We Still Love John

September 26, 2009

Solution for John *updated*

Filed under: #3: discovery and reporting — qi @ 5:26 am

John’s Belief: Thoughts -> Emotions -> Behaviour -> Belief (Vicious Cycle)

(Argh…Diagram failed to load..its in ur emails (=)

Suggested Therapy for John: Cognitive Approach

To help him cope by changing his reaction (behavior) towards external stimuli, through correcting of his faulty cognitive thoughts towards external stimuli.

Consist of 2 parts.

1) Counselling (focused on changing his defective cognitive thought patterns)

2) Derive a Coping plan for John to practice in his daily lives.


Diagnosis of John from the Case:

Identify John’s internal mental processes towards stimuli (his environment) which led him to behave in an extreme manner.

Stimuli Response (Behaviour) Automatic thoughts and beliefs (Internal Process)
His divorced parents are engaged in a heated quarrel in the living room. (sound of quarreling and head banging)

[Act 1- Scene 2]

In his bedroom, John bangs his bead against the wall repeatedly. No one loves me. There is no one I can talk to.
Failing Chinese Spelling since Primary Two

[Act 1: Scene 1]

He gives up even before he tries. I am Stupid. My Brain has been damaged. It is impossible for me to pass Chinese. I am a Failure.

They don’t want to work with me. They say that I always give the wrong answer. They say I am stupid. Who cares, anyway?

[Act 1- Scene 3]

Unmotivated and disengaged from the group work

Drifts in class and appears to be preoccupied with his thoughts. He seems to be daydreaming all the time.

I am very bad at percentage. I am Stupid. No one wants to work with me. No one loves me.

Teacher complained to his Parents.

Caned by his mother’s Boyfriend

Recalls his P1 and P2 days when he topped his class and parents beamed with pride at his achievements

[Act 1 – Scene 4]

When all is asleep, he is in front of the computer screen, gaming his stress away… Escape from Reality by playing the computer. No one loves me. There is no one I can talk to. Nobody can help me. I am Confused.

John is rejected by Meng Chong who doesn’t want to be in his team.

[Act 1 Scene 6]

He is angry and distraught by the rejection. He reacts with Aggression.

John Reacts: Big deal! Go Then! (Shoves Meng Chong hard) and they engage in a short scuffle.

You are such a bully to everyone-my dad says you are just like your dad when he was in school!

At least my dad isn’t a sissy!

Everyone bullies me. Others are mean to me, so I should be mean to them too.

John’s Core Belief:

I am Stupid. My Brain has been damaged. It is impossible for me to pass Chinese. I am bad at percentage. I am a Failure. There is no one I can talk to. Nobody can help me. I am Confused. Everyone bullies me. Others are mean to me, so I should be mean to them too. I am Stupid. No one wants to work with me. No one loves me.


Our Solution: Resilence through Cognitive psychology

Step 1: Teacher talks to John by counselling to change his defective Cognitive Patterns to improve on his resilence

– Positive Automatic Thoughts:

– Positive Emotions: Depression

– Positive response to Situational Factors

– Positive Core Belief

– Positive Behaviour

Step 2: A Plan for John to Follow:

1) Assertive Training – Role Play Pg 342 (Aileen’s Texkbook)

2) Activity Scheduling – Restrict his computer behaviour so as to let him regain control of his life.

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September 24, 2009

Presentation

Filed under: meeting minutes — qi @ 3:40 pm

Powerpoint

  1. Role play!
  2. Introduce topic of resilience (Jocelyn)
  3. Introduction to Cognitive Psychology (Jitsy)
  4. Application to John case-study (I) – Cognitive Psychology (Ange)
  5. Application to John case-study (II) – Cognitive Psychology (Aileen)
  6. Conclusion (Yi Ling)

Submittion to Tutor (15th October Week)

Filed under: #3: discovery and reporting — qi @ 3:39 am

Group Portfolio: Powerpoint Slides + Notes (Presentation Speech)

Individual Reflection: Our Blog Page (Print a copy)

Martin Seligman’s Why Is Psychology Good

Filed under: #3: discovery and reporting — welovejohn @ 1:36 am

Resilience

Filed under: #3: discovery and reporting — welovejohn @ 1:34 am

Valerie Andrews’ Can We Teach Resilience: http://www.webmd.com/balance/features/teach-resilience

James Neill’s What is Psychological Resilience: http://wilderdom.com/psychology/resilience/PsychologicalResilience.html

Positive psychology

Filed under: #3: discovery and reporting — welovejohn @ 1:28 am

http://www.psychologytoday.com/basics/positive-psychology#related-31484

September 17, 2009

Meeting #2

DEADLINES:

15th October – notes and slides due

22nd October – presentation

Solving the Problem

Coping Strategies

  • External (not doing)
  • Internal (focus)

–          Help-seeking behavior

  • Environment that doesn’t facilitate you asking for help—doesn’t show care on a regular basis
  • Has to be taught? Modeled? (e.g. Jocelyn on the bus)
  • Mothers play an important role in help-seeking. (Aberbach & Lynch, 1991)
    • E.g. how often a child asks a mother for help
    • Mother who provide structured guidance in the type of help they give will have children who will know how to assess more appropriately when they need help.
    • No significant difference to how mother’s helping strategies relate to children’s help-seeking styles.
    • Inter
    • Is this still quite external? Based on the environment—influences you.

–          Resilience

  • Resilience scale: emotional awareness (awareness of own negative thoughts), self-control (controlling your anger and emotions, because John lashes out at people), social competence, empathy, self-efficacy  è focus on solution-focused (what he can do) – this also gives teachers something that they can do.
  • Cognitive [RET – Ellis your thoughts will help you process your emotions, analyse erroneous thought processes, can break John out of his circular thinking—“Why do you say that?” “If you could do this do you think you would be cleverer?” self-handicapping, self-perception theory, self-efficacy, CBT] POSITIVE PSYCHOLOGY [SFT] – studying problems vs. studying an issue
    • I remember something from psych class!
    • http://depression.about.com/cs/psychotherapy/a/cognitive.htm
    • Negative thought patterns releated to self-defeating thinking: All or nothing thinking (John feels like a total failure from one mistake), Overgeneralisation, Mental Filter, Jumping to Conclusion, emotional reasoning, mislabelling…
    • –> see the examples in the website
    • Also, to teach perspective taking and empathy- how would my friends feel if I said this to them?
    • Dealing with stress requires:
      • – recognising pressure points (John always gets angry whenever he feels inferior or disapproved by people)
      • – knowing coping strategies
      • – choosing correct coping strategy

–          Emotional

–          Learning strategies

–          Motivation and self-determination theory (Dessy and Ryan)

–          Stress models

Models of stress management vs. techniques of stress management

Richard Lazarus’s coping strategies

Must keep bringing the case study back to John! Keep the focus, make references to him.

>> Why did John behave in a certain way, and why did he not do certain things? How to fix it?

Link theory with John’s actual behavior!

Polya

  1. Understanding the problem (identify the problem)
  2. Planning how to solve the problem
  3. Carrying out the plan
  4. Looking back
RESILIENCE & LAZARUS

Powerpoint

  1. Role play!
  2. Introduce topic of resilience
  3. Introduction to solution-focused therapy
  4. Application to John case-study (I) – solution-focused
  5. Application to John case-study (II) – solution-focused
  6. Conclusion

Resources

–          Psych textbook pp. 115

  • Still quite external? “In virtually all cases, resilient children have one or more adults who have taken a special interest in them and hold them to high moral and academic standards, essentially refusing to let the young person fail (Reis, Colbert, & Hébert, 2005).”

–          http://www.jstor.org/pss/585812

–          http://www.google.com.sg/#hl=en&q=solution-focused+resilience&meta=&aq=f&oq=&fp=cd6e9af21ca24ea

Video on solution focused therapy

Filed under: #3: discovery and reporting — welovejohn @ 2:14 am

http://www.youtube.com/watch?v=9mv_0MYEuR8

Faulty cognition

Filed under: Uncategorized — welovejohn @ 1:26 am

I remember something from psych class!

http://depression.about.com/cs/psychotherapy/a/cognitive.htm

Negative thought patterns releated to self-defeating thinking: All or nothing thinking (John feels like a total failure from one mistake), Overgeneralisation, Mental Filter, Jumping to Conclusion, emotional reasoning, mislabelling…

–> see the examples in the website

Also, to teach perspective taking and empathy- how would my friends feel if I said this to them?

Dealing with stress requires:

– recognising pressure points (John always gets angry whenever he feels inferior or disapproved by people)

– knowing coping strategies

– choosing correct coping strategy

Using Social Cognitive Theory

Filed under: #3: discovery and reporting — welovejohn @ 1:19 am

John is underachieving and is at risk of long-term consequences of school failure. p. 114

One way is to use social cognitive theory to help him change his faulty cognitive behaviour through teaching him problem solving skills and relaxation techniques. For instance, recognising his emotional signs and communicate it in a nonviolent way. This increases his self-determination – gains control over his emotions. Control your emotions, not your emotions control you.

Resilience – A learner characteristic that, despite adversity, raises the likelihood of success in school and later life. He needs this!

p.76 Social Problem Solving

Self-Regulation – the process of setting goals, monitor process toward the goals, assess the extent to which goals are met and how to use strategies effectively. So for instance, to set a time limit to reduce time at the computer and monitor his gaming usage by using a timer.Or keeping a behavioural diary. “Today, Jitsy said something hurtful and I felt… I reacted by…. I should have reacted by… next time this happens I would…”

Another definition of self-regulation=self-control: http://webspace.ship.edu/cgboer/bandura.html

John also needs to seek help from his teachers.

Cognitive behaviour Modification p.188.

Hostile attribution bias – tendency to perceive ambiguous situations negatively, so for instance thinking someone doesn’t like you because they step on your foot.

From: Educational Psychology TB by Eggen & Kauchak

P.S. We have to assume he has the cognitive capabilities to learn all these problem-solving skills.

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