CASE STUDY

A.   PERSONAL DATA SUMMARY

               

                NAME:                  James Harold A. Bibon

                AGE:                      5.9 y.o.

                SEX:                       Male

BIRTHDAY:               May 23, 2005

BIRTH ORDER:         2nd child

                PARENTS:             Ronald Bibon

                                               Gloria bibon

                HEIGHT:                38 inches

                WEIGHT:               15 kilos

                PHYSICAL APPEARANCE:   Thin, Brown Complexion

B.  JOINING PROCESS

                James is a preparatory student in the school where I used to work as part time teacher/ assistant teacher (a school under DSWD).  I have had direct contact with him.  James caught my eye as a cute little boy who was friendly and kind, as he would always greet me when I came into the classroom. In order to build good relationship to the child and his family I prefer to be a polite and friendly person and approach them in a right manner.  As I visit them in their house I’ll make sure that I’ll communicate with the child as well as the parents in the way which they can’t be offended.  I ask permission to the mother about the study to be done and she allowed me in fact she was very cooperative, as well as the child during our activities.  I used reflective listening as a method of gathering information and through it I gathered and learned a lot of information towards the child.  

                My objective is to help the child in what ever difficulty he experiencing during his early childhood years.  And I’m expecting that through the help and guide of his parents and sibling he can overcome those things that disturb him.

C.   PRESENTING PROBLEM

                  The researcher found out according to the teacher that every time a lesson would begin or the teacher was talking to the class, James would, without fail speak out of turn and pay no attention to the person speaking.  He not only did this with the teacher but with other children as well.  When the class had seat work assignments, the teacher observed the children and assisted some of them.  "James was slow to follow directions and often forgot what he was directed to do.  I offered my help finding that he always wanted me to review his directions.  I would hold his hand moving it in the direction of the letter form,  in order that he get the kinesthetic sense of the form.  Then I would let him try to form the letters on his own.  He wanted me to stand over him, yet he refused to follow my directions or advice" said the teacher of James.

                "Several afternoon after school were spent together working on his writing"said his mother.  "After his constant refusal to let me show him how the letters looked and felt, the teacher and I decided that we had a definite problem.  James  just would now do things any way except his own way.  He made a point to tell us that he wanted to do it his way" her mother added.  "One parent of  James classmates said that the child caused a disturbance and had to be reprimanded.  Consequently, his male classmates were not as friendly toward him.  During recess he would often stand near the girls jumping rope, but he would never engage in rough play like other boys his age.  One time he tried to jump rope with the girls but he got tangled in the rope, and this resulted in banishment by the girls" ended by the parent whom find James as disturbed.

               Her teacher observed that James lack of coordination became evident in his other recess activities such as jumping, running, and even walking. "His movements were jerky and clumsy, much like those of a two-year-old.  One would often see James bumping into things.  Once, on the way to the playground, James walked in the opposite direction from his classmates and went head-on into a pole", teacher stated.

                So the teacher talked the mother of James and inform her about his child’s behavior.  The researcher found out from the teacher that James was very affected of his parents separation.  His parents get separated when James was only 3 yrs old.  Although presently they were living with his guardian father whom stand as their father, James still really missed her true father.  He was very sad and depressed longing for his father.  And it’s really affect his behavior in school as well as his relationship with his classmates.

D1.   psychosocial history

            

             TIME LINE/BIRTH ORDER

 

 D2.   Genogram

D3.  Sociograph

       Home

         school

  

D4.  Personality dynamics

        James infairness has a beautiful singing voice.  Infact he used to give special number every time the school having an activity program.  He is also very good in art.  He can draw different characters by his own.  Even in imagination he can create different designs.  That’s why he is the best in art in the class.

D5.  Relationship of the child with significant people

            His relationship with his mother and brother was very mutual.  He loves his mother as well as his brother.  He always wanted his mother to accompanied him at the school.  Even if she going to market he insist to go with her.  Same thing with his brother.  Although sometimes they used to quarrel for some little things, James really love his brother.  He always prefer to play with him.  James is very generous to him sharing his food, toys and even his school supplies.  However in the contrary his not that mutual to his guardian father.  He does not like him since it came to their lives.  Although he give due respect to him, their relationship to each other is not mutual because his step father treat James as his own son while James is not close to him that much.

D6.  Action:  how the child do things

            Sometimes James efficiently do things, like arranging his things in his school bag.  He can tied his shoe lace by himself.  During weekends his mother teach him to arrange and organize his dress in the cabined and he did it well.  However he cannot prepare his food alone.  Aside from messy and clumsy, James don’t have patience in preparing his food unless it is already prepared in the table.  He always call his mother’s attention whenever he takes a bath, because of his phoebia in soap.  Other than that he can do few child things independently.

E.  THEORETHICAL FRAMEWORK

      GRAPHICAL REPRESENTATION / THEORIES

     A.  The child did not pay attention to the teacher whenever she gives instruction for the class activity.

                Principles of classical conditioning as stimulus discrimination states that, we respond differently to 

           stimuli because of our previous experiences in which certain of our responses were successful in the  

           presence of certain stimuli.

     B.  The child was very sand and depressed longing for his father because of his parent's separation  

           happened when he is only 3 years old.

                Family influences positive interpersonal support and instruction in self-motivation strategies can 

           offset factors that interfere with optimal learning such as negative beliefs about competence in a 

           particular subject, high levels of test anxiety, parents separation, and undue pressure to perform well.  

           Based on the socio-cultural principles.

                                                     F.  PROGNOSIS

      POSSIBLE SCIENTIFIC GUESS

                 The child observed to be depressed and disturbed which sometimes isolate himself to other classmates.  I think the possible causes are first is the separation of his parents.  Because longing for his true father really affect his behavior in school as well as his relationship with his classmates according to my research.  Another is maybe he is seeking for attention and affection of his father that's why he misbehaved to his classmates and teacher to get their attention.

G.  THERAPEUTIC PLAN

       SOLUTION

                I suggest that the possible solution would be the teacher must assign a peer group activities to help 

      James to socialize with his other classmates to avoid isolation of himself.  And also to his mother to talk  

      to him and explain the reason of their separation with his father.  The mother better to make a way for 

      James and his stepfather to have a bonding to get along with and talk.  In that case he will develop a  

      good social and family relationship.

      AT THE END OF THE CASE THE CLIENT CHILD MUST:

            G1.  KNOWLEDGE BUILDING

ü  Develop the mental ability with fine use of language. (fine motor coordination)

ü  Understand and enjoy reading when he knows the words.

          G2.  SKILLS BUILDING

ü  Enhance the fine and gross motor activities.

ü  Train in the basic skills of jumping, running and walking.

ü  Acquire a “consisent righ-or left-sided approach in the use of eyes, hands and feet in kicking ball and cutting paper.

          G3.  ATTITUDE BUILDING

ü   Be affectionate o his step father as well as his peers and classmates.

ü  Develop into a well-adjusted person both physically and mentally.

H.  THERAPEUTIC INTERVENTION

I.  THERAPEUTIC PROGRESS

J.  THERAPEUTIC RESult

           

                 As a result of the therapy based on the problems presented by the mother and the teacher of the client which is the lacking of fine and gross motor ability of the child, attention seeking and uncloseness to his step father.

            Consequently several suggestions were made to the teacher and to the mother to aid the James.  Training in “PSYCHOPHYSICAL integration of fine and gross motor activities” through writing skills was suggesed.  The initial gross motor training could be used in the physical – education program or informally conducted in the classroom or at home with the help on the member of the family.

            James teacher said hat he hasd improved considerably in his hand writing and reading skills.  He was now  in a reading group in his own classroom.  She said that he still is uncooperative in listening and finishing his work.  Jame’s mother was surprise o find out about her child’s trouble in school.  However, she coordinated with the teacher in fostering and training him.  She realized by watching her son that James little by little has a progress.

K.  SUMMARY

                James appears to be a healthy normal younster in many ways ye he is having difficulty in the school situation.  The assistant teacher sensed this and decided o do a case study about him.

                James problem seem to be one of coordination.  Many litle boys in the five to seven age range have difficulty in controlling fine muscles and cannot relate eye and hand coordinations.  Girls seem to maure faser in these areas, possibly due to more sedentary activities with crayons and cut outs prior to school.  James’s restless is partly due to his inability to perform the tasks required of him.  His condition is aggravated by his lack of success and his subsequent loss of prestige among his peer group.  His aloofness to his step father maybe cause of his longing to his real father.

                James is a child who is accustomed to praise and recognition.  His mother is concerned about him and evidently is willing to spend time and money  inattentive and restless behavior gets him some of the recognition he requires.

                I recommend that it would be beneficial if James’s teacher where knowledgeable enough to provide materials for perceptual-motor training withing the classroom setting.  Consultation with specialist in learning disability might be provided for the teacher as well as the parent of James so that they could work effectively with the child within the classroom and home settings.

                James needs to feel that he is an integral part of his class, not someone who, because of special difficiencies, cannot participate with others.  His family, especially his step father might be advised to help him with coordination in playing games at home.  Equipment such as balance boards and trampolines have been known to be an aid to perceptual motor difficulties.

                Above all attention should be given to opportunities for praise and recognition.  A disability in the area of motor coordination should not be the cause of permanent personality damage which block a child’s ability to function in school and in life.

L.  IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN.

                It is feasible to study individual pupils in the classroom?  If teacher and adminisrators are convinced of the importance of knowing the child means can be provided o facilitate study.  The case study approach is a way of viewing the teaching role.  If one has this approach, many opportunities present themselves for getting to know children.  Informal contacts on the playground and in the lunchroom supplement insights gained from classroom observations and from children’s school performance.  New trends and new forms of classroom organization require broad knowledge about individual pupils.

                For this new approach to be sucessful it will be necessary for teachers to employ many techniques in order to know their pupils and to be able to guide them in their individual learning pursuits.  In a new types of classroom settings, confronted with many pupils in a day and having multiple teaching approaches to choose from special techniques must be employed to make knowledge of the individual child possible.

                Test and Scales have been developed to help the teachers in these settings to assess their pupil’s level of operation in various areas.  Reading abilities for example, are broken down into their component parts, and children are assigned for practice sessions according to their assessed skills and deficits.

                After the recording of data has gone on for several months the teacher begin to observe reccuring patterns of behavior in the child they are studying.  They can develop some hypothesis about the causes of this behavior, and they test them out in the light of further evidence.  By eliminating the unreasonable explanaions, the participants develop insights and begin to understand much about the child they are studying. 

The case study approach can be an effective means of bringing parents and teachers together to study children.