A Child Is Cooperative And Friendly

She rarely or hardly starts disputes with other children, throws temper tantrums, or seeks revenge when feeling picked on. She also performed within the normal range in the Impulsive-Hyperactive subscale. She rarely or hardly calls out unexpectedly, interrupts, or finds it hard to play quietly. She scored within the normal to borderline range in the Antisocial Conduct subscale. She rarely or hardly ever steals, acts dangerously before considering consequences, or destroys the possessions of

All children are different in their unique way. The goal of this assignment was to observe different children in an uninterrupted environment. Although all the children observed were the same age, they all acted differently during their observation. The differences in the way we react to different situations are what make us human. These differences can be explained through the theories that different psychologist have developed over the years. Some children react better to things like praise from a teacher or being able to be creative in the activities that they are participating in.

* Capable of feeling jealous, for example if you were to show another child more attention than another child, this child would become jealous and may show anger.

The second type is the hyperactive-impulsive type. Instead of being unable to focus, these children will be unable to sit still. They will fidget or squirm whenever they are forced to remain in one place and often have problems with the volume of their voice. They always want to play and like to yell and scream as they do.

From a parent perspective, Daniel is very concerned about his friends and his behavioral issues are normal if considering his starting point in our class. Everyone can have a bad day, and as mom stated a child that has an IEP his issues are exaggerated form observers, since he is in a Sp. Ed., when a peer child that has the same problem is considerate social developmental. Mom is involved in Daniel’s life and goals, and hopes for him to be successful in the General Ed class.

For our child observation project, we interacted with a seven year old boy named Nolan.

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

As kids we get distracted and as we get distracted in serious moments it can lead to something bad . As a kid I was very easily distracted and I took everything as a joke and eventually I was still trusted as a kid and given responsibility . The responsibilities I had around that time was take care of the house when my mom walked to get groceries as we didn’t have a car and as for my dad he works everyday 3pm to 12 am so he isn’t really home due to providing us with income . So as I was in 5th grade I was 11 and I given trust as in getting my own keys to the house well to the apartment. Although I was distracted easy I would always be swinging my keys or throwing them around as I liked playing with my little brother with keys outside . I very

The problem with only prescribing Billy with medication is he still had some remaining behavioral problems at school and at home. For example, at school, Billy would still call out answers without raising his hand, or talk to his classmates during silent reading time. Another problem with just prescribing medication is if Billy stops taking it, he will go back to his old behaviors. The prescription only helped Billy focus more and control his impulses. He still needed help in social skills and cooperating at home. Involving Billy’s parents and teacher helps because they see Billy everyday and have to try to control his problems. For his parents, they learn behavioral management. His parents learned techniques to teach the child the behaviors

When therapist met with the Client at school, therapist did check in client reporting any behavioral issues or conflict at home or at school and client reported that he is sometimes fighting with his sister at home around toys or her room because he wants to enter her room and play with her belongings and his sister does not allow him do do that 7Xs/week out of 7Xs/week. The client reported that he was not fighting at all at school, but the class teacher 3 warnings because he does not follow the class rules and he speaks without permission or taking turn. Client reported that his mood is happy because he likes to be at school and play with his classmates. Therapist discussed with client the alternative behavior when he gets involved in a conflict

Luckily, his home life is stable, nurturing, and he has a decent grip on himself for a kid his age. However, the amount of stress and anxiety that he causes for himself is not good for his health. Especially not if it stays at a high level for the majority of his life. So, it is good to have an outside person to talk to, and who will help him understand the thoughts and feelings he is having. It would also be beneficial to learn coping mechanisms and relaxation techniques at a young age so that as he ages he will be able to stay in control. This will possibly prevent the issue from worsening as it might if he does not have these tools as he matures. Also, once he has control over his anxiety, and can implement his comping skills well, then he can start the systematic desensitization hopefully then eliminating or significantly decreasing the anxiety caused by his phobias. Then, with age if he has some issues coping or dealing with his problems medication could be added to the treatment if the therapy is not enough at any point. But, otherwise having someone to talk to and to learn strategies from would be the most beneficial. For the time being, because of the therapy he will be able to relax a little more and not put so much stress on himself, and will be able to act naturally with his friends and healthily develop into adult

Therapy and open communication foster confidence and clarity for one’s emotions. John going to therapy will hopefully prevent an even larger mental illness problem that could continue if not addressed. As said on page 84 of the Social Problems textbook, “The recent data also reveals that an untreated mental disorder can lead to a more severe, more difficult to treat illness and to the development of co- occurring mental illnesses. At the tender age of nine, it is crucial that drugs are not the first option when treating conditions, otherwise the child will grow up thinking there is a drug to solve all ailments. This thinking will not allow the child to truly process his experiences and conditions, but instead repress their feelings with a quick solution. After reading the two web pages about how abuse and neglect factor into ADHD diagnosis, I think John’s behavior is a result of abuse. ADHD symptoms certainly can be derived from

Intervention: MS. Smalls (CSP) and Deonte discussed his interactions with peers in diverse settings. CSP and Deonte reviewed deep breathing and counting to ten slowly to reduce angry. CSP encouraged Deonte to use coping skills in all setting before getting angry. CSP redirected Deonte several times during the visit. CSP discussed Deonte appeared to have cried before coming home from school. CSP, Mr. Pringle (MHS) and Deonte review overall process made on this goal. CSP and MHS reviewed paperwork. CSP encourage MHS and Deonte to practice coping skills. CSP praised Deonte on being more constant on his behavior chart.

For the easy children, there were many cases of positive interactions and overall casual, regular routines. An example I saw was that there was a 7-year-old boy with a blue-white striped shirt that came down playground slide area upside down. Two other boys of similar age pulled him out and laughed together as they headed to the basketball arcade games. This interaction remained calm and collected from start to finish with positive moods at the end, which fits the easy child temperament. Most of the children I examined were not crying or angry except one case I saw. This example involved a relatively chubby kid of 9 to 10 years old who got relatively frustrated with a Spongebob coin game after always coming short to big payouts, which will connect to the next

The child that I am observing is a five year old boy named, Alberto. His birthday is on January 5, 2010. He is an only child and lives in a single parent household. Alberto has a puppy as a pet, snails, and aquatic frogs as pets. Alberto is of average height in his class and is physically fit, however, he needs to work on his gross motor skills. I did learn that Alberto lives in a neighborhood that has issues with violence and with apartment buildings I which he lives I one of them. Our textbook states, “Play only diminishes when social and cultural factors negatively impact it” (Sluss, p. 9). Issues such as Alberto’s neighborhoods often prevent children from playing outside. Therefore, it is crucial that as educators find alternatives to promote play for Alberto. It is very important that the school Alberto attends promotes active play as part of their curriculum. The Child Center that he attends is called Bright Start Learning Child Care Center.