paint, playdoh, etc.


Possible visual problems may exist if the child...
• Does not make eye contact with others or holds objects closer than 3-4 inches from one or both eyes
• Does not reach for an object close by


Possible hearing problems may exist if the child...
• Does not respond to sounds or to the voices of familiar people
• Does not attend to bells or other sound-producing objects
• Does not respond appropriately to different levels of sound
• Does not babble

Self-Care

If a child is...
• Having difficulty biting or chewing food during mealtime
• Needing a prolonged period of time to chew and/or swallow
• Coughing/choking during or after eating on a regular basis
• Demonstrating a change in vocal quality during/after eating (i.e. they sound gurgled or hoarse when speaking/making sounds)
• Having significant difficulty transitioning between different food stages
• Not feeding him/herself finger foods by 14 months of age
• Not attempting to use a spoon by 15 months of age
• Not picking up and drinking from a regular open cup by 15 months of age
• Not able to pull off hat, socks or mittens on request by 15 months of age
• Not attempting to wash own hands or face by 19 months
• Not assisting with dressing tasks (excluding clothes fasteners) by 22 months
• Not able to deliberately undo large buttons, snaps and shoelaces by 34 months

...an early intervention/developmental therapy and referral may be appropriate.

Social/Emotional/Play Skills

If a child is...
• Not smiling by 4 months
• Not making eye contact during activities and interacting with peers and/or adults
• Not performing for social attention by 12 months
• Not imitating actions and movements by the age of 24 months
• Not engaging in pretend play by the age of 24 months
• Not demonstrating appropriate play with an object (i.e. instead of trying to put objects into a container, the child leaves the objects in the container and keeps flicking them with his fingers)
• Fixating on objects that spin or turn (i.e. See 'n Say, toy cars, etc.); also children who are trying to spin things that are not normally spun
• Having significant difficulty attending to tasks
• Getting overly upset with change or transitions from activity to activity

Click Here For The Fine Motor Development Chart!

common problem of eced children

COMMON PHYSICAL PROBLEM
Overview
In honor of World Mental Health Day, United Nations Secretary General Ban Ki-moon stated in 2008, "Let us recognize that there can be no health without mental health." His speech precipitated an appeal by the World Health Organization for countries around the globe to invest in mental health care for citizens. According to WHO, most countries spend less than 2 percent of health care budgets on mental health, yet researchers continue to find evidence that mental and physical health are closely linked.
Brain And Congenital Disorders
A 2007 study of Vietnamese children found that those suffering from long-term physical health problems, such as anemia, birth defects and physical disabilities, were more than twice as likely to have a mental disorder, regardless of socio-economic status. The Royal College of Psychiatrists reports that this comorbidity is especially profound in the case of physical illness affecting the brain, such as cerebral palsy and epilepsy. A Canadian study found that 42 percent of children with developmental delays also had a psychiatric disorder, but concluded that it is unknown "whether the comorbid illnesses share common origins."
PTSD And Physical Health
Post-traumatic stress disorder, or PTSD, is an anxiety disorder that sometimes occurs after experiencing a traumatic event. PTSD is about twice as common in females as it is in males. A study published in "Pediatrics" journal found that female adolescents suffering from PTSD were at an elevated risk for developing physical health problems, including digestive disorders, circulatory disorders and chronic fatigue. The study also revealed that adolescent girls with PTSD "were nearly twice as likely to have a sexually transmitted infection."
Anxiety/Depression and Asthma
A study of Puerto Rican children between the ages of 4 and 17 demonstrates the link between asthma and anxiety/depressive disorders. The report showed that 11.2 percent of children with asthma had also experienced an anxiety disorder, compared with just 5.6 percent of non-asthmatic children. Asthmatic children were also nearly twice as likely as non-asthmatic children to experience depressive symptoms.
Depression And Obesity
Researchers have long known of a link between depression and obesity; this comorbidity extends to childhood obesity as well. Not surprisingly, obese children report low levels of self-esteem; in a 2003 study, they "rated their quality of life with scores as low as those of young cancer patients on chemotherapy." A University of Maryland School of Medicine study of children found thatdepression was a significant predictor for obesity at the one-year follow up survey. Researchers cannot yet definitively state whether one condition causes the other.
COMMON SOCIAL PROBLEM
Many children experience difficulties getting along with peers at some point during their youth. Sometimes these problems are short-lived and for some children the effects of being left out or teased by classmates are transitory. For other children, however, being ignored or rejected by peers may be a lasting problem that has lifelong consequences, such as a dislike for school, poor self-esteem, social withdrawal, and difficulties with adult relationships.
Considerable research has been undertaken to try to understand why some children experience serious and long-lasting difficulties in the area of peer relations. To explore factors leading to peer difficulties, researchers typically employ the sociometric method to identify children who are or are not successful with peers. In this method, children in a classroom or a group are asked to list the children they like most and those whom they like least. Children who receive many positive ("like most") nominations and few negative ("like least") nominations are classified as "popular." Those who receive few positive and few negative nominations are designated "neglected," and those who receive few positive and many negative nominations are classified as "rejected."
Evidence compiled from studies using child interviews, direct observations, and teacher ratings all suggest that popular children exhibit high levels of social competence. They are friendly and cooperative and engage readily in conversation. Peers describe them as helpful, nice, understanding, attractive, and good at games. Popular and socially competent children are able to consider the perspectives of others, can sustain their attention to the play task, and are able to remain self-controlled in situations involving conflict. They are agreeable and have good problem-solving skills. Socially competent children are also sensitive to the nuances of "play etiquette." They enter a group using diplomatic strategies, such as commenting upon the ongoing activity and asking permission to join in. They uphold standards of equity and show good sportsmanship, making them good companions and enjoyable play partners.
Children who have problems making friends, those who are either "neglected" or "rejected" by their peers, often show deficits in social skills. One of the most common reasons for friendship problems is behavior that annoys other children. Children, like adults, do not like behavior that is bossy, self-centered, or disruptive. It is simply not fun to play with someone who does not share or does not follow the rules. Sometimes children who have learning problems or attention problems can have trouble making friends, because they find it hard to understand and follow the rules of games. Children who get angry easily and lose their temper when things do not go their way can also have a hard time getting along with others. Children who are rejected by peers often have difficulties focusing their attention and controlling their behavior. They may show high rates of noncompliance, interference with others, or aggression (teasing or fighting). Peers often describe rejected classmates as disruptive, short-tempered, unattractive, and likely to brag, to start fights, and to get in trouble with the teacher.
Not all aggressive children are rejected by their peers. Children are particularly likely to become rejected if they show a wide range of conduct problems, including disruptive, hyperactive, and disagreeable behaviors in addition to physical aggression. Socially competent children who are aggressive tend to use aggression in a way that is accepted by peers (e.g., fighting back when provoked), whereas the aggressive acts of rejected children include tantrums , verbal insults, cheating, or tattling. In addition, aggressive children are more likely to be rejected if they are hyperactive, immature, and lacking in positive social skills.
Children can also have friendship problems because they are very shy and feel uncomfortable and unsure of themselves around others. Sometimes children are ignored or teased by classmates because there is something "different" about them that sets them apart from other children. When children are shy in the classroom and ignored by children, becoming classified as "neglected," it does not necessarily indicate deficits in social competence. Many neglected children have friendships outside the classroom setting, and their neglected status is simply a reflection of their quiet attitude and low profile in the classroom.
Developmentally, peer neglect is not a very stable classification, and many neglected children develop more confidence as they move into classrooms with more familiar or more compatible peers. However, some shy children are highly anxious socially and uncomfortable around peers in many situations. Shy, passive children who are actively disliked and rejected by classmates often become teased and victimized. These children often do have deficits in core areas of social competence that have a negative impact on their social development. For example, many are emotionally dependent on adults and immature in their social behavior. They may be inattentive, moody, depressed, or emotionally volatile, making it difficult for them to sustain positive play interactions with others.
The long-term consequences of sustained peer rejection can be quite serious. Often, deficits in social competence and peer rejection coincide with other emotional and behavioral problems, including attention deficits, aggression, and depression. The importance of social competence and satisfying social relations is life-long. Studies of adults have revealed that friendship is a critical source of social support that protects against the negative effects of life stress. People with few friends are at elevated risk for depression and anxiety.
Childhood peer rejection predicts a variety of difficulties in later life, including school problems, mental health disorders, and antisocial behavior . In fact, in one study, peer rejection proved to be a more sensitive predictor of later mental health problems than school records, achievement, intelligence quotient (IQ) scores, or teacher ratings.
It appears, then, that positive peer relations play an important role in supporting the process of healthy social and emotional development. Problematic peer relations are associated with both present and future maladjustment of children and warrant serious attention from parents and professionals working with children. When assessing the possible factors contributing to a child's social difficulties and when planning remedial interventions, it is important to understand developmental processes associated with social competence and peer relations.

COMMON INTELLECTUAL PROBLEM
Signs of intellectual problem.. For example, children with developmental disabilities may learn to sit up, to crawl, or to walk later than other children, or they may learn to talk later. Both adults and children with intellectual disabilities may also:
• have trouble speaking
• find it hard to remember things
• have trouble understanding social rules
• have trouble discerning cause and effect
• have trouble solving problems
• have trouble thinking logically.

In early childhood mild disability (IQ 60–70) may not be obvious, and may not be diagnosed until they begin school. Even when poor academic performance is recognized, it may take expert assessment to distinguish mild mental disability from learning disability or behavior problems. As they become adults, many people can live independently and may be considered by others in their community as "slow" rather than retarded.

Moderate disability (IQ 50–60) is nearly always obvious within the first years of life. These people will encounter difficulty in school, at home, and in the community. In many cases they will need to join special, usually separate, classes in school, but they can still progress to become functioning members of society. As adults they may live with their parents, in a supportive group home, or even semi-independently with significant supportive services to help them, for example, manage their finances.

Among people with intellectual disabilities, only about one in eight will score below 50 on IQ tests. A person with a more severe disability will need more intensive support and supervision his or her entire life.

The limitations of cognitive function will cause a child to learn and develop more slowly than a typical child. Children may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. Learning will take them longer, require more repetition, and there may be some things they cannot learn. The extent of the limits of learning is a function of the severity of the disability. Nevertheless, virtually every child is able to learn, develop, and grow to some extent.


Emotional Problems in Children
Emotional problems in children have become more widely recognized. A child's emotional problem can become a chronic problem if it's not attended to properly and in a timely manner. Many adult emotional problems can also affect children, but these problems may not be as easily recognized in children. Some emotional problems in children can be treated quite easily, but some require long-term care that can be complicated.
Childhood Bipolar Disorder
1. Childhood bipolar disorder is an emotional problem that can affect children. This childhood emotional problem can be hard to diagnose, because its symptoms are also symptoms of many other childhood emotional problems. Common symptoms include mood swings, irritability, episodes of extreme happiness and episodes of severe depression. Childhood bipolar disorder is a serious condition and should be treated as such. Treatment most often includes a combination of medication (sometimes more than one) and behavior therapy (teaching the child how to handle certain situations better).
Childhood Depression
2. Childhood depression is an emotional problem that can affect children. This childhood emotional problem is considered serious, but it can be difficult to diagnose because its symptoms are not unique. Common symptoms include irritability, fatigue, hopelessness, social withdrawal and poor performance in school. Childhood depression is most often treated with medication and behavior therapy.
Autism
3. Autism is an emotional problem that can affect children. This childhood emotional problem is often serious and consists of three distinctive behaviors. These autism behaviors include trouble interacting socially, obsessive and competitive behavior and difficulty with nonverbal and verbal communication. Medications (often more than one) and behavioral and educational therapies and interventions are used to treat autism. Family counseling is also used to help families learn about autistic children and to help them cope.
Childhood Schizophrenia
4. Childhood schizophrenia is an emotional problem that can affect children. This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits. Children with emotional disorder often have difficulty performing daily tasks, think and act irrationally and have delusions and hallucinations. Childhood schizophrenia is most often treated with a variety of treatments including medications (most often antipsychotics) and psychotherapy (teaches the child to cope with the illness and its challenges).
Tourette Syndrome
5. Tourette syndrome is an emotional problem that can affect children. This emotional problem is also considered a neurological disorder. Tourette syndrome is characterized by stereotyped and repetitive vocalizations and involuntary movements referred to as tics. Tourette syndrome is most often treated with a combination of medication and psychotherapy.

COMMON MORAL PROBLEM

Religious development often goes hand in hand with moral development. Children's concepts of divinity, right and wrong, and who is ultimately responsible for the world's woes are shaped by the family and by the religious social group to which each child belongs. Their concepts also mirror cognitive and moral developmental stages.
In general, in the earliest stage (up to age two years), the child knows that religious objects and books are to be respected. The concept of a divine being is vague, but the child enjoys the regularity of the religious rituals such as prayer.
In the next stage (from two to 10 years), children begin to orient religion concepts to themselves as in the catechism litany, "Who made you? God made me." The concept of a divine being is usually described in anthropomorphic ways for children around six years old. In other words, children perceive God to look like a human being only bigger or living in the sky. At this stage, God is physically powerful and often is portrayed as a superhero. God may also be the wish-granter and can fix anything. Children embrace religious holidays and rituals during this stage.
In the Intermediate Stage during pre-adolescence, children are considered to be in the pre-religious stage. The anthropomorphized divinity is pictured as being very old and wise. God is also thought of as doing supernatural things: having a halo, floating over the world, or performing miracles. Children in this stage understand the panoply of religious or divine beings within the religious belief system. For example, Christian children will distinguish between God and Jesus and the disciples or saints.
The last stage in adolescence focuses on personalizing religious rituals and drawing closer to a divine being. Teenagers begin to think of God in abstract terms and look at the mystical side of the religious experience. They may also rebel against organized religion as they begin to question the world and the rules around them.
Some adults who are considered highly religious consider God to be an anthropomorphized divine being or may reject the supernatural or mystical religious experience. This does not mean that these adults have somehow been arrested in their religious development. This just means that the variation among these stages is great and is determined by the particular religious community in which the individual is involved.