The document discusses several case studies of families coping with special needs children. It examines how factors like family beliefs, perceptions of the child, and dynamics between siblings can impact how families deal with issues like mental retardation, autism, or intellectual giftedness in some children. It also explores therapeutic interventions used in some cases including neuropsychological assessments, individual and family therapy, and enrollment in special education programs.

2. Special adjustment is needed on the part of family members Coping with a Special Child depends on: Family Mythology – values & beliefs system of the family Family Perception – of special child in relation to their own image How does a family with bright children deal with mentally retarded members? How do siblings deal w/ an autistic child

3. Infantile autism Intellectual giftedness Mental Retardation Adoption

4. Is characterized by a pervasive lack of responsiveness to other people. Gross impairment in communication skills – both verbal and nonverbal. Identified Patient - Magiting 9 years old 2 nd in a family of 4 children Therapeutic intervention : Neuropsychologist – neuropsychological assessment / educational program Clinical Psychologist – regular individual play and therapy Special Education Teacher

5. Mother Father Therapy Team Magiting’s growth & dev’t. Extended family

6. Identified Patient - Victor 5 year old boy Middle child in a family of 3 children Sibling rivalry between him and his big brother Extremely aggressive brother No support from extended families Group therapy session Regular guidance and emotional support for the parents Victor began to improve

7. Identified Patient - Jun 5 year old boy Youngest in a family of 3 children Both parents were medical doctors Both siblings were very good in academics Observed gifted at a very young age and enjoy school until 2 nd quarter Parents’ find out reasons that may influenced Jun to stop from schooling Cannot commit mistakes because they were all bright Did not want to go back to school and was afraid to commit mistake

8. Developmental Framework Equal attention is given to the developing Child’s Physical, emotional, intellectual and moral needs

9. Viewed uniquely by the Filipino family Regarded as a good luck sign – a gift from God This is not true of other families Depends on family’s Collective self-concept Parents’ self-image

10. Identified Patient - Emma Eldest in a family of 4 children (all girls) Father - business owner / mother – bright woman and an achiever @ 12 was observed to be slow / condition : moderate retardation Recommended for special school and group play therapy Only attended play sessions / relatives would not approve of special school attendance Atmosphere of resignation and hopelessness from the extended family In the insistence of her psychologist – Emma was enrolled to special school.

11. How do family members cope with the child’s presence? Identified Patient - Myrna 16 years old Adoptive parents – businessman / well known designer Natural mother – family’s laundrywoman @ 14, continually asked why her mother left her Became belligerent toward her old sisters / cut classes and got trouble in school Became belligerent toward her old sisters

12. Family sessions Feeling worked through Myrna’s realization Myrna’s acceptance

13. video Special Children from Adam Jennie's Christian Center for Special Children Inc. http://www.youtube.com/watch?v=wkHbw5zgSgE

14. How is an average child cope with a family of intellectually gifted individuals? “ slowness in understanding lessons” and for lack of motivation” in school. Identified Patient - Marie 12 years old and youngest in a family of 4 children Had 2 sisters and a brother who were all excelling academically Parents complains : rebellious, insecure and incurably lazy Her counter complain: she would never meet her parents’ expectations / favoritism She was beginning to search for an identity uniquely hers

15. Family counseling sessions Marie “found her place” More motivated and confident Achieved more in schools