The Effects of Self-Awareness of Key Competencies on Job-Seeking Efficacy of College Students Majoring in Secretarial Studies

This chapter will review the many foundational theories that outline an historical understanding of behavior. Occupational therapy (OT) and psychology have provided a consistent framework for addressing and defining behavior. Behavior communicates self-awareness and self-management which are key competencies upon which social and emotional learning occur. Perception affects the definition and assumption of behavior, and this is affected by knowledge. Various considerations such as sensory processing, executive functioning, nervous system functions, and environmental factors affect the feedback loop that governs a child's ability to regulate. How we assess this process will determine our expectations and responses. When disciplinary programs do not address the whole child, behavior seldom improves. Embracing the big picture of behavior allows it to be viewed through a different lens to establish a supportive relationship with a student and empower them to achieve self-actualization and skills they will use for a lifetime.

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Counseling Older Adult Victims of Ageism in the Workplace

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.885 ◽

2014 ◽

Author(s):

Margo A. Jackson

Keyword(s):

Social Workers ◽

Older Adult ◽

Older Workers ◽

Self Awareness ◽

Work Experiences ◽

Job Seeking ◽

Significant Life ◽

And Training ◽

A Current ◽

The U.S

Despite the significant life and work experiences that a growing number of older adults have to contribute to the workforce, pervasive ageism operates in overt and covert ways to discriminate against older workers in hiring and workplace practices. This article provides a current overview of definitions, prevalence, types, and effects of ageism in the U.S. workplace. For social workers counseling older adult victims of workplace ageism, this article discusses theories, foundational knowledge, and ongoing self-awareness and training needed for bias awareness. Counseling strategies and resources are highlighted, including coping and resilience strategies to counteract ageist stereotypes and discrimination, facilitate job-seeking support, and advocate for older workers by promoting awareness and serving as a resource for employers to reduce workplace ageism.

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Acknowledging Student Diversity: Modifying the MBA Experience for International Students

Journal of Management & Organization ◽

10.1017/s1833367200005629 ◽

1999 ◽

Vol 5 (1) ◽

pp. 35-45 ◽

Cited By ~ 2

Author(s):

Karen Dunwoodie ◽

Murray Ainsworth

Keyword(s):

International Students ◽

Work Experience ◽

Cultural Awareness ◽

Student Diversity ◽

Business Practices ◽

Self Awareness ◽

Problem Solving Skills ◽

Cultural Fit ◽

Job Seeking ◽

Self Confidence

Most international students entering RMIT's MBA program have relatively limited work experience and lack self-presentation skills. Some shortcomings in self-confidence in a western culture, job-seeking skills, networking experience and personal presentation skills are also evident. In these qualities the international students are notably different from the older Australian part-time students with whom they study. This visible diversity provided the catalyst for developing several “internationalising components” to better meet the needs of international students to enable international students to present themselves as informed, capable, culturally aware and desirable graduates. This paper describes how program changes were made with the objectives of building team interaction and problem solving skills, as well as cross-cultural awareness, building self-awareness of “me as a manager in the global marketplace” and exploring cultural diversity in business practices. In addition, the “competencies” stream was modified, with emphasis being placed on students' ability to assess the appropriateness and cultural fit of western models and theories in their own countries.

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Regret: A Vital Structure of Critical Engagement in Moral Education

Teaching Ethics ◽

10.5840/tej202022872 ◽

2019 ◽

Vol 19 (1) ◽

pp. 1-16

Author(s):

Alexander Keller Hirsch ◽

Keyword(s):

College Students ◽

Moral Education ◽

Moral Imagination ◽

Counterfactual Thinking ◽

Moral Life ◽

Self Awareness ◽

Self Reflection ◽

Critical Engagement ◽

Moral Learning ◽

Vital Structure

I argue that helping college students to hone their faculty for regret is key to at least three interrelated functions of critical engagement in moral education: 1) empathic unsettlement; 2) counterfactual thinking; and 3) anagnorisis, Aristotle’s term for a tragic and too-late turn in self-awareness. All three functions support an attitude of humility and self-reflection germane to rigorous moral reflection. Though it can be difficult to confront and assume, I argue that claiming regret can help students to catalyze thinking, curiosity, and responsiveness in ways that bear under-explored potential in moral learning. In what follows, I defend regret as a vital structure of moral life, and give several examples of how regret might work to advance moral imagination in the classroom.

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