Case Study in ECED 11

A Personal Data


Name: Charo M. Maravilla
Address: 118 B 2nd st. 4th ave grace park Caloocan City
School: Cecilio Apostol Elementary School
Age: 10 yrs. old
Birthday: April 13, 2000


B.Joining Process/Therapeutic relationship
   
  I serve as the interviewee on that case. Honestly speaking I'm the god sister of the child because her mother is my godmother. And on her case I know to myself that I can contribute on how to handle those kind of situation she had experienced on her mother.


  The help that I can get to her mother is the cooperation regarding to the case I held child and to know what is her reason behind that maltreating to her daughter.


C. Presenting Problems


   The person that will tell me about the problem is her mother itself (godmother) regarding to her child.


Problems of the child;
 
    As I observed, she is a type of girl what you call a "loner". She's not joining to her playmates until she she doesn't invite, with regards to her mother she always have her tantrums and shouting. Like for example, she asked by her mother to clean the dirt in the table and she embarrassingly replied, " ayoko nga gusto mo ikaw na lang!" and she started hit by her mother and to that reason I therefore conclude that because of her behavior that's why she always hitted by her mother. And when it comes in school she's not excel yet there are times Charo is participating in some school activities, even in their classroom programs.
   And even also her penmanship is not good on how she spell even the basic words. And when it comes to reading skills she can't clearly pronounced the simple to difficult word she always stutter and having a low comprehension based on what she had read.




D. Psychosocial History


  D.1 Timeline

•       when she still a little child she's very loner and doesn't want to join with others in short she is aloof.
•       at her 7 years of age still a shy type of child but not really as before, she wanted to play outside and started to be concerned on her sorroundings.
• the time comes she had already her sister that's the time she's no longer alone at their home.but as time goes by she feel jealous to her sister because all the attention of theif mother was on her sister together with their grand mother.
• until now she having that kind of behavior yet I know she has the capability to change that and to excel in school baceause she has an eager to learn something.

 D.2 Genogram


 Charo's Family


 Charo's Family
 


 D.3 Sociogram at school
 
  Sociogram at Home


 


  D.4 Self  Mastery


   As i observed to the behavior of charo in a positive manner I conclude that she has the good side of her because when her sister get involve in some happen she always there to help her and now she's not feel jealous for her sister and even her mother was surprisingly shock about the attitude and behavior of charo showed to them. Unfortunately still this child having her tsntrums like before when she doesn't get what she wanted. and the worst of it even her grandma experienced that kind of negative behavior of charo.

 D.5 Positive & Negative Social relationship

The positive socialization of my patient when it comes in her playmates including at school is good. she doesn't want herself to be out of the box, always asking if she;s allowed to join with them. Oftentimes she is doing her assignments, projects and especially she helps her mother in some household chores. and when she instructing her mother to do some task if she's not around luckily she followed it politely. Charo is a type of girl having simple needs most especially her mother's attention and its deepest care by them.
  
    and the negative behavior that charo had possessed are easily getting mad , when she doesn't get what she want.like for example her sister having her new clothes and charo was not that's the time they'll fight for each other. One morning I saw them pulling hair of each other , the cause' of it was Charo wanted her sister not to join by thier play, that is why they get hit by her mother again.


D.6 Positive/Negative about her actions
   
   positive actions she possessed are being responsible regarding to the chores that their mother had asked. Also the school premises and obligations. A helpful in accomplishing their projects. And my observations in her negative actions are; being jealous when someone not listening to her also easy to get mad when playing. and last she had shouted to her grandmother when she scolded by her mother and she said; " ewan ko sa'yo matanda ka!!!!." 
   by that assessment I observed that whn she started scolded by her mother she wouldn't respect any person that sorrounds her.

 E. Theoretical Frameworks


  In her situation I relate it on  Kohlberg's Moral Development Theory. In Kohlberg's Moral Development we can relate it because as i observed to her and based on my conclusions, Charo will follow the instructions of her mother because she doesn't want to be punished so it is called the 
"punishment/ obedience".
Also she knew to herself that it is the right thing to do and it is our obligation to obey and respect our parent not only them but every person we will meet.


F. Prognosis
  I think charo showing or had possessed that attitude because of what she had experienced on her early childhood age. That everytime she did something it will be result in a maltreating act by her mother, there are times that I saw her kneeling on the mongo seeds and her palms holding some books and worst of it her mother itself did a very cruel thing to her daughter. I saw her dropping the melted candle wax in the hands of charo. this is very sad and cruel to do it to your own child even when you are only punishing them still this what you call corporal punishment.
 That is why the result of it to her was she is very afraid on every thing she will do because it corresponds a cruel punishment to the child.

Topic Facilitation Summary

Hypothesizing

Hypothesizing comprises the way in which the individuals involved make sense of their experience; in other words, it encompasses what people think about what is going on and also the assumptions that they bring to the situation.

Instead of being told what to hypothesize, the beginning family therapist should learn to formulate a hypothesis and then test it through additional data gathering.

Specific Interventions

Specific strategies-behaviors such as questions and directives- should not be thought of as the sole mechanism of change. It is helpful to conceptualize the earlier sequence of the process as specific interventions to address specific issues, whereas formalized interventions represent a less strictly defined stage that might take many different creative forms as a logical extension of data gathering and hypothesizing.Simple Interventions such as questions, directives, and reframing often require minimal data gathering and hypothesizing. other interventions require more extensive data gathering and could be regarded as more elaborate directives .

Evaluation

As a process, evaluation ca be thought of as each party's response top the larger question of fit: What best fits this client? Implicit and explicit evaluations influence the therapeutic contract to clarify expectations and to develop mutually agreed-upon goals.The beginning family therapist is encouraged to seek explicit feedback from the family to avoid impasses and misuderstanding.

In-Session Stages of Family Therapy

As the trainee prepare to practice, we think it is helpful to develop a plan that provide a sense of direction. many models have their own protocols for conducting each session.This series of discussion should address the tasks of negotiating structure, exploring client experience, addressing relatipnships, and developing a shared direction.

Negotiate Structure

These discussions should highlight leadership in the family as it relates to the session. In the event that a crisis has occurred between meetings, this stage could provide an avenue to decide what from the previous meeting is or is not still relevant.

Explore Client Experience

This discussion should elecit  interactional sequences and describe the development of each person's perception of the crisis, problem, or issue over time. As therapy proceeds from session to session , systemamic themes(e.g., transitions, intergenerational process, gender, etc.) can be chosen as the focus of these exploration.

Address Relationship

As individuals' experiences form a collective picture of behaviors, perceptions, and relationships, a therapeutic dialogue should develop in which the practitioner tentatively questions or suggests new possibilities or realities based on existing information. As clients respond to these suggestions, the clinicia should explore whether that particular direction is resonating well with family members or whether addiotional reflections should be added to the dialogue.

Develop a Shared Direction

the therapist searches for language, metaphors, themes, or goals that unite family members in forward motion. Once certain interventions are introduced, questions should focus on a "meta" analysis to determine how each person feels about the process and to discuss any misgivings that arise. As a shared understanding develops about the session (metacommunication), goals or suggestions for the next session can be negotiated to address the interests of all members.

Faclitators:

Dawn Hope Holares

Cristine Joy Juayong

Kennelyn Herrera