Observed Characteristics Characteristics Observed Not Observed

Affect Isolation Analysis: the child shows her playfulness with the other children around. Eventhough she is the only girl in the room.

Unrelatedness to others Analysis: she stares on person whom she seen for the first time and started to play a little with them. She has friends on the class. She depends on her mother and easily follows the teacher

Twiddling behaviour Analysis: she seems behaved on her seat, especially when her mother was behind her.

Inconsistent developmental continuity Analysis: she cannot write or hold a pencil, she cannot utter words, she acts like younger than her actual age

Self destructive behaviour

Analysis: the child is well behaved

Temper tantrums Analysis: she doesnt cry easily, we didnt see tantrums during our observation.

Anxiety Analysis: the patient was roaming around and stares something on the back of the room

I/you apparent confusion Analysis: she cannot speak, or utter one word, its difficult to determine this behavioural confusion

Concrete thinking Analysis: the patient can concentrate and follow guidelines.

Perceptual inconsistencies Analysis: we cannot distinguish her perceptions because she was unable to speak her thoughts.

Immediate and delayed echolalia Analysis: we didnt saw her repeating words or sound people make. She cannot speak any word.

Orderliness Analysis: she cannot practice orderliness, during our observation, she leaves her things anywhere and she cannot identify it as hers.

Physical incoordination Analysis: she has involuntary movements. She cannot hold a pencil or crayon. She sometimes seat on her chair and limit her movements and in the next 20 minutes she will began to play energetically

Language Analysis: although she cannot utter words, she points with her finger as her language or communication

Excessive activity Analysis: she is very active

in playing, and she plays vigorously at the back of the room, she jumps and waive her hand until she gets tired

Physical Description The client has a small body frame, she has an upright posture, there were no physical deformities seen or lesions, she was well groomed and dressed appropriately. She has a brown complexion. She was unable to talk so only the mother who gave us information regarding on the activities of her daughter in school and home. Nurse Patient Interaction Nurse Patient Interaction Rationale

Nurse: Hello, ako si Ate Elaine at siya naman si Ate Kim. Ikaw, anong pangalan mo?

Informing Informing the client helps gain trust and cooperation. Also, this gives the client the idea on what to expect from the nurse.

Patient: (the patient waves but no eye contact)

Lastly, it helps the client increase his knowledge about the topic.

----

Nurse: bukas may party tayo, tapos manonood tayo ng movie, pasok ka bukas ha.

Patient: (patient nod her head)

Nurse:

dapat

ishare

mo

din

yan Suggesting Suggesting is used by the nurse to give advice that helps the client to think for a new alternative way

(flashcards) sa classmate mo para di kayo nagaaway

Patient: (the patient nod and share the

flash cards)

Nurse: Wow, ang galing naman mo naman magcolor. Very good.

Giving Recognition May indicate that the nurse recognizes the client as a person, as an

Patient: (smiles)

individual. Also, doing this gives the client the impression that the nurse appreciates the effort made by the client.

Nurse: ipasa niyo sa kin ung paper niyo pagkatapos niyong magkulay ha.

Focusing Helps the client concentrate his energy to single point, and may prevent

Patient: (changes her paper without finishing the other)

overwhelming of ideas. Also, helping them prevent from jumping from one topic to another.

Nurse: oh? Diba sabi ko tatapusin muna yung ginagawa mo bago kita bigyan ng bago?

Patient: (still trying to get another paper)

Nurse: paano kita bibigyan ng prize pag hindi mo natapos yan? Wala pa ngang kulay oh. Tuturuan Patient: (changes her mind and finishes her paper)

Nurse: Umalis na mama mo. Sakin mo nalang sabihin pag may gusto ka ha?

Offering self Assures the client that the nurse is present and he is not alone.

Patient: (nod her head)

Review of Related Literature A. Mental retardation is a problem of serious social concern. In view of the large number of persons considered to be mentally retarded, such concern is certainly justified. Using the conventional criterion of 3 per cent of the population, the U.S. Presidents Panel on Mental Retardation (1963) estimated that almost 5.5 million children and adults in the United States are mentally retarded. The criterion for mental retardation established in the Manual on Terminology and Classification in Mental Retardation (Heber 1959) and adopted by the American Association on Mental Deficiency as well as the Biometrics Branch, National Institute of Mental Health, is that all those at least one standard deviation below the population mean intelligence quotient (IQ) are considered retarded. If one accepts this criterion, and many do not, there are almost 30 million mental retardeds in the United States. If the more conservative estimate is employed, mental retardation is twice as prevalent as blindness, polio, cerebral palsy, and rheumatic heart conditions combined (Doll 1962). The typical textbook pictures the distribution of intelligence as normal or Gaussian in nature, with approximately the lower 3 per cent of the distribution encompassing the mentally retarded. A common class of persons is thus constructed, a class defined by intelligence-test scores below 70. This schema has misled many laymen and students and has subtly influenced the approach of experienced workers in the area. For if one fails to appreciate the arbitrary nature of the cutoff point of 70, it is but a short step to the formulation that all those falling below this point compose a homogeneous class of subnormals. Since the conceptual distance between subnormal and abnormal, with its age-old connotation of disease and defect, is minimal, the final step is to regard retardates as a homogeneous group of defective organisms, immutably different from those persons possessing a higher IQ.

B. I agree that mental retardation becomes a serious problems nowadays especially in a growing population country. But I didnt agree in measuring retardation in a person based on their IQs, there are other ways to determine this to the patient. Some of the uneducated people maybe have low IQ but then we do not call them as mental retards.

Learning Insight I was not excited when Ive heard that we will be going in a special institution because first, I dont like children, I am having a difficult time on interacting them and follow their likes. And second, I was nervous that I may do wrong because they are mentally ill persons. These impressions changed when I first saw them and identify their stories and personalities. Yes, it was tiring on handling children like them, but it was worth it for the first time we encounter them. This children maybe ill but they are special,

There is something with them that any person will love them and gain a part of their hearts, and realize how lucky they are to be what they are, and to be content of what they have. Also during the observation, I saw how patience the teachers are, especially the teacher assigned to us since she was teaching in the institution for 35 years and I idolized her for her persistence and patience in teaching. There are so many things to learn in this institution and I am fortunate to experience this.