scholarly journals On Becoming a Counselling Psychologist: Making Sense of Presence

2021 ◽  
pp. 002216782199537
Author(s):  
Nicola Amari
Keyword(s):  
Personal Development ◽  
Making Sense ◽  
Personal Strengths ◽  
Significant Events ◽  
Sense Of Presence ◽  
Competency Based ◽  
Training Research ◽  
Person Of The Therapist ◽  
Reflective Essay ◽  
Counselling Psychology

This reflective essay offers a personal account of my experience during my counselling psychology training. Research highlights that the person of the therapist contributes to clients’ improvement beyond the intervention, advocating the importance of personal development beyond a competency-based model. Consonantly, counselling psychology appreciates how practitioners bring their “self” to the therapeutic relationship, thus valuing their training, wider knowledge, and lived experiences. Accordingly, I will explore significant events that illuminate the personal dimension of my professional practice while also considering the wider empirical knowledge. Furthermore, as the beginning of my training has focused on the person-centered/experiential approach, I will conceptualize my experience within the framework posited by Rogers. Specifically, I will begin by reflecting on the theme of power to expose how personal issues might affect my development as a trainee. Second, I will illustrate how engaging with feedback has brought to awareness aspects of my “self” that relate to the theme of acceptance. Third, I will consider personal strengths that have the potential to enrich my practice and are encapsulated by the theme of lightness. Last, I will suggest the theme of presence as my attempt to make sense of challenges and limitations that I have faced during my training. By presenting these themes, I endeavor to offer a picture of how I have grown into a new place in my development as trainee counselling psychologist.

Teaching Note: Making Sense of Poverty Through the Use of Simulative Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 269-279
Author(s):  
Cora S. Jackson ◽  
Angela Savage ◽  
Angela Gaddis ◽  
Jana Donahoe
Keyword(s):  
Social Work ◽  
Experiential Learning ◽  
Social Work Students ◽  
Community Action ◽  
Course Content ◽  
Making Sense ◽  
Competency Based ◽  
Action Network ◽  
Implicit And Explicit ◽  
Work Education

Undergraduate social work students are often challenged by their inability to integrate the implicit and explicit course content in the matriculation of their studies. As educational mandates push for greater integration of skills and knowledge, some BSW programs are turning to the use of simulations to supplement classroom experiences and enhance competency-based training. This teaching note explores the authors' use of the Poverty Simulation, copyrighted by the Missouri Community Action Network, as a type of experiential learning in BSW education. Simulative learning is then linked to the Council on Social Work Education (CSWE) 2015 Educational Policy and Accreditation Standards (EPAS) Competencies to explore its usefulness in undergirding implicit course content.

Experiential learning for trainee therapists through a shame attack exercise

2020 ◽  
Vol 13 ◽  
Author(s):  
James Collard ◽  
Michael Clarke
Keyword(s):  
Experiential Learning ◽  
Personal Development ◽  
Conceptual Knowledge ◽  
Behavioural Therapy ◽  
Theory And Practice ◽  
List Type ◽  
Cognitive Behavioural ◽  
Competency Based ◽  
Trainee Therapists ◽  
Competency Based Assessment

Abstract Research on self-practice/self-reflection (SP/SR) programmes in training cognitive behavioural therapy (CBT) have shown promising outcomes over the past decade. To date, the SP/SR framework research has generally focused on entire programmes and has rarely assessed the utility of specific exercises as teaching tools. This study aimed to determine the utility of an exposure intervention known as a shame attack in helping to facilitate CBT training in a clinical psychology programe when delivered in a SP/SR framework. It also sought to examine the potential for the exercise to be used as a form of competency-based assessment. Forty-one student trainees engaged in self-directed shame attack exercises and provided written reflections on their experiences. The reflections were then studied via thematic analysis. The results indicate that the exercise provides an avenue for competency-based assessment of trainee therapists’ conceptual knowledge, formulation skills and intervention planning. It also promoted learning outcomes relating to a ‘deeper’ and more nuanced appreciation of CBT theory and practice. The shame attack exercise provided for personal development and the opportunity to experience typical client challenges with engaging in exposure interventions, which have the potential for enhancing empathy and cognitive behavioural skills. Key learning aims (1) To understand the usefulness of a shame attack exercise for training within a SP/SR framework. (2) To examine the potential for using SP/SR as a form of competency-based training. (3) To demonstrate the benefits of experiential learning through SP/SR in training CBT.

scholarly journals INTRODUCTION OF UNIVERSAL DESIGN IN GENERAL SECONDARY EDUCATION INSTITUTIONS: ACCESSIBILITY AUDIT

2021 ◽  
Vol 2 (36) ◽  
pp. 53-58
Author(s):  
L. Ilich ◽  
M. Naumenko
Keyword(s):  
Secondary Education ◽  
Personal Development ◽  
Universal Design ◽  
Educational Process ◽  
Education Development ◽  
Rights Of The Child ◽  
Competency Based ◽  
Educational Paradigm ◽  
The Individual ◽  
Creative Self

The article highlights the problem of universal design implementation in general secondary education institutions of Ukraine; defined the normative legal act for the implementation of universal design, namely: the Declaration of Human Rights, the UN Convention on the Rights of the Child; Convention against Discrimination, World Declaration on Education for All, Salamanca Declaration; conducted analysis of the National Doctrine of Education Development, which states that the creation of conditions for personal development and creative self-realization of every citizen of Ukraine indicates that the modern education system of Ukraine is based on the ideas of humanistic educational paradigm, the essence of which meets the needs of students with modern values, and interaction of participants in the educational process, built on personality-oriented and competency- based approaches; described approaches to defining the concept of “universal design” (the Law of Ukraine on Education defines universal design in education as the design of subjects, environment, educational programs and services, which ensures their maximum suitability for use by all persons without the necessary adaptation or special design). It is noted that the education of Ukraine is undergoing an active transformation through the implementation of the reform of the New Ukrainian School, the concept of which takes into account the principles of universal design such as: equal use, flexibility in use, simple and intuitive use, perception of information regardless of user sensory capabilities, tolerance to errors, low level physical effort, availability of the required size and space; highlighted the individual features of students in three areas of activity where the most distinctive personality traits are most pronounced, because for the effective implementation of universal design the teacher must apply an individual approach to each student.

scholarly journals Pengaruh Metode Layanan Bimbingan dan Konseling Terhadap Bimbingan Pribadi dan Bimbingan Belajar di SMP Negeri 3 Sentolo dan MTs Negeri Wates Kabupaten Kulon Progo Tahun Pelajaran 2015-2016

2017 ◽  
Vol 2 (2) ◽  
pp. 277
Author(s):  
Kustiningsih Kustiningsih
Keyword(s):  
Student Learning ◽  
Personal Development ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Field Of Study ◽  
Guidance Service ◽  
Religious Subject ◽  
Competency Based

The purpose of this study was to describe the influence of counseling guidance service method toward personal guidance and student learning at SMP Negeri 3 Sentolo and MTs Negeri Wates, also to explain the presence or absence of the influence of counseling guidance service methode toward personal guidance and student learning guidance, explaining the presence or absence of counseling guidance service methode toward personal guidance and student learning guidance between SMP Negeri 3 Sentolo and MTs Negeri Wates. The results are as follows: (1) In SMP Negeri 3 Sentolo carried into class sceduled while at MTs Negeri Wates does not go to class sceduled, monitoring at SMP Negeri 3 Sentolo by BK supervisors while MTs Negeri  Wates by religion  and subjects supervisor, religious subject studies support personal development material in SMP Negeri 3 Sentolo 2 hours lessons while at MTs Negeri Wates 8 hours of lessons each week, each day timetable in SMP Negeri 3 Sentolo is 7 hours while at MTs negeri Wates is 10 hours of lessons, the curriculum at SMP Negeri 3 Sentolo uses SBC while at MTs Negeri Wates applies this the curriculum for classes IX while class VII, VIII uses competency-based curriculum, BK teachers at SMP Negeri 3 Sentolo active in MGBK the district while the BK teacher at MTs Negeri Wates joins MGBK SMP. There is no difference in terms of programs and materials, but different in implementation.  (2) There is an effect of counseling guidance to the student personal guidance (3) There were the differences of influence of guidance and counseling services to the personal guidance and student learning guidance. Students who get guidance and counseling services method enter the class (at SMP Negeri 3 Sentolo) have higher influence of private and learning guidance compared with students who did not get guidance and counseling services method in the class (MTs Negeri Wates). Keywords: Counseling Guidance Patterns Counseling, Private Fields, the Field Of Study Abstrak Tujuan  penelitian ini adalah untuk mendeksripsikan pengaruh metode layanan bimbingan konseling terhadap bimbingan pribadi dan bimbingan belajar siswa di SMP Negeri 3 Sentolo dan  MTs Negeri Wates, juga untuk menjelaskan ada-tidaknya pengaruh metode layanan bimbingan konseling terhadap bimbingan pribadi dan bimbingan belajar siswa, menjelaskan ada-tidaknya pengaruh metode layanan bimbingan konseling terhadap bimbingan pribadi dan bimbingan belajar siswa  antara  SMP Negeri 3 Sentolo dan  MTs Negeri Wates. Adapun hasilnya sebagai berikut : (1) Di SMP Negeri 3 Sentolo dilaksanakan terjadwal masuk kelas  sedangkan di MTs Negeri Wates tidak terjadwal masuk kelas, monitoring di SMP Negeri 3 Sentolo oleh pengawas BK sedangkan MTs Negeri Wates pengawas agama dan mata pelajaran, pelajaran agama yang mendukung materi perkembangan pribadi di SMP Negeri 3 Sentolo 2 jam pelajaran sedangkan di MTs Negeri Wates 8 jam pelajaran setiap minggunya, jadwal pelajaran setiap hari di SMP Negeri 3 Sentolo 7 jam sedangkan di MTs Negeri Wates 10 jam pelajaran, kurikulum di SMP Negeri 3 Sentolo menggunakan KTSP sedangkan di MTs Negeri Wates KTSP untuk kelas IX dan untuk kelas VII, VIII  kurikulum berbasis kompetensi, guru BK SMP Negeri 3 Sentolo aktif di MGBK kabupaten sementara guru BK MTs Negeri Wates menggabung  MGBK  SMP, dalam hal program maupun materi tidak ada perbedaan, namun dalam pelaksanaan berbeda (2) Ada pengaruh metode bimbingan konseling terhadap bimbingan pribadi siswa (3) Ada pengaruh metode layanan bimbingan konseling  terhadap bimbingan belajar siswa.4) Ada pengaruh metode bimbingan konseling terhadap bimbingan pribadi dan bimbingan belajar siswa. Siswa yang mendapatkan metode layanan bimbingan dan konseling terjadwal masuk kelas (di SMP Negeri 3 Sentolo) lebih tinggi pengaruhnya bimbingan pribadi dan bimbingan belajar  dibandingkan dengan siswa yang tidak mendapatkan metode layanan bimbingan dan konseling tidak terjadwal masuk kelas (MTs Negeri Wates). Kata Kunci: Metode  Bimbingan Konseling, Bimbingan Pribadi, Bimbingan Belajar

scholarly journals Experience of Nurse Educators on the Implementation of the Competency-Based Curriculum for Nursing and Midwifery Programmes in Tanzania: A mixed method study.

2019 ◽  
Author(s):  
Vumilia Bettuel Mmari ◽  
Mselle Teddy Lilian ◽  
Kibusi Mathew Stephen ◽  
Kalafunja Mlang'a Osaki
Keyword(s):  
Mixed Method ◽  
Personal Development ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Implementation Fidelity ◽  
Learning Methods ◽  
Effective Implementation ◽  
Competency Based ◽  
The Government ◽  
Training Programmes

Abstract Background: In Tanzania, the competency based curriculum was introduced in 2008. Despite the government efforts to ensure its effective implementation, there has been a public concern on graduate nurse's and midwives' competencies in providing quality nursing care in the country. This concern has influenced people to question the process of the implementation of competency based curriculum for nursing and midwifery programmes. This study describes experience of the nurse educators in implementing the competency based curriculum for nursing and midwifery programmes in Tanzania.Methods: Convergent parallel mixed method approach was used to explore the experience of nurse educators implementing competency based curriculum. To enhance the validity of the findings, 240 nurse educators, out of 264, answered a questionnaire while the remaining 24 were interviewed. Further, a retrospective observation was done to triangulate the information obtained from the questionnaire and interviews. Results: The study found out that nurse educators struggle implementing the competency based curriculum and 92% of the participants could not clearly explain the concept of the approach itself. 234 of them used lecture discussion (97%) while simulation was used by 128 (53%). Challenges associated with employing participatory teaching and learning methods reported by most participants included time constraints (61; 25%), some method require special skills to teach(33; 13% and tutors needed training on the competency based curriculum to implement it (13; 5%).Conclusion: The results conclude that an understanding of the competency based curriculum is limited among educators. Furthermore, they revealed challenges in employing the participatory teaching and learning methods, hence, underscoring the need to put in place a sustainable strategy for continuous personal development and mentorship. Keywords: Competency based curriculum, implementation fidelity, nurse educators' experience, nursing and midwifery training programmes.

scholarly journals Enriching Medical Student Learning Experiences

2020 ◽  
Vol 7 ◽  
pp. 238212052090216
Author(s):  
K James Kallail ◽  
Pam Shaw ◽  
Tyler Hughes ◽  
Benito Berardo
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
Social Services ◽  
Personal Development ◽  
Continuous Process ◽  
Scholarly Activity ◽  
Learning Needs ◽  
Clinical Experiences ◽  
Medical Specialties ◽  
Competency Based

Objective: Medical students should develop skills in assessing their own learning needs and developing strategies to meet those needs. Medical curricula should be designed to provide active and enriching ways to explore medicine beyond the classroom. The program should enrich the elements of motivation, discovery, innovation, social services, cultural exploration, and personal development. The University of Kansas School of Medicine instituted a new curriculum in 2017 called ACE (Active, Competency-based, and Excellence-driven). Eight 1-week courses of enrichment experiences are embedded within the first 2 years of the curriculum. Methods: After each of 8 medical content blocks, students are required to participate in a 1-week, nongraded enrichment experience according to their own learning needs and interests. Students choose the type of enrichment activities including clinical experiences, professional development, leadership development, research and scholarly activity, and community engagement. Students select their top enrichment choices and a computer lottery makes the assignments from their designations. Students engaged in research and scholarly activity are guided to appropriate research mentors. Results: A total of 196 enrichment activities at 3 campuses were developed for 211 students during the first 2 years of medical school. Most students selected clinical experiences with enrichments available in most medical specialties and subspecialties. Students also use enrichment weeks to conduct research/scholarly activity, particularly those students pursuing the Honors Track. A total of 2071 enrichment experiences were completed in the first 2 years. Conclusions: Most enrichments involved clinical experiences, although research/scholarly activity and professional development enrichments also were popular. Evaluations from students and antidotal data suggested enrichments are popular among students and a good change of pace from the usual rigorous activities of the curriculum. Because of the large number of experiences required to conduct the enrichment weeks, a continuous process of evaluation is required to maintain the program. Therefore, flexibility is required to administer the program.

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