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1.What is the biggest problem  that your family encountered & how your family overcome that problem?
-- like other family, our family encountered a financial problem, health condition of one of the family members.We let those things solve by the almighty god.Were just stays together and always believing that God can provide.

2. Are you ready to have a family in the near future?
-- first you should rely on God to have a good husband for a lifetime. Because it is a lifetime commitment. We should be matured enough to build a family.To make our decisions strong and right.And also you should be ready to have a family.

3. How are you going to maintain good interaction or communication within your family?
-- you should established a forum or a family hour inside your house wherein all the members of the family expressing their ideas, feelings in each other. With this, good interaction will remain inside the family.

4. Is it good to have a pattern of leadership and power manifest in the family?Why?
-- leadership and power manifest contributes a lot to the segregation of functions in the family,so with in h\the decisions making process inside the family.

5.You as a future educator, how are you going to develop self-esteem to your family?
-- as a future educator, we need to develop self-esteem to our students in order for them to be confident. And self-esteem initiated at home. By respecting them, appreciating those things that they do. Encourage them to be a better child. Developing self-esteem of the students is a really big help to them.

6.As a future parents what are you going to do to build a good relationship w/in your children?
--I am going to build good relationship in my children in such a way that I treat them as a friend,to open up to each other.And no aloof feeling.

7.Are you going to establish a rules and regulations around your family?
--yes I will established a rules and regulations around my family.In a way that they appreciate those rules that I implemented.

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                     HAPPY THOUGHTS


The reason why I am happy:
  .mama and papa 
  .bratinella's  group
  .college life
  .BEED 3B
  .my religion-Iglesia Ni Cristo


The reason to prevent my happiness:
  .problem
  .money
  
The reason to maintain my happiness:
 .to pray
 .to see my parents always smile
 .to see my classmates smiling at me
 .stayed in my course






    "DO ALL YOUR BEST AND GOD WILL SURELY DO THE REST"


                                                                                                                                               (ALWAYS SMILE, BE HAPPY)

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                PROBLEM CHECKLIST

Searchable Inventory of Instruments
Assessing Violent Behavior and Related Constructs in Children and Adolescents

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Child Behavior Checklist

General Information

The Child Behavior Checklist (CBCL) is a device by which parents or other individuals who know the child well rate a child's problem behaviors and competencies. This instrument can either be self-administered or administered through an interview. The CBCL can also be used to measure a child's change in behavior over time or following a treatment. The first section of this questionaire consists of 20 competence items and the second section consists of 120 items on behavior or emotional problems during the past 6 months. Teacher Report Forms, Youth Self-Reports and Direct Observation Forms are also available for the Child Behavior Checklist. Two versions of this instrument exist: one for children ages 1 1/2 - 5 and another for ages 6 - 18. Information below pertains to the CBCL for 6-18 year olds.

Number of Versions:	2
Version:	Ages 6-18
Author(s):	Thomas M. Achenbach
Date of Publication:	1991, 2001
Material(s) Needed for Test:	Instrument
Manual:	Available
Time to Administer:	15 minutes
Charge for one form or kit:	Yes

Purpose and Nature of Test

Construct(s) Measured:	Aggression, Hyperactivity, Bullying, Conduct problems, Defiance, Violence
Population for which designed:	Age Range: 6 through 18 years old
Method of Administration:	Group and Individual
Source of Information:	Parent
Subtests and Scores:	Aggressive Behavior, Anxious/Depressed, Attention Problems, Delinquent Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, Withdrawn, Externalizing, Internalizing, Total Problems, plus DSM-oriented scales.
Number of Items:	140
Type of Scale:	Likert

Technical Evaluation

Norms: 

Sample Size:	1,753
Population:	Sample of children, age 6-18, from 100 sites in 40 states (northeastern, midwestern, southern, and western) and D.C.
Culture/ethnicity:	African-American, Caucasian, Hispanic/Latino, Other
SES Level:	Low to High

Reliability: 

Psychometric information:	Provided for Full Scales.
The range of Test-Retest Value:	0.95 to 1.00
The range of Inter-rater reliability:	0.93 to 0.96
The range of Internal consistency:	0.78 to 0.97

Validity: 

 Criterion validity was assessed and found to be acceptable.

Practical Evaluation

Scoring Procedure:	Manual and Computer Scoring
Examiner Qualifications and Training Required:	Masters Degree
Permission Required to Use Instrument:	Yes
If yes, by whom:	Achenbach System of Empirically Based Assessment (ASEBA)

Notes

Original Reference(s):	Achenbach, T. M. (1991) Integrative Guide to the 1991 CBCL/4-18, YSR, and TRF Profiles. Burlington, VT: University of Vermont, Department of Psychology
Other Reference(s):	Achenbach, Thomas M. & Rescorla, Leslie A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont , Research Center for Children, Youth, & Families. Kelly, T. P., & McArdle, P. (1997). Using the Achenbach Child Behaviour Checklist in the differential diagnosis of disruprive behaviour disorders. Irish Journal of Psychological Medicine, 14 (4), 136-138. Greenbaum, P. E., & Dedrick, R. F. (1998). Hierarchical confirmatory factor analysis of the Child Behavior Checklist/4-18. Psychological Assessment, 10 (2), 149-155.
Other:	Available in Spanish

Contact

Organization:	Achenbach System of Empirically Based Assessment
Address:	1 South Prospect Street, Room 6436
City:	Burlington
State:	VT
Zip:	05401-3456
Phone:	(802) 264-6432
Fax:	(802) 264-6433
E-mail:	mail@ASEBA.org
Website:	www.ASEBA.org

Last updated by Violence Institute of New Jersey:  August 2006

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Violence Institute of New Jersey at UMDNJ

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Summary of PHYSICAL

Often parents struggle with their children as they note their unusual behavior, and try to help them fit in. The child is of normal or above normal intelligence, yet is failing in many classes. They do not seem to hear directions even though their ability to hear is fine. There is frustration, disciplinary actions, and denial on the parents part. The child experiences confusion, isolation, and low-self esteem. Ultimately it becomes clear the diagnosis is Attention Deficit Disorder (ADD). Dealing with this process is painful for all parents, but the road can be made smoother, if individuals are aware of options, and educated about how to deal with this disorder.

After physical problems, and allergies have been ruled out, it is time to seek a professional evaluation for the child. This is a difficult step for parents, because a parent often feels like a failure. The problems of the child have exceeded the means available to the family. There is a loss of control, and a great deal of anxiety surrounding this action. Knowing what constitutes ADD can be helpful for a parent entering this difficult process. 




Summary of SOCIAL

Having only one child is a choice many parents make in the face of rising educational and day-to-day costs. Other parents find that their circumstances change and they are no longer able to have more children due to a number of other reasons. As a parent of a single child I am constantly asked when I am going to have another child, and my standard response is ‘when I want to’. We feel pressurized by society to produce a plethora of offspring, as otherwise our child will be lonely, or antisocial. This is a baseless assumption, as many successful people who have no problems, either emotional or social are single children themselves and it never stopped them succeeding. In order to get on in the world, our children need to learn to interact with others, as well as integrate themselves into groups. However sometimes we may need a little help on getting our children to interact successfully with other little people and there are numerous ways to do this. 

Parties are a fantastic way for your child to interact on an informal basis. It is vital that your child learns basic social skills, like how to chat informally or talk to members of the opposite sex. There isn’t a politician alive who can survive without having to go to parties and know how to charm the pants off potential voters! Most of this is learn during childhood, and the teenage years. 

Summary of INTELLECTUAL

Mental retardation/intellectual disability is significantly sub average intellectual funcPeople with MR/ID have varying degrees of impairment. While recognizing each person's individuality, doctors find it helpful to classify a person's level of functioning. Intellectual functioning levels can be based on the results of developmental quotient (DQ) tests and intelligence quotient (IQ) tests or on the level of support needed. Support is categorized as intermittent, limited, extensive, or pervasive. Intermittent means occasional support; limited means support such as a day program in a sheltered workshop; extensive means daily, ongoing support; and pervasive means a high level of support for all activities of daily living, possibly including full-time nursing care.

Based only on IQ test scores, about 3% of the total population are considered to have MR/ID. However, if classification is based on the need for support, only about 1% of people are classified as having significant mental (cognitive) limitation.tioning present from birth or early infancy, causing limitations in the ability to conduct normal activities of daily living.

Summary of EMOTIONAL

A young person is said to have a behavior disorder when he or she demonstrates behaviour that is noticeably different from that expected in the school or community. This can also be stated in simpler terms as a child who is not doing what adults want him to do at a particular time. There are interchangeable terms for behavior disorders- conduct disorders, emotional disorders, emotional disturbances. A conduct disorder is also described as a complicated group of behavioral and emotional problems in youngsters. Children with this disorder often seem to be behaving in different and socially unacceptable ways.. Like learning disabilities, behavior disorders are hard to diagnose. There are no physical symptoms or discrepancies in the body that are observable or measurable. Behavior disorders are therefore identified by observing behavior patterns in the child over a period of time. If a child displays some of the following behaviors he may therefore be labeled with a behavior disorder:

Summary of MORAL

Toddlers seem to speak a completely different language than adults. At times it is hard to understand what our child is saying when they throw a fit in the grocery store over something seemingly trite to an adult's eye. It can seem impossible to reason with your little one in these moments of desperate chaos. Perhaps that may be because reasoning is fit for adults and our small children may not have built up the capacity to reason on our level. What then? How can parents communicate with their toddlers about tantrums, aggressive behaviors directed towards themselves and others, and other anger inspired moments? Try meeting your child in their world using their language: PLAY! 

..

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    Common behavior of a child

Physical:

 ADD and your child:

The concerns of parents who suspect their child has ADD (Attention Deficit Disorder). Learn about symptoms, treatments, and dealing with professionals

Often parents struggle with their children as they note their unusual behavior, and try to help them fit in. The child is of normal or above normal intelligence, yet is failing in many classes. They do not seem to hear directions even though their ability to hear is fine. There is frustration, disciplinary actions, and denial on the parents part. The child experiences confusion, isolation, and low-self esteem. Ultimately it becomes clear the diagnosis is Attention Deficit Disorder (ADD). Dealing with this process is painful for all parents, but the road can be made smoother, if individuals are aware of options, and educated about how to deal with this disorder. If you are worried about your child’s behavior and believe ADD may be the problemm, there are some avenues to explore before having your child tested. Sometimes children will experience a stress reaction that will make them unable concentrate and follow through on projects. If a child is in a strenuous schedule, and does not have time to relax at home, problems may occur. According to Barbara Kuczen’ book, Childhood Stress, many life events such as changing schools, divorce of parents, death of a grandparent, mother going back to work, or birth of a sibling can make a child more vulnerable to physical mental, or emotional illness. Eliminating any possible sources of stress is an important first step in helping your child. Another possibility for behavioral problems could be an unknown allergen. If a child is allergic to chemicals or food products the outcome may take the shape of a behavioral problem. Seeking allergy testing, and changing the child’s diet is often more preferable to medicating a child. Exploring the least objectionable solutions first will make the parent more comfortable the ultimate path chosen. It is important for most parents to feel they have explored all the options when helping their child. After physical problems, and allergies have been ruled out, it is time to seek a professional evaluation for the child. This is a difficult step for parents, because a parent often feels like a failure. The problems of the child have exceeded the means available to the family. There is a loss of control, and a great deal of anxiety surrounding this action. Knowing what constitutes ADD can be helpful for a parent entering this difficult process. According to the Diagnostic and Statistical Manual of Mental Disorders in order for an individual to be diagnosed with ADD they must have six or more of the following symptoms that last for at least six months. These symptoms must interfere with the child’s ability to perform at an appropriate developmental level. · Fails to pay attention to details, exhibits carelessness in work quality · Has difficulty in concentrating in play or other activities · Frequently does not listen when spoken to directly · Does not follow through on instructions · Has problems organizing tasks and activities · Dislikes and avoids in projects that require sustained mental effort · Loses things necessary for activities (e.g. pens, markers, toys, school assignments, etc.) · Is easily distracted by miscellaneous stimuli · Appears to be extremely forgetful in daily activities When this criteria is met in a child, the teacher will often recognize the pattern. The school staff may suggest an evaluation, or possibly administer an inventory that will suggest a possible diagnosis. In some situations a parent may wish to consult with the school before going on to other professionals. The school will need to evaluate the child in order to offer special services. Many parents do not want their child in special education programs. If this is the case, and the parents can afford an outside evaluation, it is advisable to seek an evaluation outside the school system. A psychological clinic will provide the parent with information to present to the school. In this way the parent will feel more empowered when dealing with the school system. This is an opportunity for the parent to express concerns. This gives the examiner a chance to explore options with the parent, and allay anxiety that may be have been generated by misinformation. It is a chance to clarify what to expect in dealing with the disorder, and how to best ensure the success of the child. The outcome of the results will be presented to the parent at a later date. This will also require a parent interview, so the examiner can explain the results and discuss the treatment plan. Not all kids diagnosed with ADD are medicated. Professionals may try cognitive and behavioral therapy first. Parents are encouraged to make contracts with teachers to write down all assignments, so the child can be assisted in following through on activities at school. Parents may be asked to participate in family therapy so relationship strategies can be examined and improved. All of these things may be incorporated into the process of dealing with ADD. Ultimately, the child’s treatment may include medication. If your doctor recommends a medication trial parent should ask many questions about the drug prescribed. Since many parents are nervous about their children being a medication for extended periods of time, a good practitioner will take the time to answer a parent’s questions, and will be available to questions in the future. There are continual demands on the parent of a child diagnosed with ADD. This requires patience, and continual communication with the professionals involved. Once the diagnosis is made, and the treatments are in place the child should begin to improve in school, and in their behavior. The path to dealing with this disorder is well worth the journey when the child starts to see their suc Intellectual:   Mental retardation/intellectual disability is significantly sub average intellectual functioning present from birth or early infancy, causing limitations in the ability to conduct normal activities of daily living. Mental retardation/intellectual disability (MR/ID) can be genetic or the result of a disorder that interferes with brain development. Most children with MR/ID do not develop noticeable symptoms until they are in preschool. The diagnosis is based on the results of formal testing. A child's life expectancy is based on the extent of mental and physical problems. Proper prenatal care lowers the risk of having a child with MR/ID. Support from many specialists, therapy, and special education help children achieve the highest level of functioning possible. The long-used term “mental retardation” has acquired an undesirable social stigma. Because of this stigma, doctors and health care practitioners have begun replacing it with the term "intellectual disability." Because this change is recent, the term "mental retardation/intellectual disability" (MR/ID) is used to mark the transition in terminology. MR/ID is not a specific medical disorder like pneumonia or strep throat, and it is not a mental health disorder. People with MR/ID have significantly below average intellectual functioning that limits their ability to cope with two or more activities of normal daily living (adaptive skills). These activities include the ability to communicate; live at home; take care of oneself, including making decisions; participate in leisure, social, school, and work activities; and be aware of personal health and safety. People with MR/ID have varying degrees of impairment. While recognizing each person's individuality, doctors find it helpful to classify a person's level of functioning. Intellectual functioning levels can be based on the results of developmental quotient (DQ) tests and intelligence quotient (IQ) tests or on the level of support needed. Support is categorized as intermittent, limited, extensive, or pervasive. Intermittent means occasional support; limited means support such as a day program in a sheltered workshop; extensive means daily, ongoing support; and pervasive means a high level of support for all activities of daily living, possibly including full-time nursing care. Based only on IQ test scores, about 3% of the total population are considered to have MR/ID. However, if classification is based on the need for support, only about 1% of people are classified as having significant mental (cognitive) limitation. Levels of Mental Retardation/Intellectual Disability Level Intelligence Quotient (IQ) Range Ability at Preschool Age (Birth to 6 Years) Ability at School Age (6 to 20 Years) Ability at Adult Age (21 Years and Older) Mild 52-69 Can develop social and communication skills; motor coordination is slightly impaired; often not diagnosed until later age Can learn up to about the 6th-grade level by late teens; can be expected to learn appropriate social skills Can usually achieve enough social and vocational skills for self-support; may need guidance and assistance during times of unusual social or economic stress Moderate 36-51 Can talk or learn to communicate; social awareness is poor; motor coordination is fair; can profit from training in self-help Can learn some social and occupational skills; can progress to elementary school level in schoolwork; may learn to travel alone in familiar places May achieve self-support by performing unskilled or semiskilled work under sheltered conditions; needs supervision and guidance when under mild social or economic stress Severe 20-35 Can say a few words; able to learn some self-help skills; has limited speech skills; motor coordination is poor Can talk or learn to communicate; can learn simple health habits; benefits from habit training May contribute partially to self-care under complete supervision; can develop some useful self-protection skills in controlled environment   Profound 19 or below Extreme cognitive limitation; little motor coordination; may need nursing care Some motor coordination; limited communication skill     Social: Raising an only child and socialization Raising an only child, there are factors that one must think of that one would not if they had more than one youngster. What parents can do to to aid their 'only' child to learn social skills as well as good behavio Having only one child is a choice many parents make in the face of rising educational and day-to-day costs. Other parents find that their circumstances change and they are no longer able to have more children due to a number of other reasons. As a parent of a single child I am constantly asked when I am going to have another child, and my standard response is ‘when I want to’. We feel pressurized by society to produce a plethora of offspring, as otherwise our child will be lonely, or antisocial. This is a baseless assumption, as many successful people who have no problems, either emotional or social are single children themselves and it never stopped them succeeding. In order to get on in the world, our children need to learn to interact with others, as well as integrate themselves into groups. However sometimes we may need a little help on getting our children to interact successfully with other little people and there are numerous ways to do this. A good place to begin socializing your child is within the family. Giving him responsibility (cleaning his room, hanging his clothes), is a good place to begin the process of readying him to go out into the world and make a positive difference. Sounds like you are getting a lot for making his keep his room tidy, but it gives him a sense of accomplishment as well as knowing he has a responsibility to you, to keep it that way. If your child has cousins or other young relations near his age it is a good idea to get them into regular contact with each other. Not only can this help your child get used to having other children around him, it provides a sense of security that they are in his home, where he is familiar with his surroundings. It will also help him learn more about family and the ties that bind one. Having friends round to the house with their children on a regular basis will also help your child learn about social norms and values. It will help him answer the questions of what kind of behavior is acceptable (playing together, making up games, running around), and what behavior is not acceptable (hitting, punching, being selfish). The next step of course is taking your child to visit friends, either yours or his. Getting him used to behaving well when out of his own environment, and having new experiences will all help him cope with daily challenges later on in life. Obviously the place your child will learn the most about interacting and ‘just getting on with’ other children is school. Schools are designed to be mini-societies where there is a ruling class (teachers), and the general public (the pupils). Rules are laid down and infringement of these rules will result in punishments. Rewards are given for good behavior, and a certain amount of freedom of choice is allowed. All of these things help your child learn about the world, and his expectations of himself within the world. Parties are a fantastic way for your child to interact on an informal basis. It is vital that your child learns basic social skills, like how to chat informally or talk to members of the opposite sex. There isn’t a politician alive who can survive without having to go to parties and know how to charm the pants off potential voters! Most of this is learn during childhood, and the teenage years. Sporting activities and clubs are vital to the life of a single child. Be it soccer, netball, horse riding, choir or chess, all of these activities allow time with other children and will help build team skills. Taking the lead in certain instances, or being the follower will all help your child lay the foundation for the adult he will soon be. Your child will also learn that he may not always come first, and in fact sometimes the better of the team will be put before the betterment of his particular skills. In many cases this is a new experience for the single child who has generally been the first consideration in his household and therefore expects the world to work the same way. Often, children from single child homes are incredibly spoilt and throw tantrums when things do not go their way. This is something most parents are aware of, but do not guard against. Teaching your child to share his toys, sweets, and his parent’s time is something that should be done from a young age so that it isn’t a huge shock when he has to do it, as he gets older. Emotional: Behavior disorders in children Information on the types of behavior disorders, their causes and symptoms so far identified and what to look for in children A young person is said to have a behavior disorder when he or she demonstrates behaviour that is noticeably different from that expected in the school or community. This can also be stated in simpler terms as a child who is not doing what adults want him to do at a particular time. There are interchangeable terms for behavior disorders- conduct disorders, emotional disorders, emotional disturbances. A conduct disorder is also described as a complicated group of behavioral and emotional problems in youngsters. Children with this disorder often seem to be behaving in different and socially unacceptable ways. They are often describes as bad or delinquent. Like learning disabilities, behavior disorders are hard to diagnose. There are no physical symptoms or discrepancies in the body that are observable or measurable. Behavior disorders are therefore identified by observing behavior patterns in the child over a period of time. If a child displays some of the following behaviors he may therefore be labeled with a behavior disorder: 1. Aggression to people and animals. Some people may say that the child is wicked to others and cruel to animals. 2. Destruction of property- defacing school desks, graffiti, vandalism, etc. 3. Little empathy and concern for others. Shows no feelings when another is in pain, nor remorse for unkind deeds. 4. Takes no responsibility for behavior. Also lies, cheats and steals easily. 5. Disregards rules and regulations. May be openly defiant. In addition to these general symptoms of a behavior disorder, there are other symptoms characteristic of more specific behavior disorders such as ODD (Oppositional Defiant Disorder, Obsessive/Compulsive Disorder, Bipolar disorder and ADHD (Attention Deficit Hyperactive Disorder). Young people with ODD appear to have very short tempers. They are quick to argue with others. They are very touchy. They seem to be very angry and resentful. They display vindictive or spiteful behaviour. Generally they are very difficult to be around. The Obsessive/Compulsive Disorder is demonstrated by repeated and persistent thought or impulses that are unwanted and cause severe discomfort in the person. For example, a child may constantly imagine that there are monsters lurking everywhere. The behavior is compulsive when it is repeated persistently without satisfaction, e.g. counting numbers, washing hands all the time. Bipolar Disorder (used to be referred to as manic-depressive) is characterized by moodiness. It involves mood swings form “highs” inflated self-esteem, excessive indulgence in pleasurable activities that could lead to pain to “lows” (depression or irritability, lethargy). ADHD- this is the classic inattentive, can’t-sit-still behaviors. The attention span is very short and the behavior is impulsive at times. The child also seems quite distracted and forgetful. Behavior disorders come from brain injury, child abuse, trauma, etc. There have also been indications that it could be a genetic disorder. The behavior therefore is an involuntary response to these experiences and the child should not be blamed for his behavior. Since the child has problems controlling his behavior it stands to reason that his performance in school will be affected. A child with a behavior disorder will feel bad about himself and that low self-esteem will be further worsened by the adults around him who do not treat his condition with understanding and willingness to help. Too often the child is blamed for his unacceptable behavior and instead of being supported to deal with it he is castigated and alienated. There is, therefore, a thin line between behavior disorder, emotional disorders and learning disabilities. Or maybe one leads to another. Behavior disorders are best dealt with by behavior therapy and psychotherapy. But, as with learning disabilities, accurate diagnosis is important and this must be over a length of time. It is also important in trying to modify the behavior to be clear about what is the behavior you are expecting. Make sure it is a rational expectation. For example, expecting a three year old to sit quietly through a long church service may not be reasonable, or demanding that a six year old does extra home work after a long day of school and extra curricular activities may be stretching the child’s concentration and attention too far. Since some behavior disorders stem from traumatic life experiences or brain injury, therapy should include helping the child to resolve and heal emotionally from the experience. The behavior could be remedied through emotional healing. In other words when a human being is emotionally healthy, that is, can be aware of his intelligence and zest for life and his loving connectedness to other human beings, he automatically “behaves” rationally. Moral: Children's anger management: child development Children 's anger management is necessary if your toddler is having problems with peers, parents, or figures of authority. This article will help you to help them understand. Toddlers seem to speak a completely different language than adults. At times it is hard to understand what our child is saying when they throw a fit in the grocery store over something seemingly trite to an adult's eye. It can seem impossible to reason with your little one in these moments of desperate chaos. Perhaps that may be because reasoning is fit for adults and our small children may not have built up the capacity to reason on our level. What then? How can parents communicate with their toddlers about tantrums, aggressive behaviors directed towards themselves and others, and other anger inspired moments? Try meeting your child in their world using their language: PLAY! Toddlers have reached an age where they are starting to understand what is expected of them by their caretakers. Beginning to internalize caretakers' messages is one way moral development proceeds for toddlers. For example, a toddler that learns that they should not run around the grocery store by their parent's strong reaction is starting to internalize their parent's point of view. Further, toddlers may start to imitate caretaker's behaviors to express internalized messages of expectations (Davies, 1999). Coupled with these new developments toddlers have increased physical, language, and cognitive abilities and seem to be more capable of maneuvering in the world around them. Often times these new developments can cause confusion and ultimately friction between toddler and caretaker. For example, a caretaker may say "no" in response to a toddler's bid for a new toy and the toddler may start to tantrum. Caretakers often note that toddlers seem to have the ability to understand words and may become frustrated at times when their toddler seemingly is not responding to their direct words. These types of situations can be very frustrating, and caretakers may start to think that their toddler is deliberately disobeying them. Further, caretakers often do not have alternative methods of discipline to respond to their angry child. Although toddlers are beginning to have a greater mastery over language, cognition, and moral development skills they are still learning to master these skills and at times may not be able to understand everything a caretaker is communicating. PLAY!: Some caretakers and professionals support the use of play to communicate with toddlers about their anger. Toddlers are starting to use play as a type of symbolic commentary of their own life experiences. For example, a toddler may use a larger doll to take away a smaller dolls toy-imitating their experience from the grocery store. Through play opportunities arise to communicate with your toddler on a level they can understand. In the example we have been referencing, where the caretaker says no to the toddler's bid for a new toy, the caretaker may use dolls, puppets, hand shadows, etc. to imitate a resolution acceptable to both toddler and caretaker. Using toys to discuss the confrontation takes the pressure off and provides enough safe distance to approach the topic openly with your toddler. Some useful steps to guide you through the process of using play to communicate with your toddler have been designed by Neil Kalter: 1. Represent the toddlers emotional distress with displacement figures (dolls, puppets, action figures, hand shadows, etc.)by acting out the scenario taking place (without judgmental comments) 2. Make comments about how the behavior (in this case saying NO to the toddler's bid to have a new toy)is upsetting to the child (resist temptation on justifying the No, this is about the child and not about the caretaker's reasons) 3. Express acceptance of the toddlers right to have their feelings (even if you can not understand the child's disappointment- everyone has the right to feel how they feel) 4. Represent alternative ways for the toddler to express and cope with their angry feeling (ie. repeat verbal expressions of anger "I am angry", or making a sign with your child when they do not like something...like holding up their hand etc.) At first communicating with your child in this way may seem strange and even foolish. Your toddler may not seem to understand the message you are trying to convey. However, with time and consistency you may start to see your child respond to you through play. So, the next time you find yourself in the middle of the grocery store with a tantrum child make sure you are ready to PLAY!

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Comprehensive Elementary Guidance Program Belief Statements We believe… All students have individual abilities and are capable of learning with support from family, community and educators. All students have the right to be treated with dignity and respect and learn in a safe, supportive environment. Assumptions A school counseling program: Reaches every student Is comprehensive in scope Is proactive in design Is developmental in nature Is an integral part of a total educational program for student success Selects measurable student competencies based on local need in the area of academic, career and personal/social domains. Has a delivery system that includes school guidance curriculum, individual planning, responsive services and system support Is implemented by a credentialed school counselor Is conducted in collaboration with all stakeholders. Uses data to drive program decisions Monitors student progress Measures both process and outcome-results and analyzes critical data elements Seeks improvement each year based on results data Shares successes with stakeholders. All school counselors will: Plan and manage the comprehensive school counseling program in collaboration with all elementary counselors. Abide by the professional school counseling ethics as advocated by the American School Counselors Association. Participate in professional development activities essential to maintaining a quality school counseling program. Mission Statement The mission of the Davenport Community School’s comprehensive school guidance program is to enhance each student’s ability to acquire knowledge, attitudes and skills in the academic, career and personal/social domains to become contributing members of our diverse society.

ECED 11

1.THE CHEATER

2.There is a girl who is a hard working student. A kind girl. Most especially a top notcher student. Everyone is envied  to her because she is so intelligent. During their examination, surprisingly she has all the answers on her paper. But she didn't notice that someone looks at her papers and trying to copy all of her answers. Until at the end of the examination she got all of the answers  of her classmate and got a high grade.

3.NEGATIVE POINT- is that cheating  will inflict would be to yourself because you will live in guilt and regret.

   POSITIVE POINT- you will get a high grade.

4. A story is related to me,because i try to cheat during my high school days. But i earn the lesson that cheating is not good. We always earn the lesson to learn to make things better next time.

5.MORAL LESSON-
          It is a basic rule that we must be careful in whatever we do, because we might harm ourselves and others. If you cheat in class, you don't only harm yourself  you also harm your classmates. And it is important that we must exercise honesty.











































           
                                                                                                                           


































































 





















































































































































































































































































































































2.    There is a girl,who is a hard working student. A kind girl.. Most especially a top notcher student. Everyone is envied to her because she is so intelligent. During their examination, surprisingly  she has all the answers on her papers. But she didn't notice that someone looks at her paper and trying to copy all of her  answers. Until at the end of the examination she got all of the answer of her classmate and got a high grade.

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