personal therapy "RELEASE THERAPY"

RELEASE THERAPY

VIEW OF HUMAN NATURE

        Man has different obstacles to be pass by,they are all called problems. Some individual can easily cope up with their problems but some are not. There are some person who is short tempered they tend to hurt others or be so aggressive. But also there are some who has very long temper but, those who has long temper mostly are in too much pain inside which they tend to keep for a long time. The Central focus of "Release Therapy" is the releasing and letting go of an individual of his burden inside.

        It has more emphasis on the past, the past experiences can help in terms of tracing all the problems the person kept inside him and the factors why he tends to keep it on his own, and also to know how to make solutions to make solutions to make the individual free from problems.

DEVELOPMENT OF MALADAPTIVE BEHAVIOR

        This Therapy's major target are those individual who are experiencing problems regarding how they can release the pain inside them. This feeling maybe a result of being much isolated, bullied, long tempered, and self-pity. It also develops inferiority and also make a person feels that all of the problems he kept is like bursting inside him. If an individual keep all his problems by his own it is hard for him to resits another problem if he's still full of burden inside. If this happen the person needs a consultation to a counselor or a therapist.

GOALS OF THE THERAPY

        The major goal of this therapy is to help the client to release the problems he carry out for long time. RT also help an individual to awaken from being so selfish that he tends to keep himself all the problems and pain. This therapy also reminds the clients regarding the saying "No man is an Island". RT help the clients to realized that his environment and friends can help him.

FUNCTION OF THE THERAPISTS

        The function of the therapists is to be an observer, an interpreter and adviser. The therapists act as an observer while he is conducting the steps on how to extract the burdens from the person. An interpreter after the processes the therapists made. He will interpret how thus the client behave and what was his emotions. And an adviser whose to suggest and give some advise for the person to get over from his problems. Those advise are not really needed to be follow it is just an option for the client to choose what would be the best for his situation.

MAJOR METHODS AND TECHNIQUES

·                   BOODOO DOLL FIGHT

        - It is the technique wherein the therapists will provide a life size boodoo doll for the client and then the client will be given a chance to release his anger and all his feelings to the boodoo doll by means of kicking, punching, slapping and whatever he wanted that will release his anger, The client is also required to shout or speak out his feelings or what ever he wanted to say. This will last until the client calm down.

·                   EMOTIONAL DRAWING

        - This is where client is required to draw all, what ever symbols or things he wanted that describes his emotions and problems including names and words are also good for the sake of releasing the feelings inside.

existential therapy group summary

Existentialism which concerned itself with the essence of inner being with ontology, the science of being - promised an answer. It gave focus to living productively in the present and held out hope for a spiritual awakening.
  Existential therapy is said to be "plagued by a lack of consistency, coherency, and scrutiny.Existential therapy was introduced by Kollo May and was rooted in the philosophical writings of Kierkegaard and Nietzsche.

• Existentialism is alternately religious, aesthetic, and anti religious. It emphasizes hope and optimism, as well as despair and nothingness.
• Existentialist do not agree on a basic view of human nature, despite into diverse interpretations, however, common threads run throughout all existential perspectives on counseling.
• The central focus of existentialism is on the essence of existence on the phenomena that are inherent in the very nature of being alive.
• Existentialist believe that live is either fulfilled, or constricted by a series of decisions that we make, with no way of knowing conclusively what the correct choices are.
• Existentialist believe there are no objective standard or rules to guide us in making decisions.
• Phenomenological or "here-and-now" perspective, such human choice is wholly subjective. Existentialists, then emphasize as the primary phenomenon in the study of human nature.
• Only when individuals have learned to make choices and to live with the consequences are they truly free. But, because they freely choose, individuals are also fully responsible for their choice.Responsibility is the mirror image of such freedom, the opposite side of the coin.
• Existentialist insist that individuals must accept full responsibility for their behavior, no matter how difficult.
• Death,or non being is also significant to an existential understanding of human nature, for we live on two levels: in a stater of forgetfulness of being and in a state of mindfulness of being.
• To live in the former and in a state is to live in continual distraction and diversion and thus to be wholly unaware of oneself.
• It is to be preoccupied with things, abstraction, and diversions. In the latter state, however, individuals are continually in touch with existence and the world of being. Although this living in awareness of being produces authenticity, it also fraught with anxiety, which increase when individuals confront the reality of non being or death.
• Ludwig Binswanger and Medard Boss represent many existentialists' further concentration on Dasein- "being there". In the so-called Daseinanalysis - that is, the analysis of our immediate experience - the existentialist therapist will focus on the three levels in we exist: the umwelt, the physical environment of animate and inanimate objects; the mitwelt, the social environment; and finally the eigenwelt, the inner feeling or our "own world." Together these three levels of existence constitute Dasein.
• Although existentialists do not talk about stages of development, they do believe that Dasein develops over time: they do believe that we become free of the influence of others. this is what brings us to true existence.

Function of the Therapist

• Help clients restore meaning in their lives, the therapist may use advocacy, empathy, concern, sincere personal interest, reflection, action, environmental modification or support.
• Starting therapy , ending therapy, taking each step in the therapeutic process - all if this is determined in large part, not by the therapist but by the client.
• The therapeutic relationship must be an "I-thou" encounter build on honest, in which counselors expose their true selves.
• An existential therapists views the process of this change from six perspectives or angles.
• First client change as a result of insights, by understanding personal modes of existing in concert with a developing sense of choice, freedom and responsibility.
• Second, change occur through the process of therapeutic encountering between therapist and clients, a genuine meeting of persons, an open confrontation, a full "being-with-one-another."
• Third, change occurs when clients carry forward their own potential for existing.
• Fourth, change occurs by means of internal process of therapeutic encountering between the person and his or her own deeper potentials for existing.
• Fifth, change occurs when clients completely disengage from their own personality structure,identity, or self, and when they enter wholly into a deeper existence or mode of being, into deeper experiencing.
• And, finally, change occurs when clients open up new worlds, when they construct new and changing life situations, when they risk actual new and changing ways of being in worlds of their own construction.

Goals of Therapy

• The aim of therapy is that the patient experience his existence as real.
• To stimulate the patient's willingness to work through pain, to offer help without the jeopardy of undercutting the other's own effort, to offer him strength without dependence.
• To help Individual reach a point at which awareness and decision making can be exercised responsibly.
• To help their clients find purpose and meaning in life.
• meaning can be uncovered in three ways: by doing a deed (creative values), by experiencing a value (experiential values) and by suffering (attitudinal values)
• Cunningham and Peter's assign six more specific aims to the process of existential therapy:

1.  To make the clients more aware of their own existence.
2.  Elucidates their uniqueness.
3. To improve clients encounters with others.
4. To foster freedom.
5. To foster responsibility.
6. To help clients establish their "will to meaning".

Major method and techniques

• Existential therapist are not known for their repertoire of techniques.
• Kemp points out that in existential counseling "technique follows understanding.
• "approaching human beings merely in terms of techniques necessarily implies manipulating them," writes Frankl.
• "Approaching them merely in terms of dynamics implies reifying them, making human beings into merely things"
• Existential therapist, in general, particularly distortions, or defense mechanisms.
• The method used by existential counselors tend to be as varied as the numbers of practitioners.

Course of therapy

• the initial therapy session begins with the client's circumstances at the moment and moves on from there. Because this first session can be frightening for the client who does not know what to expect from therapy, it is important that the therapist explore the client's expectations.
• The therapist may begin by expressing his or her inability to provide simple answers or quick solutions to the inherently difficult facts and possibilities of existence.

Confrontation of life issues

• In the world of the existentialist, at least three polarities are fundamental to the human condition:

1. Dependence versus independence
2. Rationality versus irrationality
3. freedom versus determinism

Focusing

• This practical method derives from the accidental finding that the difference between successful and unsuccessful therapeutic outcomes is not so much a result of what is achieved by the therapist, but of what is achieved by the client

logotherapy

• Victor Frankl first set forth his ideas of "logotherapy," a term derived from the Greek word logos (word meaning) and Therapeia (healing), in The doctor and the Soul.
• Logotherapy, then, is a means of providing or experiencing healing through meaning.
• Responding to people whose "will to meaning".
• This approach seeks to establish responsibility, meaning, and purpose within the context of the I-thou relationship.
• In contrast to Freud's "will to pleasure" and Adler's "will to power," Frankl characterizes his approach as the "will to meaning."
• Unlike other existential approaches, however, logotherapy uses several distinctive "techniques," including paradoxical intention, dereflection, and modification of attitudes. 
• Paradoxical intention, which requires clients to act against their anticipation of fear.
• Dereflection, the second of these logotherapeutic techniques, is an approach to treating excessive self-observation, obsession, or self-attention.
• A third logotherapeutic approach is to modify the client's attitudes, to change the way they think about their situation, to put new meaning into their predicament.

Group member

Lalaine Sibulancao
Ernie Floresta

Eric Jhon Capal

Joel De Guzman

Janrel Cedrick German

happy thoughts

SYMBOLS

• CROSS
• FAMILY
• 10
• FRIENDS
• COUPLE RING
• SLEEP OVERS

 HINDRANCE

• FAILURE
• IRRESPOSIBILITY
• MONEY
• TIME
• DISTANCE
• MYSELF?

STEPS TO OVERCOME HINDRANCES AND TO ACHIEVE YOUR HAPPINESS

• Make myself a more responsible one
• Work harder to minimize failure
• Manage my time wisely to be more productive, and make my excess time a time to bond with my family, present friends, and my old friends.
• Make my financial scarcity a positive one, turn it into an inspiration
• Just think positive, believe in myself, have more self confidence, because sometimes i put myself down.

pre-school problem checklist

Classroom Observations:
____ Happy cheerful atmosphere for both teachers and children.
____ School philosophy is carried out in the classroom.
____ Children engaged in hands on, open ended play.
____ Limited or no time spent on computer/ditto's
____ Children's art displayed throughout the school.
____ Art is more process (individual creativity)than product
____ You can tell what theme or emergent curriculum topic children are
learning about by books, art, puzzles, toys and bulletin board
content.
____ Classrooms may be mess after exuberant play, but should be clean
underneath. Walls, windows, carpets, shelving should be clean.
____ Rooms and toys are organized making it easy for children to access
materials and put them away.
____ Organized, clean bathrooms,diaper changing area
____ Water, bathrooms, soap, toilets are readily accessible to children.
____ Variety of age appropriate toys and materials in good repair and
enough for several children to be playing in the same area without
conflict.
____ The majority of time should be conflict free.

3

Staff
____ Lesson plans, birthdays, daily schedule, parent volunteer
opportunities posted.
____ Attire worn by staff should be easy to move and play in, yet look
professional.
____ Teacher/child interactions are relaxed and respectful.
____ Deals with the unexpected with calm, reassurance, respect,
professionalism.
____ During discipline moments teachers rarely use time out, and guides
children to appropriate actions using positive discipline
techniques. More Yes's than No's
____ During free play or child directed play teachers are interacting,
observing, guiding play rather than using the time for chatting
with staff.
____ Teachers must multitask. The teacher's is aware of classroom
activity while washing dishes, hanging art, preparing snack, etc.
and can easily stop to attend to children
____ Teachers and staff greet visitors.

4

State Licensing Regulations ( Search online for your state's regulations by entering your state and early childhood state licensing regulations in your search engine) The following are basic regulations.
____ Children are always supervised. Watch for adherence to State
Licensing teacher/pupil ratios.
____ Allergies posted, snack or meal menus displayed, Parent
Rights/License/Car Seat rules, etc...all posted.
____ Sign in and out parent sheets easily accessible.
____ Observe healthy children. (Sick policy should keep sick kids at
home)
____ Hooks for jackets, cubbies for lunchboxes and nap items.
____ Fire Extinguishers/first aide kits should be in plain sight but
away from children.

Read more: How to Observe a Preschool- Checklist | eHow.com http://www.ehow.com/how_4717135_observe-preschool-checklist.html#ixzz17dyTu36C

Common Preschool Problems

Common Preschool Problems

Appendicitis

The appendix is a small structure that is attached to the large intestine and serves an unknown purpose. It can easily become inflamed, usually after a piece of stool or food is trapped inside. Once inflamed, the appendix will swell, become infected and cause pain. Bedtime Problems Preschool age children may have sleep problems, including trouble getting to sleep, frequent night waking in the middle of the night and having irregular sleep patterns. Remember that there are no definite right or wrong ways to put your child to sleep and that if you and your child are happy with your current routine then you should stick to it. However, it is not good if it is a struggle to put your child to bed, if she gets overly frustrated in the process, strongly resists being put to bed or if she is waking up so much that she or other family members end up not getting adequate sleep. To help prevent problems at bedtime you should develop a bedtime routine that you follow closely each night. This routine can include taking a bath, brushing her teeth, saying prayers, talking, and reading a book. A good way to end the routine is to read a book or story after your child is tucked into bed. You can warn her that bedtime is near after the story is finished and then end the routine by turning the light off and saying goodnight. Remind her that she is not allowed to leave her bed until morning. Ignore any further requests or questions. Once your child has been put to bed, you should be strict about the rule of not leaving the bedroom. If she does get up and comes out, quickly return her to her room and remind her that she has to sleep in her own bed. Ignore all protests or requests and keep your interactions with her to a minimum (no bedtime hug or kiss this time). If she continues to leave the room you can warn her that you will have to close the door. You should follow up on this warning if she keeps leaving the room. You can stand outside the door and let her know that you will open the door again if she gets back in bed and stays there.You should also consider closing the bedroom door if she continues to cry or protest going back to bed. Again, let her know that you will open it again if she quitely goes back to bed. You may need to lock the door if she is able to open the door and continues to come out. This is a necessary step to make sure that your child does not hurt herself while she is awake and able to wander around the house. While the first few nights of this treatment may be difficult and your child will probably cry and protest, she will quickly learn how to fall asleep on her own and sleep through the night. Other steps you can take to help with this process is to cut back on daytime sleeping and consider a later bedtime, since your child is less likely to protest or repeatedly wake up if she is very tired. And remember to praise your child when she does sleep through the night, stays in her own room or goes to bed without protesting. You should not feel guilty about letting your child cry or locking their bedroom door. Children usually have bedtime problems because they are trying to test your limits or because of poor sleep habits. Rarely are these problems caused by real fears, but you should comfort and reassure your child if she is truely afraid. Bedwetting While most children are potty trained by the time they are three to four years old, wetting the bed at night (nocturnal enuresis) is still a common problem for many six to eight year old children (affecting about 8% of eight year olds). It is more common in boys and in families in which one or both parents wet the bed as a child. Bedwetting may be caused by your child having a small bladder capacity (meaning it can not hold as much urine as children who do not wet the bed), not being able to tell when his bladder is full, or during times of stress. Very rarely is bedwetting caused by a disease or physical problem. Bedwetting is defined as being primary, children who have never had dry nights, or secondary, children who are now wetting the bed, but who had previously been dry for 3-6 months. About fifteen percent of children who wet the bed will mature out of this problem every year, but until he does, here are some steps you can take to try and increase the number of dry nights that he has: Reassure your child that this is normal at this age and not his fault and understand that he is not doing it on purpose. Also, do not punish or blame your child for wetting the bed and make sure that other family members do not tease him about it. Avoid letting your child drink large amounts of fluid two hours before bedtime. Have your child use the toilet just before going to bed. Protect the bed with a plastic cover between the sheets and mattress. Let your child help change the wet sheets. Consider practicing bladder-stretching exercises, in which your child will try and increase the time between urinating during the daytime so that the bladder can learn to stretch and hold more urine at night. Consider practicing an awakening routine, in which you wake your child to urinate two to three hours after he goes to bed, either at the parent's bedtime or after setting an alarm clock Bedwetting Alarms If the above methods do not work and your child is still wetting the bed after he is 7-8 years old we will consider using a bed wetting alarm that senses when your child has begun to wet the bed and sets off an alarm to wake them up. This helps to teach your child to respond to a full bladder and this method works in over 70% of children after two to three months.One such alarm is the Potty Pager, a self-contained silent alarm that uses a mechanical vibration to awaken your child when the alarm senses wetness. It is available for $49.95 from Ideas for Living, Inc. Call 800-497-6573 to order or for more info. Another type of alarm is the Sleep Dry alarm that also has a wetness sensor to detect when your child is wet and then wakes them with an audio alarm. It is available for $50.95 from StarChild Labs at 800-346-7283. Medicines for bedwetting The medicines that are currently available to treat bedwetting are Imipramine (an antidepressant) and DDAVP. They both can be effective in reducing the number of wet nights that your child has, but they only work as long as your child continues to use them. They also have possible side effects and relapses are common when you stop using them.In general, we reserve using medicines in select children when no other treatment works. They may also be beneficial for your child to take on special occasions, such as sleep overs, camping trips, etc. Important Reminders Be patient. This is a persistent and frustrating problem, but one that will usually resolve as your child gets older. Call your pediatrician if your child is also wetting himself during the day, complains of burning during urination, is losing weight, has blood in his urine, or if the problem is affecting your child's self esteem. Sleep Problems Like adults, children have dreams when they are in REM sleep. This occurs 4-5 times each night, and while most dreams aren't remembered, some are frightening enough to wake the child and make them summon their parents. Nightmares usually begin when a child is about three years old, they are most common between the ages of three and eight (when their fantasy life is more active) and they are most likely to occur later in the night. Unlike night terrors, your child will be wide awake and responsive after the nightmare and she may be able to recall the details of the nightmare the next morning.While an occasional nightmare is normal, an increase in the number of nightmares can be a response to stress or your child being anxious about something. Other triggers can be a change in her normal routine, like moving, starting a new school, or a death in the family. Or the nightmares may be a response to a violent or scary movie, television show or story. When your child has an occasional nightmare, you should reassure her that it was just a dream and isn't real. Give her lots of hugs and be supportive. You may need to search her room with her to reassure her that their aren't any monsters or whatever the nightmare was about. It is probably best to wait until the next morning to really talk about the details of the dream, at which time she should be calmer. And try to figure out if there was a specific event or stressor that may have triggered the nightmares. Did she see a television show or movie or read a story in which this may have occurred? Have you recently moved or had another big change in your home situation? Is she on any new medications that may be affecting her sleep? Tips to decrease nightmares include: Decreasing stress in her life. Avoid television at least an hour before bedtime. Avoid telling her scary bedtime stories. Let her sleep with a night light. Talk about the nightmare the next day. Suggest that she draw a picture of the dream to help her talk about it. While an occasional nightmare is normal, you should seek professional help if the nightmares are also associated with changes in her daytime personality or behavior. If she is under a lot of stress or seems very anxious and the nightmares are increasing, then she may need professional counseling. Otherwise, with a lot of reassurance, she should outgrow them. Night terrors are more frightening for parents, but can also be normal. They usually occur a few hours after your child has gone to sleep, at which time you may wake up to your child's crying or screaming. When you go to him, he will NOT be alert and won't recognize you, even though he may seem like he is awake. He will usually seem like he is terrified and may have a rapid heart beat and rapid breathing. Night terrors occur as your child moves through different stages of sleep and they represent a partial awakening. Since your child isn't really awake, there is nothing that you can do to reassure him. You should see that he is safe and do not try to wake him up. He will usually settle himself down after a few minutes. Sleepwalking is similar to night terrors, in that they represent a partial awakening. They also occur a few hours after your child goes to sleep. Although your child may be walking around the house, he is not awake and isn't aware of what he is doing. It is not necessary to wake a child up that is sleepwalking. Instead, you should just make sure that he can't hurt himself and maybe return him to bed. If sleepwalking occurs often and you are worried about your child's safety, you can try and wake him up yourself, before the time that he typically wakes up. This treatment can disrupt the cycle and decrease his sleepwalking. Some children grind or clench their teeth while sleeping. This is calledbruxism and is usually not a concern, unless it is leading to damage of his teeth. Children with bruxism should be evaluated by a pediatric dentist, who may recommend a plastic mouth guard to prevent damage. EMOTIONAL PROBLEM OF THE PRE SCHOOL This study examined how well private-practice pediatricians can identify emotional/behavioral problemsamong preschool children. Children aged 2 through 5 (N = 3876) were screened during a visit to 1 of 68 pediatricians who rendered an opinion about the presence ofemotional/behavioral problems. Subsequently, children who scored above the 90th percentile for behavioralproblems on the Child Behavior Checklist, along with children matched on age, sex, and race who had screened low, were invited for an intensive second-stage evaluation. There were 495 mothers and children who participated in that evaluation, which included a behavioral questionnaire, maternal interview, play observation, and developmental testing. Two PhD-level clinical child psychologists rendered independent opinions about the presence of an emotional/behavioral disorder. The psychologists identified significantly higher rates of problems overall—13.0% when the criterion was independent agreement that the child had an emotional/behavioral problem and a regular psychiatric diagnosis was assigned, vs 8.7% based on pediatricians' ratings. Prevalence rates based on psychologists' independent ratings were significantly higher than pediatricians' for both sexes, 4- through 5-year-olds, and whites, but not for 2- through 3-year-olds, African-Americans, and all minorities. Prevalence rates based on psychologists' ratings were significantly higher than the pediatricians' for all subgroups when V-code diagnoses were included in the psychologists' ratings. Overall, pediatricians' sensitivity was 20.5%, and specificity was 92.7%. At least 51.7% of the children who had anemotional/behavioral problem based on the psychologist's independent agreement had not received counseling, medication, or a mental health referral from the pediatrician. It is concluded that a substantial number of preschool children with behavior problems in primary care are not being identified or treated.

guidance program

eced13

Guidelines Program

The CCAC Guidelines Program is responsible for:

• developing and revising guidelines;
• providing supporting information to assist with the implementation of guidelines
• interacting with the scientific community and the animal welfare community; and
• contributing to the international harmonization of guidance on animal use in science.

Guidelines Development

Guidelines are developed in response to: current and emerging issues for the research community; advances in laboratory animal care; and requirements of the Assessment Program.  For information on the process for guidelines development see Development of Peer-based Guidelines.

Supporting Information for Guidelines

Following the publication of guidelines, the Guidelines Program assists with their implementation by: 1) answering questions from investigators and members of ACCs on guidelines-related topics; and 2) producing supplementary materials such as frequently asked questions and species-specific information on best practices.  The Guidelines Program frequently organizes a workshop following the publication of a new guidelines document to introduce the guidelines and answer any questions from those who will be using them.

Interact with the Scientific Community and Animal Welfare Community

One of the roles of the Guidelines Program is to establish good interaction with the scientific community and the animal welfare community, both nationally and internationally.  This includes participation in workshops, providing presentations at meetings, writing papers for publication in scientific journals, etc. 

International Harmonization

International harmonization of standards of animal care and use in science is one of the priorities of the Guidelines Program due to the broad implication for international scientific collaboration, global acceptance of research data and international trade.  The CCAC participates in international harmonization exercises, including those of ICLAS.  CCAC guidelines on: choosing an appropriate endpoint in experiments using animals for research, teaching and testing has been recognized as an international reference document by ICLAS (see http://www.sciencemag.org/current.dtl) 

for Chemistry in Two-Year College Programs

View Guidelines

Table of Contents 

The ACS Guidelines for Chemistry in Two-Year College Programs provide a comprehensive model for two-year colleges and allow institutions to review the quality of their chemistry programs. In 2009, a Society Committee on Education task force released the most recent update of the Guidelines.

What’s Inside?

The Guidelines offer a vision of excellence in a wide variety of areas, including:

• Faculty development and support
• Facilities and infrastructure
• Partnership development
• Student skills

Use of the Guidelines

How you implement the Guidelines depends on the unique circumstances of your institution. Here are some resources that can help:

• Maximizing the potential of two-year colleges
  Background on the Guidelines and two-year colleges.
• Guidelines symposia
  Symposia and presentations on how the Guidelines were developed, how they can be used to address specific topics and challenges, and other helpful resources for faculty.
• Effective practices and feedback
  Please tell us how you used the Guidelines, how they helped you, and how they could be improved.

Supplements to the Guidelines

Supplements are ACS policy documents that clarify or justify sections of the Guidelines.

• Draft chemistry-based technology supplement
  Your input is needed! Review the draft supplement on the Guidelines and chemistry-based technology programs, and contact the ACS Office of Two-Year Colleges with your feedback. Or participate in an online poll.

Related Resources

• Chemical Education in Community Colleges
• ACS Approval Program for Bachelor’s Degree Programs