MY PERSONAL APPROACH

" FAMILY AND MARRIAGE THERAPY"

I.  VIEW OF HUMAN NATURE

                In the early years, many defined the family in a narrow, traditional manner usually including parents and children. Biblically, it is significant that God created one male and one female.  The fact that God did not create one man and three women (or two men or two women, or any other combination), but created one man and one woman, gives us a clear message about His purpose in marriage.  God first expressed attitude toward His creation and joining together of man and woman was one of blessing: And God blessed them. Throughout the rest of Scripture, there is no indication that God has changed His initial attitude of blessings on marriage.

Let's consider the Hebrew words translated as leave and cleave.  Since the Scriptures teach a continuing responsibility to honor, respect, and in later life care for one's parents, leaving does not indicate a total break of relationship. Rather, it indicates the responsibility of the married person to establish a new and separate unit of society.  So leaving is one of the basic teaching of Scriptures that leads to the biblical concept of the nuclear family.  That is when a man and woman are joined together before God, they form a new, distinct unit of society and are responsible to God to fulfill His purposes in their life together.  The word cleave simply means to hold onto and not let go.  So cleave describes the permanence and sanctity of marriage.  A true biblical commitment in marriage means making a commitment to one marriage partner for life.

  One purpose of this study is to encourage our understanding and commitment to obeying the Scriptures in marriage and family relationships, and thus reap God's blessing.

  As the field has evolved, the concept of the family is more commonly defined in terms of strongly supportive, long-term roles and relationships between people who may or may not be related by blood. 

      

            Nowadays different problems arrises to different families which cause of separations and brokeness. Formal interventions with families to help individuals and families experiencing various kinds of problems have been a part of many cultures, probably throughout history. These interventions have sometimes involved formal procedures or rituals, and often included the extended family as well as non-kin members of the community.  Following the emergence of specialization in various societies, these interventions were often conducted by particular members of a community – for example, a chief, priest, physician, and so on - usually as an ancillary function.

II.  DEVELOPMENT OF MALADAPTIVE BEHAVIOR

                We will now consider some problems in marriage and family life that are experiencing of the most number of individuals in our present time.  Admittedly, many couples in our generation face problems and develop maladaptive behavior in their marriage and family life.  The first symptom of sin in the human race appeared in the husband/wife relationship.  Unequal yoke is one of the negative factor and often cause of argument in husband-wife relationship.  It is one of the Biblical role for husband and wife that the husband’s responsibilities in marriage and family life are intended by God to give direction, leadership, and spiritual strength to all in the family. But the concept of the husband's responsibility to "preside over" his home did not happen because sometimes the father himself has no direction, weak and irresponsible, maybe he did not ask for God's guidance and blessings.  Some have no plan to find a job to be the source of living for his family.  In that case the wife will shoulder the responsibility of the husband who is busy in finding way how she can give and support her family needs which cause negligence to the children. However being a wife and homemaker is a sacred and vital role in light of God's purpose for marriage and family life.  The wife should be the ruler and the one who are given the authority in decision making for the whole sphere of home life,  which in the contrary the husband did because in some cases the wife is at work and the husband are the one who left at home.   

Other problems in marrige and family relationships as additional for our study which we can also consider as negative factors that result in marriage and family failures.  Christians who spend a great deal of time counseling married couples report that four primary factors are seem to lie behind the failed marriages of those who claim to be biblically-oriented.

The first factor is improper choices.  Literature produced by Christian counselors seems to indicate that some marriages are directed toward trouble from the beginning, due to unwise and sometimes thoughtless choices,  In these relationships there is too much dependence on chemistry.  Often there is a high degree of infatuation and too little concern about personality and other aspects of the relationship.

The second factor is unrealistic expectations.  Often, when couples have serious problems in the relationship, one or both partners entered the relationshi expecting virtual perfection or instant change toward perfection from th other person.  People do not change just because they have stood before an altar and said, "I do!"

            The third factor is inadequate preparation.  Serious problems sometimes develop because of differences that could have been worked out if the couple had received wise and careful guidance in preparing for marriage.  Such differences can be so well developed before the couple has the spiritual maturity to grapple with them that the relationship may be far down the wrong parth before any corrective effort is expended.  When it comes to marital problems, the old adage,  "An ounce of prevention is worth a pound of cure," is certainly true.

            The fourth factor is unbiblical thingking.  This may exist in our expectations, values, goals or standards, and ideas of how to relate to another person in a close relationship.  Unbiblical thingking not only causes serious troubles in an individual's life, but is compounded in married life.

III.  GOAL OF THE THERAPY

            The goal of family and marriage therapy is to help family members improve communication, solve family problems, understand and handle special family situations (for example, divorce, death of one member of the family, serious physical or mental illness, or children issues), and create a better functioning home environment. Couples must learn to face these differences of opinion and establish ways to carefully and prayerfully talk out their differences.  For families with one member who has a serious physical or mental illness, family therapy can educate families about the illness and work out problems associated with care of the family member. For children and adolescents, family therapy most often is used when the child or adolescent has a personality, anxiety, or mood disorder that impairs their family and social functioning, and when a stepfamily is formed or begins having difficulties adjusting to the new family life. Families with members from a mixture of racial, cultural, and religious backgrounds. 

            One of the main goal of family and marriage therapy is to strengthen the bonds within the family.  Finding a solution to relationship problems and addressing issues facing families will help them better function with each other and independently. 

IV.  FUNCTION OF THE THERAPIST

 The role of the family and marriage therapist is to serve as the counselor to both the couples as well as the children and work with families and couples in intimate relationships to nurture change and development. Therapist tends to view change in terms of the systems of interaction between family members. It emphasizes family relationships as an important factor in psychological health.  The skills of the family therapist thus include the ability to influence conversations in a way that catalyzes the strengths, wisdom, and support of the wider system.

After an initial evaluation, therapists will decide if ongoing therapy, individualized therapy, group therapy or behavioral therapy is needed.  The therapist may also make a medical referral out to a physician or pediatrician if they feel medical assistance is needed.

V.   METHODS AND TECHNIQUES

            

          Involving families in solutions is often beneficial. This involvement of families is commonly accomplished by their direct participation in the therapy session. Therapist may needed to use instructions and application of biblical principles in facing and resolving family-related problems considering apostolic teaching in 1 Corinthians 7 in the Bible. Therapist can also use techniques in the internet which is fostering the growth of online programs that make courses and programs in family therapy more widely accessible. Using mass media techniques to increase public understanding of issues in family therapy has added a new frontier for amplification in the future and may also uses a range of counseling and other techniques including:

• communication theory
• media and communications psychology
• psychoeducation
• psychotherapy
• relationship education
• systemic coaching
• systems theory
• reality therapy

LEARNING QUESTIONS

LEARNING QUESTIONS:

I & II.

1.  Is it important for us teachers to assess the behavior of young children?

2.  Is there a need for us to know the ways on how to assess them properly?  Why?

3.  Why is it we need to know the feelings and emotions of our students with regards to assessment of 

      their behavior?

4.  Do you think discipline can contribute us in managing our classroom?  How?

5.  What assessment tools are you going to use to assess your students learning?  Give example.

III.  CIRCULAR QUESTIONING

1.  What are the significant contributions of Circular Questioning in our teaching strategies?

2.  How can you apply it in your teaching methods for preschool students? 

3.  How Circular questioning compare to other methods of counseling?

4.  What is the importance of using genegrams in this method of counseling?

5.  In what important aspects do the therapist must focus in gathering information towards his clients?

IV.  JOINING PROCESS

1.  What are the goals or aims of this method?

2.  How is it differ to other methods of interaction with the client?

3.  In what way do this method can help in counseling of the therapist to his clients?

4.  Is it necessary for the therapists to have a direct contact with the clients and their family?

5.  How can the family help the therapists in identifying strengths of the clients?

ECED 11 GROUP REPORT SUMMARY

Group 2: DETERMINE IF ADDITIONAL INFORMATION IS NEEDED

As teachers begin to engage in the authentic assessment process, or perhaps even before they may become aware of the need for additional information. As teacher evaluator must be aware about the children’s growth development and learning in order to know the children’s ability, skills in the particular age or stage of development, so that the teacher will think what kind of authentic assessment and teaching strategies can be used to DAP. And also teacher must be aware on how to integrate the past learning experiences to the present and bring you to going back to reality. Teacher begins to understand the instruction and assessment in one setting can produce multiple learning’s and assessment in a variety of developmental and curricular areas. Lastly the teacher must understand the individual differences and the developmental benchmarks.

 Teachers will need to think through their management and recordkeeping system in implementing the authentic assessment process. Again, there is no one correct way to operate. It is important for the teachers to select a management procedure that works for them.

*Internalizing ongoing Authentic Assessment

 Teachers need to internalize the place of the authentic assessment process within the total evaluation system and ultimately, in going improvement of the curriculum.

*Mandated Test

There are many mandated test that teacher can be used to assess the children’s weakness and strengthens and using the test scores the teacher should not be classified, labeled, grouped the students to intensive remediation on the basis of one standardized. There are some common mistakes in the use of standardized test information should be avoided such as halo effect, deficit effect, subject success effect, skill drill effect, because it can create biases to the students.

*Plan for Summative Assessments

 The summative assessment is done during the implementation of a program on a curriculum and it provides feedback for the improvement of instruction on the improvement of a particular program. Based on the test result the teacher will think the next step. While the summative assessment is conducted after the completion of a unit on a program. It provides an overall judgments of a success or failure. The summative assessment process includes five steps:

·        Identify the child’s strengths.

·        Document evidence of progress in learning and development.

·        Identify concerns.

·        Identify strategies to continued development.

·        Celebrate emerging development with the child and parent.

Group 2: Members

BEED 3-A

Herson Bello

Mary Jane Alminicido

Denise Joy Boloy

Christine Joy Francisco

Geraldine Tanayan

Jenesis Mateo

SUMMARY OF TRANSACTIONAL ANALYSIS

TRANSACTIONAL ANALYSIS (summary)

"The unit of social intercourse is called a transaction.  If two or more people encounter each other... sooner or later one of them will speak, or give some other indication of acknowledging the presence of the others. This is called transactional stimulus.  Another person will then say or do something which is in some way related to the stimulus, and that is called the transactional response."³

With this definition, Dr. Berne defined the basic unit of analysis.  At its simplest level, Transactional Analysis is the method for studying interactions between individuals.  By identifying and standardizing upon a single unit, development and promotion of this theory was easily facilitated.  Psychotherapists were able to read about Berne's theories and test them out in their own practices.  Dr. Thomas Harris stated in I'm OK - You're OK that in Transactional Analysis, "we have found a new language of psychology."

It should be noted that this approach was profoundly different than that of Freud.  While Freud and most other psychotherapists took the rather simplistic approach of asking the patient about themselves, Berne took an alternate approach to therapy.  Berne felt that a therapist could learn what the problem was by simply observing what was communicated (words, body language, facial expressions) in a transaction.  So instead of directly asking the patient questions, Berne would frequently observe the patient in a group setting, noting all of the transactions that occurred between the patient and other individuals.

Berne's Three Ego States

In addition to the analysis of the interactions between individuals, Transactional Analysis also involves the identification of the ego states behind each and every transaction.  Berne defined an ego state as "a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behavior."⁴

As a practicing psychiatrist in Carmel, California in the early 1950s, Berne treated hundreds of patients.  During the course of their treatment, he consistently noted that his patients, and indeed all people, could and would change over the course of a conversation.  The changes would not necessarily be verbal - the changes could involve facial expressions, body language, body temperature, and many other non-verbal cues.

In one counseling session, Berne treated a 35 year old lawyer.  During the session, the lawyer (a male) said "I'm not really a lawyer; I'm just a little boy."  But outside the confines of Dr. Berne's office, this patient was a successful, hard-charging, attorney.  Later, in their sessions, the lawyer would frequently ask Dr. Berne if he was talking  "to the lawyer or the little boy."  Berne was intrigued by this, as he was seeing a single individual display two "states of being."  Berne began referring to these two states as "Adult" and "Child."  Later, Berne identified a third state, one that seemed to represent what the patient had observed in his parents when he was small. Berne referred to this as "parent."  As Berne then turned to his other patients, he began to observe that these three ego states were present in all of them.  As Berne gained confidence in this theory, he went on to introduce these in a 1957 paper - one year before he published his seminal paper introducing Transactional Analysis.

Berne ultimately defined the three ego states as: Parent, Adult, and Child.  It should be carefully noted that the descriptions of these ego states do NOT necessarily correspond to their common definitions as used the English language.

Before describing each of the three ego states, it is important to note that these are fundamentally different than Freud's Ego, Id, and Superego. Berne describes this best when he writes in Transactional Analysis in Psychotherapy:

"It will be demonstrated that Parent, Adult, and Child are not concepts, like Superego, Ego, and Id, or the Jungian constructs, but phenomenological realities."⁵  Stated another way, Freud's ego states are unobservable, theoretical states; but Berne's three ego states can be confirmed with observable behaviors.

The following are detailed descriptions of the three ego states:

Parent - The parent represents a massive collection of recordings in the brain of external events experienced or perceived in approximately the first five years of life.  Since the majority of the external events experienced by a child are actions of the parent, the ego state was appropriately called Parent.  Note that events perceived by the child from individuals that are NOT parents (but who are often in parent-like roles) are also recorded in the Parent.  When Transactional Analysts refer to the Parent ego state (as opposed to a biological or stepparent), it is capitalized. The same goes for the other two state (Adult and Child)

Examples of recordings in the Adult include:

·         "Never talk to strangers"

·         "Always chew with your mouth closed"

·         "Look both ways before you cross the street"

It is worth noting that, while recording these events, the young child has no way to filter the data; the events are recorded without question and without analysis. One can consider that these events are imposed on the child.

There are other data experienced by the child that are not recorded in the Parent. This is recorded in the Adult, which will be described shortly.

Child - In contrast to the Parent, the Child represents the recordings in the brain of internal events associated with external events the child perceives.  Stated another way, stored in the Child are the emotions or feelings which accompanied external events. Like the Parent, recordings in the Child occur from childbirth all the way up to the age of approximately 5 years old.

Examples of recordings in the Child include:

·         "When I saw the monster's face, I felt really scared"

·         "The clown at the birthday party was really funny!

Adult - The Adult is the last ego state.  Close to one year of age, a child begins to exhibit gross motor activity.  The child learns that he or she can control a cup from which to drink, that he or she can grab a toy. In social settings, the child can play peek-a-boo.

This is the beginning of the Adult in the small child. Adult data grows out of the child's ability to see what  is different than what he or she observed (Parent) or felt (Child).  In other words, the Adult allows the young person to evaluate and validate Child and Parental data.  Berne describes the Adult as being "principally concerned with transforming stimuli into pieces of information, and processing and filing that information on the basis of previous experience"⁶  Stated another way, Harris describes the Adult as "a data-processing computer, which grinds out decisions after computing the information from three sources: the Parent, the Child, and the data which the adult has gathered and is gathering"⁷

One of the key functions of the Adult is to validate data in the parent. An example is:

"Wow.  It really is true that pot handles should always be turned into the stove" said Sally as she saw her brother burn himself when he grabbed a pot handle sticking out from the stove.

In this example, Sally's Adult reached the conclusion that data in her Parent was valid.  Her Parent had been taught "always turn pot handles into the stove, otherwise you could get burned."  And with her analysis of her brother's experience, her Adult concluded that this was indeed correct.

In an attempt to explain Transactional Analysis to a more mainstream audience, Dr. Thomas Harris developed the following summary.  Although this is a very good tool for beginners to learn, keep in mind that this a wildly simplified approach, and can have the effect of "dumbing down" Transactional Analysis.  The summary is as follows:

Parent - taught concept
Child - felt concept
Adult - learned concept

But not all transactions proceed in this manner.  Some transactions involve ego states other than the Adult.

This leads us to Parent - Child transactions, which are almost as simple as Adult-Adult transactions.  Quoting Dr. Berne in Games People Play: "The fevered child asks for a glass of water, and the nurturing mother brings it."⁸  In this, the Child of small child directs an inquiry to the Parent of his/her mother.  The Parent of the mother acknowledges this stimuli, and then gives the water to the child.  In this example, the small child's request is the stimuli, and the parent providing the water is the response.

One of the tools used by a TA practitioner is a structural diagram, as represented on the left.  A structural diagram represents the complete personality of any individual.  It includes the Parent, Adult, and Child ego states, all separate and distinct from each other.

                                                                                               

Transactional Analysts will then construct a diagram showing the ego states involved in a particular transaction.  The transaction to the right shows a Parent - Child transaction, with the Child ego state providing the transactional stimulus, and the Adult responding with the transactional response. This transaction matches the Parent - Child example listed above, with the fevered child asking his/her mother for a glass of water.

So far, the two transactions described can be considered complementary transactions.  In a complementary transaction, the response must go back from the receiving ego state to the sending ego state.  For example, a person may initiate a transaction directed towards one ego state of the respondent.  The respondent's ego state detects the stimuli, and then that particular ego state (meaning the ego state to which the stimuli was directed) produces a response.  According to Dr. Berne, these transactions are healthy and represent normal human interactions.  As Berne says in Games People Play "communication will proceed as long as transactions are complementary."⁹

GROUP 5 MEMBERS:
ALMONICIDO, MARY JANE
FRANCISCO, CHRISTINE JOY
SANTANDER, MARLYN
GARCIA, NANCY
LOREZO, JACKYLYN

CHRISTMAS IS FOR SALE

CHRISTMAS IS FOR SALE

            Everytime I spent Christmas I always remember when I was a child.  I used to visit my godfathers and godmothers house to ask for a gift or money.  Every children do the same thing.  But there is something that I have notice in their house, theres a lot of things wrapped in a colorful chritmas wrapper under their christmas tree.  Things that make me confuse and I ask myself why is it theres a need for gift giving every christmas and why did it everyday? My mother explain to me that christian people traditionally celebrated christmas usually with preparation including food, house decors and christmas presence in a form of cash and mostly in kind.  As early as September in every year people started to make a countdown for their preparation period.  But my question have not been answered by my mother’s explanation.

Years pass by, It was christmas eve when I remember those usual tradition I have been experienced.  I was already  17 year old and I realize I am no longer a child anymore and the saddest point here is I’m not able to do the same thing I was doing every christmas when I was a child. 

Many years had pass, I have been blessed with a family and children of my own.  Every christmas my children do also the same thing I did.  They visit to their grandparents house and blessed but ofcourse not to mention the importance of the christmas presence they expected to receive from them.  And like my grandparents I’m now also have a plenty of grandchilds which every christmas visited me to ask for a gift also.  It is fun to have them atleast at this point of time wearing their best christmas dresses and shoes.  Children will get sad feelings if they did not receive any gifts or money as well as a parents like us,  it seems like the christmas will be postponed if we don’t have enough money to buy everything we need to overcome the seasons.  We are preparing for a lot of things to celebrate the christmas completely as we plan for it.  We are rushing everything to make it perfect.  But on the contrary I realize that celebrating christmas every year of my life in a traditional way since then is too mush wasting of money, effort and time.  It is just because Christmas is being for sale everytime we celebrated it the same way.  It is not about money nor a material thing that makes us happy during this season, but it’s about simplicity of having God in our lives that bring us joyous christmas at all.  We are preparing for everything but yet were not preparing ourselves for the birthday celebrator to give him gifts that He wanted us to offer for Him, our faith, acceptance and whole life.  Therefore Christmas for me is for sale in exchange for the most important thing, God.

MY HAPPY THOUGHTS

"A BRACELET, A CHAIN"

I.  SYMBOLIZES MY HAPPY THOUGHTS

          A bracelet or a chain symbolizes my happy thoughts. Because it reminds me of those happy moments and experiences in my life.  The first thing that makes me happy is when I accept Jesus Christ in my life as my God and Savior. Second is when He gave me my own family.  A bracelet or a chain shown the link to each other strongerly, even sometimes others may get weak but still they stick on together. That's the life I had, a link to God and my family through trials and prosperity we are very happy and contented together.

II.  HINDRANCES IN MAINTAINING MY HAPPY THOUGHTS

          1.  Trials in the family like sickness, misunderstanding and light financial problem sometimes make me  
               sad.

          2.  Busyness or lacking of time to God and my family due to extra curricular activities in school.

          3.  Pride and Anger

III.  THINGS TO PREVENT HINDRANCES IN MAINTAINING MY HAPPY THOUGHTS

          1.  Enough faith to God and proper communication to each otherm, or each member of the family when 
               problem arises, on how to overcome it.

          2.  Proper time management to avoid neglecting the bonding with the family.

          3.  Learn to forgive and forget when quarrel comes.  Practice the pause attitude or the self control.

PROBLEM CHECKLIST

Social & Emotional Development


1. I participate in classroom routines and undertake new tasks with confidence.

• follows classroom routines
• participates in group activities
• continues trying when things are hard
• chooses own activities at playtime

2.I show independence in caring for myself and meeting my needs.

• dresses self
• eats with utensils
• takes care of toileting needs

3. I show an ability to work and play in my classroom.

• plays with friends at school
• takes turns and shares with others
• role plays cooperatively

4. I am aware of my emotions and express them constructively.

• expresses own feelings constructively
• displays self-confidence and manages own emotions
• identifies feelings of others
• responds appropriately to others
• with teacher's help, solves problems with words Physical Development