Thursday, March 24, 2011
Monday, March 7, 2011
PERSON-CENTERED THERAPY
Underlying Theory of Person-Centred Therapy
The person-centred approach views the client as their own best authority on their own experience, and it views the client as being fully capable of fulfilling their own potential for growth. It recognizes, however, that achieving potential requires favourable conditions and that under adverse conditions, individuals may well not grow and develop in the ways that they otherwise could. In particular, when individuals are denied acceptance and positive regard from others — or when that positive regard is made conditional upon the individual behaving in particular ways — they may begin to lose touch with what their own experience means for them, and their innate tendency to grow in a direction consistent with that meaning may be stifled.
One reason this may occur is that individuals often cope with the conditional acceptance offered to them by others by gradually coming to incorporate these conditions into their own views about themselves. They may form a self-concept which includes views of themselves like, "I am the sort of person who must never be late", or "I am the sort of person who always respects others", or "I am the sort of person who always keeps the house clean". Because of a fundamental need for positive regard from others, it is easier to ‘be’ this sort of person — and to receive positive regard from others as a result — than it is to ‘be’ anything else and risk losing that positive regard. Over time, their intrinsic sense of their own identity and their own evaluations of experience and attributions of value may be replaced by creations partly or even entirely due to the pressures felt from other people. That is, the individual displaces personal judgements and meanings with those of others.
Psychological disturbance occurs when the individual’s ‘self-concept’ begins to clash with immediate personal experience — i.e., when the evidence of the individual’s own senses or the individual’s own judgement clashes with what the self-concept says ‘ought’ to be the case. Unfortunately, disturbance is apt to continue as long as the individual depends on the conditionally positive judgements of others for their sense of self-worth and as long as the individual relies on a self-concept designed in part to earn those positive judgements. Experiences which challenge the self-concept are apt to be distorted or even denied altogether in order to preserve it.
Therapeutic Approach of Person-Centred Counselling
The person-centred approach maintains that three core conditions provide a climate conducive to growth and therapeutic change. They contrast starkly with those conditions believed to be responsible for psychological disturbance. The core conditions are:
1. Unconditional positive regard
2. Empathic understanding
3. Congruence
The first — unconditional positive regard — means that the counsellor accepts the client unconditionally and non-judgementally. The client is free to explore all thoughts and feelings, positive or negative, without danger of rejection or condemnation. Crucially, the client is free to explore and to express without having to do anything in particular or meet any particular standards of behaviour to ‘earn’ positive regard from the counsellor. The second — empathic understanding — means that the counsellor accurately understands the client’s thoughts, feelings, and meanings from the client’s own perspective. When the counsellor perceives what the world is like from the client’s point of view, it demonstrates not only that that view has value, but also that the client is being accepted. The third — congruence — means that the counsellor is authentic and genuine. The counsellor does not present an aloof professional facade, but is present and transparent to the client. There is no air of authority or hidden knowledge, and the client does not have to speculate about what the counsellor is ‘really like’.
Together, these three core conditions are believed to enable the client to develop and grow in their own way — to strengthen and expand their own identity and to become the person that they ‘really’ are independently of the pressures of others to act or think in particular ways.
As a result, person-centred theory takes these core conditions as both necessary and sufficient for therapeutic movement to occur — i.e., that if these core conditions are provided, then the client will experience therapeutic change. (Indeed, the achievement of identifying and articulating these core conditions and launching a significant programme of scientific research to test hypotheses about them was one of the greatest contributions of Carl Rogers, the American psychologist who first began formulating the person-centred approach in the 1930s and 1940s.) Notably, person-centred theory suggests that there is nothing essentially unique about the counselling relationship and that in fact healthy relationships with significant others may well manifest the core conditions and thus be therapeutic, although normally in a transitory sort of way, rather than consistently and continually.
Finally, as noted at the outset, the person-centred approach takes clients as their own best authorities. The focus of person-centred therapy is always on the client’s own feelings and thoughts, not on those of the therapist — and certainly not on diagnosis or categorization. The person-centred therapist makes every attempt to foster an environment in which clients can encounter themselves and become more intimate with their own thoughts, feelings and meanings.
Criticisms of Person-Centred Counselling
A frequent criticism of the person-centred approach is that delivering the core conditions is what all good therapists do anyway, before they move on to applying their expertise and doing the real work of ‘making clients better’. On the face of it, this criticism reflects a misunderstanding of the real challenges of consistently manifesting unconditional positive regard, empathic understanding and congruence. This is especially true of congruence: to the extent that some therapeutic techniques deployed in some other traditions depend on the counsellor’s willingness to ‘hold back’, mentally formulate hypotheses about the client, or conceal their own personal reactions behind a consistent professional face, there is a real challenge in applying these techniques with the openness and honesty which defines congruence. It may also demonstrate something of a reluctance to take seriously the empirical research on counselling effectiveness and the conclusion that the quality of the client-counsellor relationship is a leading predictor of therapeutic effectiveness — although this is somewhat more controversial, since one might argue that providing the core conditions is not the only way to achieve a quality relationship. (See the page on Comparing Effectiveness.)
At a deeper level, however, there is a more sophisticated point lurking, which many expositions of person-centred theory seem to avoid addressing head-on. Namely, given that the self is the single most important resource the person-centred counsellor brings to the therapeutic relationship, it makes sense to ask: what (if anything) is it important that this self has, apart from the three core conditions? I.e., manifesting of the core conditions does not by itself tell us what experiences or philosophies the counsellor is bringing to the relationship. It tells us that the client will have transparent access to that self — because the counsellor is congruent — but it doesn’t tell us anything else about that self. Whether or not that self should be developed in any particular way, or whether that self should acquire any particular background knowledge, seems to me a question which is more often side-stepped than answered within the person-centred tradition.
(Another way to understand this point is this: given two counsellors, each of whom manifests the core conditions to some specified degree, what else, if anything, matters? Would it be better for a given client to have the one who is an expert at astrophysics or the one who is an economist? Would it be better for a given client to have the one who struggled through a decade of ethnic cleansing in a war-torn country or the one who went to private school in an affluent suburb and subsequently worked as a stockbroker? Aside from academic expertise and personal history, what about personal philosophy, parenthood, and other factors?)
Best Fit With Clients
Clients who have a strong urge in the direction of exploring themselves and their feelings and who value personal responsibility may be particularly attracted to the person-centred approach. Those who would like a counsellor to offer them extensive advice, to diagnose their problems, or to analyse their psyches will probably find the person-centred approach less helpful. Clients who would like to address specific psychological habits or patterns of thinking may find some variation in the helpfulness of the person-centred approach, as the individual therapeutic styles of person-centred counsellors vary widely, and some will feel more able than others to engage directly with these types of concerns.
Further Reading on Person-Centred Counselling
The person-centred approach views the client as their own best authority on their own experience, and it views the client as being fully capable of fulfilling their own potential for growth. It recognizes, however, that achieving potential requires favourable conditions and that under adverse conditions, individuals may well not grow and develop in the ways that they otherwise could. In particular, when individuals are denied acceptance and positive regard from others — or when that positive regard is made conditional upon the individual behaving in particular ways — they may begin to lose touch with what their own experience means for them, and their innate tendency to grow in a direction consistent with that meaning may be stifled.
One reason this may occur is that individuals often cope with the conditional acceptance offered to them by others by gradually coming to incorporate these conditions into their own views about themselves. They may form a self-concept which includes views of themselves like, "I am the sort of person who must never be late", or "I am the sort of person who always respects others", or "I am the sort of person who always keeps the house clean". Because of a fundamental need for positive regard from others, it is easier to ‘be’ this sort of person — and to receive positive regard from others as a result — than it is to ‘be’ anything else and risk losing that positive regard. Over time, their intrinsic sense of their own identity and their own evaluations of experience and attributions of value may be replaced by creations partly or even entirely due to the pressures felt from other people. That is, the individual displaces personal judgements and meanings with those of others.
Psychological disturbance occurs when the individual’s ‘self-concept’ begins to clash with immediate personal experience — i.e., when the evidence of the individual’s own senses or the individual’s own judgement clashes with what the self-concept says ‘ought’ to be the case. Unfortunately, disturbance is apt to continue as long as the individual depends on the conditionally positive judgements of others for their sense of self-worth and as long as the individual relies on a self-concept designed in part to earn those positive judgements. Experiences which challenge the self-concept are apt to be distorted or even denied altogether in order to preserve it.
Therapeutic Approach of Person-Centred Counselling
The person-centred approach maintains that three core conditions provide a climate conducive to growth and therapeutic change. They contrast starkly with those conditions believed to be responsible for psychological disturbance. The core conditions are:
1. Unconditional positive regard
2. Empathic understanding
3. Congruence
The first — unconditional positive regard — means that the counsellor accepts the client unconditionally and non-judgementally. The client is free to explore all thoughts and feelings, positive or negative, without danger of rejection or condemnation. Crucially, the client is free to explore and to express without having to do anything in particular or meet any particular standards of behaviour to ‘earn’ positive regard from the counsellor. The second — empathic understanding — means that the counsellor accurately understands the client’s thoughts, feelings, and meanings from the client’s own perspective. When the counsellor perceives what the world is like from the client’s point of view, it demonstrates not only that that view has value, but also that the client is being accepted. The third — congruence — means that the counsellor is authentic and genuine. The counsellor does not present an aloof professional facade, but is present and transparent to the client. There is no air of authority or hidden knowledge, and the client does not have to speculate about what the counsellor is ‘really like’.
Together, these three core conditions are believed to enable the client to develop and grow in their own way — to strengthen and expand their own identity and to become the person that they ‘really’ are independently of the pressures of others to act or think in particular ways.
As a result, person-centred theory takes these core conditions as both necessary and sufficient for therapeutic movement to occur — i.e., that if these core conditions are provided, then the client will experience therapeutic change. (Indeed, the achievement of identifying and articulating these core conditions and launching a significant programme of scientific research to test hypotheses about them was one of the greatest contributions of Carl Rogers, the American psychologist who first began formulating the person-centred approach in the 1930s and 1940s.) Notably, person-centred theory suggests that there is nothing essentially unique about the counselling relationship and that in fact healthy relationships with significant others may well manifest the core conditions and thus be therapeutic, although normally in a transitory sort of way, rather than consistently and continually.
Finally, as noted at the outset, the person-centred approach takes clients as their own best authorities. The focus of person-centred therapy is always on the client’s own feelings and thoughts, not on those of the therapist — and certainly not on diagnosis or categorization. The person-centred therapist makes every attempt to foster an environment in which clients can encounter themselves and become more intimate with their own thoughts, feelings and meanings.
Criticisms of Person-Centred Counselling
A frequent criticism of the person-centred approach is that delivering the core conditions is what all good therapists do anyway, before they move on to applying their expertise and doing the real work of ‘making clients better’. On the face of it, this criticism reflects a misunderstanding of the real challenges of consistently manifesting unconditional positive regard, empathic understanding and congruence. This is especially true of congruence: to the extent that some therapeutic techniques deployed in some other traditions depend on the counsellor’s willingness to ‘hold back’, mentally formulate hypotheses about the client, or conceal their own personal reactions behind a consistent professional face, there is a real challenge in applying these techniques with the openness and honesty which defines congruence. It may also demonstrate something of a reluctance to take seriously the empirical research on counselling effectiveness and the conclusion that the quality of the client-counsellor relationship is a leading predictor of therapeutic effectiveness — although this is somewhat more controversial, since one might argue that providing the core conditions is not the only way to achieve a quality relationship. (See the page on Comparing Effectiveness.)
At a deeper level, however, there is a more sophisticated point lurking, which many expositions of person-centred theory seem to avoid addressing head-on. Namely, given that the self is the single most important resource the person-centred counsellor brings to the therapeutic relationship, it makes sense to ask: what (if anything) is it important that this self has, apart from the three core conditions? I.e., manifesting of the core conditions does not by itself tell us what experiences or philosophies the counsellor is bringing to the relationship. It tells us that the client will have transparent access to that self — because the counsellor is congruent — but it doesn’t tell us anything else about that self. Whether or not that self should be developed in any particular way, or whether that self should acquire any particular background knowledge, seems to me a question which is more often side-stepped than answered within the person-centred tradition.
(Another way to understand this point is this: given two counsellors, each of whom manifests the core conditions to some specified degree, what else, if anything, matters? Would it be better for a given client to have the one who is an expert at astrophysics or the one who is an economist? Would it be better for a given client to have the one who struggled through a decade of ethnic cleansing in a war-torn country or the one who went to private school in an affluent suburb and subsequently worked as a stockbroker? Aside from academic expertise and personal history, what about personal philosophy, parenthood, and other factors?)
Best Fit With Clients
Clients who have a strong urge in the direction of exploring themselves and their feelings and who value personal responsibility may be particularly attracted to the person-centred approach. Those who would like a counsellor to offer them extensive advice, to diagnose their problems, or to analyse their psyches will probably find the person-centred approach less helpful. Clients who would like to address specific psychological habits or patterns of thinking may find some variation in the helpfulness of the person-centred approach, as the individual therapeutic styles of person-centred counsellors vary widely, and some will feel more able than others to engage directly with these types of concerns.
Further Reading on Person-Centred Counselling
CASE STUDY (ECED 11)
A. PERSONAL DATA SUMMARY
Name: John Robert E. Tunay
Birthday: February 15, 2007
Age: 4 yrs.old
Birthplace: Jose N. Rodriguez Memorial Center
Address: Blk.22 lot 5 Carmel St. Mt.Heights Caloocan City
Parents: Romy Tunay -Laborer
Esideria Tunay -Laundrywoman
Siblings:
Sheryl Tunay -22 yrs old
Shirley Tunay -19 yrs old
Rolly Tunay -17 yrs old
Roselle Tunay -15 yrs old
Julie Anne Tunay -6 yrs old
B. JOINING PROCESS
The client child is referred by one of the members of the family. The parents of him are both working for the satisfaction of their basic needs. The mother (Esideria) is a laundrywoman in the neighborhood while Mr.Romy works as a laborer. They explained that even they are both working, still they find hard time to meet at least the very basic among the needs- the food. Their jobs are not stable which according to them, their way of living is “Isang kahig, Isang tuka” which means that they can only eat if they can earn money. Two of the client’s sisters already have their own families yet still living in the same house. The eldest have 3 children while the sibling next to her is bnow 2 mos. Pregnant to her first child.
C. PRESENTING PROBLEM
Mrs. Tunay admits that they are having hard times to mange their son Nonoy.
Nonoy according to them is “Napakakulit, mahilig manakit at papansin”. While in the house, Nonoy keeps on roaming around and do things naughtily. His mother tells one incident which confirms that Nonoy is really alarming. Ningning, Nonoy’s sister was playing with another playmate. In the middle o the game,he got closer and told them Sali ako, Sali ako!!! The two did not allow hgim instead they turned their backs and continue playing. This made him angry that led him to grab a stick and prick their backs. They were shouting Tama na, Tama na!!! but he didn’t listen. He pricked the two for the last time and ran away from them saying “Tado Tayo, Tado tayo!!!! His mother got mad and gave him a hit at his butt using a stick He cried a lot and said that he did it because he was not entertained. She kept on hitting that made him cry louder. Mother stopped when Nonoy said Tama na Mama, Tama na po!!! As I continue the interview with the community where he belongs, people told me that Nonoy keeps on teasing his playmates and everytime the p arents confront and ask him what happened, he just puts the blame to other child and keep on saying “Hindi po ato yun nadlalayo lang po ato dito eh, siya po yun noh!!” And according to them, Nonoy has been a bully in their place. He laughs at others or hurts them. Since his parents are both working , they think that this is the reason why he is like that because he is not supervised by them. He seeks attention from the family but some of them ignore him except for his mother. They said that they are used to it and so they don’t mind him.
D. PSYCHOSOCIAL HISTORY
D.1. TIMELINE
In this timeline, it shows that there are several events which occurred from 2007 up to the present. On the 15th day of February 2007, my client child, Nonoy was born. One year after, his grandmother died of a cancer which was very unforgettable to the whole family. In the year 2008, his eldest, a 22 year old got pregnant to her second child named Oliver. Year 2009 was also a remarkable year for them because she got pregnant to the third child but unfortunately the child died due to prematurity. In the present, his elder sister, Shirley is pregnant to her first child and wilkl be giving birth on the month of October.
D.2 GENOGRAM
Mrs. Esideria is a daughter of Mr. Lauro and King Espinola while her husband Romy is a son of Mr. Tonyo and Aurora Tunay. The client’s parents are both eldest child in their family. Mrs. Esideria has been helping her husband to work for the family since then. She has to wash the laundry in the neighborhood at least four times a week in order to earn 350 pesos a day. She leaves the house at 8:00 in the morning and goes home at 5 or up in the afternoon. On the other side, Mr. Romy works as a laborer but doesn’t have permanent jobs. Sheryl the eldest among other siblings has 3 children and a husband who is a baker in one of their bakery businesses. The same as her ate, Shirley the second child has her family at the age of 19 but her husband has no permanent job too.
Rolly and Roselle, high school students admit that they go to school often because they find it lazy to go and they are also unable to pass the school requirements due to lack of financial support. Ningning, the child before Nonoy goes to school as preschool student.
hild before Nonoy goes to school as preschool student.
D.3. SOCIOGRAM
3.1. Family Sociogram
The data shows that Nonoy likes his mother, sisters Sheryl and Shirley while the graph shows that the broken lines are connected to his Father, Kuya Rolly, Roselle and Julie Ann. The brokenlines going to Nonoy tells that they are not close with Nonoy that much.
In the family Sociogram, Nonoy:
Likes: Dislikes:
Mother Rolly Sheryl Rosell Shirley Julie Ann
3.2. Sociogram of Peers
This graph shows that Nonoy has playmates; 3 boys and 3 girls. He likes to play with King, Pepay, Nicole and Joan. However, he dislikes Jr. because he doesn’t like him either. Though Nonoy likes toplay with girls, some of them don’t like to play with him because he is aggressive. King and Nonoy get the mutual choice. The one way choice included Nonoy the client and peers like Pepay, Nicole, King and Joan.
D.4. SELF-MASTERY
The self mastery of my client is shown several times. When he was asked what his name is, he said “John Robert E. Tunay (John Robert E. Tunay). When his mother asked him what her work is, he said “Nadyayaba” (Naglalaba) then he answered again “Papa to nadpupukpok” (Carpenter) .
I asked the child where he lives and said “Ta Mt. Heights po”. He also said “Biyong at Bo” when his mother asked him “ano pangalan ng anak ni Ate Sheryl?”
D.5. RELATIONSHIP QUALITY
His mother tells that whenever she goes home from work, she always gives Nonoy something as a pasalubong because this is what he always asks for. She said that when she comes home, she looks for Nonoy and gives him hugs, kisses and asks what he did in the whole day. This makes them closer to each other than his father she said. This is because his father gets drunk almost everyday and so he has to take a sleep whenever he arrives without asking anything about them. The family, particularly the mother just ignores him so as not to have any quarrel.
D.6.PERSONALITY DYNAMICS (Actions)
As what being documented, Nonoy’s parents are both working for the family. Only his brother Rolly and sisters Roselle and Ningning are left in their house so they are the ones taking in charge for themselves and others. Because of this, they are already used to doing things on their own. Nonoy according to her sister knows how to get his food from the table whenever he is hungry and puts it in the basin afterwards. He also takes a bath with his playmates or alone. After it, he knows how to puts on his clothes and/ or takes it off.
E. THEORETICAL FRAMEWORK
Based on the framework, Nonoy’s personality is influenced by two factors; the Home and the Environment. In their home, the family is said to be unstructured because his father drinks almost everyday which caused to have less family time. His sisters have families while the remaining siblings often attend school. This is due to lack of financial assistance to meet the school requirements.
The second factor contributing to Nonoy’s behavior is the environment where he is used to. It is described to be cruel to him, arrogant and antisocial. These characteristics add up to the behaviors manifested by the client child.
In connection to the framework designed, Nonoy’s aggression falls under the concept of Manic-Depressive Psychosis where it is characterized by extremes of mood. In the manic state, the person may be extremely active, elated and or aggressive; I the depressed state, the person may feel melancholy, worthless an guilty. Another is the concept of “Psychosocial Motives”, specific to “Dependency and Social Approval”. Nonoy needs to depend on others, to have someone to look up to or to accepted and loved. Social approval, another common motive is to seek approval for what we do but Nonoy fails to this. Lastly is the concept of “Compromise Reactions” particularly the “Projection Reaction” which is a common disguise that protects a person against anxiety producing impulses. When one finds their feelings and thoughts intolerable, they not only repress them but also convince themselves that other people have these thoughts towards them. To sum up the framework, it only falls under one theory and that is the “Socio-Cultural Theory” of Lev Vygotsky. It states that mental faculties are acquired through social relationship, learning takes place when child interacts with peers and adults in a social setting as they act upon the environment.
F. PROGNOSIS
Based from sections A to D, I could say that the reasons why there is a manifestation of aggression, bully and impulsive behavior to the client child is because there is no quality time in the family. Parents are both working while others have family already so they are not able to look up to the client child. Aside from that, he is deprived of the things he needs so he has to find ways to at least satisfy himself. Nonoy is also misunderstood by his environment and so people around him become anti social, arrogant and cruel as well. There are times when people get angry of his mischief and actions so they prefer to get him out of their way, tease him or snob him.
This might be the reasons which I think contributing to the situation and behavior of my client child.
G. THERAPEUTIC PLAN
At the end of the case study, my client child must be able to:
G.1 Knowledge Building
Know and identify the consequences of such unnecessary behaviors.
G.2 Skills Building
Perform actions in accordance to the social norms of the environment .
G.3 Attitude Building
Pay respect to people as well as to their feelings so as to avoid hurting them.
H. THERAPEUTIC INTERVENTIONS
J. THERAPEUTIC RESULTS
In presenting problem, the child according to the significant people around him seems to be aggressive, bully and cruel to others especially to his playmates. These behaviors are manifested by the time his wills and wants are not met and satisfied. In order to patch up or pacify his behaviors and actions the decisions unto him are to: first, let him play imaginatively pertaining to the issue of social approval. He played the role of a child being disapproved and disliked by others. And also, he was assigned to make lighter works by his own so as to develop the sense of patience, waiting turns and responsibility. Lastly, he was involved in the story telling activity and asked the lessons he learned and how to establish it by himself. In result, the client child was hesitant and found hard time cooperating with the activities. He showed unnecessary behavior during it but as parents tried to explain things to him, he settled down and listened. He complied with the tasks and performed it. Still, explaining him the satisfaction and change he could get after it made him decide that he had to finish it.
K. SUMMARY/CONCLUSIONS/RECOMMENDATIONS
Summary
In summary, my client child according to the study has been a bully, aggressive and anti social child. He has gone through several interventions as to how his thoughts, behaviors and feelings for others must be considered. The plans and interventions made changes to him.
Conclusion
I therefore conclude that my client’s behavior manifestation is affected by such factors and has to be assessed in order for him to be accepted and liked by others.
Recommendation
I would like to recommend that parents must always explain to their child the importance of respect to others, the patience in every work and humility in dealing with other people. They must also have time for the family so as to keep the relationship tight and bonded. The use of “SORRY” in every wrong actions must also be explained to him. Through this, it can develop his intrapersonal skills and sense of responsibility.
L. IMPLICATIONS TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN
This case study results to a better understanding in this subject. The application of what I learned makes it more fulfilling to me. I experienced encountering child who needs to be understood, accepted and assessed. I also dealt with the significant people in his life having different standpoints towards me and to the whole case study. Their involvement in my work makes it a truly realistic case as well as their willingness to come up to better assessment outcomes. It makes sense that there is an actual application of knowledge as to how as to how certain behaviors must be identified and assessed.
My Personal Therapy
MUSIC THERAPY
It is an allied health profession and a field of scientific research which studies correlations between the process of clinical therapy and biomusicology, musical acoustics, music theory, psychoacoustics and comparative musicology. It is an interpersonal process in which a trained music therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help clients to improve or maintain their health. Music therapists primarily help clients improve their observable level of functioning and self-reported quality of life in various domains (e.g., cognitive functioning, motor skills, emotional and affective development, behavior and social skills) by using music experiences (e.g., singing, songwriting, listening to and discussing music, moving to music) to achieve measurable treatment goals and objectives. Referrals to music therapy services may be made by a treating physician or an interdisciplinary team consisting of clinicians such as physicians, psychologists, physical therapists, and occupational therapists.
Music therapists are found in nearly every area of the helping professions. Some commonly found practices include developmental work (communication, motor skills, etc.) with individuals with special needs, songwritingand listening in reminiscence/orientation work with the elderly, processing and relaxation work, and rhythmicentrainment for physical rehabilitation in stroke victims.
The Turco-Persian psychologist and music theorist al-Farabi (872–950), known as "Alpharabius" in Europe, dealt with music therapy in his treatise Meanings of the Intellect, where he discussed the therapeutic effects of music on the soul.[1] Robert Burton wrote in the 17th century in his classic work, The Anatomy of Melancholy, that music and dance were critical in treating mental illness, especially melancholia
There are several concepts of thought regarding the foundations of music therapy, including philosophies based on education, psychology, neuroscience, and music therapy itself.
Music therapists may work with individuals who have behavioral-emotional disorders. To meet the needs of this population, music therapists have taken current psychological theories and used them as a basis for different types of music therapy. Different models include behavioral therapy, cognitive behavioral therapy, and psychodynamic therapy.[6]
The therapy model based on neuroscience is called "neurological music therapy" (NMT). NMT is "based on a neuroscience model of music perception and production, and the influence of music on functional changes in non-musical brain and behavior functions."[7] In other words, NMT studies how the brain is without music, how the brain is with music, measures the differences, and uses these differences to cause changes in the brain through music that will eventually affect the client non-musically.
Music therapy for children
There are two approaches to music therapy for children: The therapy session can be one-on-one or in a group setting; both work very well, if used delicately.[9] When a therapist meets with a child for the first time, it is good for the therapist and the child to come up with goals for him or her to meet during the duration together.[10] Music therapy can help children with communication problems, attention, motivation, and behavioral problems.[11] The setup of the room where the session takes place is very important, in order to make the child feel comfortable and to allow the child to produce the music right. It should be a room dedicated for music. There should not be other distracting things in the room. The room needs to be well lit and the temperature of the room should be moderate; it should not be too hot or cold. It is important that the room offers easy access, in case they have a wheelchair or other appliance, and the chairs in the room should be comfortable but still up sit right so the child is not slouching.[12] When it comes to the instruments to use it is good to have a wide range of different instruments from different places. It’s good for them to be colorful, and to have different textures. The therapist should either play a piano or guitar to keep everything grounded and in rhythm. The most important thing, though, is to have high quality instruments and to keep them well taken care of. It is important to remember that some children will be able to handle an instrument while anothers cannot, so you have to give the child the right instrument for them.[13] All these elements help the experience and outcome of the music therapy go better and have more successes for the child. In fact according to Daniel Levitin, it started inside the womb, surrounded by amniotic fluid, the fetus hears sounds. It hears the mother’s heartbeat, at times speed up, at other times slow down, not only that but other music, conversations, and environmental noises. Alexandra Lamont of Keele University in the UK discovered the fetus hears music. She found that, a year after they are born, children recognize and prefer music they were exposed to in the womb. The auditory system of the fetus is fully functional about twenty weeks after conception
It is an allied health profession and a field of scientific research which studies correlations between the process of clinical therapy and biomusicology, musical acoustics, music theory, psychoacoustics and comparative musicology. It is an interpersonal process in which a trained music therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help clients to improve or maintain their health. Music therapists primarily help clients improve their observable level of functioning and self-reported quality of life in various domains (e.g., cognitive functioning, motor skills, emotional and affective development, behavior and social skills) by using music experiences (e.g., singing, songwriting, listening to and discussing music, moving to music) to achieve measurable treatment goals and objectives. Referrals to music therapy services may be made by a treating physician or an interdisciplinary team consisting of clinicians such as physicians, psychologists, physical therapists, and occupational therapists.
Music therapists are found in nearly every area of the helping professions. Some commonly found practices include developmental work (communication, motor skills, etc.) with individuals with special needs, songwritingand listening in reminiscence/orientation work with the elderly, processing and relaxation work, and rhythmicentrainment for physical rehabilitation in stroke victims.
The Turco-Persian psychologist and music theorist al-Farabi (872–950), known as "Alpharabius" in Europe, dealt with music therapy in his treatise Meanings of the Intellect, where he discussed the therapeutic effects of music on the soul.[1] Robert Burton wrote in the 17th century in his classic work, The Anatomy of Melancholy, that music and dance were critical in treating mental illness, especially melancholia
There are several concepts of thought regarding the foundations of music therapy, including philosophies based on education, psychology, neuroscience, and music therapy itself.
Music therapists may work with individuals who have behavioral-emotional disorders. To meet the needs of this population, music therapists have taken current psychological theories and used them as a basis for different types of music therapy. Different models include behavioral therapy, cognitive behavioral therapy, and psychodynamic therapy.[6]
The therapy model based on neuroscience is called "neurological music therapy" (NMT). NMT is "based on a neuroscience model of music perception and production, and the influence of music on functional changes in non-musical brain and behavior functions."[7] In other words, NMT studies how the brain is without music, how the brain is with music, measures the differences, and uses these differences to cause changes in the brain through music that will eventually affect the client non-musically.
Music therapy for children
There are two approaches to music therapy for children: The therapy session can be one-on-one or in a group setting; both work very well, if used delicately.[9] When a therapist meets with a child for the first time, it is good for the therapist and the child to come up with goals for him or her to meet during the duration together.[10] Music therapy can help children with communication problems, attention, motivation, and behavioral problems.[11] The setup of the room where the session takes place is very important, in order to make the child feel comfortable and to allow the child to produce the music right. It should be a room dedicated for music. There should not be other distracting things in the room. The room needs to be well lit and the temperature of the room should be moderate; it should not be too hot or cold. It is important that the room offers easy access, in case they have a wheelchair or other appliance, and the chairs in the room should be comfortable but still up sit right so the child is not slouching.[12] When it comes to the instruments to use it is good to have a wide range of different instruments from different places. It’s good for them to be colorful, and to have different textures. The therapist should either play a piano or guitar to keep everything grounded and in rhythm. The most important thing, though, is to have high quality instruments and to keep them well taken care of. It is important to remember that some children will be able to handle an instrument while anothers cannot, so you have to give the child the right instrument for them.[13] All these elements help the experience and outcome of the music therapy go better and have more successes for the child. In fact according to Daniel Levitin, it started inside the womb, surrounded by amniotic fluid, the fetus hears sounds. It hears the mother’s heartbeat, at times speed up, at other times slow down, not only that but other music, conversations, and environmental noises. Alexandra Lamont of Keele University in the UK discovered the fetus hears music. She found that, a year after they are born, children recognize and prefer music they were exposed to in the womb. The auditory system of the fetus is fully functional about twenty weeks after conception
Thursday, January 13, 2011
1. HOW ARE YOU GOING TO MAINTAIN A GOOD RELATIONSHIP WITHIN YOUTR FAMILY?
Maintaining a good family relationship within a family requires openness to every member. They must be willing enough to open things up and talk about it for them to be heard and understood. Understanding is also a key towards having a god interaction. Being an understanding person means that you listen to and look fairly at the different sides f the story. Lastly is being an open minded one. Being a listener as well as a speaker must be taking things, opinions, comments or suggestions into account. These must be considered whether it is a constructive or a destructive one.
2. Is it good to have a pattern of leadership and power manifestation in the family?
Yes of course. Having a pattern of leadership in the family is an indicator that they have such norms, practices or family patterns to be followed and obeyed by the family members. These are made in accordance to what they believe and want to achieve. The outcomes of these patterns depend upon how they want to be engaged in and how they want to approach it.
3. HOW ARE YOU GOING TO DEVELOP THE SELF-ESTEEM OF YOUR STUDENTS?
As an educator, I have to listen to my students so as for me to understand them.Being not thrifty to giving appraisals or recognitions to my students would be of help for them to boost their confidence. Giving the respect to them is an essential thing so as for them to feel that they are respected and so they have to respect themselves too.
1. WHAT IS THE BIGGEST PROBLEM THAT YOUR FAMIY ENCOUNTERED AND HOW DID YOU COPE UP WITH IT?
The biggest problem that my family encountered happened on the 30th day of December, 2007. My mother and father had quarrel on New year’s eve. For some reason, some of my relatives were also dragged into it that resulted to a whole family quarrel. Since then, my mother has been aloof to them and so she has to stay away. Fortunately, my father had to leave and flew to Ilocos for work. I could tell that it was a right timing for them to reconcile. They thought of ending whatever misunderstanding they had and so t have a good closure before leaving.
2. ARE YOU READY TO HAVE A FAMILY IN THE NEAR FUTURE?
I could say that I’m ready enough to have a family because I am quite confident of having a bright future ahead of me. And so I have to start changing the lives of other people in the coming years as well as paying back the things to what my family has given to me.
3. AS FUTURE PARENTS, WHAT ARE YOU GOING TO DO TO HAVE A GOOD FAMILY RELATONSHIP? ARE YOU GOING TO IMPOSE RULES AND REGULATIONS OR NOT?
As a future parent, my role is to maintain a good relationship within my family and so I have to talk to each member and listen to them a always so that they won’t feel that their essence is being neglected. Understanding different situations is another key towards good relationship. Having no biases to any of them is another thing and it would surely maintain the family’s relationship. I also have to show respect, love, care and affection to them.
Maintaining a good family relationship within a family requires openness to every member. They must be willing enough to open things up and talk about it for them to be heard and understood. Understanding is also a key towards having a god interaction. Being an understanding person means that you listen to and look fairly at the different sides f the story. Lastly is being an open minded one. Being a listener as well as a speaker must be taking things, opinions, comments or suggestions into account. These must be considered whether it is a constructive or a destructive one.
2. Is it good to have a pattern of leadership and power manifestation in the family?
Yes of course. Having a pattern of leadership in the family is an indicator that they have such norms, practices or family patterns to be followed and obeyed by the family members. These are made in accordance to what they believe and want to achieve. The outcomes of these patterns depend upon how they want to be engaged in and how they want to approach it.
3. HOW ARE YOU GOING TO DEVELOP THE SELF-ESTEEM OF YOUR STUDENTS?
As an educator, I have to listen to my students so as for me to understand them.Being not thrifty to giving appraisals or recognitions to my students would be of help for them to boost their confidence. Giving the respect to them is an essential thing so as for them to feel that they are respected and so they have to respect themselves too.
1. WHAT IS THE BIGGEST PROBLEM THAT YOUR FAMIY ENCOUNTERED AND HOW DID YOU COPE UP WITH IT?
The biggest problem that my family encountered happened on the 30th day of December, 2007. My mother and father had quarrel on New year’s eve. For some reason, some of my relatives were also dragged into it that resulted to a whole family quarrel. Since then, my mother has been aloof to them and so she has to stay away. Fortunately, my father had to leave and flew to Ilocos for work. I could tell that it was a right timing for them to reconcile. They thought of ending whatever misunderstanding they had and so t have a good closure before leaving.
2. ARE YOU READY TO HAVE A FAMILY IN THE NEAR FUTURE?
I could say that I’m ready enough to have a family because I am quite confident of having a bright future ahead of me. And so I have to start changing the lives of other people in the coming years as well as paying back the things to what my family has given to me.
3. AS FUTURE PARENTS, WHAT ARE YOU GOING TO DO TO HAVE A GOOD FAMILY RELATONSHIP? ARE YOU GOING TO IMPOSE RULES AND REGULATIONS OR NOT?
As a future parent, my role is to maintain a good relationship within my family and so I have to talk to each member and listen to them a always so that they won’t feel that their essence is being neglected. Understanding different situations is another key towards good relationship. Having no biases to any of them is another thing and it would surely maintain the family’s relationship. I also have to show respect, love, care and affection to them.
Tuesday, December 28, 2010
Christmas for Sale
CHRISTMAS FOR SALE
Three hundred fifty –eight days have passed and now the long wait is over. The spirit if Christmas is truly in the air. Different people may have different outlook about this.. Some are excited while others are not. People are getting excited whenever they feel that Christmas is yet to come. They think what foods to prepae, what gifts to give and whom to be with. For people who are fortunate not only in material things but in thers as well may nhave apositive standpoint about this. But how about those people who think Christmas is not for them. Are they belong? Should they be happy or not? Well I’m pertaining to those people who have been a victim of physical, emotional,psychological, spiritual and morl insufficiencies .
Three hundred fifty –eight days have passed and now the long wait is over. The spirit if Christmas is truly in the air. Different people may have different outlook about this.. Some are excited while others are not. People are getting excited whenever they feel that Christmas is yet to come. They think what foods to prepae, what gifts to give and whom to be with. For people who are fortunate not only in material things but in thers as well may nhave apositive standpoint about this. But how about those people who think Christmas is not for them. Are they belong? Should they be happy or not? Well I’m pertaining to those people who have been a victim of physical, emotional,psychological, spiritual and morl insufficiencies .
HAPPY THOUGHTS
HAPPY THOUGHTS
1.My family and our bonding moments
2.Having time with my friends
3.the happines of those persons whom I really love
4.the blessing that god showered upon me
5.having communication relation in god
HINDRANCES TO MY HAPPINESS
1.problems that im facing
2.schedule and money
3.lack of understanding
4.fear
5.self insufficiencies
PATCHING IT UP
1.God and prayers
2.Be confident
3.Be strong
4.Always wear a smile
5.Stand firm in the faith
1.My family and our bonding moments
2.Having time with my friends
3.the happines of those persons whom I really love
4.the blessing that god showered upon me
5.having communication relation in god
HINDRANCES TO MY HAPPINESS
1.problems that im facing
2.schedule and money
3.lack of understanding
4.fear
5.self insufficiencies
PATCHING IT UP
1.God and prayers
2.Be confident
3.Be strong
4.Always wear a smile
5.Stand firm in the faith
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