My Case Study

Case Client Child

A.    Personal Data Summary

The client child is Ed John B. Arias. He is 6 years old boy. He has born at Bagumbayan, Daraga Albay on September 26, 2004. He is a Filipino citizen. His height is 3”7 and weight 21 kgs. His religion is Catholic. His father is Mr. Eddie L. Arias. His mother is Mrs. Eden B. Arias. He has 5 siblings named: Judelyn, Edward, Edrick, Shaira and Janella. The client child is the second child. He is studying at Mary’s Child Day Care, 11:00am-1:00pm every Monday to Friday.

B.     Joining Process

I talked to the parents of my prospective client child. I ask her a permission if it's okay to her to conduct a case study for her child. The mother allow me to  con duct a case  study because I told her that it will be confidential and her neighbors will not make rumor about their life. I build a friendly relationship to my client as well as to the parent and other siblings. I always smile to them and treat them as my friend. I don’t threaten my client child. Like in Person-Centered Therapy, I just wait him to talk and write it down on my notes. We are like playing a game so that my client will not be shy to cooperate and answer my questions.

C.    Presenting Problem

According to Mrs. Arias, the mother of my client, she states that his son is very annoying and also selfish. She said that my client child never let anyone to borrow his toys if he likes to play with it. He gets angry if his siblings borrowing his toys.

According to Ms. Yambao, the teacher of the child, he is very talkative inside the classroom. He seems to speak continuously that cause some noise and distract the class.

D.    Psychosocial History

D.1. Time Line

·         January, 2004 – Ed John was conceived to “balot”

·         September, 2004 – The grandparents feel happy but at the same time nervous because when the mother gave birth to Ed John, the umbilical cord is coiled in the baby’s neck that cause him to turn violet.

·         May, 2006 – Ed John is self-centered and very selfish. He is the cause of his sibling to cry.

·         June, 2010 – At the first day of school, he already knows how to write. He did not cry in the first day of school.

D.2. Genogram

         


              


              


                In the genogram above, it shows that a client child has a good relationship in most of the men in his mother side and in the father side. He also have good relationship to his siblings. But he has poor relationship to his grandparents on both sides.

D.3. Sociograph

D.3.1. Home Setting

“Two Names of Siblings You Want to Join in Your Play/Games”

         In the home setting, Edward got the most number of choice by his siblings. It was followed by the client child who have received choice. It seems that they want them Ed John to be part or join to the game. So, the client child has good social relationship to his siblings.

D.3.2. School Setting

“Two Names of Classmates You Like to Invite to Your Birthday Party”

In school setting, most of the student choose Ed John  and Crizalyn to invite to birthday party. It shows that the two chilren are friendly in their school. And Rhea May and Lovely are the isolated children because no one choose them to the birthday party. Ed John and Mimi, Ed John and Mark, and CJ and Crizalyn have the mutual choice because they have chosen each other.

D.4. Personality Dynamics for Self-Mastery

The client child shows mastery in the work he needs to accomplish in school or in home. He usually follows the directions of his parent and teacher. The child can handle the simple things or problems come into his life. He can solve it by his own and use his creative thinking wisely.

D.5. Personality Dynamics for Relationship

The client child is obedient to his parent. They are happy to see that they’re child follow what they told him to do. He is industrious and he established good relationship to his parents. With his relationship to his five siblings is slightly worst. He doesn’t want to lend or borrow the toys he used to play with to his siblings. He is enjoying playing with himself and distracted to someone who want to join to him. In the school, he is very talkative. He also has self-confidence to talk to other and not shy to express his emotion. Even though, talking is good but too much of it can irritate someone and might distract the flows of the lesson. The teacher and his classmates sometimes feel unease to socialize with him but still the client child gained friends by his attitude.

D.6. Personality Dynamics for Action

An activity that the child does is usually a household chore. He can arrange the bed sheet and pillows. He helps cleaning the house with his siblings. He can be trusted also to go outside their house to buy foods or things his mother told him to buy. The skills that the child knew are the counting numbers, adding and number sequence. He is also good in English skills. He can understand the word and pictures in the books. He also likes to sing and dance. He used his body to move gracefully and actively.


E.     Theoretical Framework

Client Child Behavior	Concepts, Principles and Theories of Learning	Descriptions
Likes to engage himself to play	Lev Vygotsky (Cognitive Development Theory)            Playing games activities	The child engages in symbolic activities and creative play.             The child starts to understand how to cooperate in group activities in his school.
Very talkative and aggressive	Raymond B. Catell and Gordon Allport (Personality Theory)           Poor traits: talkativeness and aggressiveness	The child possesses these poor traits. Talkativeness is very observable in the classroom while aggressiveness typically happens in the house.
Can read and write letter and words and good in counting numbers	Howard Gardner (Multiple Intelligences Theory)             Linguistic and Logical/Mathematical Intelligences	The child is word-smart and number-smart. At early age, he already knows how to read, write and count numbers.
Self-centered and selfish to his siblings	Arnold Lee Gessel (Behavioral Theory)            In personal and social behavior, the child wants to be the first and the best which often lead to conflict with playmates or brothers and sisters.	The child doesn’t allow anyone to borrow his toys while playing and he seems to be selfish to his siblings when he is involved in play.

F.     Prognosis

As my case study go on process, I gathered information to know what the common problems of my client child is. I realized that it is mild problem. For further learning and acquisition of knowledge, the child can have a big possibility to change his bad attitudes or behavior toward his parent, siblings, and teacher. Although the child have shown good behavior like good grades in his studies, obeying his parents and trustworthy in household chores, they highlighted the problems they observe to the child. Talkativeness is the poorest traits that his teacher doesn’t like to him. For his parent, being annoying and selfish are the behavior they don’t like. For his siblings, is about his attitude of being selfish and self-centered.

G.    Therapeutic Plan

G.1. Knowledge Building

At the end of the case, the client child must be able to build knowledge about:

•        Identifying the likes and dislikes of his siblings and classmates
•       Distinguishing the do’s and don’ts of his parent and teacher.

G.2. Skills Building

At the end of the case, the client child must be able to build skills about:

•        Social skills
•        Numeracy skills
•        Communication skills

G.3. Attitude Building

At the end of the case, the client child must be able to build values about:

•       Spirituality
•       Self-discipline
•       Love selflessness
•       Responsibility

H.    Therapeutic Intervention

Objectives	Activities	Schedules
Knowledge Building       Identifying the likes and dislikes of his siblings and classmates       Distinguishing the do’s and don’ts of his parent and teacher.	Reading stories about the importance of having friends. (Snow White and the Seven Dwarfs)       Playing the “Listen, Listen and Do”	Saturday       Saturday
Skills Building       Social skills       Numeracy skills       Communication skills	Playing “The More We Get Together”       Playing “toothpick count”       Cutting pictures of different communication media and explaining what the purpose of each is.	Monday       Monday       Sunday
Attitude Building       Spirituality       Self-discipline       Love selflessness       Responsibility	Going to church and attending kiddies’ mass.       Playing “I Have Two Hands”       Role playing in showing how to be kind and friendly.       Making checklist of household chores to be done.	Sunday      Wednesday      Wednesday              Wednesday

I.       Therapeutic Progress

Activities	Schedules	Progress Evaluation
Reading stories about the importance of having friends. (Snow White and the Seven Dwarfs)       Playing the “Listen, Listen and Do”	Saturday       Saturday	The activities on reading story about “Snow White and the Seven Dwarfs” help the child to appreciate the importance of having good relationship to his friends and siblings.       These activities become effective to the child. He realizes that it is important to listen to the teacher and to parent while talking with him.
Playing “The More We Get Together”       Playing “toothpick count”       Cutting pictures of different communication media and explaining what the purpose of each is.	Monday     Monday       Sunday	The child improves his social skills toward his classmates and enjoys the play.       It sharpens the child minds in counting many numbers, its sequence and to have control to his fine motor skills.       It becomes effective to the child to appreciate well the beautiful side in communicating and the use of different media for creative conversation.
Going to church and attending kiddies’ mass.       Playing “I Have Two Hands”       Role playing in showing how to be kind and friendly.       Making checklist of household chores to be done.	Sunday      Wednesday       Wednesday        Wednesday	The child starts to establish his faith to God. He still doesn’t know the purpose of involving God to his life but as he grows old, he will discover it.       It helps the child to care for his body and to maintain cleanliness in his self.       It becomes effective to the child, because he become kind and friendly to his friends and siblings and plays and shares the toys with them.       The checklist becomes useful for the child. He finished tasks in the home and school and spend the time wisely and productively.

J.      Therapeutic Results

My therapeutic plans are achieved by my client child. Some of these are very easy to accomplish but others are needs to be improved in a certain period of time. In building knowledge, the awareness of the child to his surrounding and people around him become strong. He realizes that in order to gain friends and approval of his parent and teacher, he need to build a good relationship to them. In skills building, he discovered that there’s a lot of things can be used to become more creative. He starts applying it and developing the skills he had before to present life situations. In attitude building, it is the big challenge to him. Because children tend to learn and forget the values teach to them. The environment has a big factor that influence to the development of his values and attitudes.




K.    Summary, Conclusions and Recommendation

Summary:

The case study is about the client child who has a problem on the relationship to parent, teacher and siblings. The therapist gathered personal data about the client child. In order to gain the trust of the child to the therapist, the therapist builds a friendly relationship to the child and applies the person-centered therapy in asking questions and waiting for the answer. The parent, teacher and siblings present the problem they observe and experience to the child. The time line, genogram and sociograph in home and school are helpful to know the social affiliation of the client child to peoples. The personality dynamics for self-mastery, relationship and action are mentioned to go deeper to the child true personality. And the theoretical framework helps the therapist to solve the problems and help the child to realize his own self and awareness to the situation.

Conclusion:

I therefore conclude that my client child has already improved his relationship skill to his parent, siblings and teacher. He has additional information and broadens his knowledge on the righteous act that expected on him by the people. He stills a child and adults are responsible to develop the good traits and teach the child to exercise the values and apply it to his life.

Recommendation:

I recommend that the family continue to consult a therapist if their son did not listen to them. And through these consultations, the family will broaden their knowledge about the needs of their child and its process of development. It is not about being afraid to undergo their child in a case study because these can be the best method and strategy to help them discover the inner personality and showcase the skills and ability of the child.

L.     Implication to Education and Assessment of Young Children

I experienced lot of emotions, happy moments in conducting my case study. I realize that it took time to know a personality of a child. The therapist must be flexible in terms of roles he/she will perform. The data that the therapist gathers must contain relevant data. It will support his/her case study and to help him/her to solve problem and come up with a good result. As new perspectives, it is important that better understanding in the side of the family of client child must be established. If the parents are knowledgeable enough on their responsibilities to their child, the therapist will be at ease and have a good flow on the case study. It is better not to neglect the importance of the parents. They are the one who really knows their child. In terms of the child, the therapist must be observant and aware to the feelings and emotions that he/she will show to the client. It is important to involve the siblings of the child in a study to participate in the activity. It will help the client child to be not afraid and become comfortable to the therapist. Never isolate the client child if you are conducting a case study. It may cause low self-esteem to the child and become afraid to socialize because he will think he is not normal and something wrong to him.