Primum Non Nocere
Ronan S. Estoque, MA, DPA
“First of all, do no harm”. This is one of the major dictums that physicians adhere to. The same, I believe should also apply to teachers. While physicians are principally concerned with the physical well being of their patients, teachers on the other hand is ultimately concerned with the intellectual and psychological well being of their students.
Teachers are not doing their principal function when they are not teaching, when they are teaching things that they really shouldn’t be teaching, when there is dishonesty, when there is a dereliction of duty, when there is an abuse of authority inherent to one’s position, and when there is an offense against decorum and morality. Possible offenses are far too many to enumerate but the tenet of primum non nocere will always be an accurate barometer in determining whether there is a violation or just a perceived violation inaccurately produced by idle minds.
Teaching is one of the noblest profession one could possibly aspire for. In China, to be addressed as “teacher” is a great honor. Historically, Jesus Christ didn’t even aspired to become a lawyer but rather aspired to be worthy of the honorific title of “teacher”, long before he was considered a “prophet”; he was first and foremost a “teacher”. It is sad to note that teachers in this republic are not earning what is due to them (to commensurate to their actual contribution to the sacred task of nation building), what is even sadder is that even the honor and respect which is theirs by birthright is even being withheld wittingly and unwittingly.
Sociologically speaking, a culture is accurately measured by the way they treat their teachers. If we are to go about by this perspective, we failed the challenge miserably. Tons of promises were already made with regards to the betterment of status of teachers – to this date however, such have remained promises. Plans and programs were never really translated to actions. Teachers are still miserable. The betterment of their status is still a promise and indirectly, there is a reaction. Teachers are migrating where the grass is greener.
When there are approximately around 3000/day of overseas foreign workers who leave this republic to serve some other countries and when a significant percentage of these figures are teachers, it is easy to predict that there would be crisis in the near future. Unfortunately, this observation was valid ten (10) years ago, the crisis and the future is now imploding right before our very eyes.
The crisis is aptly tagged as low quality education. Now discussing low quality education will not trap me, such is entirely another article altogether – suffice it to say that we are now reaping our low (and none) investments in education.
Teachers are not saints. They do have their own list of shortcomings and horror inspired stories. The fabric of teaching in this republic however is of good material. While some elect to leave for greener pasture, majority of teachers decides everyday to stay and help in weaving a better nation.
Monday, June 7, 2010
Alfred Adler
Alfred Adler (1870-1937)
Ronan S. Estoque, M.A, DPA
Just like Dr. Sigmund Freud, Dr. Alfred Adler is an Austrian. He was previously a close associate/disciple of the former and just had a falling out with Dr. Freud because of too much emphasis on sex (mental illnesses caused by sexual conflicts in infancy).
More significantly, the contribution of Dr. Adler is centered on the concept of “inferiority complex”. In 1907 he introduced the concept of “inferiority complex” where it is asserted that the key to understanding personal and mass problem is the sense of inferiority that a person feels and his efforts (i.e. actions, behaviors) in compensating for such.
In a nutshell, everything (behavior, motivation, attitude) can be explained by the degree of inferiority complex. Man’s behavior can be measured and explained by his feelings of inadequacy and insecurity.
Unlike the bedrock of psychoanalytic theory, Dr. Adler disagree with the concept that early infant – parent relationships exclusively caused the unhealthy or healthy development of personality. He even denied the doctrine of the unconscious mind. He espoused that individuals (1) shape their own destinies, (2) overcome primitive drives and uncontrollable environment in striving for more fulfilling lives, and (3) improve themselves and the world around them through self understanding.
Regardless of the circumstances that give rise to inferiority feelings, however, a person may react by overcompensating and thus develop what Adler called a superiority complex. This involves a tendency to exaggerate one’s physical, intellectual, or social skills. A person for instance, may believe she is smarter than others but not feel she must show her intelligence by reciting what she knows about movie stars. Another person may feel that he must demonstrate all he knows about movie stars on every occasion to everyone who will listen to him. This person may neglect everything else just to prove he knows more than anyone else about movie stars. In any event, the technique of overcompensation is an exaggeration of a healthy striving to overcome persistent feelings of inferiority. Accordingly, the person possessing a superiority complex tends to be boastful, arrogant, egocentric, and sarcastic. One gets the impression that this individual has so little self-acceptance (i.e. such a low opinion of himself or herself) that only by “putting down” others can he or she feel important (Hjelle and Ziegler, 1992).
Dr. Adler also further argued that society and culture were equally responsible, if not more responsible for the development of mental illness.
Ronan S. Estoque, M.A, DPA
Just like Dr. Sigmund Freud, Dr. Alfred Adler is an Austrian. He was previously a close associate/disciple of the former and just had a falling out with Dr. Freud because of too much emphasis on sex (mental illnesses caused by sexual conflicts in infancy).
More significantly, the contribution of Dr. Adler is centered on the concept of “inferiority complex”. In 1907 he introduced the concept of “inferiority complex” where it is asserted that the key to understanding personal and mass problem is the sense of inferiority that a person feels and his efforts (i.e. actions, behaviors) in compensating for such.
In a nutshell, everything (behavior, motivation, attitude) can be explained by the degree of inferiority complex. Man’s behavior can be measured and explained by his feelings of inadequacy and insecurity.
Unlike the bedrock of psychoanalytic theory, Dr. Adler disagree with the concept that early infant – parent relationships exclusively caused the unhealthy or healthy development of personality. He even denied the doctrine of the unconscious mind. He espoused that individuals (1) shape their own destinies, (2) overcome primitive drives and uncontrollable environment in striving for more fulfilling lives, and (3) improve themselves and the world around them through self understanding.
Regardless of the circumstances that give rise to inferiority feelings, however, a person may react by overcompensating and thus develop what Adler called a superiority complex. This involves a tendency to exaggerate one’s physical, intellectual, or social skills. A person for instance, may believe she is smarter than others but not feel she must show her intelligence by reciting what she knows about movie stars. Another person may feel that he must demonstrate all he knows about movie stars on every occasion to everyone who will listen to him. This person may neglect everything else just to prove he knows more than anyone else about movie stars. In any event, the technique of overcompensation is an exaggeration of a healthy striving to overcome persistent feelings of inferiority. Accordingly, the person possessing a superiority complex tends to be boastful, arrogant, egocentric, and sarcastic. One gets the impression that this individual has so little self-acceptance (i.e. such a low opinion of himself or herself) that only by “putting down” others can he or she feel important (Hjelle and Ziegler, 1992).
Dr. Adler also further argued that society and culture were equally responsible, if not more responsible for the development of mental illness.
Sigmund Freud (1856 - 1959)
Sigmund Freud (1856 – 1959)
Ronan S. Estoque, DPA
The most telling contribution of Dr. Sigmund Freud is the formulation of the psychoanalytic theory. The “unconscious” became the operative word in psychology in the 1940’s and 1950’s.
Accordingly, explaining human behavior, predicting human behavior, and manipulating human behavior became embedded with the unconscious mind. Dr. Freud became what Michael Jordan was in the field of basketball. He became the superstar of the psychology in his time.
The framework for explaining neurosis became plain and simple. Thinking about sex became normal and every psychological problem can be resolved by confronting and embracing human sexuality instead of the usual repression (in whatever form) method advocated by moral police of his era.
Dr. Freud also identified and explained disparate manifestations of defense mechanisms, namely:
1. Identification. The unconscious process that protects the subject from anxiety by adopting traits from a psychological model.
2. Displacement. The unconscious transfer of an emotion from its original object to something or someone else.
3. Projection. The unconscious process that attributes other people’s feelings (i.e aggression) which one does entertain himself.
4. Regression. Retreating to a more immature pattern of behavior.
5. Repression. Keeping one’s memories and wishes in the unconscious.
6. Sublimation. Finding a socially acceptable outlet for a morally unacceptable impulse (i.e desire for one’s mother).
7. Denial. Refusing to accept something that is true.
8. Rationalization. Justifying irrational behavior or giving/offering excuses to one’s shortcomings.
9. Reaction formation. Behaving opposite to what one feels.
More than anything else, he became the creative architect behind the rest of the personality theorists after him. Majority of them borrowed from his framework minus the overemphasis on sex as a platform for explaining human behavior.
References
1. Estoque, Ronan S, Dela Cruz, Rogelio G, & Pichay, Marinelle Ivy T (2006), College Psychology, Mindshapers Inc., Philippines.
2. Oxford Interactive Encyclopedia 2000. Oxford University Press (2000).
Ronan S. Estoque, DPA
The most telling contribution of Dr. Sigmund Freud is the formulation of the psychoanalytic theory. The “unconscious” became the operative word in psychology in the 1940’s and 1950’s.
Accordingly, explaining human behavior, predicting human behavior, and manipulating human behavior became embedded with the unconscious mind. Dr. Freud became what Michael Jordan was in the field of basketball. He became the superstar of the psychology in his time.
The framework for explaining neurosis became plain and simple. Thinking about sex became normal and every psychological problem can be resolved by confronting and embracing human sexuality instead of the usual repression (in whatever form) method advocated by moral police of his era.
Dr. Freud also identified and explained disparate manifestations of defense mechanisms, namely:
1. Identification. The unconscious process that protects the subject from anxiety by adopting traits from a psychological model.
2. Displacement. The unconscious transfer of an emotion from its original object to something or someone else.
3. Projection. The unconscious process that attributes other people’s feelings (i.e aggression) which one does entertain himself.
4. Regression. Retreating to a more immature pattern of behavior.
5. Repression. Keeping one’s memories and wishes in the unconscious.
6. Sublimation. Finding a socially acceptable outlet for a morally unacceptable impulse (i.e desire for one’s mother).
7. Denial. Refusing to accept something that is true.
8. Rationalization. Justifying irrational behavior or giving/offering excuses to one’s shortcomings.
9. Reaction formation. Behaving opposite to what one feels.
More than anything else, he became the creative architect behind the rest of the personality theorists after him. Majority of them borrowed from his framework minus the overemphasis on sex as a platform for explaining human behavior.
References
1. Estoque, Ronan S, Dela Cruz, Rogelio G, & Pichay, Marinelle Ivy T (2006), College Psychology, Mindshapers Inc., Philippines.
2. Oxford Interactive Encyclopedia 2000. Oxford University Press (2000).
Duties and Responsibilities of Practicum Coordinator
Our Lady of Fatima University
Quezon City
Psychology Department
Duties and Responsibilities of Practicum Coordinator
1. Document and monitor the performance and attendance of students in their respective offices.
2. Ensure that all students are given proper orientation on the objectives of the faculty program as well as the student responsibilities and accountabilities in the different settings that they are assigned.
3. Initiate regular evaluation of the program to make the learning experiences are truly beneficial and relevant.
4. Make sure that the practicum program activities are in conformity with the university development plan and are meant to concretize the mission, vision and goals of the university.
5. Guarantee that all of the students activities are well-planned, approved by the Dean and VPSA, and at the least cost to the students.
6. Monitor student performance and as may be needed, make sure that there is proper schedule and assignment of students in their practicum related learning experiences.
7. Organize regular consultation, meetings, submit minutes of the said meeting to their respective Dean, and inform the Dean/Administrator of significant concerns which may need immediate attention.
8. See to it that there is proper entry and documentation of student grades and attendance.
9. Coordinate with the academic and industrial offices and firms on matters pertaining to the enrichment and improvement of what the student have learned in the school set up.
10. Contribute to the characteristics of a university of learning through active collaboration in the academic team.
11. Strictly observe periodic visits to students who are at the practicum sites.
12. Periodic retrieval of the performance evaluation report from partner agencies.
13. Give emphasis to the students their individual duties and responsibilities all throughout the practicum period.
14. Make certain one’s attendance in all school functions.
Quezon City
Psychology Department
Duties and Responsibilities of Practicum Coordinator
1. Document and monitor the performance and attendance of students in their respective offices.
2. Ensure that all students are given proper orientation on the objectives of the faculty program as well as the student responsibilities and accountabilities in the different settings that they are assigned.
3. Initiate regular evaluation of the program to make the learning experiences are truly beneficial and relevant.
4. Make sure that the practicum program activities are in conformity with the university development plan and are meant to concretize the mission, vision and goals of the university.
5. Guarantee that all of the students activities are well-planned, approved by the Dean and VPSA, and at the least cost to the students.
6. Monitor student performance and as may be needed, make sure that there is proper schedule and assignment of students in their practicum related learning experiences.
7. Organize regular consultation, meetings, submit minutes of the said meeting to their respective Dean, and inform the Dean/Administrator of significant concerns which may need immediate attention.
8. See to it that there is proper entry and documentation of student grades and attendance.
9. Coordinate with the academic and industrial offices and firms on matters pertaining to the enrichment and improvement of what the student have learned in the school set up.
10. Contribute to the characteristics of a university of learning through active collaboration in the academic team.
11. Strictly observe periodic visits to students who are at the practicum sites.
12. Periodic retrieval of the performance evaluation report from partner agencies.
13. Give emphasis to the students their individual duties and responsibilities all throughout the practicum period.
14. Make certain one’s attendance in all school functions.
Sunday, June 6, 2010
Duties and Responsibilities of Program Head
Our Lady of Fatima University
Quezon City
Psychology Department
Duties and Responsibilities of Program Head
1. Document daily monitoring of the performance and the attendance of faculty members in the department.
2. Ensure that all faculty members in the department make use of updated and uniform syllabus and resource units.
3. Initiate regular evaluation/revision of the syllabi, books and references to make teaching-learning relevant.
4. Conduct semestral evaluation of all the faculty members in the department.
5. Compute and verify number of hours taught by each faculty member, then prepare an endorsement copy to the Dean for computation by the Payroll Master.
6. Assign substitute teachers to take over the classes when the regular teacher is absent.
7. Make sure that the department’s programs of activities are in conformity with the university Development Plan and work for the concretization of the Mission, Vision and Goals of the University.
8. Guarantee that all university related activities are well-planned, approved by the Dean and VPSA, and at the least cost to students.
9. Make certain that there is continuous professional and personal development among the faculty members through regular training, seminars/for and/or enrolment in post graduate studies.
10. Monitor student’s performance and as may be needed, make sure that there is proper schedule and assignment of students in their practicum related learning experiences.
11. Organize regular departmental meetings, submit minutes of the said meeting, and inform the dean/administrator of significant concerns which need immediate attention.
12. See to it that there is proper entry and documentation of student grades and attendance.
13. Assist the Dean/VPAA/Registrar in the assessment, editing, and verification of examination questions.
14. Manage preparation of and collation of departmental test questions with department teachers and coordinate assigning of proctors and distribution of examination materials with other departments.
15. Coordinate with the university research center, the library, and other units on matters pertaining to the enrichment and improvement of instructional materials and teaching strategies.
16. Direct, with the laboratory technicians, to see to it that all equipment/apparatus/other laboratory needs are adequate, in good working condition, properly inventoried and safe for use.
17. Contribute to the characteristics of a university of learning through active collaboration in the academic team.
18. Steer dynamic exchange among the teachers for innovative teaching-learning processes.
19. Ensure one’s synergistic involvement in developing/improving the program’s curricular offerings in coordination with the college dean.
20. Be responsive for enhancing quality through joint ventures across academic units and between colleges.
21. Make certain of one’s attendance in all school functions.
22. Help develop a collegial interaction in the organizational processes which espouses quality and service.
Quezon City
Psychology Department
Duties and Responsibilities of Program Head
1. Document daily monitoring of the performance and the attendance of faculty members in the department.
2. Ensure that all faculty members in the department make use of updated and uniform syllabus and resource units.
3. Initiate regular evaluation/revision of the syllabi, books and references to make teaching-learning relevant.
4. Conduct semestral evaluation of all the faculty members in the department.
5. Compute and verify number of hours taught by each faculty member, then prepare an endorsement copy to the Dean for computation by the Payroll Master.
6. Assign substitute teachers to take over the classes when the regular teacher is absent.
7. Make sure that the department’s programs of activities are in conformity with the university Development Plan and work for the concretization of the Mission, Vision and Goals of the University.
8. Guarantee that all university related activities are well-planned, approved by the Dean and VPSA, and at the least cost to students.
9. Make certain that there is continuous professional and personal development among the faculty members through regular training, seminars/for and/or enrolment in post graduate studies.
10. Monitor student’s performance and as may be needed, make sure that there is proper schedule and assignment of students in their practicum related learning experiences.
11. Organize regular departmental meetings, submit minutes of the said meeting, and inform the dean/administrator of significant concerns which need immediate attention.
12. See to it that there is proper entry and documentation of student grades and attendance.
13. Assist the Dean/VPAA/Registrar in the assessment, editing, and verification of examination questions.
14. Manage preparation of and collation of departmental test questions with department teachers and coordinate assigning of proctors and distribution of examination materials with other departments.
15. Coordinate with the university research center, the library, and other units on matters pertaining to the enrichment and improvement of instructional materials and teaching strategies.
16. Direct, with the laboratory technicians, to see to it that all equipment/apparatus/other laboratory needs are adequate, in good working condition, properly inventoried and safe for use.
17. Contribute to the characteristics of a university of learning through active collaboration in the academic team.
18. Steer dynamic exchange among the teachers for innovative teaching-learning processes.
19. Ensure one’s synergistic involvement in developing/improving the program’s curricular offerings in coordination with the college dean.
20. Be responsive for enhancing quality through joint ventures across academic units and between colleges.
21. Make certain of one’s attendance in all school functions.
22. Help develop a collegial interaction in the organizational processes which espouses quality and service.
Curriculum of BS Psychology, OLFU 2007-2008
Our Lady of Fatima University
Quezon City
Curriculum for Bachelor of Science in Psychology
School Year 2007-2008
First Year
First Semester
Eng 1 Basic Communication Skills 1
MAT 1 College Algebra
CHM 105 General Inorganic Chemistry
FIL 1 Sining ng Pakikipagtalastasan
Psy 1 General Psychology
ZOO 1 General Zoology
PE 1 Gymnastics
NSTP 1 National Service Program 1
Second Semester
Eng 2 Basic Communication Skills 2
MAT 2 Trigonometry
FIL 2 Panitikang Filipino
CHM 2 Organic Chemistry
ZOO 2 Comparative Vertebrate Anatomy
HD Human Development
PE 2 Recreational Activities
NSTP 2 National Service Program 2
Second Year
First Semester
Eng 3A Speech and Oral Communication
PHY 1 General and Applied Physics
Comp 1A Intro to Computer Science 1
SOC 5 Economics with LRT
PHI 3 Ethics
Psy 11 Theories of Personality
PE 3 Individual/Dual Sports
Second Semester
Psy 5F Stat. for Behavioral Sciences
BIO 2/BIO 5 Genetics
Bot 1 General Botany
Comp 2B Intro. To Computer Science 2
SMNR 1 Learning/Cognitive Psychology
SMNR 2 Abnormal/Clinical Psychology
EDU 30 Values Education
PE 4 Team Sports
Third Year
First Semester
Lit 3 Philippine and World Literature
SOC 1 Philippine History and Culture
SOC 4 Rizal’s Life, Works and Writings
SMNR 3 Seminar in Psychology 3
Psy 9 Experimental Psychology
Psy 8 Social Psychology
Eng 5 Research Methodology
Second Semester
Soc 3 Phil. Government and Constitution
Soc 2 Sociology/Anthropology with Family Planning
EDU 3 Test and Measurements
Psy 20/Psy 18 Guidance and Counseling
Psy 17C/Psy 17A Psychological Testing
SMNR 4 Seminar in Psychology 4
Psy 14 Industrial Psychology
Fourth Year
First Semester
PHI 4 Philosophy of Man and Logic
BIO Elec Elective
EDU 2/PMT Principles of Methods of Teaching
SMNR 5 Seminar in Psychology 5
Psy 17B Psychological Research
HUM 1 Humanities
Second Semester
Psy 19A Practicum in Industrial Psychology
Psy 19B Practicum in Clinical Psychology
Psy 19C Practicum in School Setting
Quezon City
Curriculum for Bachelor of Science in Psychology
School Year 2007-2008
First Year
First Semester
Eng 1 Basic Communication Skills 1
MAT 1 College Algebra
CHM 105 General Inorganic Chemistry
FIL 1 Sining ng Pakikipagtalastasan
Psy 1 General Psychology
ZOO 1 General Zoology
PE 1 Gymnastics
NSTP 1 National Service Program 1
Second Semester
Eng 2 Basic Communication Skills 2
MAT 2 Trigonometry
FIL 2 Panitikang Filipino
CHM 2 Organic Chemistry
ZOO 2 Comparative Vertebrate Anatomy
HD Human Development
PE 2 Recreational Activities
NSTP 2 National Service Program 2
Second Year
First Semester
Eng 3A Speech and Oral Communication
PHY 1 General and Applied Physics
Comp 1A Intro to Computer Science 1
SOC 5 Economics with LRT
PHI 3 Ethics
Psy 11 Theories of Personality
PE 3 Individual/Dual Sports
Second Semester
Psy 5F Stat. for Behavioral Sciences
BIO 2/BIO 5 Genetics
Bot 1 General Botany
Comp 2B Intro. To Computer Science 2
SMNR 1 Learning/Cognitive Psychology
SMNR 2 Abnormal/Clinical Psychology
EDU 30 Values Education
PE 4 Team Sports
Third Year
First Semester
Lit 3 Philippine and World Literature
SOC 1 Philippine History and Culture
SOC 4 Rizal’s Life, Works and Writings
SMNR 3 Seminar in Psychology 3
Psy 9 Experimental Psychology
Psy 8 Social Psychology
Eng 5 Research Methodology
Second Semester
Soc 3 Phil. Government and Constitution
Soc 2 Sociology/Anthropology with Family Planning
EDU 3 Test and Measurements
Psy 20/Psy 18 Guidance and Counseling
Psy 17C/Psy 17A Psychological Testing
SMNR 4 Seminar in Psychology 4
Psy 14 Industrial Psychology
Fourth Year
First Semester
PHI 4 Philosophy of Man and Logic
BIO Elec Elective
EDU 2/PMT Principles of Methods of Teaching
SMNR 5 Seminar in Psychology 5
Psy 17B Psychological Research
HUM 1 Humanities
Second Semester
Psy 19A Practicum in Industrial Psychology
Psy 19B Practicum in Clinical Psychology
Psy 19C Practicum in School Setting
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