MARYROSE GENOVE BEED3B IRREGULAR ECED 13 FINAL EXAM

MARYROSE GENOVE BEED 3A IRREGULAR

ECED13 FINAL EXAM

APPROACHES	STUDENT & TEACHER	STRATEGY	ULTIMATE LEARNING OF STUDENT
1.Psychoanalysis Therapy	S:I feel uneasy...I'm out of balance or something I don't what to say about it(worried) T: Hmm.. i just you to hear to say anything..anything that bothered you..	The strategy used here is Free-Association which is the cardinal techniques of psychoanalysis, this allow the client to say anything and everything that comes to his mind no matter how illogical, silly, painful, or trivial. in the situation the child seems to be worries with something but she don't know how to say it so the teacher ask her to say anything to release the tension  and fears inside him. the teacher give him the freedom to express his feelings to reduce worriness inside the child	the child here is expected to express his ideas and thoughts tat bothered him, through this method the child is expected to be more expressive about his emotions to reduce doubts and fears inside him.Freud's method is very analytical so the teacher is expected to analyze what's the real problem of the child by giving him freedom to speak up.
2. Adlerian Therapy	S: I wonder why my classmates don't want to play with me again, I know sometimes I am being bossy with them but this is me.. T: Maybe there's something with your attitude , maybe they don't want the way you deal with them.What would be different if you will avoid to become like that?	The strategy used here is ASKING THE QUESTION w/c is one of te adlerian technique that will answer the client do well. this question allows the student to cut the heart of how they want to change by saying "I would be----.In the ex. the teacher asked what would be different if the child doing like that again.Now the child come to think with possible solutions on how his classmates play with him again somehow the hid answer his own question..	The child is expected to be responsible in his own acts. Since, Adlerian approach is focus the feeling of community the child is now expected to act in a positive way for him to be part of his community---classmates.
3.Person-Centered Therapy	S: teacher I am not happy to the result of my exam! T: why? S: I only got 5 while my other classmates got 10 they got 3 stars. T: it’s ok. You can do that also. You can get perfect score and 3 stars but of course you need to study hard so that u can have that always. Do you want that? S: yes of course.	UNCONDITIONAL POSITIVE REGARD: this is the experience of receiving warmth, respect, sympathy, acceptance, caring, and trust from others simply for being who they are as a student. Teachers does not judge behavior as being positive or negative rather, regardless of their beliefs or behaviors, the student find acceptance, being defined as a deep and genuine caring for the student as a person without reservations, conditions, judgments, or evaluations.	To know who they really are and become fully functioning human beings. Strives t eliminate the need for impressing others, lying to oneself or distorting perceptions. To eliminate unhealthy need to please others and to move toward increasingly trusting one’s own experience.
4.Existential Therapy	S: I want to join the quiz bee but I can't T: why? are you afraid of something..are afraid that you will not make it? just imagine you win the quiz bee, your mom would be very proud of you. i know you are great,just show us what you've got.	in this situation, the teacher can use the PARADOXICAL INTENTION method w/c requires the clients to act against their anticipation of fear, this is the reversal of the clients attitude toward the situation, through this method the child can reverse the situation that will change his attitude toward the symptom. the child can now look to a more positive way.	the child is now expected to be confident about himself. since this therapy is focus on human existence the child is expected to give importance on his existence, that he is precious and significant individual as a part of his community
5.Gestalt Therapy	S:Teacher, I am mad at my seatmate. T:Why are you mad at him.  How would you feel if he tells that to you.	The teacher can use dialogue or story telling so that the pupils can experience how to be in the shoes of others.  This is what Gestalt called Playing the Projection.	The student will know how does it to be in the other people’s situation.  Through this, they will avoid the things they don’t want others to do with them.
6.Reality Therapy	Jessa was the most troublesome in the class. One time his teacher caught him while he hitting his classmate. Teacher:Jessa, you forgot our guideline about wrestling and Jong got hurt. I am bothered by this. I want you to calm down so we can think of a way to help him feel better.	Attending and five finger formula When the hitting is occur I will get the attention of the students. I will use the five-finger formula .Cool down, discussed and agree what the problem is. brainstorm solution and so on and so fort. STRUCTURING To know the real feeling of the students we can give them activity wherein wherein they can express their feelings, emotions and activities for example drawing and circle time.	After the therapy, Jessa become more responsible for his action
7. Behavior Therapy	Sam: teacher! Teacher! Ava keeps on asking me the answers to our seatwork. T :( calling Ava) Ava why are you asking the answers to Sarah? Ava: because I don’t know the answer teacher! T: so you better ask me so I will be the one to explain you what are you going to do to answer your seat work, than asking your classmate. If you have your own answer I will give you a star if you got it right.  So you better listen and understand to what I say. Is that clear Ava? Ava: yes teacher.	POSITIVE REINFORCEMENT: reward for positive behavior. The reward can be anything ranging from a token that can be used to purchase goods, to a star in one’s book, to a verbal compliment or to a smile. The tendency is to repeat the response to a given stimulus will be strengthening as the response is rewarded.	To extinguish the identified maladaptive behavior and to introduce or strengthen adaptive behavior that can serve as replacement and enable him or her to live a productive life. The key to reaching this goal is learning new behaviors.
8. Transactional-Analysis Therapy	Client Child: (Fighting) Teacher: (Identify the state of ego and to become aware of their action.) Client child: (Realize 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.
9. Rational-Emotive & other Cognitive Theories	S:  teacher! Trixie is bullying me! He keeps on saying that I am a gay! T: Why do you think he tells that? S: because he say that I always want to play w/ girls T: so you think a boy like you playing w/ girls’ means that you are a gay? S: no. T: so now you know that playing w/ girls doesn’t mean that you are a gay do you still want to mind what Jacob is saying about you? S: not anymore!	IMAGINAL DISPUTATION: can ask the students to imagine themselves in a problematic situation they dread. Once they have guided into the feelings of that moment they are asked to change their fear to mild apprehension, their anger to mild irritation their depression to sadness and so on. In other words they are asked to imagine themselves feeling or behaving differently in situation.	To analyze and correct their distortions of reality. To separate their rational from their irrational beliefs. To assume more responsibility for their own lives.
10. Interpersonal Therapy	Jack: teacher, Alyssa & Ana doesn’t want me to join to their group! T: (called the 2 girls) Alyssa, Yvonne why you don’t want Jack o join to your group? Alyssa: because she is not our friend! T: but she can be your friend. Is she done something bad to both of you? Yvonne: nothing. T: did you know that having more friends is fun! And you can easily do your activity if you are many. If you let Jack joined to your group you were easily finish the activity given to you. Do you want that? Alyssa: of course, yes! T: now are you letting Jack to join your group? Yvonne: yes teacher!	TELL ME WHO I AM: it is a method wherein students are set in a group of different students. All of them are allowed to interact w/ one another. Then each student is asked to paste a piece of paper on their backs. Each student is allowed to describe each that they have interacted. In that way, they will become aware and responsive on their acts towards others.	To develop their social and interpersonal skills and what kind of relationship they need to build with others which is” interpersonal relationship”