ELSA

One of my goals in life is to become a third grade teacher. Teaching is something I always dreamed of being as a little girl. For this reason, case study number two is most relevant to my area of interest or work. Having the opportunity to be a leader in a child’s life guided them to a lifelong learning experience and using what I had been educated with to help all students achieve. The barriers preventing the individual from fully participating in work, school and/or society are being physically or mentally

The Universal Review included 180 school-based studies involving 277,977 students. The strategy involved classroom programming, which were a set of lessons that sought to develop social and emotional skills such as problem and feeling identification, goal setting, conflict resolution strategies and interpersonal problem-solving skills (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymicki and Durlak, 2008).

Affective development can be defined as the emergence of the emotional capacity to experience, recognize, and express a range of emotions to adequately response to emotional cues of others. Adults play a very important role in the affective development in children. Now more than ever, children are being raised in a very unpredictable world. Adults are now taking on a much greater challenge when working with young children to help set the foundation for affective development.

Every single activity, session, interaction that the client and therapist execute jointly in the course of their combined struggle to help the patient deal with life more effectively with life’s most challenging aspect is the therapeutic relationship (Oliveira, Sousa, & Pires, 2012, p. 295). Flexibility from both the therapist and the client must be given at all times to be able to co-create a new story with the patient. The therapist’s listening and attending to the sessions are essential to this part of the relationship. This approach is like a trial and error run. Since the therapist has never previously worked with this client before, each encounter in therapy is like uncharted territory for both the client and the therapist. The therapist cannot rely on fixed techniques and procedures for treatment; flexibility is a must, especially in the aspect of changing (Slife, 2005). The client will change with the therapist’s help, and flexibility from both parties is needed. If not, the therapeutic relationship will be affected. This therapeutic relationship is an on-going project throughout the treatment process. The relationship is built by how the client and therapist work together on creating new narratives based on new lived experiences in more empowering ways and promoting change.

Interventions are delivered by qualified and skilled teachers and other specialists who are experts in their field, thus allowing adaptations to be made in the teaching to suit the individual child, allowing the child to learn, apply and reflect on their learning.

What I did not consider was what the kids would teach me. The small village the team visited was not extravagant by any means. It was part of government housing and it held 60 houses, each having about three rooms. The people did not have much, most of them not having jobs, much less a car to take them places. This may have had an effect on the adults but not the children. They had a simple play structure that was missing many of its original pieces, being left with a single slide and a tunnel underneath. But the kids happily played on it anyway, making the most of what they had and they didn’t let the negatives keep them from having fun. During the day, it was a royal castle hosting a grand ball, and at night, it was a rocking pirate ship, battling the storms of the sea. They made so much out of so little and it brought them pure joy. It made me realize how much I take for granted in my daily life. I get frustrated with the slow wifi. They have a single pair of shoes. I complain about driving a used car to school. Most of them will never own a car in their

On my level 1B fieldwork experience this October I went to a school based setting. Occupational therapy in a school based setting involves the therapist working with children who qualify for an individualized education program (IEP). These children must be in the age range of three to twenty one, and have a disability that effects their education in order to qualify for the IEP. The IEP allows the student to receive services from the school based team which may consist of an occupational, physical, and speech therapist depending on the child’s needs. The children who have an IEP work on skills that help them participate in school related

Based on my observation I noticed that the children were talked to in a respectful manner, they were asked various questions. York (2003) stated, “Children are naturally curios they base their ideas on appearance” (p, 28). The children freely explored their environment. The teacher were prepared and engaged with the children. The children were offered choices. The program was developmentally appropriate and encouraged human diversity. The areas were adequately arranged and were anti-bias. There was a great amount of diverse pictures in the classroom. The work of the children was different and you could tell that it was their creation.

Developing social emotional competencies is believed to be the key to success in both the academic and social spheres of life. SEL enhances children 's self-management, problem-solving, decision-making, and communication skills, including pro-social values and attitudes about self and others. These prerequisite skills are necessary for children to be active and successful learners at school and to engage in fulfilling peer and teacher interactions (Collaborative for Academic, Social, and Emotional Learning., 2008; DEEWR, 2009; Zins, Bloodworth, Weissberg, & Walberg, 2004). For example, children who are being bullied or

It was unwise to set my intervention monitoring in an environment which I have no control over and for a small window of time, for a specific type of instruction. Instruction is not given at a set period of time, as I had thought when collecting my baseline data. Adam’s general education teacher often has them do individual work, then moves to whole-group instruction, at which point I need to leave. Furthermore, there are a great deal of holidays during autumn, so students were often participating in the arts, rather than math. These issues could have potentially been avoided if I had spoken to his general education teacher about her schedule, but I did not. Further consultation could have helped this project to be successful.

The focus of school-based intervention programs varies depending on children’s developmental stage. In early childhood, the emphasis of social-emotional learning (SEL) programs is typically on children’s development of skills to interact with peers, to manage emotions, and to participate in school environments (i.e., the ability to follow directions, to play successfully with others, and to pay attention) (Denham & Brown, 2010). For children in middle childhood, SEL programs place more weight on teaching children the skills to navigate complex peer relationships and to know when and how to share and show emotions (Denham & Brown, 2010). Finally, for adolescents, the focus of SEL programs is on further promoting interpersonal skills, while placing

Case management services were provided through a face to face meeting in Buena Park. Present at the meeting were WYP (Wraparound Youth Partner) Andy Ngo, the youth, and the youth’s teacher Michelle Newms. WYP Ngo checked in with the youth’s teacher. WYP Ngo prompted the teacher to start with the positives. The youth is doing well in school. The youth gets along with his peers. The youth is intelligent and overall an outstanding student. The teacher discussed some concerns with WYP Ngo. The youth needs to be more organized (keeping his homework neat, reminding to turn in his homework, and remember to do his homework). WYP Ngo discussed with the youth about homework. WYP Ngo advised the youth to use his time spent in the Boys and Girls Club to

Even having reasonable EQ in one’s youth can keep them on track for academic success in the future. In the book, “The EQ Edge: Emotional Intelligence and Your Success” by Steven J. Stein and Howard E. Books, they state, “Research on emotional intelligence has demonstrated that it is a preventative measure against bad behavior; increasing EQ in youths may help reduce the risk of extreme violence .. Developing emotional intelligence at an early age gives individuals an edge well into adulthood”(Stein & Book,2011). Having emotional intelligence can keep a child out of violence which can help them concentrate on what is important for them to have a better future such as an

In John Gottman’s, Raising an Emotionally Intelligent Child, it is found that teaching children to regulate and understand their emotions is important in order to create an emotionally healthy generation. Emotional intelligence, which is referred to as an “IQ” of people and the world of feelings (Gottman 17), contributes to the success of life emotionally, socially, and mentally of oneself. According to Gottman, there are multiple contributing factors that influence a child’s emotional intelligence which are parents and their parenting style, parent’s emotional expression, a parent’s interest or relationship with the child specifically between father and child, and the influences of the parent’s relationship on the child. The

From an early age we are expected to attend school for five days a week. We are expected to learn and be trained to achieve higher and score highly on standardized tests and on SAT scores. However, schools fail to educate students about the world and even ourselves. Each day we are taught the importance of going to school to get a good job. The education system has also failed to teach students how to deal with mental health issues such as depression and anxiety. Emotional intelligence is the ability to be aware of and control one’s emotions and handle interpersonal relationships. High schools can develop social and emotional programs for students to improve their behaviors, communications, and relationships. Emotional intelligence is important in society for  everyday decisions and getting along with others.