Embrace Your Uniqueness
Are you embracing your uniqueness wholeheartedly?
It’s easier said than done. If you are like many people, you have heard the mantra of how important it is to do this, yet have stubborn resistance to practice it.
I’m no exception. In this post, let me share one of my “uniqueness” that, for a long time, I considered as less than desirable and how I came to terms with it. My hope is that, by sharing my experience, you’d feel comfortable and encouraged to embrace your own uniqueness.
It’s almost two years ago when I contributed my post Accepting and Loving our Uniqueness at Urban Monk. In that article, I confessed how I felt about my foreign accent. I’ve felt shy about speaking up, especially to strangers, because of my accent. Now mind you, my accent isn’t too bad. Most people have no problem understanding me. There are so many occasions these day when American people have to deal with internationals that they have learned how to listen to us. (Good grief!)
Challenges in embracing your uniqueness
Still there are times when someone points out how imperfect my English is. They are not necessarily mean people who are out to put down others. Some have been my close friends. For instance, I hired a personal finance coach last fall to assist me in making a few decisions. I have known her through her blog for some time. And she is brilliant and kind. Yet at the last session, she remarked, “You might want to improve your articulation of English. Maybe you should seek help with a speech pathologist.” That felt like a huge lumber suddenly hitting me in the middle. I wasn’t prepared for such a comment. I was depressed for several days.
I’m sharing this not to blame her or other people who have pointed out my accent. I’m sharing it because I suspect many of you have had similar experiences. You certainly have a few qualities, or personal quarks, that you see as your “uniqueness”. Perhaps you cannot do certain things in the standard way, like me speaking English. Perhaps you can do something so well it stands out oddly. Perhaps your opinions are so different they surprise your peers all the time even though you don’t intend to be different. And you have received remarks that hit you and depress you.
As a result, you may have concluded uniqueness is a problem, a liability, something you must cover up so that you can be accepted in the society.
Your inner judgment is hurting you
When someone points out your uniqueness and puts you down, it’s easy to think the other person, the one who made hurting comments, is too judgmental. But I dare tell you — the biggest judgment is sitting right within you.
In my case, my judgment about my own accent was the biggest issue. Sure, I formed my judgment based on the feedback I received from others, but once the judgment is in me, it was mine, and it multiplied the pain when I received more criticisms.
If I am truly comfortable with my background and therefore my accent, if I am really embracing my uniqueness, I’d be okay even when an uninformed person points out my difference. But I’ve been secretly afraid that my accent would make me look less intelligent, less appropriate, and less worthy.
How I came to embrace my uniqueness
Something changed within me recently. I started to think I am okay as I am.
I cannot pinpoint what brought this change. I think it’s a combination of many things. The big part is having friends who like me for who I am. Blogging has helped me a big deal in this.
Another part is me dropping my other judgments. I used to have many judgments. I’m an idealist. And for an idealist, the world and the people in the world fall short. For instance, when I saw overweight people, I couldn’t help feeling, “That is so unhealthy. And there are good ways to lose weight in a healthy way. Why are you staying that way? You don’t like it yourself, do you?” I never said this, but this kind of thoughts was always within me. Not any more. These days, when I go out, I just feel close to everyone I see, most of them strangers.
Finding my voice
Have you checked my last post The Most Important Message? That’s the first time I spoke up voluntarily to the general public. Speaking with my friends has been easy. Speaking to my Akashic Record Reading clients has been fine, too, because I know they are motivated to hear what I have to say about their Akashic Records. Plus, in phone sessions, if they don’t understand something I say, they can ask right away. I can explain or spell it out.
However, letting my voice and my accent heard over the internet was a big deal for me. Kind of like volunteering to show off my arm flab on the internet. I didn’t have to do it. But you know what? I actually enjoyed making that video. I guess something is indeed changing within me. And I think I’m the one who enjoys that message of love the most.
And the surprising thing is some people seem to like my voice, including the accent. I have received comments that my signature voice helps the message to sink in. I guess it’s like a funny face may be more interesting and memorable to remember than a perfectly symmetrical model face.
Are you embracing and celebrating your uniqueness?
What is your uniqueness that you have considered to be no good? Is that judgment true? Can you –no, will you choose to embrace and even celebrate your uniqueness? It’s really all up to you, whether you want to condemn your uniqueness or embrace it. The uniqueness is there — what do you want to do with it?
Why do we want to embrace our uniqueness? Because embracing your uniqueness is the start of loving yourself as you are. And until we completely love ourselves as we are right here and now, we cannot grow any further spiritually. Forced growth is a fake growth that will burst sooner or later, like the recent years’ stock market growth and burst. On the other hand, when we completely love ourselves, growth naturally happens. Self love is the foundation of all love and life.
Love yourself, with uniqueness and everything. Not the you that you would become when you love 10 lb or when you master that skill or when you get that job. Love the you that you are now and celebrate your uniqueness
ccepting Mistakes, Admitting Faults Without Guilt & Shame
By Guide
Many people have trouble being real with themselves and with others because they associate their mistakes and / or faults with guilt and or shame. They may feel that when they admit their mistakes that they are somehow less of a person, that they are inferior and lack worthiness. This could not be farther from the truth, but previous notations from within them may be causing this conflict. For instance, you may have come to feel as if you were not good enough by a parent, a spouse, or perhaps by some demeaning people, and those old negatives still come up and play a part in your life today.
Admitting your mistakes or faults should actually be quite liberating for you. Because when you admit and accept your mistakes, blemishes, shortcomings, and faults you are no longer trying to live up to some unrealistic model of perfection. Whoooo! What a relief it is! The battle of trying to be perfect is one you are going to lose. This does not mean that you lower your standards or that you act with irresponsibility, it simply means that you accept the fact that you are going to make mistakes. When you accept this truth you will stop being so hard on yourself, and by the way, stop having unrealistic expectations of others, (including your spouse). Furthermore, you will learn that by simply realizing your inability to be perfect, that you can forgive yourself for those things that guilt is trying to hold you to in condemnation.
Are you coming to a realization right now? Look, we all miss turns, so we make u-turns! We have all split the milk, so we have all had to wiped it up. Not a single person on this planet is perfect, that includes your mother, father, boyfriend, spouse, and your boss. Why attempt to achieve that which is unobtainable? You can't do it, quit beating yourself down because of your mistakes. So you forgot to pay an important bill or you made a bad decision. Accept it and make efforts to improve for the next time, but don't go around hanging your head low because you fell short of perfection.
Being accountable for your actions and taking responsibility is necessary, but within those aspects there are learning and growth processes. When you bump your head on the overhanging door you learn to watch out for brain bashing obstacles. You accept that you were not paying good attention, you make a mental note, so that in the future you will avoid the same headaches. When you accept your mistakes without guilt or shame, you allow growth increase, and you alleviate other possible headaches!
We all miss the boat and end up on the train sometimes, but we keep moving in progression. Life is a constant learning lesson, you know the saying "we learn from our mistakes", right? Well, everyone is going through similar processes in which life often hands us learning curves. It's how we react to those curves that matter. When we stop trying to be perfect and take on humble attitudes our maturity expands. And, with this understanding we begin to look at others differently as well. When we realize and accept that our companions are going through similar processes, we will quit trying to hold them up to some level of perfection in our own eyes.
Your personal strengths are unique unto you, just as your weaknesses are likely to be. Other people in your life, such as your spouse, will be strong in areas that you are not, and weak in areas that you are strong. You are meant to compliment each other, not to pick upon each others weaknesses. This is not to say that there is something wrong with them pointing out those weaknesses, because we all have blind spots in our rear view mirrors that block our insights that we need to know about. It is saying that you point out areas of weakness for growth advancement, and then love those people with their blemishes. It's not to pick on their blemishes as if you do not have any.
Addictions or poor behaviors do not make people invaluable or lesser, everybody has some sort of addiction of some kind. Addictions are those things in which are done in repetitious manners. As a simple example, I drink coke on a regular basis, that is one of my addictions. Since everyone has some sort of addiction it makes them normal, it does not make them losers. Yes, there are some serious addictions that people need help with for their health and safety, but that does not mean that they lack purpose or that they are unworthy in any way. God has a way of taking the most unlikely people, restoring them for His good, and then elevating them to higher levels for the good of others.
Everyday you have the opportunity to cut yourself and others some slack. When your spouse fumbles the ball, you reach down and pick it up for them. When you realize that you have made an error in choice, direction, or perhaps said something that you wish you could take back, accept it as a mistake, say oops and make the most of it without making yourself to feel bad about it. Sure, apologize when necessary, you are likely to be met with love and understanding when you do.
Proverbs 17:9 says; He who covers and forgives an offense seeks love, but he who repeats or haps on a matter separates even close friends. It's pretty clear isn't it? Love overlooks mistakes and faults, we are to overlook those mistakes that others make, why are do we not do the same for ourselves? As I already touched on, it's because we are trying to live up to some illusional model of perfection, even as we are stubbing our toe on the door jam. Take a deep breath, and when you exhale let out all those things that you have been feeling shame or guilt about by way of unintentional mistakes. Ask God for his forgiveness, even for intentional mistakes, and then be willing to receive His grace.
Accepting Mistakes Quotes & Admitting Your Mistakes Quotations:
While one person hesitates because he feels inferior, the other is busy making mistakes and becoming superior. -Henry C. Link
Laughing at our mistakes can lengthen our own life. Laughing at someone else's can shorten it. -Cullen Hightower
Assert your right to make a few mistakes. If people can't accept your imperfections, that's their fault. -Dr. David M. Burns
The greatest mistake you can make in life is to be continually fearing you will make one. -Elbert Hubbard
Experience is that marvelous thing that enables you to recognize a mistake when you make it again. -Franklin P. Jones
When you make a mistake, don't look back at it long. Take the reason of the thing into your mind and then look forward. Mistakes are lessons of wisdom. The past cannot be changed. The future is yet in your power. -Hugh White
Freedom is not worth having if it does not include the freedom to make mistakes. -Mahatma Gandhi
Mistakes, obviously, show us what needs improving. Without mistakes, how would we know what we had to work on? -Peter McWilliams
To avoid situations in which you might make mistakes may be the biggest mistake of all. -Peter McWilliams
make-believe paradise
Wednesday, August 24, 2011
Friday, July 8, 2011
ass.
Philippines: Private Schools Ready to Help 'K+12' Program
Oct.12,2010
To support the implementation of the enhanced K+12 program of the Department of Education (DepEd), private schools expressed desire to strengthen partnership by 'lending' its teachers, classrooms, facilities and textbooks to public school students. According to Federation of Associations of Private Schools and Administrators (FAPSA) president Eleazardo Kasilag, the enhanced K+12 program announced by DepEd continues to draw criticism from various sectors.
In the spirit of public and private partnership, Kasilag said that the private schools may be tapped for the K+12 cycle since the priority is teachers, classrooms, facilities and textbooks. Kasilag added that the private schools have been losing in enrollment. "But if part of the budget shall be coordinated well, DepEd need not hire teachers nor build additional room as we can absorb the students to our joy and relief," he said.
Briefer on the Enhanced K+12 Basic Education Program
Briefer prepared by the Department of Education, November 2, 2010
Salient Points on the Enhanced K+12 Basic Education Program
What is K+12?
K+12 means Kindergarten and the 12 years of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
Elementary education refers to primary schooling that involves six or seven years of education
Secondary education refers to high school.
How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.
Features of K 6-4-2
(1) Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided by government and will be free.
(2) Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior high school diploma (2 years).
(3) A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now).
An open and consultative process will be adopted in the development and implementation of K+12.
Change is two-fold: (a) curriculum enhancement and (b) transition management.
What is Senior High School?
2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The 2 years of senior HS intend to provide time for students to consolidate acquired academic skills and competencies.
The curriculum will allow specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship.
What is the proposed implementation plan of DepEd?
Phases of Implementation:
(1) Universal kindergarten will be offered starting SY 2011-2012.
(2) DepEd will begin unclogging the basic education curriculum in SY 2012-2013.
(3) The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013.
(4) Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc)
In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including the high school graduates before 2016. This will be done through regional consultations to begin early 2011. The mechanics and other details of the transition plan will be threshed out with HEIs in coordination with CHED, TESDA and other critical stakeholders.
Why add two more years?
To decongest and enhance the basic education curriculum
To provide better quality education for all
The Philippines is the only remaining country in Asia with a 10-year basic education program
K+12 is not new. The proposal to expand the basic education dates back to 1925.
Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.
Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%.
Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a good paying job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents will not pay for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not “Plus 2 years before graduation” but “Minus 2 years before work
To inspire a shift in attitude that completion of high school education is more than just preparation for college but can be sufficient for a gainful employment or career.
How much will this cost?
The immediate cost for the program will not be needed until 2016 when the first year of the two additional years is implemented.
Meanwhile, we will continue to close the resource gaps in basic education – the President ordered DepEd to its close resource gaps in 2 years.
At this time, we estimate the total funding requirement to procure all needed resources at P150 billion for:
152,569 new classrooms
103,599 more teachers
95.6 million more books
13.2 million seats
What will society gain from K+12
K+12 will facilitate an accelerated economic growth.
K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.
A better educated society provides a sound foundation for long-term socio-economic development.
Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.
Are private schools obliged to follow?
While we enjoy the support of private school associations, we are yet to discuss with them the implementation of the program.
Where are we at now?
Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10 years.
High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment.
Other countries view the 10-year education cycle as insufficient.
K+12 Education Vision
Graduates of Enhanced K+12 Basic Education Program will:
Acquire mastery of basic competencies.
Be more emotionally mature.
Be socially aware, pro-active, involved in public and civic affairs.
Be adequately prepared for the world of work or entrepreneurship or higher education.
Be legally employable with potential for better earnings.
Be globally competitive.
Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
Submitted by:
CONDINO, SHIALA O.
Oct.12,2010
To support the implementation of the enhanced K+12 program of the Department of Education (DepEd), private schools expressed desire to strengthen partnership by 'lending' its teachers, classrooms, facilities and textbooks to public school students. According to Federation of Associations of Private Schools and Administrators (FAPSA) president Eleazardo Kasilag, the enhanced K+12 program announced by DepEd continues to draw criticism from various sectors.
In the spirit of public and private partnership, Kasilag said that the private schools may be tapped for the K+12 cycle since the priority is teachers, classrooms, facilities and textbooks. Kasilag added that the private schools have been losing in enrollment. "But if part of the budget shall be coordinated well, DepEd need not hire teachers nor build additional room as we can absorb the students to our joy and relief," he said.
Briefer on the Enhanced K+12 Basic Education Program
Briefer prepared by the Department of Education, November 2, 2010
Salient Points on the Enhanced K+12 Basic Education Program
What is K+12?
K+12 means Kindergarten and the 12 years of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
Elementary education refers to primary schooling that involves six or seven years of education
Secondary education refers to high school.
How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.
Features of K 6-4-2
(1) Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided by government and will be free.
(2) Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior high school diploma (2 years).
(3) A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now).
An open and consultative process will be adopted in the development and implementation of K+12.
Change is two-fold: (a) curriculum enhancement and (b) transition management.
What is Senior High School?
2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The 2 years of senior HS intend to provide time for students to consolidate acquired academic skills and competencies.
The curriculum will allow specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship.
What is the proposed implementation plan of DepEd?
Phases of Implementation:
(1) Universal kindergarten will be offered starting SY 2011-2012.
(2) DepEd will begin unclogging the basic education curriculum in SY 2012-2013.
(3) The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013.
(4) Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc)
In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including the high school graduates before 2016. This will be done through regional consultations to begin early 2011. The mechanics and other details of the transition plan will be threshed out with HEIs in coordination with CHED, TESDA and other critical stakeholders.
Why add two more years?
To decongest and enhance the basic education curriculum
To provide better quality education for all
The Philippines is the only remaining country in Asia with a 10-year basic education program
K+12 is not new. The proposal to expand the basic education dates back to 1925.
Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.
Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%.
Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a good paying job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents will not pay for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not “Plus 2 years before graduation” but “Minus 2 years before work
To inspire a shift in attitude that completion of high school education is more than just preparation for college but can be sufficient for a gainful employment or career.
How much will this cost?
The immediate cost for the program will not be needed until 2016 when the first year of the two additional years is implemented.
Meanwhile, we will continue to close the resource gaps in basic education – the President ordered DepEd to its close resource gaps in 2 years.
At this time, we estimate the total funding requirement to procure all needed resources at P150 billion for:
152,569 new classrooms
103,599 more teachers
95.6 million more books
13.2 million seats
What will society gain from K+12
K+12 will facilitate an accelerated economic growth.
K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.
A better educated society provides a sound foundation for long-term socio-economic development.
Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.
Are private schools obliged to follow?
While we enjoy the support of private school associations, we are yet to discuss with them the implementation of the program.
Where are we at now?
Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10 years.
High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment.
Other countries view the 10-year education cycle as insufficient.
K+12 Education Vision
Graduates of Enhanced K+12 Basic Education Program will:
Acquire mastery of basic competencies.
Be more emotionally mature.
Be socially aware, pro-active, involved in public and civic affairs.
Be adequately prepared for the world of work or entrepreneurship or higher education.
Be legally employable with potential for better earnings.
Be globally competitive.
Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
Submitted by:
CONDINO, SHIALA O.
ass
Philippines: Private Schools Ready to Help 'K+12' Program
Oct.12,2010
To support the implementation of the enhanced K+12 program of the Department of Education (DepEd), private schools expressed desire to strengthen partnership by 'lending' its teachers, classrooms, facilities and textbooks to public school students. According to Federation of Associations of Private Schools and Administrators (FAPSA) president Eleazardo Kasilag, the enhanced K+12 program announced by DepEd continues to draw criticism from various sectors.
In the spirit of public and private partnership, Kasilag said that the private schools may be tapped for the K+12 cycle since the priority is teachers, classrooms, facilities and textbooks. Kasilag added that the private schools have been losing in enrollment. "But if part of the budget shall be coordinated well, DepEd need not hire teachers nor build additional room as we can absorb the students to our joy and relief," he said.
Briefer on the Enhanced K+12 Basic Education Program
Briefer prepared by the Department of Education, November 2, 2010
Salient Points on the Enhanced K+12 Basic Education Program
What is K+12?
K+12 means Kindergarten and the 12 years of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
Elementary education refers to primary schooling that involves six or seven years of education
Secondary education refers to high school.
How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.
Features of K 6-4-2
(1) Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided by government and will be free.
(2) Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior high school diploma (2 years).
(3) A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now).
An open and consultative process will be adopted in the development and implementation of K+12.
Change is two-fold: (a) curriculum enhancement and (b) transition management.
What is Senior High School?
2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The 2 years of senior HS intend to provide time for students to consolidate acquired academic skills and competencies.
The curriculum will allow specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship.
What is the proposed implementation plan of DepEd?
Phases of Implementation:
(1) Universal kindergarten will be offered starting SY 2011-2012.
(2) DepEd will begin unclogging the basic education curriculum in SY 2012-2013.
(3) The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013.
(4) Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc)
In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including the high school graduates before 2016. This will be done through regional consultations to begin early 2011. The mechanics and other details of the transition plan will be threshed out with HEIs in coordination with CHED, TESDA and other critical stakeholders.
Why add two more years?
To decongest and enhance the basic education curriculum
To provide better quality education for all
The Philippines is the only remaining country in Asia with a 10-year basic education program
K+12 is not new. The proposal to expand the basic education dates back to 1925.
Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.
Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%.
Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a good paying job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents will not pay for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not “Plus 2 years before graduation” but “Minus 2 years before work
To inspire a shift in attitude that completion of high school education is more than just preparation for college but can be sufficient for a gainful employment or career.
How much will this cost?
The immediate cost for the program will not be needed until 2016 when the first year of the two additional years is implemented.
Meanwhile, we will continue to close the resource gaps in basic education – the President ordered DepEd to its close resource gaps in 2 years.
At this time, we estimate the total funding requirement to procure all needed resources at P150 billion for:
152,569 new classrooms
103,599 more teachers
95.6 million more books
13.2 million seats
What will society gain from K+12
K+12 will facilitate an accelerated economic growth.
K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.
A better educated society provides a sound foundation for long-term socio-economic development.
Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.
Are private schools obliged to follow?
While we enjoy the support of private school associations, we are yet to discuss with them the implementation of the program.
Where are we at now?
Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10 years.
High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment.
Other countries view the 10-year education cycle as insufficient.
K+12 Education Vision
Graduates of Enhanced K+12 Basic Education Program will:
Acquire mastery of basic competencies.
Be more emotionally mature.
Be socially aware, pro-active, involved in public and civic affairs.
Be adequately prepared for the world of work or entrepreneurship or higher education.
Be legally employable with potential for better earnings.
Be globally competitive.
Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
Submitted by:
CONDINO, SHIALA O.
Oct.12,2010
To support the implementation of the enhanced K+12 program of the Department of Education (DepEd), private schools expressed desire to strengthen partnership by 'lending' its teachers, classrooms, facilities and textbooks to public school students. According to Federation of Associations of Private Schools and Administrators (FAPSA) president Eleazardo Kasilag, the enhanced K+12 program announced by DepEd continues to draw criticism from various sectors.
In the spirit of public and private partnership, Kasilag said that the private schools may be tapped for the K+12 cycle since the priority is teachers, classrooms, facilities and textbooks. Kasilag added that the private schools have been losing in enrollment. "But if part of the budget shall be coordinated well, DepEd need not hire teachers nor build additional room as we can absorb the students to our joy and relief," he said.
Briefer on the Enhanced K+12 Basic Education Program
Briefer prepared by the Department of Education, November 2, 2010
Salient Points on the Enhanced K+12 Basic Education Program
What is K+12?
K+12 means Kindergarten and the 12 years of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
Elementary education refers to primary schooling that involves six or seven years of education
Secondary education refers to high school.
How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.
Features of K 6-4-2
(1) Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided by government and will be free.
(2) Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior high school diploma (2 years).
(3) A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now).
An open and consultative process will be adopted in the development and implementation of K+12.
Change is two-fold: (a) curriculum enhancement and (b) transition management.
What is Senior High School?
2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The 2 years of senior HS intend to provide time for students to consolidate acquired academic skills and competencies.
The curriculum will allow specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship.
What is the proposed implementation plan of DepEd?
Phases of Implementation:
(1) Universal kindergarten will be offered starting SY 2011-2012.
(2) DepEd will begin unclogging the basic education curriculum in SY 2012-2013.
(3) The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013.
(4) Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc)
In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including the high school graduates before 2016. This will be done through regional consultations to begin early 2011. The mechanics and other details of the transition plan will be threshed out with HEIs in coordination with CHED, TESDA and other critical stakeholders.
Why add two more years?
To decongest and enhance the basic education curriculum
To provide better quality education for all
The Philippines is the only remaining country in Asia with a 10-year basic education program
K+12 is not new. The proposal to expand the basic education dates back to 1925.
Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.
Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%.
Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a good paying job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents will not pay for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not “Plus 2 years before graduation” but “Minus 2 years before work
To inspire a shift in attitude that completion of high school education is more than just preparation for college but can be sufficient for a gainful employment or career.
How much will this cost?
The immediate cost for the program will not be needed until 2016 when the first year of the two additional years is implemented.
Meanwhile, we will continue to close the resource gaps in basic education – the President ordered DepEd to its close resource gaps in 2 years.
At this time, we estimate the total funding requirement to procure all needed resources at P150 billion for:
152,569 new classrooms
103,599 more teachers
95.6 million more books
13.2 million seats
What will society gain from K+12
K+12 will facilitate an accelerated economic growth.
K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.
A better educated society provides a sound foundation for long-term socio-economic development.
Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.
Are private schools obliged to follow?
While we enjoy the support of private school associations, we are yet to discuss with them the implementation of the program.
Where are we at now?
Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10 years.
High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment.
Other countries view the 10-year education cycle as insufficient.
K+12 Education Vision
Graduates of Enhanced K+12 Basic Education Program will:
Acquire mastery of basic competencies.
Be more emotionally mature.
Be socially aware, pro-active, involved in public and civic affairs.
Be adequately prepared for the world of work or entrepreneurship or higher education.
Be legally employable with potential for better earnings.
Be globally competitive.
Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
Submitted by:
CONDINO, SHIALA O.
Saturday, March 26, 2011
Friday, March 18, 2011
case study
SECTION A. PERSONAL-DATA SUMMARY
Name of Client Child: Rochel V. Zamora
Nick name: Chel
Gender: Female
Age: 4 years old
Birthday: November 10, 2006
Birth Place: Caloocan City
Address: 1082 Masipag Street Pangarap Village Cefels Area Caloocan City
Ordinal Position: 4th
Number of Siblings: 3
Name of Siblings: Mary Ruth, Roel, Ricky
Mother’s Name: Marites V. Zamora
Occupation: Housewife
Father’s Name: Ricky V. Zamora
Occupation: Tricycle Driver
Medical Records: N.A
Educational attainment: N.A
SECTION B. JOINING PROCESS
My Client Child is one of our neighbors. We live in one Compound, she is an ECED age child but she didn’t attend formal schooling yet. The role of her parents and siblings in these case study is, they are the one who are answering the questions being asks by me.
She became my Client Child because I seek permission to her mother.
SECTION C. PRESENTING PROBLEM
My Client Child’s problem as observed identified announced and presented by her Mother and siblings are her being too shy, her disruptive behavior such as her being attention seeker and her temper tantrums whenever she didn’t get something that she wants, her being reckless, her inattention,her being spoiled and keeping on shifting from one task to another.
SECTION D. PSYCHOSOCIAL HISTORY
D.1 TIME LINE
At the age of 2, year 2008, her Mother was being confined in the hospital for three weeks. During that time Rochel was being take care by her Auntie.
At the age of 3, year 2009, her mother leaved to work for almost 6 months. During that time she is taking cared by her Auntie but not the same Auntie when she was 2.
At the age of 3, year 2009, her mother got pregnant, she was so excited to have her little brother but accidentally their baby gone. When she saw the fetus of her little brother she cried.
At the age of 3, October of 2010 her Grandmother Emilida died.
At the age of 3 and half until now she is living with her family.
D.2 GENOGRAM
HOME
The Genogram shows my Clients relationship with her family. Her Grandfathers are already dead that’s why they have no good relationship as represented by the broken lines. Aside from that they died without seeing their Granddaughter Rochel. She also has a good relationship with her Grandmothers though Eliminida, Rochel’s Grandmother already died last year, October of 2010. When she was still alive, rochel is one of her favorite Granddaughter. And Rochel’s relationship with her parents and siblings are all good.
D.3 SOCIOGRAM
HOME
Because the basic family member of my Client child is just six, I just asked them to vote for their 3 most likes. I didn’t ask them anymore their dislikes. What I did is the two that left and they didn’t choose are their dislikes. In the first graph all of Rochel’s family members voted her as one of their most like. Therefore no body chose them to be their most dislike family member. That’s why I can say that my Client’s relationship with her family members is good.
COMMUNITY
In the community, the sociogram shows that Rochel has a good relationship with her playmates. Four of her playmates voted her as one of their most like. But she didn’t get the highest vote. It is Angel; her playmate got five voted for likes while she got only four. While in the sociogram with the broken lines that represents as their most dislikes, my Client Child got two votes. When I asked Mokong and Kirk who are brothers if why did they voted Rochel as one of their dislikes Mokong said, “Inaway niya ako kanina.” While Kirk said “ Lagi niya inaaway kapatid ko.” But still through those two graphs I can still say that Rochel has a good relationship with her playmates in the Community.
D.4 PERSONALITY DYNAMICS FOR SELF MASTERY
Rochel is aware of her full name "Rochel Villapuz Zamora." She also knew that her middle name is her mother's surname before when she was till a lady. She is also aware of her age, gender and she knew that she is living in Caloocan City. She is also aware that she's her parents, aunties and uncles and lolas favorite among her other siblings. actually she has this lines:
"Ako po si Rochel Villapuz Zamora
Apat na taong gulang
Nakatira sa Caloocan City
At naniniwala sa sabi ng tatay ko..
Na ang batang makulit pinapalo sa puwit.
Aray aray ang sakit."
She keeps on reapiting those lines when her mother said "Contestant number 1." Then when you ask her for what is those lines, she will say "Sasali kasi ako sa pageant sa kinder ko."
D.5 PERSONALITY DYNAMICS FOR RELATIONSHIP
Sections D.2 Genogram shows that my Client Child has a good quality of relationship towards her family. While in the Sections D.3 Sociogram shows that in the home Rochel was being chosen by all of her family member as one of their most like as shown in the first sociogram. While in the second sociogram with broken lines no body voted her as one of their most dislike. But in the community Rochel is one of the most chosen but Angel is the one who got the highest vote. And in the second graph that shows the most dislike playmates, she got two votes but it doesn’t mean that she is the most dislike. Therefore I can say that Rochel has a positive quality of relationship with her family and with her playmates in the community.
D.6 PERSONALITY DYNAMICS FOR ACTIONS
My client child Rochel is capable of dancing singing and reciting poem. She can also solve puzzles, can count 1-10, and recite the alphabet. She is also taught by her auntie different rhymes and songs. She is good in memorizing or familiarizing new faces and names. Actually she can recognize their relatives and she knew who are her Godmothers and Godfathers.
SECTION E. THEORITICAL FRAMEWORK
Based on the 3rd stage of Psychological Development theory proposed by Erik Erikson which is named as Initiative versus guilt. Children develop ability to initiate activities. During this stage, the repertoire of motor and mental abilities that are open to children greatly expands. Parental encouragement or discouragement of such attempts affect children’s sense of ability and purpose or direction. Parents who give their children freedom in running, sliding, bike riding, etc are allowing them to develop initiative as compare to my client child’s case. For her mother is giving her the freedom in doing what she wants, she is develops the initiative. Aside from that in the 4th stage of the same developmental theory which is the industry versus inferiority, it is said here that constant testing of child against peers and in school is the basis or feelings of competency (industry). Children gain a sense of industry by winning recognition for their achievements. Since Rochel’s parents, aunties and uncles, siblings and lola’s way back in my interview support, reward and praise her efforts and whenever she did something good that’s why they strengthen her feelings of industry.
I can also relate my client child’s case in the moral development theory proposed by Kohlberg. Where in the first level (preconventional) sage 2 entitled instrumental relativist orientation which satisfies the se4lf at the expense of what other people can do or what benefit can be achieved. As what Rochel’s attitude where she is not concerned with others but with what can fulfill her own personal needs, I can say that it falls under this stage. She is expecting something in return whenever somebody asked her to do something. This tends to be instrumental or physical in terms of material aspects.
Also in the stage 1 of the same developmental theory which is the punishment and development theory which is the punishment and obedience orientation. The physical consequences of action determine its goodness or badness. The self is dominated by other material forces of power. It is dependent on physical cause and effect. Learning moral value and obedience is determined out of fear.
SECTION F.
As I understood sections E which is the theoretical framework, I think one of the cause of my clinent child’s problem is her past experiences. Since we all knew that experience is important for development to occur, experience also plays an influential role in the maturation process. Since rochel was being spoiled by her parents, aunties and uncles, lola’s and siblings that’s why she shows some disruptive behavior such as her being attention seeker, her temper tantrums whenever she didn’t get something that she wants, her shifting from one task to another and asking and accepting lagay in return when somebody asked her to do something.
SECTION G. THERAPEUTIC PLAN
At the end of the Case Study my Client Child should be able to build the following:
G.1 KNOWLEDGE BUILDING
• To be aware of her own disruptive behavior and to evade those behavior
G.2 SKIILS BUILDING
• To do things with care,
• To learn how to give attention and focus on the task she is doing
G.3 ATTITUDE BUILDING
• To stop temper tantrums whenever she didn’t get something that she wants
• To be confidence in showing to other people her talents
SECTION H. THERAPEUTIC INTERVENTION
SECTION I. THERAPEUTIC PROGRESS
SECTION J. THERAPEUTIC RESULT
As a result of doing interventions (see sections h and I as reference) where Rochel together with her playmates play imaginatively pertaining to the issue of temper tantrums. He played the role as the parent and the one who played the role as her son temper tantrums when he was not able to give its wants. Aside from that he was also involved in the story telling activity and asked the lessons he learned and how to establish it. Though at first he was not cooperating in the activities at first but upon explaining him the satisfaction and change he would get after, it made him decide that he had to finish it.
SECTION K. SUMMARY/CONCLUSION/RECOMMENDATION
In summary, my client child’s unacceptable and disruptive behavior comes from the different factors. Fortunately, after several interventions made changes to her.
I therefore conclude that the behavior manifestation of my client child is affected by different factors such as how she threat by the relevant adults that surrounds him.
I would like to recommend that parents should let their child Rochel be aware of her own disruptive behavior and teach her to evade those behavior. They must also stop spoiling their daughter for it was also one of the reasons why she shows unacceptable behavior.
SECTION L. IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN
I believe that this experience of observing and holding a case study individually is one of the preparations for our future field as educators. Since through this, we are oriented that there is a possibility that our students will manifest their behavior differently from others or beyond normal. These really help us to learn how children’s behavior must be assessed.
Name of Client Child: Rochel V. Zamora
Nick name: Chel
Gender: Female
Age: 4 years old
Birthday: November 10, 2006
Birth Place: Caloocan City
Address: 1082 Masipag Street Pangarap Village Cefels Area Caloocan City
Ordinal Position: 4th
Number of Siblings: 3
Name of Siblings: Mary Ruth, Roel, Ricky
Mother’s Name: Marites V. Zamora
Occupation: Housewife
Father’s Name: Ricky V. Zamora
Occupation: Tricycle Driver
Medical Records: N.A
Educational attainment: N.A
SECTION B. JOINING PROCESS
My Client Child is one of our neighbors. We live in one Compound, she is an ECED age child but she didn’t attend formal schooling yet. The role of her parents and siblings in these case study is, they are the one who are answering the questions being asks by me.
She became my Client Child because I seek permission to her mother.
SECTION C. PRESENTING PROBLEM
My Client Child’s problem as observed identified announced and presented by her Mother and siblings are her being too shy, her disruptive behavior such as her being attention seeker and her temper tantrums whenever she didn’t get something that she wants, her being reckless, her inattention,her being spoiled and keeping on shifting from one task to another.
SECTION D. PSYCHOSOCIAL HISTORY
D.1 TIME LINE
At the age of 2, year 2008, her Mother was being confined in the hospital for three weeks. During that time Rochel was being take care by her Auntie.
At the age of 3, year 2009, her mother leaved to work for almost 6 months. During that time she is taking cared by her Auntie but not the same Auntie when she was 2.
At the age of 3, year 2009, her mother got pregnant, she was so excited to have her little brother but accidentally their baby gone. When she saw the fetus of her little brother she cried.
At the age of 3, October of 2010 her Grandmother Emilida died.
At the age of 3 and half until now she is living with her family.
D.2 GENOGRAM
HOME
The Genogram shows my Clients relationship with her family. Her Grandfathers are already dead that’s why they have no good relationship as represented by the broken lines. Aside from that they died without seeing their Granddaughter Rochel. She also has a good relationship with her Grandmothers though Eliminida, Rochel’s Grandmother already died last year, October of 2010. When she was still alive, rochel is one of her favorite Granddaughter. And Rochel’s relationship with her parents and siblings are all good.
D.3 SOCIOGRAM
HOME
Because the basic family member of my Client child is just six, I just asked them to vote for their 3 most likes. I didn’t ask them anymore their dislikes. What I did is the two that left and they didn’t choose are their dislikes. In the first graph all of Rochel’s family members voted her as one of their most like. Therefore no body chose them to be their most dislike family member. That’s why I can say that my Client’s relationship with her family members is good.
COMMUNITY
In the community, the sociogram shows that Rochel has a good relationship with her playmates. Four of her playmates voted her as one of their most like. But she didn’t get the highest vote. It is Angel; her playmate got five voted for likes while she got only four. While in the sociogram with the broken lines that represents as their most dislikes, my Client Child got two votes. When I asked Mokong and Kirk who are brothers if why did they voted Rochel as one of their dislikes Mokong said, “Inaway niya ako kanina.” While Kirk said “ Lagi niya inaaway kapatid ko.” But still through those two graphs I can still say that Rochel has a good relationship with her playmates in the Community.
D.4 PERSONALITY DYNAMICS FOR SELF MASTERY
Rochel is aware of her full name "Rochel Villapuz Zamora." She also knew that her middle name is her mother's surname before when she was till a lady. She is also aware of her age, gender and she knew that she is living in Caloocan City. She is also aware that she's her parents, aunties and uncles and lolas favorite among her other siblings. actually she has this lines:
"Ako po si Rochel Villapuz Zamora
Apat na taong gulang
Nakatira sa Caloocan City
At naniniwala sa sabi ng tatay ko..
Na ang batang makulit pinapalo sa puwit.
Aray aray ang sakit."
She keeps on reapiting those lines when her mother said "Contestant number 1." Then when you ask her for what is those lines, she will say "Sasali kasi ako sa pageant sa kinder ko."
D.5 PERSONALITY DYNAMICS FOR RELATIONSHIP
Sections D.2 Genogram shows that my Client Child has a good quality of relationship towards her family. While in the Sections D.3 Sociogram shows that in the home Rochel was being chosen by all of her family member as one of their most like as shown in the first sociogram. While in the second sociogram with broken lines no body voted her as one of their most dislike. But in the community Rochel is one of the most chosen but Angel is the one who got the highest vote. And in the second graph that shows the most dislike playmates, she got two votes but it doesn’t mean that she is the most dislike. Therefore I can say that Rochel has a positive quality of relationship with her family and with her playmates in the community.
D.6 PERSONALITY DYNAMICS FOR ACTIONS
My client child Rochel is capable of dancing singing and reciting poem. She can also solve puzzles, can count 1-10, and recite the alphabet. She is also taught by her auntie different rhymes and songs. She is good in memorizing or familiarizing new faces and names. Actually she can recognize their relatives and she knew who are her Godmothers and Godfathers.
SECTION E. THEORITICAL FRAMEWORK
Based on the 3rd stage of Psychological Development theory proposed by Erik Erikson which is named as Initiative versus guilt. Children develop ability to initiate activities. During this stage, the repertoire of motor and mental abilities that are open to children greatly expands. Parental encouragement or discouragement of such attempts affect children’s sense of ability and purpose or direction. Parents who give their children freedom in running, sliding, bike riding, etc are allowing them to develop initiative as compare to my client child’s case. For her mother is giving her the freedom in doing what she wants, she is develops the initiative. Aside from that in the 4th stage of the same developmental theory which is the industry versus inferiority, it is said here that constant testing of child against peers and in school is the basis or feelings of competency (industry). Children gain a sense of industry by winning recognition for their achievements. Since Rochel’s parents, aunties and uncles, siblings and lola’s way back in my interview support, reward and praise her efforts and whenever she did something good that’s why they strengthen her feelings of industry.
I can also relate my client child’s case in the moral development theory proposed by Kohlberg. Where in the first level (preconventional) sage 2 entitled instrumental relativist orientation which satisfies the se4lf at the expense of what other people can do or what benefit can be achieved. As what Rochel’s attitude where she is not concerned with others but with what can fulfill her own personal needs, I can say that it falls under this stage. She is expecting something in return whenever somebody asked her to do something. This tends to be instrumental or physical in terms of material aspects.
Also in the stage 1 of the same developmental theory which is the punishment and development theory which is the punishment and obedience orientation. The physical consequences of action determine its goodness or badness. The self is dominated by other material forces of power. It is dependent on physical cause and effect. Learning moral value and obedience is determined out of fear.
SECTION F.
As I understood sections E which is the theoretical framework, I think one of the cause of my clinent child’s problem is her past experiences. Since we all knew that experience is important for development to occur, experience also plays an influential role in the maturation process. Since rochel was being spoiled by her parents, aunties and uncles, lola’s and siblings that’s why she shows some disruptive behavior such as her being attention seeker, her temper tantrums whenever she didn’t get something that she wants, her shifting from one task to another and asking and accepting lagay in return when somebody asked her to do something.
SECTION G. THERAPEUTIC PLAN
At the end of the Case Study my Client Child should be able to build the following:
G.1 KNOWLEDGE BUILDING
• To be aware of her own disruptive behavior and to evade those behavior
G.2 SKIILS BUILDING
• To do things with care,
• To learn how to give attention and focus on the task she is doing
G.3 ATTITUDE BUILDING
• To stop temper tantrums whenever she didn’t get something that she wants
• To be confidence in showing to other people her talents
SECTION H. THERAPEUTIC INTERVENTION
SECTION I. THERAPEUTIC PROGRESS
SECTION J. THERAPEUTIC RESULT
As a result of doing interventions (see sections h and I as reference) where Rochel together with her playmates play imaginatively pertaining to the issue of temper tantrums. He played the role as the parent and the one who played the role as her son temper tantrums when he was not able to give its wants. Aside from that he was also involved in the story telling activity and asked the lessons he learned and how to establish it. Though at first he was not cooperating in the activities at first but upon explaining him the satisfaction and change he would get after, it made him decide that he had to finish it.
SECTION K. SUMMARY/CONCLUSION/RECOMMENDATION
In summary, my client child’s unacceptable and disruptive behavior comes from the different factors. Fortunately, after several interventions made changes to her.
I therefore conclude that the behavior manifestation of my client child is affected by different factors such as how she threat by the relevant adults that surrounds him.
I would like to recommend that parents should let their child Rochel be aware of her own disruptive behavior and teach her to evade those behavior. They must also stop spoiling their daughter for it was also one of the reasons why she shows unacceptable behavior.
SECTION L. IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN
I believe that this experience of observing and holding a case study individually is one of the preparations for our future field as educators. Since through this, we are oriented that there is a possibility that our students will manifest their behavior differently from others or beyond normal. These really help us to learn how children’s behavior must be assessed.
Thursday, March 10, 2011
RESPECT THERAPY by Shiala
RESPECT THERAPY
VIEW OF HUMAN NATURE
Respect means taking someone’s feeling, needs, thoughts, ideas, wishes and preferences into coniderstion. We might also say it means taking all of these seriously and giving them worth and value. In fact, giving someone respect seems similar to valuing them and their thoughts, feelings, etc. It also seems to include acknowledging them, listening to them, being truthful with them, and accepting their individuality and idiosyncrasies. Respect can be shown through behavior and it can also be felt. We can act in ways which are considered respectful, yet we can also feel respect for someone and feel respected by someone. Because it is possible to act in ways that do not reflect how we really feel, the feeling of respect is more important that the behavior without the feeling. When the feeling is there, the behavior will naturally follow.
DEVELOPMENT OF MALADAPTIVE BEHAVIOR
Going back in time, respect played an important role in survival. If we think of a small tribe wandering in the desert we can imagine that a person not respect by anyone could be left behind and die. Such a person was considered to have no worth, no importance, no value to the group. This, I believe is the function of our psychological need to feel respected. Servants and employees and have salesmen constantly calling on him and catering to him, yet not be respected in the least. Someone could also make a lot of money through having a particular talent which is valued, such as being able to dunk a basketball yet not really respected, perhaps because of the way he treats others. Still, there is a value to respect which money can’t buy. Though someone’s life might not depend on it, there are times, many times in fact, when another person has the chance to make a personal decision-a judgement call. When that person feels sincere respect for someone else, they will make a different decision than if they feel no respect, even if they have customarily shown a false, pseudo-respect to the person. We can all sense whether we are respected or not. This holds true for those with money and power as well. Moreover, it is quite possible that those who pursue money are actually trying to gain a type of respect that never have truly felt. When we are respected we gain the voluntary cooperation of people. We don’t have to use as much of our energy and resources trying to get our needs met. When people respect one another there are fewer conflicts.
GOALS OF THE THERAPIST
Respect therapy seeks to help the client live with a respectful life. It serves to eliminate the need for power and money to gain respect from others.
FUNCTION OF THE THERAPIST
The major function of the therapist in respect therapy is being a model. He or She serves as a model to the clients in a way that he or she is taking that person’s feelings, need, thoughts into consideration.
The therapist should also be attentive to what they are saying. Make eye contact with them when they are talking and don't be day dreaming. Eye contact is the best way to show interest. Give them time to say what it is they want to say.
MAJOR METODS AND TECHNIQUES
Wait time- Give them time to say what it is they want to say
“How would you feel if” question- for them to have self reflection
APPLICATION
Applying Respect to ECED age Chilren
We all want our children to be respectful. Most would agree that this starts at home with the parents demonstrating respect to their children. However, many of us still fail to show our children respect, thus missing an important opportunity to cultivate respect in them. Showing respect to our children is not difficult, but sometimes it takes more time and thoughtfulness than we feel we have.
1
Stop what you are doing to pay attention to your child when he asks something of you. If this is not possible, ask him to wait a few minutes until you can give him your full attention.
2
Look your child in the eye when you are talking with her. This will let her know that you are not too busy to listen and that she matters to you.
3
Consider your child's requests thoughtfully instead of just blowing him off. Help them to understand that you are aware of his desires and concerns even if they cannot be fulfilled or addressed now or in the future.
4
Stop and think about the behavior your child is exhibiting that may be bothering you. Is it age appropriate? Does it relate to a frustration the child is having that may be hard for an adult to understand? Deal with the child in a kind but firm manner.
5
Speak kindly to your children whenever possible. Imagine you are speaking to someone else's child before responding in anger or frustration to your own child, this may temper the verbal blow you are about to hand out.
VIEW OF HUMAN NATURE
Respect means taking someone’s feeling, needs, thoughts, ideas, wishes and preferences into coniderstion. We might also say it means taking all of these seriously and giving them worth and value. In fact, giving someone respect seems similar to valuing them and their thoughts, feelings, etc. It also seems to include acknowledging them, listening to them, being truthful with them, and accepting their individuality and idiosyncrasies. Respect can be shown through behavior and it can also be felt. We can act in ways which are considered respectful, yet we can also feel respect for someone and feel respected by someone. Because it is possible to act in ways that do not reflect how we really feel, the feeling of respect is more important that the behavior without the feeling. When the feeling is there, the behavior will naturally follow.
DEVELOPMENT OF MALADAPTIVE BEHAVIOR
Going back in time, respect played an important role in survival. If we think of a small tribe wandering in the desert we can imagine that a person not respect by anyone could be left behind and die. Such a person was considered to have no worth, no importance, no value to the group. This, I believe is the function of our psychological need to feel respected. Servants and employees and have salesmen constantly calling on him and catering to him, yet not be respected in the least. Someone could also make a lot of money through having a particular talent which is valued, such as being able to dunk a basketball yet not really respected, perhaps because of the way he treats others. Still, there is a value to respect which money can’t buy. Though someone’s life might not depend on it, there are times, many times in fact, when another person has the chance to make a personal decision-a judgement call. When that person feels sincere respect for someone else, they will make a different decision than if they feel no respect, even if they have customarily shown a false, pseudo-respect to the person. We can all sense whether we are respected or not. This holds true for those with money and power as well. Moreover, it is quite possible that those who pursue money are actually trying to gain a type of respect that never have truly felt. When we are respected we gain the voluntary cooperation of people. We don’t have to use as much of our energy and resources trying to get our needs met. When people respect one another there are fewer conflicts.
GOALS OF THE THERAPIST
Respect therapy seeks to help the client live with a respectful life. It serves to eliminate the need for power and money to gain respect from others.
FUNCTION OF THE THERAPIST
The major function of the therapist in respect therapy is being a model. He or She serves as a model to the clients in a way that he or she is taking that person’s feelings, need, thoughts into consideration.
The therapist should also be attentive to what they are saying. Make eye contact with them when they are talking and don't be day dreaming. Eye contact is the best way to show interest. Give them time to say what it is they want to say.
MAJOR METODS AND TECHNIQUES
Wait time- Give them time to say what it is they want to say
“How would you feel if” question- for them to have self reflection
APPLICATION
Applying Respect to ECED age Chilren
We all want our children to be respectful. Most would agree that this starts at home with the parents demonstrating respect to their children. However, many of us still fail to show our children respect, thus missing an important opportunity to cultivate respect in them. Showing respect to our children is not difficult, but sometimes it takes more time and thoughtfulness than we feel we have.
1
Stop what you are doing to pay attention to your child when he asks something of you. If this is not possible, ask him to wait a few minutes until you can give him your full attention.
2
Look your child in the eye when you are talking with her. This will let her know that you are not too busy to listen and that she matters to you.
3
Consider your child's requests thoughtfully instead of just blowing him off. Help them to understand that you are aware of his desires and concerns even if they cannot be fulfilled or addressed now or in the future.
4
Stop and think about the behavior your child is exhibiting that may be bothering you. Is it age appropriate? Does it relate to a frustration the child is having that may be hard for an adult to understand? Deal with the child in a kind but firm manner.
5
Speak kindly to your children whenever possible. Imagine you are speaking to someone else's child before responding in anger or frustration to your own child, this may temper the verbal blow you are about to hand out.
Thursday, January 13, 2011
JOSELLE EPINO'S QUESTIONS
INTEGRATION OF PRACTISE
COMMON ELEMENTS
QUESTION
What do you think is the reason why expertise attitudes and as well as specific concepts are important?
ANSWER
Because these elements are central to most theories of family therapy. Psychologies believe that the practice of family therapy can be based on a sin thesis of key principles across multiple models.
KNOWLEDGE AND CONCEPT
QUESTION
What is the importance of knowledge about ethnical issue in a study of family therapy?
ANSWER
Knowledge is really important about the ethical issue in a study of family therapy because it should be include in a discussion for essential consideration.
NATURALISTIC CHANGE
QUESTION
Is there come in a point that your family members suddenly change in terms of interaction within your family? How?
ANSWER
Yes, after younger sister got sick.
And also when my brother had a baby and wife.
THERAPEUTIC CHANGE
QUESTION
What is the difference between naturalistic change and therapeutic change?
ANSWER
Naturalistic change means that it is the natural occurrence of change in relationships within the family. It is inevitable part of family life as times goes by it brings about a natural change in the family through the growth of the family. While therapeutic approach means that the behavioral can be brought about without insight or cognition by attending to interactional sequences and interrupting those that become associated with the identified problem.
COMMON ELEMENTS
QUESTION
What do you think is the reason why expertise attitudes and as well as specific concepts are important?
ANSWER
Because these elements are central to most theories of family therapy. Psychologies believe that the practice of family therapy can be based on a sin thesis of key principles across multiple models.
KNOWLEDGE AND CONCEPT
QUESTION
What is the importance of knowledge about ethnical issue in a study of family therapy?
ANSWER
Knowledge is really important about the ethical issue in a study of family therapy because it should be include in a discussion for essential consideration.
NATURALISTIC CHANGE
QUESTION
Is there come in a point that your family members suddenly change in terms of interaction within your family? How?
ANSWER
Yes, after younger sister got sick.
And also when my brother had a baby and wife.
THERAPEUTIC CHANGE
QUESTION
What is the difference between naturalistic change and therapeutic change?
ANSWER
Naturalistic change means that it is the natural occurrence of change in relationships within the family. It is inevitable part of family life as times goes by it brings about a natural change in the family through the growth of the family. While therapeutic approach means that the behavioral can be brought about without insight or cognition by attending to interactional sequences and interrupting those that become associated with the identified problem.
JESSICA FLORES' QUESTIONS
QUESTION
How are you going to maintain good interaction within your family?
ANSWER
To maintain good interaction in my family of course we must talk about something that is interesting and everybody can relate or have an idea or can share something about the topic. Giving respect to everybody in a way that when someone is speaking others should be listen to what he/she is saying.
QUESTION
Is it good to have a pattern of leadership and power manifest in the family? Why?
ANSWER
Yes! It is good to have a pattern of leadership and power manifest in the family Because when leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes or traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process of leadership, while the other attributes give the leader certain characteristics that make him or her unique. While in the part of the children they will know how to be submissive.
Here are some Significant relationships exist between leadership and such individual traits intelligence, adjustment, extraversion, conscientiousness, openness to experience, and general self-efficacy.
QUESTION
You as a future educator, how are you going to develop self-esteem of your student?
ANSWER
To develop my student’s self-esteem in will provide a positive environment for the students such as answering his questions to satisfy his curiosity, making the room conducive for learning etc.
How are you going to maintain good interaction within your family?
ANSWER
To maintain good interaction in my family of course we must talk about something that is interesting and everybody can relate or have an idea or can share something about the topic. Giving respect to everybody in a way that when someone is speaking others should be listen to what he/she is saying.
QUESTION
Is it good to have a pattern of leadership and power manifest in the family? Why?
ANSWER
Yes! It is good to have a pattern of leadership and power manifest in the family Because when leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes or traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process of leadership, while the other attributes give the leader certain characteristics that make him or her unique. While in the part of the children they will know how to be submissive.
Here are some Significant relationships exist between leadership and such individual traits intelligence, adjustment, extraversion, conscientiousness, openness to experience, and general self-efficacy.
QUESTION
You as a future educator, how are you going to develop self-esteem of your student?
ANSWER
To develop my student’s self-esteem in will provide a positive environment for the students such as answering his questions to satisfy his curiosity, making the room conducive for learning etc.
Wednesday, January 12, 2011
ANGELA BEMBENUTO'S QUESTION
INTERGENERATIONAL RELATIONSHIP
QUESTION
What is the biggest problem that your family encountered and how your family overcomes that problem?
ANSWER
The biggest problem that my family encountered was financial problem. Honestly we encountered that many times and still experiencing but the time where we really need money was when my younger sister was sick. During that time after she undergo into an operation my parents really don’t know where to get money for the hospital bill. But still we overcome that problem with the help of other people such as relatives, neighbors, and friends. THANKS GOD!!
TRANSITION AND DEVELOPMENT
QUESTION
Are you ready to have a family in the near future?
We as future parents, what you were going to do to build a good relationship with your children? Are you going to establish rules and regulations around your family?
ANSWER
I believe that the family that has a harmonious relationship is the family that talks to each other a lot of time, to go out and bond.
That’s why if ever I have my own family I will build a good relationship with my children and husband by making sure that I have a time for them to talk and to bond with them.
I will also establish rules and regulations within my family for them to know what is right and wrong and to be responsible in following the rules. Because I do believe that having a rules and regulations within the family could be an orientation for the children so that when they go out they will know how to follow the laws of their community, of their country. They will know and realize how important to be trained inside their homes.
QUESTION
What is the biggest problem that your family encountered and how your family overcomes that problem?
ANSWER
The biggest problem that my family encountered was financial problem. Honestly we encountered that many times and still experiencing but the time where we really need money was when my younger sister was sick. During that time after she undergo into an operation my parents really don’t know where to get money for the hospital bill. But still we overcome that problem with the help of other people such as relatives, neighbors, and friends. THANKS GOD!!
TRANSITION AND DEVELOPMENT
QUESTION
Are you ready to have a family in the near future?
We as future parents, what you were going to do to build a good relationship with your children? Are you going to establish rules and regulations around your family?
ANSWER
I believe that the family that has a harmonious relationship is the family that talks to each other a lot of time, to go out and bond.
That’s why if ever I have my own family I will build a good relationship with my children and husband by making sure that I have a time for them to talk and to bond with them.
I will also establish rules and regulations within my family for them to know what is right and wrong and to be responsible in following the rules. Because I do believe that having a rules and regulations within the family could be an orientation for the children so that when they go out they will know how to follow the laws of their community, of their country. They will know and realize how important to be trained inside their homes.
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