Age Group | Cognitive | Communication | Physical | Social, Emotional & Behavioural | Moral |
| * Repetitive play as the baby enjoys doing something over and over again * Crying if they cannot see their parent or carer * Maybe shy around strangers
He is patience when he wants something and waits for his turn during activities, without getting angry or upset, as he demonstrated on 11 occasions that he could control his emotions. Child X appears to get distracted by very by little things, more than he was able to ignore kids who are fooling around in class. He also bounces his legs very often, and starts fidgeting after a few minutes when he is supposed to sit still, even though he is able to follow instruction and participate in tasks given. Whether or not he was able to finish tasks is a question for further
Social and Emotional Development: Developing sense of own identity and wanting to do things for their selves, demanding of adults attention and being jealous of adults attention being shred, reluctant to share play things, acts impulsively, requiring needs to be met instantly, prone to burst of emotion tantrums, enjoys playing with adults or older child who will give attention, beginning to play with others of own age for short periods of time.
eeds * Holds out arm when coat being put on * Sticks out foot for shoe to be put on * Shows affection, gives hugs etc * Want to stay with their parents
Strong emotions such as fear, joy and anger are shown. Imitates adults in simple tasks. May alternate between independence and clingy behaviour. Enjoys other children’s company but still reluctant to share. 2 years to 2 ½ years May have established a hand preference (right-handed/ left handed).
Emotional development; a child will develop a stung emotional attachment to carers/parents also to their toys i.e. a teddy bear. A child has basic emotions for example happy or sad and will start developing an understanding of others. Children will form relationships with other children and will developed skills such a sharing. A child will see differences in types of relationships between family and those in a formal setting.
As a divorced couple with a child, Ted and Joanna Kramer came to therapy to resolve their presenting problem: coming up with a co-parenting plan. Billy is the identified patient because his parents are triangulating him into their conflict. Triangulation occurs when parent are incapable of working out their problems, so they bring a child who becomes the focus of the problem (Goldenberg & Goldenberg, 2013, p. 284). According to Goldenberg and Goldenberg (2013), each parent demands the child to side with him or her against the other, while the other sees this alignment as a betrayal or attack (p. 284). Therefore, Ted and Joanna demand Billy side with them separate from the other; this is created conflict in the family
Transactional analysis has allowed me to realize my childhood has an impact on my behavior and decisions as an adult. Growing up my family had rules and regulations for children and most of them currently affect me. I believe I am silent in certain situations, because of the way I was raised. Growing up I was taught that children are to be seen and not heard. This regulation made me believe as a child I did need to talk to everyone and be social, because they saw me. I used my presence as my words, so I was often quiet. In addition, I was raised to speak when spoken to, and I still have that regulation installed in me as an adult. This regulation made me believe I showed respect to people by responding and acknowledging them when they are speaking
Done Right Transaction System,LLC founder has MS in Public Accounting and expertise in assisting businesses with difficulties and struggles in their bookkeeping functions. D.R.T.S. founder believes that businesses and individuals need the right bookkeeping services that will assist them to improve and move their businesses to the next level.
Systemic and family therapy has developed to acknowledge that the interactional patterns of a family are not controlled by a single member or outside entity, but with the whole family, which is perceived as a functional transactional system of its own (Watzlawick, Weakland & Fisch, 1974). According to Virginia Satir (1994) this system is constantly changing whether it be slow or fast. This paper will further explore Virginia Satir’s Growth Model by explaining its basic assumptions, formulate the theory in practice, and provide an overview of treatment interventions. Moreover, how the Satir Growth Model emulates the core assumptions of systemic and communications theory will also be reviewed. The Satir Growth Model will be applied for treatment
In T.A. the life-script is an important concept as all transactions, games, ego-states and the concepts they encompass relate to the re-enforcement of an individual’s life script. Berne defined life-script as;
This is a 2-parent 1-child home with several concerns. The parents are successful in their employment and strive in securing the basic level of needs for the household. Mallorie is a typical teenager-acting out to receive attention from her parents and feel that they should spend more time as a family. There are two theories that could be used to help strengthen and restructure this family- the social learning family intervention and individual cognitive behavioral therapy. As noted in Kilpatrick & Holland (2009) “the social learning family treatment approach has been successfully engaged with a variety of families and with many levels of family needs. This model enables the practitioner to utilize a well-structured series of intervention strategies yet allows for the necessary flexibility when working with diverse, chaotic, and unique family systems.” Cognitive behavioral therapy is a technique that is used to treat various disorders that are related to anxiety, mood, personality, substance abuse, etc. that are connected with
The child may be afraid to speak, and afraid of becoming the target of anger for speaking without approval. This is due in part to not being spoken to by adults or experiencing meaningful discussion with adults. The child cries easily and often. The child’s world is so chaotic the child cannot handle ordinary stress. The child usually has not witnessed appropriate ways of dealing with stress. The child will act out aggressively toward peers and adults. The child models the aggressive behavior observed in the home, and when playing with others. The child will have an inability to play constructively. There is a lot of throwing or kicking, and possible destruction of toys. Many children have not been shown how to play and interact with other children. Children are working out their frustration and worry in play (http://www.uen.org). The child will show inconsistent or inappropriate display of emotions. Abuse can result in the child not learning appropriate emotional responses, as well as not being in touch with their true feelings.