final exam

APPROACHES	STUDENT & TEACHER	STRATEGY	ULTIMATE LEARNING OF STUDENT
1.Psycho-Analytic Therapy
2. Adlerian Therapy
3.Person-Centered Therapy	S: teacher I am not happy to the result of my exam! T: why? S: I only got 5 while my other classmates got 10 they got 3 stars. T: it’s ok. You can do that also. You can get perfect score and 3 stars but of course you need to study hard so that u can have that always. Do you want that? S: yes ofcourse.	UNCONDITIONAL POSITIVE REGARD: this is the experience of receiving warmth, respect, sympathy, acceptance, caring, and trust from others simply for being who they are as a student. Teachers does not judge behavior as being positive or negative rather, regardless of their beliefs or behaviors, the student find acceptance, being defined as a deep and genuine caring for the student as a person without reservations, conditions, judgments, or evaluations.	To know who they really are and become fully functioning human beings. Strives t eliminate the need for impressing others, lying to oneself or distorting perceptions. To eliminate unhealthy need to please others and to move toward increasingly trusting one’s own experience.
4.Existential Therapy	S: teacher I don’t want to answer on the board because I don’t know the answer! T: you know? There is nothing wrong if your answer is not correct, but at least you try to answer it. And maybe next time you will answer it right if you study well. So that every time I will call you to answer on the board you will answer it correctly. Is that clear? S: yes teacher.	COURSE OF THERAPY: it begins w/ the student circumstances at the moment and moves on from there. Because the first session can be frightening for the student who does not know what to expect from the teacher, it is important that the teacher explore the student’s expectations. This kind of structuring communicates the teacher’s faith in the student’s abilities and serves to give the student hope.	To find purpose and meaning in life. To be more aware of their existence, elucidate their uniqueness, improve encounters with others, and foster freedom and responsibility. To move in the direction of ever increasing actualization and integration.
5.Gestalt Therapy
6.Reality Therapy
7. Behavior Therapy	Sarah: teacher! Teacher! Ava keeps on asking me the answers to our seatwork. T :( calling Ava) Ava why are you asking the answers to Sarah? Ava: because I don’t know the answer teacher! T: so you better ask me so I will be the one to explain you what are you going to do to answer your seatwork, than asking your classmate. If you have your own answer I will give you a star if you got it right.  So you better listen and understand to what I say. Is that clear Ava? Ava: yes teacher.	POSITIVE REINFORCEMENT: reward for positive behavior. The reward can be anything ranging from a token that can be used to purchase goods, to a star in one’s book, to a verbal compliment or to a smile. The tendency is to repeat the response to a given stimulus will be strengthening as the response is rewarded.	To extinguish the identified maladaptive behavior and to introduce or strengthen adaptive behavior that can serve as replacement and enable him or her to live a productive life. The key to reaching this goal is learning new behaviors.
8. Transactional-Analysis Therapy
9. Rational-Emotive & other Cognitive Theories	S: teacher! teacher! Jacob is bullying me! He keeps on saying that I am a gay! T: Why do you think he tells that? S: because he say that I always want to play w/ girls T: so you think a boy like you playing w/ girls’ means that you are a gay? S: no. T: so now you know that playing w/ girls doesn’t mean that you are a gay do you still want to mind what Jacob is saying about you? S: not anymore!	IMAGINAL DISPUTATION: can ask the students to imagine themselves in a problematic situation they dread. Once they have guided into the feelings of that moment they are asked to change their fear to mild apprehension, their anger to mild irritation their depression to sadness and so on. In other words they are asked to imagine themselves feeling or behaving differently in situation.	To analyze and correct their distortions of reality. To separate their rational from their irrational beliefs. To assume more responsibility for their own lives.
10. Interpersonal Therapy	Myca: teacher, Alyssa & Yvone doesn’t want me to join to their group! T: (called the 2 girls) Alyssa, Yvonne why you don’t want Myca to join to your group? Alyssa: because she is not our friend! T: but she can be your friend. Is she done something bad to both of you? Yvonne: nothing. T: did you know that having more friends is fun! And you can easily do your activity if you are many. If you let Myca joined to your group you were easily finish the activity given to you. Do you want that? Alyssa: of course, yes! T: now are you letting Myca to join your group? Yvonne: yes teacher!	TELL ME WHO I AM: it is a method wherein students are set in a group of different students. All of them are allowed to interact w/ one another. Then each student is asked to paste a piece of paper on their backs. Each student is allowed to describe each that they have interacted. In that way, they will become aware and responsive on their acts towards others.	To develop their social and interpersonal skills and what kind of relationship they need to build with others which is” interpersonal relationship”