Impact of In Home Counseling - Case Study Example

Chapter IV Study Design Based on Contemporary By referring to in home counseling for at risk youths, it can be understood that children will showaggression in the classroom when they feel threatened. Unfortunately, children feel threatened when there is someone better than them at something especially when their home life does give security. For example, children from divorced homes have issues with low self-esteem and social competence because they left out from one or both parents. This is due to the fact that the parent is usually self-absorbed from their own emotional pain, which causes them to unintentional neglect their son or daughter's needs. By this occurring, children become very withdrawn in the classroom even though they do attempt express their emotional pain to their teacher. From there, it has been concluded from research in home counseling for at risk youths help them not to have more emotional and social issues than those who come from a two-parent home. When children do not have the attention that they need at home, they show aggression in the classroom, which indicates in home counseling works. Human subjects will be utilized for data collection. Data will be collected by observing two controlled groups, one group will be of at risk youth that are receiving in home counseling and the other group has not received home counseling. Both groups attend the same school and classes. Their reaction to the counseling will be measured by questionnaires regarding perception of school and life while attending counseling. At the end of the period, they will fill out another questionnaire to measure any improvements or declines in their behavior and perception. The sample size for the current study will be 100 students; procedures will include but are not limited to distribution of fliers to obtain participants. The population has been selected due to the varying races and the percentage of males and females that are at risk. The questionnaire will include gender, race and questions that determine the perception of life, school and academic achievement by those individuals. Furthermore, the counseling session will obtain details of both groups that the questionnaire missed about their in-depth perception on life and academics. Review of the Findings In these findings, despite more home are not familiar with in home counseling, over ninety percent would want to use it to help better their children. If children have socially supportive arrangements as the attributes of socially legitimate roles which provide for the meeting dependency needs without loss of esteem, they are less likely to show aggression while suppressing destructive behavior. From there, socially supportive environments were presented as pattern interpersonal relationships mediated through shared values and sentiments as well as facilitate the performance of social roles through which needs are met. In summation, social support has been defined as an intervening factor tied directly to the coping process (Pearson, 1986). Social support can also serve as a salve to pains encountered along the way. It gives people the confidence to making a positive change and testing their limits when they know they have a community of support they can call upon. Social support refers to social interactions that are perceived by the recipient to facilitate coping and assist in responding to stress. Social support is thought to reduce the total amount of stress a person experience as well as to help one cope better when stressed (House, & Landis, 2003). It is apparent that for children, the lack of positive adult support and communication from parents, teachers, pastors, or coaches leads to increased behavior issues in the classroom, which can consist of them being destructive. Additionally, if the outlook of adults were more positive, adolescents will be more comfortable seeking support without fear of ridicule or rejection. Furthermore, the result of more positive adult support would result in an increase in self-confidence and comfort with themselves, which will reduce the aggressive behavior in the classroom. The conceptual framework will be that with more social support from family, churches, and teachers, adolescents will contribute to a lower rate of behavior problems, which may need therapy. When affirming a client's thoughts and feelings in home counseling, it does not mean the counselor is accepting their feelings by default. It only means he or she is trying to get the client to open up with their feelings in order to get them resolved so that the blame will not be put on others. This approach is taking by a humanistic counselor so that the client can see that he or she is blaming others for their problems. From there, affirming the issues does not mean the counselor is accepting their feelings. They are just trying to get them out in the open to correct them. The element of free expression can also be illustrated in the case Mrs. L, and her ten- year- old son, Jim. During the first hour of the session the mother spent a full half-hour telling with intense feeling example after example of Jim's bad behavior. She tells of arguments with his sister, his refusal to dress himself, annoying tendencies such as humming at the table, bad behavior in school, and his refusal to help at home. Each one of her comments is highly critical of her son. Throughout the mothers talking the counselor makes no attempt to persuade the mother in feeling any other way about her son. Next, the son engages in play -therapy in which Jim makes a clay image and identifies it as his father. There is a great deal of dramatic play in which the boy shows his struggle in getting his father out of bed and the fathers resistance. Throughout this Jim knocks the clay figurines head off and crushes the body while shouting frantically. In both occurrences with the mother and her son the counselor allows the feelings to flow and does not try to block or alter them" (Hall 1997). It has become clear to me that the chances that emotionality would affect rational decision-making are very high since people who blame others for their problems usually live by their emotions, which does not include rational thinking. Furthermore, at times like these, it would not hurt for the counselor to interject their values in the session so that rational decision-making can have a chance to calm the client. This is true even though there are times where the counselor should not share their values with the client especially when he or she is being aggressive with their feelings and emotions. When the client is aggressive with their emotions, they will not be reasonable listening to other values and take them into consideration. Other findings Children from divorced homes have issues with low self-esteem and social competence because they are left out from one or both parents due to that they are usually self-absorbed from their own emotional pain. It is clear to me that children and adults become very withdrawn even though they do attempt express their emotional pain to others. It is also apparent to me that when children and adults do not have the attention that they need at home, they show aggression in a negative way. Fromm (1973) has argued that we must distinguish in man two entirely different kinds of aggression. The first kind, which he shares with all animals, is a phylogenetically programmed impulse to attack (or to flee) when vital interests are threatened. This 'defensive' or 'benign' aggression is in the service of the survival of the individual and the species, is biologically adaptive, and ceases when the threat has ceased to exist. The other type, 'malignant' aggression, i.e., destructiveness and cruelty, is specific to the human species and virtually absent in most mammals; it is not phylogenetically programmed and not biologically adaptive; it has no purpose, and its satisfaction is lustful (THE 'EVIL' MIND: PT. 3. CRUELTY AND 'BEAST-IN-MAN' IMAGERY). When dealing with aggression, I have learned that the lack of positive adult support and communication from parents, teachers, pastors, or coaches for adolescents is leading to increased behavior issues. More social support from family, churches, and teachers, adolescents will contribute to a lower rate of behavior problems, which may need therapy. Limitations The only limitations for this research are that there very few people that are familiar with in home counseling. There is limited evidence that it shows that it is effective. Educational Implications From there, it has become clear to me that if a person bottles up their emotions for a long time, he or she can become extremely aggressive to the point that they will physical harm to others as it was seen in the case of Joe. With that, I have understood that malignant aggression can become an issue for those who have dealt feelings of aggression for a long time. Research has determined that children have more emotional and social issues than adults because they are developing their personalities. A child acts out in this manner because his parents, does not give him or her the attention he or she needs or wants. Terms such as aggression, violence, crime, and hostility are observed in medical literature. Aggression is used for both humans and animals. In humans, aggression can denote verbal aggression, physical aggression against objects, or physical aggression against people. At times, aggression towards oneself (self-mutilation, suicidal gestures or acts) is included in the definition. Violence is used only when describing human behavior and denotes physical aggression by one person against another. Crime is defined as the intentional violation of criminal law. Hostility is a loosely defined term and can refer to aggression, irritability, suspicion, uncooperativeness, or jealousy (Citrome, 2007). Future Research In referencing, "Malignant aggression: premises. The Anatomy Of Human Destructiveness" by Erich Fromm, it is becoming apparent that malignant aggression is based on the desire to be destructive in order to express an unhappiness. It has been concluded from research that children have more emotional and social issues than adults because they are developing their personality. A child acts out in this manner because his parents, does not give him or her the attention he or she needs or wants. For example, if a child is silent and withdrawn in a playgroup, it may because he's receiving the proper family structure at home. For example, if he responds to anything, it is monosyllables, which consists of "No, no, no!" Furthermore, he attacks the other children if they approach him. Unfortunately, at home, he is locked in his room as he is mute, unmanageable, an embarrassment. His father is a brilliant scientist, his mother was a top heart surgeon before the children were born. The playgroup leaders are divided on the idea if he should go to a school for the mentally retarded. This indicates the family structure is highly important to a child's development and the above example proves Fromm's theory malignant aggression. Fromm (1973) has argued that we must distinguish in man two entirely different kinds of aggression. The first kind, which he shares with all animals, is a phylogenetically programmed impulse to attack (or to flee) when vital interests are threatened. This 'defensive' or 'benign' aggression is in the service of the survival of the individual and the species, is biologically adaptive, and ceases when the threat has ceased to exist. The other type, 'malignant' aggression, i.e., destructiveness and cruelty, is specific to the human species and virtually absent in most mammals; it is not phylogenetically programmed and not biologically adaptive; it has no purpose, and its satisfaction is lustful (THE 'EVIL' MIND: PT. 3. CRUELTY AND 'BEAST-IN-MAN' IMAGERY). During this time and, over many weekly one-hour play sessions, the school psychologist enabled the child to start to become the person he is meant to be without showing malignant aggression as suggested by Fromm.. Along with that, this is a classic of clinical cognitive psychology, which gives the techniques and guiding philosophy with clarity and simplicity. Chapter V In today's modern society, children deal with the issue from home. From there, a child's learning to read is affected by the distraction of by being overlooked at home by a parent or both parents, which could also lead to behavioral issues. Some parents are often preoccupied with the divorce to even give their children the time and attention that they require for school and home life. Children become very withdrawn in the classroom even though they do attempt to express their emotions to their teacher. This is a definite sign that they want help with the pain so that they can feel better. They feel that they need to seek out help because at the time, it may feel like they are the only ones with this particular situation. This affects their personality development, which could ultimately alter their lives. "The influence comes from a variety of temperament but especially ease of arousal, irritability, fearfulness, sociability, and activity level. The experiential contributions to personality include early attachment relations, parental socialization, identification with parents, class, and ethnic groups, experiences with other children, ordinal position in the family, physical attractiveness, and school success or failure, along with a number of unpredictable experiences like divorce , early parental death, mental illness in the family, and supporting relationships with relatives or teachers" (Kegan). It is more than likely that the majority of their friends come from homes where they do not have to act out. From there, it has been concluded from research, children have more emotional and social issues who do not have in home counseling. Read More