make-believe paradise
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.
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