4 years ago
Thursday, September 10, 2009
Monday, September 7, 2009
HELPING THE WILD BOY OF AVERON
HANDLING ENVIRONMENTAL DEPRIVATION
What was done to help the “ Wild Boy”?
Itard identified five primary goals for his pupil:1. To interest him in social life 2. To improve his awareness of environmental stimuli3. To extend the range of his ideas (e.g. introduce him to games, culture, etc.)4. To teach him to speak5. To teach him to communicate by using symbol systems, such as pictures and written words
Itard had been influenced by the empiricist philosophers John Locke and Etienne Condillac, both of whom advanced the idea that all knowledge comes through the senses. Victor's eyesight and hearing were normal, but his responses to sensory input were often sluggish or nonexistent. For example, he would perk up at the slightest sound of a nutshell cracking, but would not startle at the sound of a gunshot. Itard reasoned that Victor could not learn effectively until he became more attuned to his environment. Therefore, his educational approach relied heavily on sensory-training and stimulation. (Humphrey, 1962; Itard, 1801/1962).Victor improved, but he never approached normalcy. After five years he could read and speak a few words, demonstrated affection for his caretakers, and could carry out simple commands. Itard was disappointed in this lack of progress, but he maintained his environmentalist position, stating that would have been successful if Victor had been a few years younger. (Pinchot, 1948). As it turns out, Philippe Pinel and the other physicians were probably right; modern readers of Itard's personal account usually come to the conclusion that Victor was indeed mentally retarded or autistic (French, 2000; Humphrey, 1962; Pinchot, 1948).
The fact that Itard failed to make Victor "normal" is relatively unimportant to this story. The important thing is that he tried. He was the first physician to declare that an enriched environment could compensate for developmental delays caused by heredity or previous deprivation (French, 2000). Up to this time, it had been assumed that mentally retarded people were uneducable (Humphrey, 1962). As one writer put it, Itard's work with Victor "did away with the paralyzing sense of hopelessness and inertia that had kept the medical profession and everybody else from trying to do anything constructive for mental defectives" (Kanner, 1967).
FIND OUT ABOUT THE CRITICAL PERIOD HYPOTHESIS
AND POST WHAT YOU DISCOVER
What was done to help the “ Wild Boy”?
Itard identified five primary goals for his pupil:1. To interest him in social life 2. To improve his awareness of environmental stimuli3. To extend the range of his ideas (e.g. introduce him to games, culture, etc.)4. To teach him to speak5. To teach him to communicate by using symbol systems, such as pictures and written words
Itard had been influenced by the empiricist philosophers John Locke and Etienne Condillac, both of whom advanced the idea that all knowledge comes through the senses. Victor's eyesight and hearing were normal, but his responses to sensory input were often sluggish or nonexistent. For example, he would perk up at the slightest sound of a nutshell cracking, but would not startle at the sound of a gunshot. Itard reasoned that Victor could not learn effectively until he became more attuned to his environment. Therefore, his educational approach relied heavily on sensory-training and stimulation. (Humphrey, 1962; Itard, 1801/1962).Victor improved, but he never approached normalcy. After five years he could read and speak a few words, demonstrated affection for his caretakers, and could carry out simple commands. Itard was disappointed in this lack of progress, but he maintained his environmentalist position, stating that would have been successful if Victor had been a few years younger. (Pinchot, 1948). As it turns out, Philippe Pinel and the other physicians were probably right; modern readers of Itard's personal account usually come to the conclusion that Victor was indeed mentally retarded or autistic (French, 2000; Humphrey, 1962; Pinchot, 1948).
The fact that Itard failed to make Victor "normal" is relatively unimportant to this story. The important thing is that he tried. He was the first physician to declare that an enriched environment could compensate for developmental delays caused by heredity or previous deprivation (French, 2000). Up to this time, it had been assumed that mentally retarded people were uneducable (Humphrey, 1962). As one writer put it, Itard's work with Victor "did away with the paralyzing sense of hopelessness and inertia that had kept the medical profession and everybody else from trying to do anything constructive for mental defectives" (Kanner, 1967).
FIND OUT ABOUT THE CRITICAL PERIOD HYPOTHESIS
AND POST WHAT YOU DISCOVER
Cyber Bullying Statistics
EXPLORE THIS LINK AND FIND OUT MORE ABOUT THIS NEW DEMON
http://safety.lovetoknow.com/Cyber_Bullying_Statistics
POST INFORMATION ON CYBER BULLYING
TO TAKE A STAND AND BE A CHANGE AGENT.
http://safety.lovetoknow.com/Cyber_Bullying_Statistics
POST INFORMATION ON CYBER BULLYING
TO TAKE A STAND AND BE A CHANGE AGENT.
CYBER BULLY ....ARE YOU ONE?
Why do kids cyberbully each other?
( EXCUSE ME...WHAT ABOUT ADULTS? )
Who knows why kids do anything? When it comes to cyberbullying, they are often motivated by anger, revenge or frustration. Sometimes they do it for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them. Many do it for laughs or to get a reaction. Some do it by accident, and either send a message to the wrong recipient or didn't think before they did something. The Power-hungry do it to torment others and for their ego. Revenge of the Nerd may start out defending themselves from traditional bullying only to find that they enjoy being the tough guy or gal. Mean girls do it to help bolster or remind people of their own social standing. And some think they are righting wrong and standing up for others.
Because their motives differ, the solutions and responses to each type of cyberbullying incident has to differ too. Unfortunately, there is no "one size fits all" when cyberbullying is concerned. Only two of the types of cyberbullies have something in common with the traditional schoolyard bully. Experts who understand schoolyard bullying often misunderstand cyberbullying, thinking it is just another method of bullying. But the motives and the nature of cybercommunications, as well as the demographic and profile of a cyberbully differ from their offline counterpart.
Follow this link to learn about how you should deal with the different kinds of cyberbullies
Follow this link to learn about cyberbullying awareness and why kids should take a stand against cyberbullying
WELL LET US CONSIDER THIS CAREFULLY.
CAN ADULTS BE CYBER BULLIES?
IF SOMEONE IS POWER SENDS EMAILS TO SATISFY
HIS NEED TO CONTROL AND HURT....
AND THE VICTIM IS A YOUNG PERSON.
WHAT WOULD YOU CALL THAT.
WHAT WOULD YOU DO AS A COUNSELLOR?
GIVE ME YOUR VIEWS
Sunday, September 6, 2009
COUNSELLING WITH EMPATHY
WHAT DO WE DO TO EMPATHISE WITH OUR CLIENTS?
LET US BE AWARE OF OBSTACLES TO COMMUNICATION.
1. BEING JUDEGEMENTAL SWITCHES OFF THE CLIENT
2. SEE THE SITUATION FROM THE PERSPECTIVE OF THE CLIENT.
3. ENTER THE WORLD OF THE CLIENT.
THERE ARE FOUR TYPES OF OBSTACLES TO COMMUNICATION
1. PHYSICAL
A. IS THE ROOM CONDICIVE?
B. DOES THE LIGHTING AND SEATING HELP YOUR CLINET TO RELAX?
3. PSYCHOLOGICAL
A. DO NOT CRITICISE AND LABEL
B. GIVE THE CLIENT THE CHANCE TO EXPRESS NEGATIVE EMOTIONS.
C. DO NOT BLAME THE CLIENT FOR THE NEGATIVE EVENTS.
4. ENVIRONMENTAL OBSTACLES
A. CREATE A POSITIVE ENVIRONMENT. DO NOT SHOW THAT YOU CANNOT SOLVE
THE PROBLEM.
B. DO NOT INTERROGATE
C. DO NOT MORALIZE. ( SAY WHAT THE CLIENT SHOULD DO. )
5. SOCIAL
A. ENSURE THAT THERE IS NO CONFLICT OF IDEAS
B. MUTUAL RESPECT AND SUPPORT IN GROUP COUNSELLING
LET US BE AWARE OF OBSTACLES TO COMMUNICATION.
1. BEING JUDEGEMENTAL SWITCHES OFF THE CLIENT
2. SEE THE SITUATION FROM THE PERSPECTIVE OF THE CLIENT.
3. ENTER THE WORLD OF THE CLIENT.
THERE ARE FOUR TYPES OF OBSTACLES TO COMMUNICATION
1. PHYSICAL
A. IS THE ROOM CONDICIVE?
B. DOES THE LIGHTING AND SEATING HELP YOUR CLINET TO RELAX?
3. PSYCHOLOGICAL
A. DO NOT CRITICISE AND LABEL
B. GIVE THE CLIENT THE CHANCE TO EXPRESS NEGATIVE EMOTIONS.
C. DO NOT BLAME THE CLIENT FOR THE NEGATIVE EVENTS.
4. ENVIRONMENTAL OBSTACLES
A. CREATE A POSITIVE ENVIRONMENT. DO NOT SHOW THAT YOU CANNOT SOLVE
THE PROBLEM.
B. DO NOT INTERROGATE
C. DO NOT MORALIZE. ( SAY WHAT THE CLIENT SHOULD DO. )
5. SOCIAL
A. ENSURE THAT THERE IS NO CONFLICT OF IDEAS
B. MUTUAL RESPECT AND SUPPORT IN GROUP COUNSELLING
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