“MOLE”
In sharing our Happy Thoughts last week, I realized that every individual has their own experiences (problems that they encountered in life) which they learned from it. It also shows how we view life as we remember those happy thoughts and it gives inspiration to those people who heard it.
^_^ GoDbLEss po!!
LhAdYbLuE jHaMiCkS14V
Thursday, December 16, 2010
“HAPPY THOUGHTS”
1. From the image above” as you can see, it’s a Car = A Limousine and inside of it, there’s a word “JHAMICKS”.
“JHAMICKS” Stands for:
J-hecka
jH-astine
A-ngel
M-aricel
I-rish
C-aroline
K-hathlyn
S-hiemae
Those are the people that makes me happy, and in almost 2 years of friendship it is enough for me to say that they are my true friends who always there for me.
The Limousine serves as our “DREAM”, not having a Limousine but to become successful in life by fulfilling our goals, it is just a symbol and we will be reaching all of those things together like riding on it together.
2. The things that make my happiness be prevented are;
Misunderstanding
Communication
Lack of Time
3. Ways to maintain my happiness;
Keep in touch
Study well
Treat each other as family
Boyfriends are not allowed(for the mean time)
Help each other
Tuesday, December 7, 2010
CoMmoN BeHavior PRoBLems EnCountered By ECEd chiLdRen (ECED 13 summary) ^_^
Common Behavior Problems of Children
The growing years of a child are perhaps the most difficult a family ever has. It is during these years that a child comes to terms with various concepts of life, like family belonging, discipline, social norms etc. These further lead to child behavior problems.
Child behavior problems can crop up from anything and everything, and they can be anything. It is necessary to differentiate between mischievous children and child behavior problems. Child behavior problems can occur in toddlers as well as teenagers. Needless to say, toddler behavior problems are a bit simpler as compared to teenage behavior problems. Child behavior problems or behavior disorders are when children have show a permanent pattern of hostile, destructive or disruptive behavior towards oneself or towards the society.
It's common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. The majority of common behavioral problems are exhibited in children 18 months and older.
Physical problems
Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here.
Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders. These problems will be addressed here.
Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.
EMOTIONAL PROBLEMS
Emotional problems in children have become more widely recognized. A child's emotional problem can become a chronic problem if it's not attended to properly and in a timely manner. Many adult emotional problems can also affect children, but these problems may not be as easily recognized in children. Some emotional problems in children can be treated quite easily, but some require long-term care that can be complicated.
Childhood Bipolar Disorder
Childhood bipolar disorder is an emotional problem that can affect children. This childhood emotional problem can be hard to diagnose, because its symptoms are also symptoms of many other childhood emotional problems. Common symptoms include mood swings, irritability, episodes of extreme happiness and episodes of severe depression. Childhood bipolar disorder is a serious condition and should be treated as such. Treatment most often includes a combination of medication (sometimes more than one) and behavior therapy (teaching the child how to handle certain situations better).
Childhood Depression
Childhood depression is an emotional problem that can affect children. This childhood emotional problem is considered serious, but it can be difficult to diagnose because its symptoms are not unique. Common symptoms include irritability, fatigue, hopelessness, social withdrawal and poor performance in school.
Childhood depression is most often treated with medication and behavior therapy.
Autism
Autism is an emotional problem that can affect children. This childhood emotional problem is often serious and consists of three distinctive behaviors. These autism behaviors include trouble interacting socially, obsessive and competitive behavior and difficulty with nonverbal and verbal communication. Medications (often more than one) and behavioral and educational therapies and interventions are used to treat autism. Family counseling is also used to help families learn about autistic children and to help them cope.
Childhood Schizophrenia
Childhood schizophrenia is an emotional problem that can affect children. This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits. Children with emotional disorder often have difficulty performing daily tasks, think and act irrationally and have delusions and hallucinations. Childhood schizophrenia is most often treated with a variety of treatments including medications (most often antipsychotics) and psychotherapy (teaches the child to cope with the illness and its challenges).
Tourette Syndrome
Tourette syndrome is an emotional problem that can affect children. This emotional problem is also considered a neurological disorder. Tourette syndrome is characterized by stereotyped and repetitive vocalizations and involuntary movements referred to as tics. Tourette syndrome is most often treated with a combination of medication and psychotherapy.
Social problems
• Working with Shy or Withdrawn Students
This digest focuses on the middle range of such students, who are commonly described as SHY (inhibited, lacking in confidence, socially anxious) or WITHDRAWN (unresponsive, uncommunicative, or daydreaming) and suggests strategies for working with these students.
• Children's Peer Relationships
Children who are unable to form close or satisfying relationships with peers should be of concern to parents and teachers alike. For one thing, these children miss out on opportunities to learn social skills, skills needed to initiate and maintain social relationships and to resolve social conflicts, including communication, compromise, and tact.
• Peer Conflicts in the Classroom
Traditionally, many adults have viewed conflicts between children as undesirable and have tried to prevent them or to intervene. Recent theory and research, however, suggest that peer conflict contributes to children's development and represents an important form of social interaction.
• Bullying
Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate.
The growing years of a child are perhaps the most difficult a family ever has. It is during these years that a child comes to terms with various concepts of life, like family belonging, discipline, social norms etc. These further lead to child behavior problems.
Child behavior problems can crop up from anything and everything, and they can be anything. It is necessary to differentiate between mischievous children and child behavior problems. Child behavior problems can occur in toddlers as well as teenagers. Needless to say, toddler behavior problems are a bit simpler as compared to teenage behavior problems. Child behavior problems or behavior disorders are when children have show a permanent pattern of hostile, destructive or disruptive behavior towards oneself or towards the society.
It's common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. The majority of common behavioral problems are exhibited in children 18 months and older.
Physical problems
Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here.
Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders. These problems will be addressed here.
Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.
EMOTIONAL PROBLEMS
Emotional problems in children have become more widely recognized. A child's emotional problem can become a chronic problem if it's not attended to properly and in a timely manner. Many adult emotional problems can also affect children, but these problems may not be as easily recognized in children. Some emotional problems in children can be treated quite easily, but some require long-term care that can be complicated.
Childhood Bipolar Disorder
Childhood bipolar disorder is an emotional problem that can affect children. This childhood emotional problem can be hard to diagnose, because its symptoms are also symptoms of many other childhood emotional problems. Common symptoms include mood swings, irritability, episodes of extreme happiness and episodes of severe depression. Childhood bipolar disorder is a serious condition and should be treated as such. Treatment most often includes a combination of medication (sometimes more than one) and behavior therapy (teaching the child how to handle certain situations better).
Childhood Depression
Childhood depression is an emotional problem that can affect children. This childhood emotional problem is considered serious, but it can be difficult to diagnose because its symptoms are not unique. Common symptoms include irritability, fatigue, hopelessness, social withdrawal and poor performance in school.
Childhood depression is most often treated with medication and behavior therapy.
Autism
Autism is an emotional problem that can affect children. This childhood emotional problem is often serious and consists of three distinctive behaviors. These autism behaviors include trouble interacting socially, obsessive and competitive behavior and difficulty with nonverbal and verbal communication. Medications (often more than one) and behavioral and educational therapies and interventions are used to treat autism. Family counseling is also used to help families learn about autistic children and to help them cope.
Childhood Schizophrenia
Childhood schizophrenia is an emotional problem that can affect children. This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits. Children with emotional disorder often have difficulty performing daily tasks, think and act irrationally and have delusions and hallucinations. Childhood schizophrenia is most often treated with a variety of treatments including medications (most often antipsychotics) and psychotherapy (teaches the child to cope with the illness and its challenges).
Tourette Syndrome
Tourette syndrome is an emotional problem that can affect children. This emotional problem is also considered a neurological disorder. Tourette syndrome is characterized by stereotyped and repetitive vocalizations and involuntary movements referred to as tics. Tourette syndrome is most often treated with a combination of medication and psychotherapy.
Social problems
• Working with Shy or Withdrawn Students
This digest focuses on the middle range of such students, who are commonly described as SHY (inhibited, lacking in confidence, socially anxious) or WITHDRAWN (unresponsive, uncommunicative, or daydreaming) and suggests strategies for working with these students.
• Children's Peer Relationships
Children who are unable to form close or satisfying relationships with peers should be of concern to parents and teachers alike. For one thing, these children miss out on opportunities to learn social skills, skills needed to initiate and maintain social relationships and to resolve social conflicts, including communication, compromise, and tact.
• Peer Conflicts in the Classroom
Traditionally, many adults have viewed conflicts between children as undesirable and have tried to prevent them or to intervene. Recent theory and research, however, suggest that peer conflict contributes to children's development and represents an important form of social interaction.
• Bullying
Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate.
Wednesday, December 1, 2010
ECED 13 ( BEEd 3B )
<<Common Problems encountered by ECEd children>>
- Behavior Problems of Children
- Immature Behaviors
- Insecure Behaviors
- Habit Disorders
- Peer Problems
- Antisocial Behaviors
It is generally recognized that all children go through periods of emotional and behavior difficulty. Indeed, data from the California Growth Study show that both boys and girls average five to six problems at any given time during the preschool and elementary-school years. The prevalence of these behavior difficulties declines with age for school-age children. Thus, younger children, ages 6 through 8, by far exceed older children, ages 9 through 12, in the number of behavior deviations. Moreover, boys have a higher incidence of behavior problems than do girls. Also noteworthy is the finding that there seems to be very little difference in the amount of problem behaviors exhibited by only children and children with siblings.
Although common, the problems of normal children should not be considered unimportant by parents and therefore left to self-resolution. These problems need to be confronted and effectively resolved since neglect or mismanagement can lead to more serious difficulties. Parents tend to find rationalizations for avoiding taking any action when their child has a behavior problem.
The most common rationalizations are:
1) The problem is being exaggerated and is actually much milder than the person who is pressuring the parents to seek help believes it to be.
2) It will go away with time.
3) Taking action might in some way damage the child's sensitive nature or paradoxically make matters worse by "making the child think about it more".
4) The child "by nature" is destined to have the problem and nothing can be done.
Norman vs. Abnormal Behavior
When is a child's behavior problem so severe or abnormal that professional help is needed? The difference between normal and abnormal behaviors is one of degree, that is, how often and how frequently does the behavior cause a problem for the child, the parents, and/or the community. If the discomfort to the child and/or others is quite frequent or very severe in nature then professional counseling or therapy for the child and family may be warranted.
The more misbehavior the child exhibits, the less age-appropriate the behavior, the longer the duration of the problem, and the more resistant the child has been to efforts to help him, the more likely it is that professional assistance is required to resolve the problem.
Apart from the severity, persistence, and resistance to change of a problem, there are certain signs to look for which indicate that a child is experiencing serious psychological difficulties:
1) Prolonged, constant anxiety, apprehension, or fear which is not proportionate to reality.
2) Signs of depression, such as a growing apathy and withdrawal from people.
3) An abrupt change in a child's mood or behavior so that he just does not seem to be himself anymore.
4) Sleep disturbances, such as sleeping too much, not being able to sleep enough, restless or nightmarish sleep, not being able to get to sleep, or waking up early.
5) Appetite disturbances, including loss of appetite, gain of weight due to excessive eating, or eating bizarre substances such as dirt or garbage.
6) Disturbances in sexual functioning, such as promiscuity, exposing oneself, or excessive masturbation.
The research indicates that when parents are concerned about a serious behavior problem in their children, they are most likely to turn to their extended family for advice and assistance. The second most frequent source of help they look to is local mental health professionals, school counselors, family doctors, and the clergy. These highly trained professionals are available locally, and parents should feel free to seek their services when problems arise or to answer questions. To obtain a therapist for their child, parents might want to ask the family doctors for a referral, or call the local mental health or family service association.
Although common, the problems of normal children should not be considered unimportant by parents and therefore left to self-resolution. These problems need to be confronted and effectively resolved since neglect or mismanagement can lead to more serious difficulties. Parents tend to find rationalizations for avoiding taking any action when their child has a behavior problem.
The most common rationalizations are:
1) The problem is being exaggerated and is actually much milder than the person who is pressuring the parents to seek help believes it to be.
2) It will go away with time.
3) Taking action might in some way damage the child's sensitive nature or paradoxically make matters worse by "making the child think about it more".
4) The child "by nature" is destined to have the problem and nothing can be done.
Norman vs. Abnormal Behavior
When is a child's behavior problem so severe or abnormal that professional help is needed? The difference between normal and abnormal behaviors is one of degree, that is, how often and how frequently does the behavior cause a problem for the child, the parents, and/or the community. If the discomfort to the child and/or others is quite frequent or very severe in nature then professional counseling or therapy for the child and family may be warranted.
The more misbehavior the child exhibits, the less age-appropriate the behavior, the longer the duration of the problem, and the more resistant the child has been to efforts to help him, the more likely it is that professional assistance is required to resolve the problem.
Apart from the severity, persistence, and resistance to change of a problem, there are certain signs to look for which indicate that a child is experiencing serious psychological difficulties:
1) Prolonged, constant anxiety, apprehension, or fear which is not proportionate to reality.
2) Signs of depression, such as a growing apathy and withdrawal from people.
3) An abrupt change in a child's mood or behavior so that he just does not seem to be himself anymore.
4) Sleep disturbances, such as sleeping too much, not being able to sleep enough, restless or nightmarish sleep, not being able to get to sleep, or waking up early.
5) Appetite disturbances, including loss of appetite, gain of weight due to excessive eating, or eating bizarre substances such as dirt or garbage.
6) Disturbances in sexual functioning, such as promiscuity, exposing oneself, or excessive masturbation.
The research indicates that when parents are concerned about a serious behavior problem in their children, they are most likely to turn to their extended family for advice and assistance. The second most frequent source of help they look to is local mental health professionals, school counselors, family doctors, and the clergy. These highly trained professionals are available locally, and parents should feel free to seek their services when problems arise or to answer questions. To obtain a therapist for their child, parents might want to ask the family doctors for a referral, or call the local mental health or family service association.
The immature child has not developed behaviorally, psychologically, intellectually, or socially according to some accepted standard. Most usual is the criterion of "average" as defined by peers and adults. Therefore, if a child shows a lag in any area of development, he or she may be labeled as "immature." The behavior is viewed as being more characteristic of the behavior of a younger child. Many children develop unevenly. They may be very mature in one area and very immature in another. For example, a child might be very neat, organized, and sow great self-control in school. Yet at home she might be overly dependent, messy, and complaining. A frequent problem is that parents may label children as immature, when in fact they are as mature as other children of that age but do not meet the parents' personal expectations. Also, children may be relatively mature and occasionally regress under some form of stress to more childish behavior. A significant point is that the more infantile behavior such as whining or complaining usually ceases when the stress is over. Criticism of the immature reaction usually serves to intensify the problem. Emotional support and encouragement enables the child to weather the storm, give up the babyish behavior, and resume her usual relatively more effective way of coping.
Therefore, a parent complaining that a child is immature has to say how that child behaves. If a child clowns, daydreams, and uses tome poorly, then those three immature behaviors may be dealt with. Otherwise, parents wind up using general approaches which are often ineffective in changing behavior. The behaviors covered are:
Therefore, a parent complaining that a child is immature has to say how that child behaves. If a child clowns, daydreams, and uses tome poorly, then those three immature behaviors may be dealt with. Otherwise, parents wind up using general approaches which are often ineffective in changing behavior. The behaviors covered are:
1. Hyperactive
2. Impulsive
3. Short-attention-span-distracted
4. Silly-clowning
5. Daydreaming
6. Messy-sloppy
7. Time-used-poorly
8. Selfish-self-centered
9. Overdependent and Whining-Complaining
These behaviors are often seen as indicators of an inability of the child to cope with the demands of a variety of situations. The demands or expectations of peers and adults for a child to act maturely or age-appropriately are often not met by a large number of children. Coping more adequately leads others to be more satisfied with a child's behavior and leads to the child feeling more self-satisfied or having a better "self-image". Overcoming specific problems paves the way for achieving more self-confidence, independence, and satisfying social relationships.
It is worth noting some general ideas about emotional maturity. Mature children are relatively flexible and respond rather to some degree, rather than all or none. They are able to delay their reaction rather than have to act immediately. Their ability to tolerate tension should gradually increase. By school age, they should be able to tolerate and handle minor everyday stress without exploding or falling to pieces. Promoting maturity and preventing immature behavior may be accomplished by the following (see the individual sections for specific details). Teach children how to focus their attention, solve problems, delay gratification, effectively use their time, accept responsibility, and give and get attention. Socially, you model and encourage concern, consideration, and sensitivity to others. Each day, children should feel relatively competent, self-accepting, and have a sense of personal satisfaction.
2. Impulsive
3. Short-attention-span-distracted
4. Silly-clowning
5. Daydreaming
6. Messy-sloppy
7. Time-used-poorly
8. Selfish-self-centered
9. Overdependent and Whining-Complaining
These behaviors are often seen as indicators of an inability of the child to cope with the demands of a variety of situations. The demands or expectations of peers and adults for a child to act maturely or age-appropriately are often not met by a large number of children. Coping more adequately leads others to be more satisfied with a child's behavior and leads to the child feeling more self-satisfied or having a better "self-image". Overcoming specific problems paves the way for achieving more self-confidence, independence, and satisfying social relationships.
It is worth noting some general ideas about emotional maturity. Mature children are relatively flexible and respond rather to some degree, rather than all or none. They are able to delay their reaction rather than have to act immediately. Their ability to tolerate tension should gradually increase. By school age, they should be able to tolerate and handle minor everyday stress without exploding or falling to pieces. Promoting maturity and preventing immature behavior may be accomplished by the following (see the individual sections for specific details). Teach children how to focus their attention, solve problems, delay gratification, effectively use their time, accept responsibility, and give and get attention. Socially, you model and encourage concern, consideration, and sensitivity to others. Each day, children should feel relatively competent, self-accepting, and have a sense of personal satisfaction.
Most of the problem behaviors covered here have often been called "neurotic" types of behavior by professionals and by the public. We use the more common term insecure, which accurately describes children basically lacking in confidence and frequently feeling fearful and anxious. In the United States, approximately 10 percent of children have serious feelings of insecurity that interfere with their functioning. Behaviors covered are anxious-worrier, fearful, low self-esteem, depressed-self-injurious, hypersensitive to criticism, shy-withdrawn, and compulsive-perfectionistic. Some children are described as cowardly or being a sissy. The cowardly child is fearful, timid, lacks courage, and has little self-confidence. These problem behaviors are covered in the sections concerning low self-esteem, fearfulness, and hypersensitivity. There is a growing interest in preventing the development of insecurity. Early exposure and education helps familiarize children with potentially fearful situations. Children can be shown and taught how to cope with new situations in an assertive, effective manner.
Insecurity may be prevented by raising children in a manner that promotes self-confidence, adaptablility, and optimism. However, since all children experience some form of insecurity, the basic issue is the effectiveness of helping children cope with their feelings. Almost all children become fearful, depressed, and hypersensitive at times. When this occurs, parents try to help byt are often seen by children as being unhelpful and critical. The key is to communicate understanding and that you are truly on the children's side, not against them. You create a psychological atmosphere of relative calmness and clarity of purpose. Within this positive atmosphere, you provide children with the specific problem. The aim is to quickly and efficiently help children cope with the expected feelings of anxiety, fear, and oversensitivity. By reviewing the following sections you learn how to teach children to cope with stress, relax, focus their thinking, solve problems, be assertive, and think and behave in an optimistic and positive manner.
Insecure Behaviors Contents:
Insecurity may be prevented by raising children in a manner that promotes self-confidence, adaptablility, and optimism. However, since all children experience some form of insecurity, the basic issue is the effectiveness of helping children cope with their feelings. Almost all children become fearful, depressed, and hypersensitive at times. When this occurs, parents try to help byt are often seen by children as being unhelpful and critical. The key is to communicate understanding and that you are truly on the children's side, not against them. You create a psychological atmosphere of relative calmness and clarity of purpose. Within this positive atmosphere, you provide children with the specific problem. The aim is to quickly and efficiently help children cope with the expected feelings of anxiety, fear, and oversensitivity. By reviewing the following sections you learn how to teach children to cope with stress, relax, focus their thinking, solve problems, be assertive, and think and behave in an optimistic and positive manner.
Insecure Behaviors Contents:
- Anxious-Worrier
- Fearful
- Low Self-Esteem
- Depressed-Self-Injurious
- Hypersensitivity to Criticism
- Shy
- Compulsive-Perfectionistic
"I MisSed My LoLa" ECEd 11 ( BEEd 3B )
1.
“I missed my Lola”
2.
Mica is now an 18 year old girl, and this is the day of her birthday. When she was still young, her grandmother used to cook a delicious food for her birthday. During her 14th birthday, her grandmother went to the market alone to buy a cake for her grand daughter but on her way home, she met an accident. Her Lola didn’t survive and Mica felt that she do not have a family at all, because since she was a child her Lola took good care of her. The day before the accident happened Mica and her Grandmother had their argument and because of her strong emotion, she say bad things that made her Lola cry. Four years later, those things still fresh on her mind. She always thinking of it and feel regret. Every year of her birthday, she will just sit on a corner just like now and saying “I missed my Lola. “
3.
Mica hurts her Lola, by saying bad things to it and after 4 years she’s still remembering it that made her weak to go on with the new faces of life. Mica imprisoned herself with the feeling that is hard to forget if you will not admit it.
It shows the love of Grandmother to her Grand daughter. Despite of anger,
Forgiveness is still there.
4.
I can relate this story in reality, in my life, by realizing that I also committing mistakes not knowing that I may hurt my love ones, but they are still there to support us and giving us a second chance.
5.
Life is too short because we never know, how long we can live here on earth so give your best shot to show your love to the people you valued and don’t hurt them as well. Respect people older than you. Always remember that at some point we need to forgive.
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