We Still Love John

October 13, 2009

Just a Recap :)

Filed under: meeting minutes — Elizabeth Hope @ 8:36 am

Just a recap! 🙂

1. We’ll post up all our information on the blog first — please be responsible for categorising your entries appropriately, and re-categorising your old blog entries in accordance to the format! 🙂 I’ve bulk edited some of the categories already, but I haven’t gone to look at each individual post. Note that one entry can belong into several categories 🙂

2. We’ll organise this into a Word document (which I should send out by 5pm today — now I’m trying to rephrase the instructions given in the template so we’ll be clearer about what they want us to do).

3. We’ll touch up our Presentation slides, check through tomorrow (after Math), and then burn it into a CD for submission on Thursday!


  • A possible script or acting out of the therapy for John
  • Incorporating the new table into the CT slides

The end is near! 😀 Oh and I’ve changed it back to banana smoothie for nostalgia’s sake 😉


Overall Plan Plan

Filed under: #1: problem encounter, meeting minutes — qi @ 8:07 am

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

Coping Strategies -> Increase his Resilience

Suggested Solution for John consist of 2 parts.

Solution focused therapy , is a type of talking therapy which focuses on what clients want to achieve through therapy rather than on the problem(s) that made them to seek help.

The approach does not focus on the past, but instead, focuses on the present and future. The therapist/counselor uses respectful curiosity to invite the client to envision their preferred future and then therapist and client start attending to any moves towards it whether these are small increments or large changes. To support this, questions are asked about the client’s story, strengths and resources, and about exceptions to the problem.

1) Teacher talks to John (focused on telling him about the positive benefits of positive thinking) to change his defective cognitive thought patterns (details below)

2) A plan of different coping strategies for him to practice in his daily lives.

Diagnosis of John from the Case:

We will study the internal mental / mediational processes that lie between the stimuli (his environment) and the response John make)

– Automatic Thoughts:

– Emotions: Depression

– Situational Factors

– Core Belief

– Conditional Belief

– Behaviour

Our Solution: Resilence through Cognitive psychology

Step 1: Counselling by Teacher to change John’s defective Cognitive Patterns to improve on his coping strategies and resilence:

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.


September 24, 2009


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


  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)

September 17, 2009

Meeting #2


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!


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


  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


–          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

September 10, 2009

Meeting #1: Getting to Know John

Filed under: #1: problem encounter, meeting minutes — Tags: — welovejohn @ 2:08 am

Meeting the Problem

What are your thoughts on this scenario? What comes to mind? What do we know? What are the statements of facts we can identify? What is meant by this sentence? What do you think about that statement? Do you have any idea about this term/concept?

  • Mother’s boyfriend is authoritarian, but doesn’t have love at home—experiences verbal and physical abuse from parents instead
  • History of aggression, because of his family background—very reactive
  • Neglect by family

Needs a lot of love from his teacher—Maslow’s Hierarchy of Needs. Self-actualisation. Teacher needs to show care in a way that he can see it. (Not just telling him to study.) From a student’s point of view, it seems that they only care about you if you do well. A lot of attention given to results. Teacher should be caring yet firm; still have expectations of the student, but explain. Don’t attack a person’s character, but the action: something that they can change. Behaviour vs. personality.

Expectations (teacher and student’s)

showing in his behavior (ability vs. effort)


  • Influence of the expectations of the teachers on the student (Mr Fong)


  • Bad in Chinese in Primary Two
  • Bad performance
  • Calls himself stupid, that he is brain-damaged
  • Low self-esteem: “I’ve been failing…”
  • Learned helplessness: and doesn’t put in effort into his work because it doesn’t translate into results or affection. It used to be the case that his parents would show pleasure at his grades, but now there’s no more incentive.
  • Non-performance: Not even trying in the Math class; copying instead
  • Performance avoidance, self-handicap? To protect his self-worth, because he doesn’t want to try and then fail and look bad.
Poor coping strategies (internal) how he deals with stress à resilience
  • Aggression towards himself (banging his head) and others (throwing chair at teacher)—so corporeal punishment doesn’t work because they feel like martyrs. John feels no respect towards authoritarian figures.
  • Avoidance (swaggers off)
  • Escapes by gaming his stress away (escapism)
  • Doesn’t know how to communicate his feelings in a proper manner (deals with it by banging his head instead)

Social skills (interpersonal) how he deals with people

  • Probably doesn’t have a lot of friends because he doesn’t do well academically (no one wants him in his group… no friends, probably. If he had friends they would probably pull him into his group even if he didn’t do well.)
  • Rejected by his peers, maybe because of his attitude—gives up too easily

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