Theoretical Framework

Indiscipline
School
They are considered

acts of
indiscipline all
the actions
words
attitudes, gestures
and reactions that
would contradictthe
standards
disciplinary
in force in a
institution
educational, what
represent
attacks against
the moral the
authority the
order, the spirit and the traditions of it. There is no doubt that the acts
positives of indiscipline, especially when they are intentional and
frequent, are harmful to institutional morality, that oppose
directly related to educational purposes. Therefore, they must be
combated and eliminated, but these acts of indiscipline are, almost always,
inevitable consequences of unfavorable conditions and factors that are
acting on the psyche of the student, threatening their personality and
disrupting them in school life. It is important that educators
focus their attention on these factors to reduce or eliminate them,
before resorting to sanctions or more drastic punitive measures.
In the school context, Gómez (1997) states that "It is understood as
school indiscipline, any behavior that prevents the execution of the
"task of the teacher with freedom and comfort." (p.246). Each teacher within
from their class brand, in one way or another, some guidelines for their
students, in order to develop the learning process. The way
how these guidelines are determined depends on the personality of the educator,
of the area that he is in charge of and of his students. Normally, all the
students of a certain class are capable of understanding them,
accept them and comply with them without any problem. But sometimes the case arises where

not wanting or not being able to follow these guidelines, then it occurs the

indiscipline.
 Meanwhile, Antúnez (2000) defines indiscipline as 'the attitudes or the
behaviors that go against the agreed rules, code of
behavior that the educational center has adopted to fulfill its mission
principal: educate and instruct.” (p.18), when establishing the rules
disciplinary of any educational institution, it works together with
the teachers and the parents, having as objectives the full development of
their students and children will not suffer from disciplinary problems if they
they have acquired disciplinary habits, based on values, through the triad
family - school - community.
Finally, Castro (2006) indicates that 'issues related to indiscipline
school-related issues have to do with difficulties in adapting to the rules of
coexistence established by the educational institution, or by regulations
inappropriate that hinder their incorporation." (p.56). The norms are not a
means to control children or adolescents to make them
they obey adults, but a method that helps them integrate into the
society showing them patterns of socially accepted behaviors and, for
consequently, also those that are not. For good coexistence both
Familiar as a student, it is necessary to establish those boundaries.

Educational institutions generally do not present problems.

disciplinary graves, only that they have some students who
it manifests indiscipline, which causes discomfort in the group, since, it
Present symptoms, such as: bad words and a little disrespect.
among themselves and some teachers are affected by this type of
behavior, due to the irresponsibility in the performance and delivery of
assigned tasks. This is why responsibility is fundamental in the
development of the human being, since it is the capacity that must be achieved
person to make decisions autonomously as these are so
successful in aligning their desires with the interests of those around them
and according to what social norms indicate for relationships
be positive.
It is not easy to obtain a real list of the considered behaviors.
problematic issues by teachers in the classroom due to the shortage of
studies, but Gotzens (1997) taking as a starting point an analysis of
several studies point out the following distorting behaviors:
(a) Motor skills: being out of the seat, jumping, and spinning in class. (b)
Noisy: hitting the ground with feet and hands, knocking down chairs
or tables. (c) Verbal: converse, shout, sing, whistle, laugh, cough, cry.
["aggressive: hit, push, pinch, slap, hit with objects"]
snatch objects. (e) Class orientation: turn the head and/or the
body towards another colleague, show objects to another, observe others
largely over time.” (p.58).
On the other hand, although there is no consensus on determining what
behaviors can be considered undisciplined or not, if it is true that to
At a general level, any behavior that has repercussions is usually accepted as indiscipline.

in the development of normal life at school and that hinders coexistence

and learning. These symptoms are associated with verbal aggression and
physics, which excessively worries teachers due to the issues
that are present in institutions, according to López (2001) the symptoms that
(a) Physical: threats with weapons, beat, hide things,
they steal and break things. (b) Verbal abuse: they insult and speak badly of the

others." (p.78)
In any case, and despite the great variety in terms of shapes of
to conceptualize school discipline, it is possible to analyze the causes that
determine these behaviors, so that it can be established
Action guidelines aimed, especially, at prevention. The
discipline problems in the classroom can arise for many reasons and
They can have many purposes from the child's point of view. Edwards
(1993), there are three main sources of causes: the family, society, and the
school, concluding with the following list of causal factors:
 (a) At the family level: low self-esteem, lack of affection, excessive control;
(b) On a social level: interest in negative activities, the
television, aggression, violence; (c) At the school level: The
contents, methodology, and levels of abstraction required in the
distintos niveles, deben ser reevaluados de forma tal que se definan
what are the essential knowledge and how to achieve them
in the most interesting and appropriate way possible. (p.74)
However, Romí and Freund (1999) indicate that behaviors
disruptive are, almost always, a consequence of a series of conditions and
unfavorable factors that act on the thinking of students
harming the normal development of the school center. Thus, other possible
causes that lead to the emergence of indisciplinary behaviors in the classroom
they can be categorized into four factors, all of them printed in the
student environment: sociodemographic factors, educational factors
(within which three subfactors are distinguished: teaching styles,
personal characteristics of the student and personal characteristics of
professor), social factors and family factors, as it is pointed out to
continuation:
(a) Sociodemographic factors: Such as the student's gender,
living in poverty, living in single-parent families have
are associated with greater antisocial incidents. (b) Factors
educational: The educational centers that develop good relationships
between parents and teachers, as well as between teachers and parents
they advocate for high academic and behavioral expectations in their
students exhibit low levels of disruptive behaviors in
the classrooms. (c) Social factors: Thus, combined with the educational environment, the
discipline problems are related, in the same way and
directly with the family and social environment in which it is found
the student. (d) Family factors: the level of parental involvement
the educational process of their children is related to the development of
behavior problems and the behaviors manifested by their
children in the classroom.” (p.52)

The usual ways of the teacher when facing behavior

disturbing are the scoldings, the moralizing advice, complaints about the
parents, confrontation with the student, the sanctions, the expulsions or the
rejection, but none of those answers are usually effective being
only modes of punishment without any educational purpose, but rather
bringing negative consequences for the members of the
institution. It can often be equated with authoritarian discipline and
repressive, even with forms of revenge: "Since you are bothering me,
"Now you will see what is going to happen to you!", causing other problems that
affects both the student, teacher, and school environment, Cardoze (2000) it
express:
(a) The failure to fulfill duties; (b) The defiant attitudes; (c) The
conducta impertinente; (d) El hostigamiento; (e) La falta de empatía
estudiante – docente; (f) Rechazo al alumno; (g) Las agresiones
verbal; (h) The repeated negative criticisms.” (p.31)
Discipline is necessary to achieve goals and objectives, to
to develop as a person and as a professional. Without discipline, it is difficult to
it will be persistent, and without being persistent, it will be quite complicated

to develop in any field of human activity. To teach the

discipline as something positive, that results in the benefit of the child itself

because it helps him feel satisfied and fulfilled is the ultimate purpose of a
positive socialization, to which society, parents, and the
teachers. If everyone assumes their share, it will be achieved that each group of children

that comes to school can become a positive force for themselves

same and for the community in which he develops, being a man full
of values, achieving personal, academic, professional independence,...
just for the fact of knowing and recognizing the rules, norms or limits that it
establishes the society, which by fully complying with it will generate stability in
their future, that is why it is so important to instill discipline from a young age,
forming this part of the child's repertoire of operational behaviors.

Treatment

Time Out
 The time-out technique is also called isolation; it is a technique.
widely used in the school environment and is employed to eliminate behaviors
problems, Clavijo (2004) explains that 'it consists of separating the student
from the place where the problematic behavior occurs, in other words
remove him from the classroom, but for this technique to be effective, it should not be
it's not just about removing it, but also considering multiple distracting factors
(p.288). For the isolation to be effective, the student must
to experience such boredom that one would prefer to be in class rather than isolated, is
it is convenient to have the collaboration of another teacher, that is, it is needed
a place where the student has no distractions whatsoever, in the same way the
the author indicates that "there must be a planned time, that is, the time
indicated for this to be, short periods of time are better, around
5 minutes, and never more than 20 minutes.
When the student's behavior is very abrupt, it is advisable
involve other teachers, as well as parents, so that they follow the same ones
guidelines in the family context, in this way it will be more effective.

Overcorrection
Overcorrection is a very useful educational technique that combines
negative and positive procedures, that is to say, it contains elements
unpleasant, but at the same time teaches the correct behavior, in others
words, it is a reductive technique for disruptive behaviors that provoke
material damages or deterioration of objects and places, consists of,
generally by two elements: the restorative overcorrection and the practice
positive, which Bornas (1994) explains
The first implies the requirement for the restoration of the environment in a
is much better than the previous one due to the damage caused; and the second,
consists of the repeated performance of an appropriate behavior
that is inversely related to the one the subject carries
cabo and what is desired to be modified.” (p.74)
 This procedure is carried out with the aim of re-educating, that is to say,
repair or compensate for damage caused by undesirable conduct, whether
throw food on the floor, paint the walls or attack a classmate or
take away an object from someone without their consent.

Compliments
The purpose of praising is to increase desirable behaviors, so it is
it is necessary to emphasize what specific behavior is being pursued, the more
The more concrete the praise, the better the student will understand what they are doing.
well and it is more likely that I will repeat it, according to Woolfolk (2006) "it must

start praising every small step taken towards the desired behavior,
looking to catch the student in good behavior, it is important
"praise every progress, no matter how small." (p.36), in this way, the new
behavior when well established, will require fewer praises to
keep it, it is not necessary to continue praising the student
constantly, but occasionally, this will be enough to go
reinforcing the new behavior and soon it will happen naturally.
To elicit the required response, the previous author recommends that
...the praise must be appropriate, with hugs, kisses, and other physical signs
of affection along with the corresponding words, however, in
teenage students like to be praised discreetly." (p.39), is
to say, to keep a silent account or to use special secret signs, for
example, a wink or giving a thumbs up will indicate to them, without drawing attention.

excessively, which has been noticeable in their behavior

 CASE No. 1
I. IDENTIFICATION DATA.
Apellidos y Nombres: J.C.B.D.
Fecha de Nacimiento: 09/08/2002.
School ID: V-10427627016.
Age: 11 years.
Sexo: M.
Estado Civil: Soltero.
Profession: First-year student.
Religión: Católico
Address: Barrio 23 de Enero, lower part, Municipality of San Cristóbal - State
Táchira.
Phone: 0416-4753716.

II. REFERENCE.
Referred by the guiding teacher of section 'C'.

III. PROVIDED DATA.

The data was provided by the guiding teacher, mother, and stepfather.

IV. REASON FOR THE CONSULTATION.

The teacher states that J.C.B.D is a restless child; he does not follow rules or ...

follows instructions, constantly interrupts the class (jumps, shouts, deletes the
blackboard, takes things from his classmates), which causes amusement among his
companions, but there comes a time when it is rejected, no one wants
working with him out of fear of failing,… because on some occasions
meets the assigned activities, which results in low performance in
the different disciplines. While the mother indicates that it is a child who
he is rebellious, jealous since the arrival of his younger sister, does not obey her

orders and exhibits bad behavior, avoiding attending meetings

relatives, for receiving constant complaints, since, jumps, runs,...
running over everyone, just as he insults and hits cousins of his age and
younger than him, while in the community he goes out in the afternoons to play in
the field and he arrives at the end of the afternoon, I rarely see him doing chores, he
it states that "teachers do not assign homework, we do everything in the
room", however, his grades are low. And finally, the stepfather,
provides little information, just expresses that he is a rude boy and
he often scolds him for that, however he pays attention to it
the orders when he is present, which is very rarely due to his work.

V. CURRENT PROBLEM.
J.C.B.D, con once años de edad, cabello claro, tez blanca y contextura
thick, shows school indiscipline, manifested in hyperactivity
motor (jumps, shouts, runs around the classroom, bothers his classmates), with a
constant noncompliance with the rules, does not follow instructions, and very rare
he/she completes the assigned activities, showing little interest in
these subjects, is easily distracted, and on occasions lacks
personal hygiene; When does it start? Since the arrival of her sister ago
approximately 3 and a half years, shows episodes of rebellion,
constantly disobeying his mother, with whom he has the opportunity
to share more time. How does it start? In the school context, it begins
in the development of the daily school day; as well as in the minutes
of recesses and the school feeding program (PAE) hour, launching
food to your companions. What situation does it occur in? In any
moment of the daily school day, perhaps it is emphasized during the hours of
classes of theoretical disciplines, and at moments when one feels alone, without any
surveillance. How often? Every day shows indiscipline.
school-related, in its different actions, and repeatedly throughout the class,
rarely, remains still and focuses its attention on the content
taught. What is it attributed to? When asked to adhere to rules within
from the classroom and the coexistence agreements of the Institution, which
help to adapt to the field of secondary education, but he pays attention
I am sorry about that.

VI. FAMILY AND PERSONAL BACKGROUND.

RELATIVES:
Family Constitution: J.C.B.D.'s family is monogamous, and is
consisting of the following:
Kinship Initial Age
Stepfather J.I.R.G 43 years
Mother C.L.D.A 31 years
Sister J.C.R.D 3 years
Intrafamily relationship: it is a monogamous family, where the father is
worker, works all day and is relatively absent, arrives late at night
in the night, his main concern is to have dinner and rest until the next day,
sharing very little with his family, only on weekends,
while the mother is illiterate, she is at home all day
company of her youngest daughter, while J.C.B.D is at the high school, and
when he arrives, he goes out to play on the field again with his friends,
as previously mentioned, they avoid going to family gatherings due to the
constant complaints about the bad behavior he shows with his cousins
younger than him, receiving constant scoldings and punishments. He has little interaction with

his sister, due to the overprotection of the mother, but in certain

opportunities tend to grant it and assist in its care when necessary.
 Operation of the authority-affection binomial: in the family of J.C.B.D,
it is not operational, since the authority is exercised by the stepfather, but he is
absent most of the day, and only the child follows the rules when he
is present out of fear of being hit, showing little affection and interest
For him, on the other hand, the mother shows affection to the child, hugs him, kisses him,

but he sometimes rejects it, since he sees it as false on his part,

since she spends most of her time caring for the youngest daughter, without
she is concerned about keeping her uniform clean, as well as the clothes
from the family, likewise prepare their food, and maintain a home
clean for family well-being.
Communication: it is non-operational, because her stepfather works all day, and
upon arrival, it is not of their interest to ask about what each person did during
day, perhaps the greatest deal occurs when a scolding comes from them towards
the child, when he does not obey his rules. Meanwhile, the mother tends to
establish conversation with the individual, but they avoid it due to their
occupations "play", moreover when they start to talk, the mother is more
pending on what his daughter does, than what his son tells him. J.C.B.D,
He expresses that he loves his little sister, and that sometimes he spoils her and helps her.

in his care when he is at home.

Illnesses experienced or currently experienced by ancestors: I don't know.

does not register any illness, according to data provided by the mother.

PERSONAL:
Position held: J.C.B.D, he is the first of two children.
Interpersonal relationships: he is a child who develops well both in the
high school, as in their community, where they share with boys, girls and
adolescents usually make friends easily, have fun, and talk.
plays,... however, it is disrespectful, lacks rules of courtesy and
his way of dealing with those around him is not the most appropriate, distancing people,

Perhaps in recess he is seen very accompanied, but inside the classroom of

class is isolated, only,... since, it is usually rejected for its bad
behavior, as it does not conform to institutional norms. By
another part of the community, his hobby is playing on the court with his neighbors,
He spends the entire afternoon on that activity.
Expression and receptivity of affection: J.C.B.D is a somewhat unexpressive child.

regarding your feelings and the same when receiving affection from others.
Medical history: they have been receiving psychological assistance and
familiar in the DENNA (Educational Defense for Children and Adolescents)
with a psychologist), for his misbehavior in the classroom and for the
fear he shows towards his stepfather.
Health: no illness has been recorded in its last year.

VII. GENOGRAM

M.J.D. C.D.L.
P A.
45 31
YEARS
YEARS

J.C.B.D
.
11
YEARS

Biological father deceased.

 J.I.R.G. C.L.D.
43 A.
YEARS 31
YEARS

J.C.B.D J.C.R.D
. 3
11 YEARS
YEARS

Stepfather.

VIII. SOCIOECONOMIC CONDITIONS.

Profesión u oficio del padre: J.I.R.G, 43 años, bachiller, obrero.
Profesión de la madre:C.L.D.A, 31 años, analfabeta, oficios del hogar.
Ingreso familiar:2400 bs. (Mensual)
Condition of the housing: Own house, has cement flooring, two
rooms, 1 bathroom, brick walls without plaster, steel roof, has
with basic services such as water, electricity, and cleaning.

Socioeconomic level: according to the Graffar Scale, they are in the stratum
social IV (Low).

IX. BIOGRAPHICAL HISTORY.

Psychomotor development: CL.D.A, mother of J.C.B.D had a pregnancy and
normal delivery, due to her monthly check-up, which took place at 42
weeks, also states that the child held his head up (3 months), crawling (8
meses), prensión (si), caminó (13 meses), primeras palabras (9 meses),
sphincter control (2 and a half years).
Socio-affective area: he is a child who enjoys playing and making friends,
both in the high school and in the community, where he plays on the field with
young people of their age, however, tends to be disrespectful, which makes it
they stay away from him, especially in the classroom due to his lack of discipline and
respect towards their peers and teachers, although with some teachers
show affection.
Student history: J.C.B.D had an insertion into the educational level of
normal way, at the age of 3, taking two levels in Preschool and
subsequently being promoted consecutively to the grades
in later years, he has not repeated any grade and his age is appropriate for the grade.

that is found.
Sexual history: it is a boy who identifies with his sex, he is attracted to the opposite sex.

female, and states that she has had several girlfriends since preschool, that
With them, the treatment is different, but currently he claims to not have a girlfriend.

VII. DIAGNOSIS:
J.C.B.D, male, eleven years of chronological age, presents
school indiscipline; manifested by: motor hyperactivity (screams, jumps,
runs around the classroom, bothers his classmates), violation of rules,
does not follow instructions, rarely fulfills assigned activities,
easily distracted and shows no interest in school activities.
It is located in the Approach "A" Physiological vs Sociocultural Model,
how much it is presumed to be a non-operational behavior, socially rejected
for their family and school group. Based on Approach 'B' regarding the
variable “Psicológica”: esta afecta al orientado, dado que tales conductas
they threaten his personal growth because he finds it difficult to relate to
empathetic way with other colleagues, teachers, and even with their
parents which leads to an emotional and psychological instability.
In the same way, there is support from their parents for guidance.
On the other hand, the variable "Legal Regulations" is subject to
obey the rules and regulations implemented in the institution and in
his home, if the oriented person refuses to follow the rules this can be
sanctioned in the institution by the LOPNA since he must comply
with their duties just as they have rights.

XI. BEHAVIORAL ANALYSIS

Physical environment where the problem occurs: In the classroom
Deficit and Excess of Behaviors
Conducta Ausente:atención, tranquilidad e interés.
Reduced Conduct: good behavior in the classroom.
Increased Conduct: Yelling, Jumping, and Taking Objects.
Behavior to be modified: School Indiscipline.
Observable and quantifiable behavior: The presented school indiscipline
in the oriented (shouting, jumping, taking objects from their classmates.
Define parameter: Observation, interview, quantification, record of
conduct, treatment plan that will help reduce school indiscipline.

BEHAVIOR RECORD BEFORE TREATMENT

Remove
Day Date Screams Jumps
objects
Monday 03/06/2013 8 5 10
Tuesday 04/06/2013 6 4 5
Wednesday 05/06/2013 12 4 7
Thursday 06/06/2013 6 3 8
Friday 07/06/2013 9 2 5
Total 41 18 35

RESPONSE RATE BEFORE TREATMENT

Screams
 The response rate is a probability of 8.2 times that it screams in the
classroom session in a 5-day observation.

Jumps

The response rate is a probability of 3.6 times that jumps in the

classroom session during a 5-day observation.

Remove Objects

The response rate is a probability of 7 times that removes objects from its
classroom companions in a 5-day observation session.
BASELINE BEFORE TREATMENT

14

12
F
R 10
E
C
8
U
E RemoveObjects
6
N Jumps
C Screams
4
I
A
2

0
Monday TuesdayWednesdayThursday Friday
03/06/1304/06/1305/06/1306/06/1307/06/13
DAYSOFOBSERVATION
 TRIPLE CONTINGENCY RELATIONSHIP

Stimulus: The rules of coexistence that are taught in the classroom.

Response: The focused J.C.B.D constantly gets up from the desk.

shouts, jumps and bothers his classmates by taking away their objects.

Consequence: It interrupts classes and is socially rejected by his peers.

companions and teachers.

XII. ORIENTATION PLAN

Directed: J.C.B.D.
Conducta:Indisciplina Escolar (gritos, quita objetos, salta)
General Objective: Minimize the school indiscipline of J.C.B.D, with the
application of behavioral techniques, thereby resulting in operational behaviors
inside the classroom.
Objectives
Meta Strategy Resources
Specific
Minimize the yelling Minimize the yelling Apply the time technique Humans:
of J.C.B.D. of J.C.B.D. out, at the moment of execution Oriented.
by means of through the technique the screams of J.C.B.D. Advisor.
timeout technique taking them out of the classroom Companions
outside for the for harmony towards coordination or isolate it
school harmony. student, inside the classroom in a Materials:
classroom lesson during the period of 10 minutes, Mirror
a lapse of 10 reintegrating again. Pencil
days. Paper
Watch
Minimize the Minimize the use of the technique of
behavior of overcorrection behavior, followed by Humans:
J.C.B.D. when removing J.C.B.D. when removing J.C.B.D., I removed anything Oriented.
objects a their objects a his object to his companions without Advisor.
companions, companions, With your permission, who should Comrades
through by means of the technique to return the object, request
technique of overcorrection to apologize and commit to Materials:
overcorrection for the good not to do that bad again Mirror
for good relationships action (en three -3- Pencil
relationships interpersonal opportunities) in order to go Paper
interpersonal. inside the classroom of reeducating that behavior no
classes in an operative period in your person.
of 21 days.

Minimize Minimize the jumps Implement the technique of Humans:

jumps of J.C.B.D. J.C.B.D. praises, what consists of Oriented.
through the technique of learning to Advisor.
give and receive
technique of praise of praise for the praises, as well as criticisms, Partners
for total acceptance while minimizing the jumps of
total of his colleagues from J.C.B.D., it should be considered Materials:the
companions of classes and teachers, eye contact, the tone of voice, Mirror
classes and teachers. inside from the posture, assertiveness and thePencil
environment necessary body expression Paper
institutional, in a for the largest and best
30-day period. student appreciation.
 BEHAVIOR RECORD AFTER TREATMENT
Remove
Day Date Screams Jumps
objects
Tuesday 25/06/2013 3 3 4
Wednesday 26/06/2013 5 2 3
Thursday 27/06/2013 2 1 3
Friday 28/06/2013 4 3 2
Total 14 09 12

RESPONSE RATE AFTER TREATMENT

Screams

The response rate is a probability of 3.5 times that it screams in the

classroom session during a 4-day observation.

Jumps

The response rate is a probability of 2.25 times that it jumps in the

classroom in a 4-day observation session.

Remove objects

The response rate is a probability of 3 times that it removes objects from

his companions in the classroom session of 4 days of
observation.
 BASELINE AFTER TREATMENT

XIII. RESULTS
According to the established objectives and goals, it is evident that the
decrease in school indiscipline behavior in J.C.B.D.
specifically the manifestations of shouting, taking objects, and jumping inside
from the classroom, through the application of behavioral techniques, such as:
Time Out, Overcorrection and Praise, within a time of ten days.
from the school environment, achieving in the oriented, the increase of behaviors
operational in terms of compliance with institutional norms, strengthening
interpersonal relationships.
 SCHEDULE OF ACTIVITIES
DATE ACTIVITY TIME
05/13/2013 Interview with the advisor. 2 hours
05/17/2013 Interview with the teacher. 2 hours
05/24/2013 Interview with the parents. 3 hours
27/05/2013 Quantification of behaviors. 1 hour
31/05/2013 Quantification of behaviors. 1 hour
03/06/2013 Behavior registration (Before treatment) 1 hour
04/06/2013 Behavior record (Before treatment) 1 hour
05/06/2013 Behavior record (Before treatment) 1 hour
06/06/2013 Behavior record (Before treatment) 1 hour
07/06/2013 Behavior Record (Before treatment) 1 hour
18/06/2013 Reunión con los docentes. (Técnicas a usar)
2 hours
20/06/2013
al Time-out technique. 2 hours
03/07/2013
20/06/2013
the Overcorrection technique. 6 hours
18/07/2013
June 25, 2013 Behavior Record (After the treatment) 1 hour
26/06/2013 Behavior log (After treatment) 1 hour
27/06/2013 Behavior recording (After treatment) 1 hour
28/06/2103 Behavior Record (After Treatment) 1 hour
03/07/2013
Al Technique of Praise 6 hours
08/06/2013
Total 34 hours
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