Gestalt Therapy

GESTALT THERAPY

GESTALT THERAPY

• HISTORICAL DEVELOPMENT

                             The origins of gestalt therapy are found in three Germans whom Perls studied. Perls saw an individual perceptions in terms of the Gestalt dichotomy of figure-ground and established  his theory on that premise. Another important historical influence on Gestalt therapy is the existential movement in philosophy and psychology.

                              Gestalt Therapy was first used in a psychological context. It also emphasizes the expansion of awareness, freedom and Here and Now. The three founder of this therapy percepts the three principle of similarity, proximity and closure. The principle of similarity pertains to the perceptual field, while in proximity, determines how they are seen and in principle of closure, it describes the need to complete unfinished figures.

• VIEW OF HUMAN NATURE

                               Perls believed that people developed in relation to their environment, and he divided this development into the social, psychophysical and spiritual stages. Gestaltists believe that a healthy personality is the result or a person's experiences forming a meaningful whole. This occurs when there is a smooth transition between those sets of experiences that are immediately in the focus of awareness and those that lie in the background.

• MAJOR METHODS AND TECHNIQUES

                            Gestalt techniques include increasing the awareness of "body language" and of negative internal "messages"; emphasizing the client's self-awareness by making him or her speak continually in the present tense and in the first person; concentrating on a part of a client's personality, perhaps even on just one emotion, and addressing it (or asking the client to address it) as if it were sitting by itself in the client's chair; the creation by the therapist of episodes and diversions that vividly demonstrate a point rather than explaining in words. A therapist may choose from the following list of methods that Gestalt Therapist usually use:

• Dream Work
• Converting Questions to Statements
• Using Personal Pronouns
• Assuming Responsibility
• Playing the Projection
• The Empty Chair
• Making The Rounds
• Exaggeration
• Confrontation

• FUNCTION OF THE THERAPIST

                     The function of the therapist is to serve as a catalyst for change without assuming the responsibility for change within the clients. The Gestalt Therapist here plays an active role that often frustrates the clients demands for support and help, forcing them to rely on their own resources. The therapist also provides a "safe emergency" which allows their clients to feel safe enough to work toward self-support while playing the empty chair.

                     The therapist must not try to be a better therapist but to be who they are and helping their clients to do the same. 

• MALADAPTIVE BEHAVIOR

                In this therapy, people characterized by a lack of awareness, self-responsibility, contact with environment, denial of needs, and so on. When they fail to utilize their own capacity for self-regulation spend their energy on acting helpless, depending upon others, or manipulating the environment in countless ways. The result is an anxious state of temporal insecurity originating when the self is unable to determine the boundaries between the individual and the environment.

•  CRITICAL ANALYSIS     

                  The Gestalt therapy features a holistic emphasis on the integration of fragmented parts of the personality. Other than any theory, it stresses more on the unity of mind, body, and feelings. This therapy is useful in treating clients with physical disabilities and also for the clients containing internalized anger that can help them gain awareness of inner conflicts and of unfinished business.

RIZA GEGA

RESHIELLE JANE MOLINA

NIRE ANN PIZARRAS

AILENE RUBIA

ARLYN TORRES

BEED III-A

CAMARIN CAMPUS

learning questions

Psychonalytic Therapy


Questions:
1. Why does Psychoanalysis become a long, intense and expensive process?
2. How does Freud interprets dream and apply it in his therapy?
3. Why does Freud tend to emphasize the past experiences of the client rather than on present?
4. what does psychoanalytic therapy be criticized by others?
5. Why does the therapist encourages clients to talk about more on childhood experience rather than on present experiences?

Existensial Therapy

Questions:
1.How does Existentialism is alternately religious, atheistic and at the same time, anti-religious?
2. How can Existential Therapy recognize to humans their need and existense?
3. Why does Existentialist do not believe that there is a set of rules or standards in decision making even though this therapy emphasizes on making decisions?
4. In what way does Existentialists have helped the professional community although its main focus is the existence of individual itself?
5. How does Existential therapy can show the essence of individual's existence?

Adlerian Therapy


Questions:
1. Why does Adler preferred to believe that human behavior is pulled by the future?
2. What is the connection of social interest in Adler's individual Psychology?
3. What does Adler mean that personal goals do not exist as actualities but as potentialist?
4. If the main purpose of the therapy is the client. how come that it attempts to make the counselor perform a "miracle" in the therapy?
5. What does dream analysis of Freud become different in Adlerian's method of analyzing dreams?

Person-Centered Therapy


Questions:
1. Unlike the other therapy that focuses on the past experience of the client, why does person-centered therapy focuses on present rather than the past?
2. Why does person-centered approach need to be limited to individual counseling sessions?
3. Why does person-centered counseling also called a non directive counseling?
4.What makes person-centered influential to the other counselors nowadays and used as a basic as well?
5. How does technology contributed to Roger's practice of counseling?


Gestalt Therapy

Questions:
1. Why does gestalt therapy tends to focus on present rather than on past and future?
2. Can we say that the persons that are manipulating may have lack of awareness and responsibility?why?
3. How does Gestalt related to existential therapy?
4. What makes the dream work (method of therapy) different from the other therapy that uses dream to analyze the problem of the client?
5. In treating clients with physical disabilities, how does Gestalt therapy become particularly useful for those who are in denial or hostility phases of adaption?


Transactional Analysis

Questions:
1. How does psychological hunger motivates people to transcend patterns of behavior that begin early in life?
2. What is the difference between Freud's iceberg model to Berne's ego conscious states?                               3.According to Transactional analysis, what part of us directs behavior?
4. What are the advantages of using Transactional analysis in treating problems of  young children?
5. How can TA language creates a tendency to confuse labeling with counseling? 

 Behavior Therapy

 Questions:
 1. Why does Behavior Therapy describe as having a long past but a short history?
 2. In the function of therapist, how come that the counselor becomes very active in counseling?
3. One of the major methods of the therapy is the "token economies". What does the word token pertains to? 
 4. Why does Behavior Therapy does not deal with the total behavior of person?
 5. Why does critics of behavior therapy see this as in humans?

Rationale-Emotive Therapy

Questions
 1. How does ABC theory works on the process of RET?
 2. How does emotional consequence related to activating events and beliefs of the client?
 3. How does ABC theory connected to DEF?
 4. What are the similarities of RETin Cognitive theory approach?
 5. How does irrational thinking of the client turns into rational thinking?

Happy Thoughts

Watching the sky at night ..

     For me night is about your hidden thoughts, feelings, and emotions. I find it peacefully every time I watch the sky at night. The stars and the moons, the little light that hides behind the clouds, and the darkness that seems to conquer the whole city and the silence that makes me deaf.

     Sometimes I hear words that I don't want to hear from my parents and from someone i don't know or even just my mind speaking to me bad things are the things that stops me to do my happy thoughts.

     I let my self conquered from the darkness of the night until it feels no more, until the aches are gone and until all the wounds are healed. And all of the sudden, there's a little light that will grow in the middle of the darkness.

Music is my life ..
     I don't have any hidden talents in singing or even follow every beat of the music by dancing. All I know is that without music, I will not have the feeling of comfort. Music is my comfort zone. My genre depends on what am I feeling. Just like when I feel sad, I used to listen to emotional songs.
     There's no particular thing that stops me to do this,just a disturbed emotions and unexplainable feelings.
     I have my music player in my phone together with my headset. I have different songs with different genres. And this things helps me to find my comfort zone.

Christmas For Sale

Christmas For Sale

     Christmas is the date set aside for the celebration of the birth of Jesus Christ. Christians celebrate it on December 25th all over the world. Jesus was not born on December 25th exactly but this date was chosen to coincide with the pagan Roman celebrations honoring Saturnus (Harvest God) and Mithras (Ancient God of Light). The day of this celebrations came just after the winter solstice, that is the shortest day of the year in the northern hemisphere. The celebrations were to make known that winter is not forever. It was a form of worshiping the sun.
Jesus was born nearly 2000 years ago. To the Christians, Jesus is the Son of God and the Savior/Saviour of the world. The Christians believe that He came to die for our sins so that we may go to heaven.This is some of literal meanings about Christmas. But how we spend it? Glamorous Christmas decorations, huge party and having a large number of guests, expensive gifts, and some other things that you have during Christmas.This are the things that we have during Christmas season.  But is this really the meaning of Christmas to us? 


     Who can argue about Christmas not being the best time of the year? Yes, Christmas triggers strong emotions which many cannot ignore. Christmas is the magic that everyone believes in. It only comes once a year. The time of celebration and fun where you can get together with your friends and family, laugh and share memories.Holidays may seem exciting but there are several effects that holidays can have on family.For some people it is a very exciting and cheerful experience. At first you see all the kids opening presents with smiles on their faces.You get to see family numbers you haven't been able to see for weeks, months even years.Christmas is a time to share the joys of being together. From little children who stay up in the night of Christmas Eve to hear Santa’s sleigh to adults whose hopes and dreams were once shattered are restored. It is clearly means that Christmas is the day and the season of love.With the love in the air, Christmas highlights love with red and green wrapping paper. 


     Christmas day is the time when it feels good to give, when grievances are abolished, when Heaven comes to Earth for a moment. And as we think of it, we will realized further that we have a lot of chances to give and to share. Just like selling our Christmas in a way that we will spend a lot of time and money  to share our blessings and help those in need. Christmas for sale doesn't literally mean about money. But Christmas for sale means exchanging the way how you celebrate it by laying your time, effort and blessings to everyone. Show the true meaning of Christmas by doing this things. This is the best gift that we can give to Jesus Christ, the person who sacrificed a lot of things to his loved ones. To sent back the goodness to his child means a lot to him, just like want others says, "Give love on Christmas Day "..


     Christmas is for children.  But it is for grown-ups too.  Even if it is a headache, a chore, and nightmare, it is a period of necessary defrosting of chill and hide-bound hearts.


                                                                                                                    -Lenora Mattingly Weber 

checklist about usual problems of eced children

Sample Checklist about usual problems of  ECED Children

Child:___________________          Date of Birth:____________________

Teacher:________________           School:________________________

Direction: First identify the area(s) of concern for the student. Behavior around each identified area is where you will focus your observation. During the observation place a check mark next to the behaviors that are observed within each question. Note,additional observed behavior, including strengths, which may be relevant to the student’s evaluation can be specify.

___1. Works and plays cooperatively in a variety of settings.
___2. Demonstrates an understanding of school and classroom guidelines.
___3. Listens to others while in large and small groups.
___4. Stays involved in a self-selected activity for an appropriate length of time
(approximately 15 to 20 minutes).
___5. Follows simple verbal directions.
___6. Works independently and/or cooperatively to solve problems.
___7. Selects and completes a task while working with others.
___8. Chooses a variety of materials and activities and perform it well.
___9. Recognizes dangerous situations and takes action to protect self
(e.g., uses telephone, knows safety rules).                                                                                               ___10. Attends to personal tasks.
 

Comments: ________________________________________________________
________________________________________________________

Usual Problems of ECED Children

Usual Problems of ECED Children

     What happens – or doesn’t happen – to children in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future.

     This phase brings a rapid increase in intellectual abilities, especially in the complexity of language. Social development occurs as the child learns to live within the family. He begins to identify with the parents and adopt their standards in matters of conscience. Social life develops rapidly as he learns to interact with siblings, other children, and adults. Temper tantrums continue, but diminish and should disappear before the child starts school. At this age, the child has much curiosity about the environment and may ask a great number of questions.

     In children aged 2-5, fantasy life is rich and vivid. It can form a temporary substitute for the real world, enabling desires to be fulfilled regardless of reality. Special objects such as teddy bears or pieces of blanket become important to the child. They appear to comfort and reassure the child, and help sleep. They have been called 'transitional objects'.

     The child begins to learn about his own identity. He realizes the differences between males and females in their appearance, clothes, behavior, and anatomy. Sexual play and exploration are common at this stage.
According to psychodynamic theory, at this stage defense mechanisms develop to enable the child to cope with anxiety arising from unacceptable emotions. They include repression, rationalization, compensation, and displacement.

     In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.

eced 13 - sample of guidance program

THE HOPATCONG BOROUGH SCHOOL'S
ELEMENTARY SCHOOL GUIDANCE PROGRAM
PREFACE

Elementary school guidance programs recognize the unique nature of children with their
own diverse and varying needs, the importance of meeting these individual needs, and the
necessity for providing a supportive learning environment. While counselors are
committed to supporting the academic goals of the district, they also acknowledge the
multi-dimensional aspects of fostering successful students which must include emotional,
psychological and social health.
Elementary school is the foundation of a student's academic career. Research supports
that a child's experience in elementary school has a significant impact on their coping
skills for later in life. A longitudinal study on intelligence conducted by Benjamin
Bloom, "Evaluation to Improve Learning (1981)," revealed that the environment, in
addition to heredity, is a significant factor in determining the educational achievement of
children. Bloom states that approximately 80% of a child's intellectual growth takes
place during the first eight years of life. Since the period of most rapid growth takes
place during a child's early years of development, environmental experiences
during those years are most critical. Consequently, elementary school years
provide an excellent opportunity for teachers and counselors to have a
positive impact on the overall and long range development of children.

MISSION STATEMENT:
The Hopatcong Borough School's elementary school guidance
program functions as an integral part of the entire educational process. The
elementary school guidance program provides comprehensive, developmental and
personal services to students in grades kindergarten through five. These services are
consistent with the philosophy and objectives of the schools and district,
and share the commitment toward students, parents, and community with the
administration and teaching staff. In addition, these services strive to meet the
National Standards for School Counseling programs. Counselors strive
to identify and respond to specific academic, emotional and social needs of
students and families through various modes of outreach. The mission of the guidance
program is to foster a learning community where students, staff and families
value themselves and others, become lifelong learners, and make positive
contributions in our world.

PROGRAM DEFINITION:
The Hopatcong Borough's Elementary School Guidance Program
is available to help students, parents and teachers to develop positive learning
experiences. The program utilizes a variety of services and activities in order to
meet individualized needs of children and their families. The provision
of services will be based upon referrals from faculty and staff,
parents/guardians, and/or student request. Teachers and staff will receive referral forms
upon the commencement of the academic year. All elementary school
counselors will utilize a uniform referral form. Parents/ guardians will be notified of the
school's guidance and counseling services through open night and/or
school newsletters. In addition, school counselors will introduce themselves, and the
purpose of the program to each classroom at the commencement of the
academic year.
During the course of the school year, teachers and parents/guardians may refer students to
the guidance department for counseling in these general areas:
1. Difficulty in interpersonal relationships
2. Academic difficulty
3. Scholastic difficulty
4. Negative changes in behavior
5. Self-esteem issues
6. Family separation or divorce
7. Family remarriage
8. Family relocation
9. Physical or sexual abuse issues
10. Neglect issues
11. Substance abuse issues
12. Health related issues
13. Fears and/or anxieties
14. Death and the grieving process
15. Natural disasters (floods, tornadoes, fires)
16. School incidents (accidents, gun/bomb threats)

The aforementioned issues, as well as other educational
information and topics, will be addressed through the utilization of one or more of the
following services: Individual Counseling: School counselors will provide individual
sessions for students to assist with a variety of educational and personal
issues. The primary focus of these sessions is to help students to explore
their concerns, make appropriate plans of action, and to be successful in
following through with their plans.
Individual counseling will also aim to assist students to develop effective coping,
problem-solving, and decision-making skills, as well as provide necessary linkages for
support. Group Counseling: School counselors will provide support counseling to small
groups o students with common needs or problems. Topics may center around changing
families, social skills, and academic improvement. Groups will meet on a weekly to a biweekly
basis depending on specific needs of the students. Group counseling provides an
opportunity for students to provide and receive peer support and feedback which may
help them to feel less isolated and less understood. Classroom Guidance Curriculum:
Throughout the school year, counselors will meet with students and teachers in a
classroom setting at each grade level. The topics that will be addressed in these sessions
will be in response to specific classroom needs as identified by the teacher or principal,
observance of special events or commemorations, and/or curriculum by the National
Standards. Conferences: School counselors are available to meet with the parents of any
student to discuss academic, emotional, social or family
concerns. Parents may contact the guidance office during the school day to
schedule an appointment. However, counselors will make all attempts to
accommodate parents who come directly to the guidance office without a prior
appointment.

Collaborative Interdisciplinary Conferences: The school counselor will meet with the
school's Information and Referral Services (I&RS) team to communicate specific needs
or issues of students that have been previously referred for guidance services. Counselors
may also receive new referrals through I&RS team meetings. I&RS team members may
include individuals from the Child Study Team (CST), school principal, appropriate
teachers, guidance counselor and parents. The purpose of the I&RS teams is to determine
whether there is a need for CST evaluation in order to provide special education services.
Counselors may also assist the teacher with suggestions of specific strategies to assist the
particular student prior to a CST intervention. Referral: School counselors will serve as
referral agents to help students and their families to receive needed and/or requested
assistance from other programs and services within the school system, as well as
community agencies. Counselors will work closely with teachers and administrators in
these referral processes.

Transitional Services for Students Graduating to New Schools:
In order to ensure a smooth transition to each new school, elementary school counselors
will meet with one another at the conclusion of the school year to
provide relevant information regarding students that have received guidance
services. The information that will be exchanged will ensure that the new
counselor will continue to meet existing needs of specific students, thus
ensuring a smooth transition for students who have previously received services.

Coordination of Special Events:
Counselors will assist with the coordination of various school-wide events to
acknowledge special topics, commemorations, and/or holidays. These special events will
aim to reach the full student population to foster a sense of community, social awareness,
and respect for diverse celebrations and issues. A holiday gift collection in
December for families in need of financial assistance is an example of a special annual
event within the elementary schools. A list of various student observances/events, which
may be acknowledged throughout the school year, is attached below.

THEMATIC GUIDANCE PROGRAMS/ACTIVITIES:
In order to provide a consistent learning and social environment
throughout the elementary schools, the guidance program will provide
thematic programs and/or activities throughout the school year. All elementary school
counselors will facilitate an annual campaign entitled, "Kids Care." Activities
and educational programs, supporting compassion and kindness,
will be developed by school counselors. This may be accomplished through a variety
of venues including: poster contests, random acts of kindness, bulletin boards,
community activities, and classroom discussions. Elementary school
counselors will also celebrate National Counselor's Week through the distribution of
lessons and/or school-wide activities.
October: Red Ribbon Week: Substance Abuse Awareness
December: Social Decision Making and Problem Solving
February: Celebrating diversity/respecting each other
April: Violence prevention
June: Safety Education

STUDENT WELLNESS OBSERVANCES & SPECIAL EVENTS:
September
09/08/03: International Literacy Day
09/11/03: World Trade Center and Pentagon attack remembrance/observance
>09/16/03: International Day of Peace
October
whole month: National Disabilities Awareness Month
10/6-10/10: Fire Prevention Week
10/20-10/24: America's Safe Schools Week
10/20-10/24: National School Bus Safety Week
10/18-10/24: Red Ribbon Week
November
11/20/03 National Parental Involvement Day
February
whole month: National African-American History Month
2/2-2/6/04: National School Counseling Week
March
whole month: National Women's History Month
3/04: Read Across America Day/Dr. Seuss' Birthday
3/21-3/25/04: National Poison Prevention Week
3/29-34/04: National Youth Violence Prevention Week
April
whole month: National Child Abuse Prevention Month
4/22/04 Earth Day
May
whole month: National Mental Health Month
5/4-5/10/04: Teacher Appreciation Week
June
whole month: National Safety Month

NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS:
The National Standards for School Counseling Programs provide
the guidance, direction and the framework for states, school systems and
individual schools to develop effective school counseling programs. The National
Standards facilitate student development in three broad areas: academic development,
career development, and personal/social development. Each area is
delineated by three separate standards. These nine standards are followed by a list
of student competencies or desired student learning outcomes, which
define the specific knowledge, attitudes, and skills which students should obtain or
demonstrate as a result of participating in a school counseling program.
These competencies form a foundation which can be used as a basis to develop
measurable indicators of student performance. Hopatcong's elementary school
guidance program strives to meet the National Standards through the utilization of
the aforementioned counseling, educational and social services and activities.

Academic Development:
The academic standards serve as a guide for the school counseling program to implement
strategies and activities that support and maximize student learning. Academic
development includes the following: acquiring skills, attitudes, and knowledge to learn
effectively; employing strategies to achieve success in school; and understanding the
relationship of academics to the world of work, and to life at home and in the community.
Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
effective learning in school and across the life span.

Student Competencies:
1. Improve academic self-concept
2. Acquire skills for improving learning
3. Achieve school success
Standard B: Students will complete school with the academic
preparation essential to choose from a wide range of substantial postsecondary options,
including college.

Student Competencies:
1. Improve learning
2. Plan to achieve goals
Standard C: Students will understand the relationship of
academics to the world of work, and to life at home and in the community.

Student Competencies:
1. Relate school to life experiences.
Career Development Program standards for career development service as a guide for
the school counseling program to provide the foundation for acquiring the
skills, attitudes, and knowledge that enable students to make a
successful transition from school to the world of work. Career development includes the
following: strategies to achieve future career success and job satisfaction;
fostering an understanding of the relationship between personal qualities,
education and training, and the world of work; and the development of career goals by all
students as a result of career awareness and experiential activities.
>Standard A: Students will acquire the skills to investigate the
world of work in relation to knowledge of self and to make informed career decisions.

Student Competencies:
1. Develop career awareness
2. Develop employment readiness
Standard B: Students will employ strategies to achieve future career goals with success
and satisfaction.

Student Competencies:
1. Acquire career information
2. Identify career goals
Standard C: Students will understand the relationship between
personal qualities, education, training, and the world of work.

Students Competencies:
1.Acquire knowledge to achieve career goals
2. Apply skills to achieve career goals
Personal/Social Development Program standards for personal/social development serve
as a guide for the school counseling program to provide the foundation for
personal and social growth which contributes to academic and career success.
Personal/social development includes the following: the acquisition of skills,
attitudes, and knowledge which helps students to respect self and others; the
use of effective interpersonal skills; the employment of safety and survival skills;
understanding the obligation to be a member of our society; and the ability to
negotiate successfully and safety in the increasingly complex and diverse
world of the 21st century.
Standard A: Students will acquire the attitudes, knowledge, and
interpersonal skills to help them understand and respect self and others.

Student Competencies:
1. Acquire self-knowledge
2. Acquire interpersonal skills
Standard B: Students will make decisions, set goals, and take
necessary action to achieve goals.

Student Competencies:
1. Self-knowledge applications
Standard C: Students will understand safety and survival skills.

Student Competencies:
1. Acquire personal safety skills.