GUIDANCE COUNCELLING APPROACHES	SCRIPT	STRATEGY	LEARNINGS EXPECTED FROM THE STUDENTS
A.      Adlerian Therapy Approach	Teacher:  Hello Danny, what can I do for you? Danny:  Teacher, I do not really want to do activities with my classmates.  They are all destructor.  I prefer to do things by myself than to let them ruin everything just like what they did before... Teacher: How did you say that they are non-sense at all? Danny:  Because, they just keep on depending on me every time that we have our group activity. They do not give their ideas and just let me to do everything.  In fact, the last time they gave help, they ruined our work! I do not want it to happen again. Teacher:  Why do you think the reasons why they just let you to do the whole things? Danny:  Maybe because I am the leader in the group. Teacher:  Do you think that it is good that as a leader you will do everything? Danny: No, it is everybody's job.  But they will just destroy our product again if they will help. Teacher:  How did you say so? Danny:  Because they just did it already. Teacher: Have you tell them about this? Danny: No, I haven't.  Well, anyway, I prefer to do activities for the group alone. Teacher: Was there somebody who had ever asked you to help? Danny: Yes, Sara and Lino does.  But, I am afraid to let them help.  They will just ruin everything. Teacher:  Did you tell them those things? Danny:  Yes. And I won’t let them to do it again. Teacher:  If you were Sara and Lino, after hearing those, how would you feel? Danny:  Hmm...  I will feel offended.  I will not offer help anymore. Teacher:  Do you think they also felt the same when you did not let them to be part of the activity? Danny: Yes, I think so. I think I offended them. Maybe that is also the reason why they did not help me in the activities. Teacher:  Do you think your activities will be easier if all of you will work for it? Danny: Yes, I think it will teacher. Teacher:  So, what are you planning now? Danny:  I will approach my group mates and tell them that I am really sorry about what I did.  I will tell them that we should work together to do the activity well.	Play Therapy Adlerian Play Therapy is a component of the complete program of Adlerian Therapy. The Adlerian Therapy is a growth model that stresses a positive view of human nature and that we are in control of our own fate rather than a victim of it. Emphasis is placed on the individual’s strivings for success, connections to others, and contributions to society as being hallmarks of mental health. Adlerian Play Therapy focused on structured and acceptable form of play to aid in the other aspects of the therapy. This is especially important with children who are not generally receptive to opening up to strangers about their feelings.	Adlerian psychotherapy is both humanistic and goal oriented. It emphasizes the individual's strivings for success, connectedness with others, and contributions to society as being hallmarks of mental health. Birth order is considered important in understanding a person's current personality, yet the therapy is future-minded, rather than retrospective.  With this approach, the students will be able to understanding their own unique lifestyle and of each individual before working toward change.
B.  Psychoanalytic Therapy Approach	Teacher: A pleasant morning Lita, I've seen you very sad today.  Lita:  Teacher, I hate my Mom, she does not care to me at all. Teacher:  Would you mind to share how you said that.  Feel free to tell me okay.  I am your teacher and I will listen to you as long as you want me too. Lita:  I hate my mother; she does not care to me at all.  She does not even care about my schooling.  She plays cards for the whole day and seems to not mind if I and my siblings have eaten our dinner. Last night, I saw her drinking alcohol and she just let my little sister crying.  We got no money at all but then she still does her vices and I hate it! I really do.  I am planning not to go home now and leave them.  But, I am thinking about my siblings.  They were too young just like me.  I curse my mother...  she don't care. Teacher: As I can see it, you were too stressed about what you feels right now.  Why don't you try to imagine that I am your mother and you are talking to me right now?  Tell me about your feelings and your hatreds.  Feel that I am your mother and not your teacher anymore.  Go ahead child, I am willing to listen. Lita:  Mom, why are you like that? Don't you love us? You were not like that since father left us.  We love you mom! But you are making us feel that we are nothing to you... why mother? Why? Do you not really care about us? You know? I am starting to hate you! You and father... I hate you both!  I pray...I pray a lot just to erase this hatred.  Mom I love you but you are showing that you do not deserve it... Please Mom, please come back. We need you and we love you. Teacher: Was that all? Lita: Yes, teacher.  That is what I would like to tell to Mom.  And I think I have said everything that I want. Teacher: How do you feel right now? Lita: Better than a while ago.  I feel that I had explained everything to mom already. Thanks teacher.	Transference- denotes a shift onto another person—usually the psychoanalyst—of feelings, desires, and modes of relating formerly organized or experienced in connection with persons in the subject's past whom the subject was highly invested in. This may be used in the ECED classroom situation, just like with how it was used in the example, by where the teacher, as the therapist, will try to let their student-client to transfer their concentration of emotional energy on an object or idea from one person to the form, personality, or characteristics of another to mobilize its emotional energy associated with instinctual drives that leads him/her to a particular behavior	With the help of the effective psychotherapist, the student may learn to understand unconscious past forces which affect current emotions and behaviors.   It involves looking at early childhood experiences in order to discover how these events happened and shaped the child that leads him/her to current actions
C.  Person-centered Theory Approach (Rogerian psychotherapy)	Teacher:  You look not fine Tristan, is there anything wrong? Tristan:  Nobody from my classmates wants to play with me. Teacher: They are? Tristan: Yes teacher and I want to take revenge. Teacher:  Okay, first, I want you to calm down and breathe peaceably for 5 seconds… Teacher is willing to listen, just tell me what happened and tell me confidently how you feel. Teacher is someone you can rely and trust with. Tristan: Yes teacher… I am happy to know that. Lily and Troy do not want to play with me that is why I just played my toy alone in the school yard. Teacher:  Why do you think that they acted that way? Tristan:  Well, I don’t know?! Teacher:  How do you feel after that? Tristan:  I hate them both.  I will not treat them as my friend anymore. They were ugly and bad. Teacher:  What made you think to do that? Tristan:  Because they do not want to play with me. Teacher:  I know how it feels to be alone Tristan, but have you ask them why they treated you that way. Tristan: I think, I don’t need to ask.  Yesterday, I did not let them to play with my bike.  But you know Teacher it was given to me by my father from abroad and I am afraid that it will broke. Teacher:  What do you think the felt after that? Tristan:  I saw them disappointed.  Maybe that was the reason that they did not play with me anymore. Teacher:  Do you think so? Tristan: Yes teacher.  It was my entire fault. Teacher does not say anything like that but what made you think that? Tristan:  Because, I knew my friends just want to play with me and they felt very bad because I did not let them to play with my toy. Teacher: So, what are you going to do now? Tristan:  I will talk to them and say sorry.  Thank you teacher for helping me to realize these things.	Therapist Empathic understanding The therapist experiences an empathic understanding of the client's internal frame of reference. Accurate empathy on the part of the therapist helps the client believe the therapist's unconditional love for them.Therapist Unconditional Positive Regard (UPR): the therapist accepts the client unconditionally, without judgment, disapproval or approval. This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their view of self-worth was distorted by others.	The students may increase self-esteem and greater openness to experience, better self-understanding; lower levels of defensiveness, guilt, and insecurity; more positive and comfortable relationships with others; and an increased capacity to experience and express feelings at the moment they occur.  With success of the therapy the client-child will improved self-esteem; trust in one's inner feelings and experiences as valuable sources of information for making decisions; increased ability to learn from (rather than repeating) mistakes; decreased defensiveness, guilt, and insecurity; more positive and comfortable relationships with others; an increased capacity to experience and express feelings at the moment they occur; and openness to new experiences and new ways of thinking about life.
D.EXISTENTIALIST THERAPY APPROACH	Faye:  Teacher, I heard that my parents will have their divorce papers to be signed today.  I do not want this to happen! Teacher:  Okay, Faye, teacher is willing to listen but please calm down first and take a deep breath. Faye:  I don’t want to see my parents to have their divorcement.  I heard them talking about it this morning. Teacher: Faye, my child, you are too young to have discuss about it. Divorcement? How do you understand that word? You are not in your proper age to say and talk about this word. Let you parents talk about it okay?  So for now, just do what you to do in the class and make them to be more proud of you.	Existential psychotherapy is based on the philosophical belief that human beings are alone in the world, and that this aloneness can only be overcome by creating one's own meaning, and exercising one's freedom to choose. The existential therapist encourages clients to face life's anxieties head on and to start making his own decisions. The therapist will emphasize that along with having the freedom to carve out meaning comes the need to take full responsibility for the consequences of one's decisions. Therapy sessions focus on the client's present and future rather than his past.	Finding personal meaning: the client-student is encouraged to find her own meanings and truths. Taking responsibility for decisions. Living in the present: the goal is to get the person to believe to experience life and to live more fully in each moment. Increasing self awareness and authentic living.
E. Gestalt Therapy			The student client become more self aware, to live more in the present, and to assume more responsibility for taking care of herself.
F. Reality Therapy
G. Transactional-analysis Therapy			The student learns how toevaluate her past decisions and how those choices affect her present life, in the belief that greater awareness will lead to better decision-making and judgment calls in the future.
H. Behavior Therapy
I. Rational-Emotions Therapy			The students will beencouraged to change her actions to align with her new, rational beliefs to relieve her emotional problems. This active approach often includes homework assignments.
J.  Interpersonal Therapy

CASE STUDY

A.    PERSONAL DATA SUMMARY

Name of the Child:  Carmelo Anthony A. Villanueva

Nickname of the Child:  Ton-Ton

Gender:  Male

Birthday:  June 17 2005

Place of Birth:  Caloocan

Age:  5 years old

Address:  Brgy.178 Pechayan St. Camarin Caloocan City

Parent

Mother

                Name:                 Jazell A. Villanueva     

               

    Age:                     26         

               

   Citizenship:        Filipino

               

    Religion:             Roman Catholic

               

    Occupation:        Housewife

               

Father

    Name:                   Bernard D. Villanueva

    Age:                       27                              

               

    Citizenship:         Filipino

               

    Religion:               Roman Catholic

               

    Occupation:          Businessman

      Birth Order:  First (Only Child)

       

 School

   Name:                      Mandex Tutorial Learning Center

   School Address:      San Isidro Purok IV Camarin Caloocan City

   Grade Level:           Kinder II

B.  THE JOINING PROCESS

I have first met Ton-Ton, as he was being called by his family and his peers, when he was just on his two years of age.  He is a nephew of my friend whom he lives with in the same house.  I usually have bonding time with Ton-Ton as I come there, in their house, to visit my friend.  I do treat Ton-Ton as my little brother and I do know him just as how his family knows him too.  I found it easy to conduct the study because I know how to deal well with the child.  Despite of this closeness that I have with Ton-Ton, I made it sure that I will not be bias and be very objective about the result.  The family as well, whom the one who recommends the child was cleared about the objective and the purpose of the study and so they are into the accuracy of the study that I will be conducting.

The people involved in the study are Ton-Ton’s parents, his grandmother (Lilybeth D. Villanueva), his uncles (Sandy, and Francis Villanueva), his teacher in the school, and his peers (Sara and Popoy).  Although Ton-Ton is my first choice to be my client, my friend, which is his Uncle, is the one who really helped me out to made Ton- Ton’s parent let their child to be part of the study.

C.     PRESENTING THE PROBLEM

To present the problem, I prefer to ask Ton-Ton’s parents, his teacher, grandmother (Lilybeth), his uncle (Sandy) and his peers (Sara and Popoy) about him as the sources.

According to Ton-Ton’s mother, the child often observed to be so playful and sometimes inattentive especially when he is being asked to do something.  He is easily distracted and often may not seem to listen.  They were also being asked to go to his school by the teacher because of Ton-Ton’s misbehaving.   

His uncle said that every time that he is playing with Ton-Ton, he observed that the child cannot wait for his turn.  He always wants to be the first one to have the chance to play a toy or he always wants to make a try on the game even though he had his tries on it already.   Ton-Ton usually exclaims, “ako ulit… ako naman”, though somebody is using or playing it.

Based on his grandmother, if Ton-Ton is out (even inside the house), he used to run and shout that tend to disturb everybody even other children that plays.  If he is watching, he get easily bored from the show and what he will do is leave the living room and do something else.

When the father is being asked about his child, he said “ay yan? Hyper na bata!”.  Ton-Ton, aside from his nickname, he is also being called as “hyper”, short for the word Hyperactive.  According to the father, Ton-Ton usually leaves any activity that he is already engaged with, like doing his assignments or keeping his toys to run to the window or opening the cabinets without being aware of why he does it.   When he is angry, he shouts or strikes out before he can be offered an explanation.  Sometimes, he cannot notice that he is being called by his mother or by the others already because of being too busy in doing many things like running or climbing up chairs and furniture.
When I asked Ton-Ton’s teacher she said that she observed that Ton-Ton, aside from how his parents and relatives described the child, he has difficulty in concepts such as left and right.  He often performs repetitive behaviors like pencil tapping on his table while listening to the teacher, arms swinging while falling in the line and even finger tapping.  He finds it hard to make strokes with pencil longer than they meant to be and cannot use pencil well as well.

A.     PSYCHOLOGICAL HISTORY

D1.  Time line

June 17 2007: According to the mother, it was on Ton-Ton’s second birthday when they had a very big celebration.  They decided to have Spiderman theme since it was Ton-Ton’s favorite character.  Ton-Ton that day was very happy and enjoyed the gifts given by his visitors.  When Ton-Ton is being asked about his “Spiderman Party”, he immediately went to the center table where the albums are placed then he get the album of his birthday celebration and excitingly shared what he can remember about that day.  Although he cannot remember who those in the pictures are, he knows that it was his birthday that time.

December 25 2007: The whole family celebrated their second Christmas in Baguio City.  Since it was Ton-Ton’s first time to be at Baguio, he had fever for 2 days.

January 1 2008: It was Ton-Ton’s first time to celebrate at her grandmother’s house (mother’s side).  At first he was too shy to talk but then later on as he saw the gifts for him, he started too roomed around.

March 13 2008: Ton-Ton’s first time to go and see airplanes in the airport happened when his grandfather has to go abroad to work.  He was very happy that time and so naughty that he want to explore the place alone.

August 2008: the child got minor burns when, according to her mother, she forgot to off the candlelight in their sari-sari store.  Ton-Ton played it and accidentally burned its left shoulder.  Although it was a minor burn, they decided to bring Ton-Ton to the hospital.  It was also in the same month, right after Ton-Ton got home from the hospital, when Ton-Ton saw his parents fighting.  His mother stated that Ton-Ton screamed aloud when he saw his father threw the flower vase to the door.

June 8 2009:  Ton-Ton was enrolled as kinder at Mandex Tutorial Learning Center.  Weeks after, his parents were called by his teacher because of kicking his classmate.  His father taught Ton-Ton to say sorry for what he did in front of his classmate as his punishment and promise not to do it again, told by the mother.

March 28 2010: on their graduation day, Ton-Ton received ribbons: one for best in artworks and the other one are for best in music. He was awarded as best in counting. He also got tokens from his friends Sara and Popoy.

June 8 2010: Ton-Ton was enrolled in Kinder 2 at the same school.  He needs to be enrolled in kinder as what his parents requested and also the will of his grandmother.  On the first two weeks of the class, his parents were called because Ton-Ton does not participate in the class.  He does not listen to the teacher and wants to always explore around the room.

June 17 2010: he received a gift from his Lolo abroad (bicycle) for his birthday.  Ton-Ton was very eager to play with it and tend to ignore his visitors.

September 23 2010: according to his mother, they were called by the teacher because Ton-Ton had punched his two girl classmates during the play time.  Based on the teacher, when Ton-Ton was not able to play in the see-saw because the two girls were there, he punched them to their faces.

January 3 2011: as what his mother stated, Ton-Ton was admitted in the hospital because of the foods he ate.  Despite of telling Ton-Ton not to eat the spaghetti on the table, the child still eat it.  

     


    D2.  Geno gram

           



    D3.  Sociogram

       AT HOME

                        

On this diagram, it shows that Ton-Ton and his parents are cliques.  They all like each other.  Ton-Ton is liked by his Tito Sandy but then he was not one of Ton-Ton’s choices, it was a one way choice by his Tito Sandy. His mother and his Tito are mutual choice they both choose each other. Ton-Ton’s Lola, his father and he are also cliques.

This diagram was made with the family members by which Ton-Ton lives with.