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

Assignment in ECED 13

Common problem in early childhood

Pre-school years (2-5 years)

In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.

Disorder	Short Description
Sleeping Disorder/ Insomnia	Disorders where disturbances in sleep or dreaming are major features.
Schizophrenia	Schizophrenia is a chronic and often debilitating mental illness. Schizophrenia is a kind of psychosis, which is an impairment of thinking in which the interpretation of reality is abnormal.
Personality Disorders	Personality disorders are pervasive chronic psychological disorders, which can greatly affect a person's life. Having a personality disorder can negatively affect one's work, one's family, and one's social life.
Eating Disorder
Somatoform Disorders	Physical symptoms that seem as if they are part of a general medical condition, however no general medical condition, other mental disorder, or substance is present.
Factitious Disorders	Patients with this disorder knowingly fake symptoms, but do so for psychological reasons not for monetary or other discrete objectives as in the case of Malingering. They usually prefer the sick role and may move from hospital to hospital in order to receive care.
Cognitive Disorders
Learning Disorders	Learning Disorders occur in three major categories: reading, mathematics, and written expression.
Trauma Disorders
Disruptive Behavior Disorders	Disruptive Behavior Disorders, also referred to also as Behavior Disorders, are the most common reasons children are referred for mental health practitioners for possible treatment.
Sexual Disorders	Sexual disorders are related to a particular phase of the sexual response cycle. Sexual disorders include problems of sexual identity, sexual performance, and sexual aim.
Psychotic Disorder	Psychotic disorders are mental disorders in which the personality is seriously disorganized and a person's contact with reality is impaired. During a psychotic episode a person is confused about reality and often experiences delusions and/or hallucinations.
Dissociative Disorders	A dissociative disorder is the breakdown of one's perception of his/her surroundings, memory, identity, or consciousness.
Anxiety Disorders	Anxiety disorders are the most common of emotional disorders, annually affecting more than 20 million Americans (approximately one in nine).
OtherPsychiatric Disorder
Sleeping Disorders
Parasomnias, Dyssomnia, Hypersomnia, Idiopathic Hypersomnia
Skin disorders	Approximately 25% of the UK population will develop a skin problem and, although self-medication is common, skin disease still accounts for 10% of the workload of family doctors.
Premenstrual Dysphoric Disorder (PMDD)	Premenstrual dysphoric disorder or PMDD is a condition associated with severe emotional andphysical problems that are linked closely to the menstrual cycle

This phase brings a rapid increase in intellectual abilities, especially in the complexity of language. Social development occurs as the child learns to live within the family. He begins to identify with the parents and adopt their standards in matters of conscience. Social life develops rapidly as he learns to interact with siblings, other children, and adults. Temper tantrums continue, but diminish and should disappear before the child starts school. At this age, the child has much curiosity about the environment and may ask a great number of questions.

In children aged 2-5, fantasy life is rich and vivid. It can form a temporary substitute for the real world, enabling desires to be fulfilled regardless of reality. Special objects such as teddy bears or pieces of blanket become important to the child. They appear to comfort and reassure the child, and help sleep. They have been called 'transitional objects'.

The child begins to learn about his own identity. He realizes the differences between males and females in their appearance, clothes, behavior, and anatomy. Sexual play and exploration are common at this stage.

According to psychodynamic theory, at this stage defense mechanisms develop to enable the child to cope with anxiety arising from unacceptable emotions. They include repression, rationalization, compensation, and displacement.

Temper Tantrum

Occasional temper tantrums are normal in toddlers, and only persistent or very severe tantrums are abnormal. The immediate cause is often unwitting reinforcement by excessive attention and inconsistent discipline on the part of the parents. When this arises it is often because the parents have emotional problems of their own or because the relationship between them is unsatisfactory.

Temper tantrums usually respond to kind but firm and consistent setting of limits. In treatment it is first necessary to discover why the parents have been unable to set limits in this way. They should be helped with any problems of their own and advised how to respond to the tantrums.

Can Children and Adolescents Have Bipolar Disorder?

Both children and adolescents can develop bipolar disorder. It is more likely to affect the children of parents who have the illness.

Bipolar disorder (also known as manic-depression) is a serious but treatable medical illness. It is a disorder of the brain marked by extreme changes in mood, energy, thinking and behavior. Symptoms may be present since infancy or early childhood, or may suddenly emerge in adolescence or adulthood. Until recently, a diagnosis of the disorder was rarely made in childhood. Doctors can now recognize and treat bipolar disorder in young children.

Early intervention and treatment offer the best chance for children with emerging bipolar disorder to achieve stability, gain the best possible level of wellness, and grow up to enjoy their gifts and build upon their strengths. Proper treatment can minimize the adverse effects of the illness on their lives and the lives of those who love them.

Child Anxiety

In ICD-10, anxiety disorders in childhood are classified as emotional disorders with onset specific to childhood. DSM-IV does not contain this category and with two exceptions classifies childhood anxiety disorders in the same way as anxiety disorders in adult life. The exceptions are separation anxiety disorder and reactive attachment disorder, which are listed under the heading 'other disorders of infancy, childhood or adolescence'. ICD-10 has a diagnosis of sibling rivalry disorder. DSM-IV does not have this diagnosis in the main classification, but sibling relationship problems can be coded under 'other conditions that may be the focus of clinical attention'.

Communication Disorder (developmental disorders of speech and language)

Children vary widely in their achievement of speech and language. Half of all children use words with meanings by 12.5 months and 97% do so by 21 months. Half form words into simple sentences by 23 months (Neligan and Prudham 1969). Vocabulary and complexity of language develop rapidly during the pre-school years. However, when children start school, 1% are seriously retarded in speech and 5% have difficulty in making themselves understood by strangers. The process by which language is acquired is complex and is still not fully understood.

GUIDANCE AND COUNSELING PROGRAM

Guidance and Counseling

St. Mary’s High School Guidance Department

The St. Mary’s Guidance Department is dedicated to providing every student with the opportunities needed to acquire the academic, spiritual, personal and career skills essential to graduating from high school and becoming productive citizens who are prepared to live as contributing and successful members of society.

There are many factors that impact a student’s academic performance and personal behavior. The Guidance Department provides students and parents access to various school and community resources. Students are encouraged to utilize guidance services individually and through the comprehensive guidance program which addresses the needs of students at each grade level. The St. Mary's Guidance Department also leads the CARE Team and assists with the following:

Standardized Testing
Post Secondary Planning

Career Planning

Scholarships

St. Mary's Guidance Counselors

Alex DeMatteis ’00, Guidance Counselor (N-Z)                              

Guidance Department                                                

Ext: 124

E-Mail: dematteisa@stmaryshs.com

B.S. in Secondary Education –Social Studies

M.A. in School and Professional Counseling

Start Year at St. Mary’s: 2006

Extracurriculars:

Assistant Varsity Football Coach

Assistant Freshmen Basketball Coach

Personal Information: 

Mr. DeMatteis attended St. Mary’s High School and graduated in 2000. After playing one year of college football, Mr. DeMatteis returned to St. Mary’s as a football coach in 2001. He earned his Bachelor of Science in Secondary Education (Social Studies) from Harris-Stowe State University in 2005 and began attending graduate school at Lindenwood University where he earned a Master’s of Arts in School and Professional Counseling in 2009. Mr. DeMatteis came on staff in the fall of 2006 teaching social studies and religion, and began coaching freshman basketball that same year. He joined the guidance department part time in 2008 and is entering full time work in the guidance office in 2010. Mr. DeMatteis was married in November of 2009 to his wife Jenn and enjoys spending time with his family, friends and the St. Mary’s community.

Why St. Mary’s?

There is no greater sense of brotherhood and community than that you find at St. Mary’s High School. The commitment of the school community at large to serve our young men is truly a blessing unto our students and an out pouring of love and support to each and every young man who walks through the doors of this dedicated institution.

Larreta Divis, Guidance Counselor (A-M)                 Guidance Department                                                 Ext:  113E-Mail: divisl@stmaryhs.com
B.S. in PsychologyM.S. in Guidance & Counseling

Start Year at St. Mary’s:  2000

Personal Information:

Mrs. Divis earned her B.S. in Psychology and her M.S. in Guidance & Counseling from Missouri State University. She joined St. Mary’s in the fall of 2000 as a guidance counselor. Prior to her experience as a high school counselor she worked at Missouri State University and the University of Tulsa. At the university level she worked with Student Athletes in the Academic Assistance Program. These programs focused on educational and eligibility success as well as career counseling.

Why St. Mary’s?

Because the sense of community among staff, students and parents.

Valerie Todd, Learning Consultant, Dean                                         

Guidance

Dean of Fine Arts, Foreign Language, Practical Arts & Guidance   

Ext: 111                                                                                            

E-Mail:  toddv@stmaryshs.com                    

B.S. in Education

M.A. in Educational Leadership

K-12 Special Education Certification

Lay Marianist

Start Year at St. Mary’s: 1997

Personal Information:
Mrs. Todd earned her B.S. in Education from the University of Missouri-St. Louis and her M.A. in Educational Leadership from St. Louis University. She has been the Learning Consultant at St. Mary's High School since the fall of 1997. As Learning Consultant, Valerie supports the classroom teachers in assisting students with learning differences. Prior to her experience at St. Mary's High School, Valerie served as a self contained special education teacher in the St. Louis Public Schools. She has K-12 special education certification in the areas of Learning Disabilities, Behavior Disorders and Educationally Mental Handicapped.

Why St. Mary’s?

I work at St. Mary's because it has a wonderful community atmosphere for the faculty, students and families that are a part of this community. I truly believe in the mission of the school and enjoy working to fulfill that mission.

Resumes

Students and their parents are encouraged to meet and communicate with the counselors and learning consultant as needed. The Guidance Department looks forward to working with all students and families and providing them with the highest level of professionalism and personal care.

MAKATURO: MAKATURO: The Unofficial Webpage of BEED Students ...

MAKATURO: MAKATURO: The Unofficial Webpage of BEED Students ...: "MAKATURO: The Unofficial Webpage of BEED Students of UCC ECED 11 - Assessing Behavior of Young Children"

jane.beed.3a: THE AMAZING TALENTS OF THE FILIPINOS

jane.beed.3a: THE AMAZING TALENTS OF THE FILIPINOS: "I. Dennis Orcollo is a Filipino billiard player and one of the Filipino's pride when it comes to this line of sports. However he was ..."

THE AMAZING TALENTS OF THE FILIPINOS

I.
      Dennis Orcollo is a Filipino billiard player and one of the Filipino's pride when it comes to this line of sports.  However he was not really well recognize.  He named after as "THE VETERAN CUE MASTER"  because of his great performance in playing billiards.  Several times he was an honored also to our country for winning from different country's competition.

II. 
      Dennis Orcollo did not recognize well by other Filipinos.

III.
      Dennis Orcollo is another pride of the Philippines, who also give honor to our country.

IV.
      Someday I will be a professional teacher and like Dennis Orcollo, I want to be a great teacher as I can.  I want also to be a pride of my school, for giving high quality of education to my students.

V.
      From this story I learned that everyone has a talent that God given us.  So from now on, I will develop that talent I have and share it.  I will use that talent to fulfill my dreams to be a great teacher.