The assessment therapy helps Hoober gain more insight into the young adult’s mental state, behaviors, emotions, and history. Furthermore, attachment therapy is a therapy that Hoober values the most and is put into play when a counselor wants to understand the adult’s relationship with others (p. 439). On the other hand, Hoober uses person-centered therapy to facilitate the client’s personal growth. Person-centered therapy is when the counselor attempts to bring the client to reality about their experiences. When conducting structural family therapy, Hoober discloses how he barely works with children, although, when he does work with children, he is mostly conversing with the parents.
Learning is an ongoing process that is also learned in social interaction. Students interact with peers and teachers by sharing their thoughts and ideas through direct interaction. In this scenario, learning process occurs in more holistic way if there are share in both human mind and the relationship in your society. Like what John Dewey believes in his learning theory, "educational process has two sides -- one is psychological and the other is sociological." Many people find that there are hindrances for their ability to access learning.
Bandura’s theory concentrates on how individuals view the behaviour of others and immediately learn and develop new conducts, the Social Learning Theory demonstrates reasons for people imitating those behaviours. The Social Learning Theory explains individual’s imitating behaviours through the process of modeling. There are three core concepts of SLT, first is the idea of individuals learning through observation, second is the individual’s mental state and lastly is the fact that learning does not necessarily mean change in behaviour. Moreover, there are three models under observation which include “a live model that involves an individual demonstrating or acting out a behaviour, a verbal instruction model that has descriptions and explanations of behaviour and symbolic model that
The instructions form a plaster for the student’s thoughts, while the advice caters to the student’s own unique thoughts. As a result, later in life, the one who learned through example will be better off because he received guidance on how to do work better, and not how to follow certain
Any plausible connection between mental states and behaviour will have to invoke many mental states in explaining the behaviour It is relatively easy to see how teachers might use these i deas for what we tend to think of as behavioural issues. The challenge is for a teacher to work out what constitutes reinforcement and punishment for each child and then very specifically to target desirable and undesirable behaviour. Skinner highlighted the importance of generalised reinforces such as praise, stars and points. He also said that punishment should be avoided; extinction i.e. ignoring is the way to remove inappropriate behaviour.
There are a few researches regarding to advantages of pretending in language teaching. For instance, Huang (2008) claimed that utilizing the role-play in classroom gives more chances to interface with alternate individuals from a group and additionally it helps them to enhance diverse language abilities, like listening, speaking and understanding the content. Holt and Kysilka (2006) additionally displayed that part players had clear comprehension of responses, qualities, emotions, and states of mind of the individual in the same group. It means, role players are just expected to show case alternate roles as they think how different roles may carry on. Besides, Elagriogoras (2010) asserted that role-play can be utilized for a wide assortment of aims.
The division of behaviors can be done with differently such as positive behavior and negative behaviors, verbal behavior and nonverbal behavior and so on. However, there are different behaviors, I was giving more focus to study on nonverbal behaviors which represent the teacher's activities, techniques, and actions towards the students in teaching and learning process. I do believe that nonverbal behaviors of teachers are shown actions towards their students through verbal and nonverbal communication such as eye contact, gesture, body language, tone, postures, facial expressions etc. Argyle (1984, as cited in Huang, 2011) opined that nonverbal communication is body language that include different aspects of appearance, nonverbal vocalizations and bodily movements. I do
Role play helps improves children’s imagination creativity and broadens their social development, encourages friendship through cooperation, listening and turn taking. Through drama and role plays children learn morals, gender roles and social roles. Therefore, role play is of crucial importance for the children. Role play can be used as a treatment therapy, this is so because most child therapists use play therapy to help children deal and cope with difficult situations. During role play children learn a lot of skills and attitudes that are helpful to their development, they learn how to be express their emotions feeling and how to co-operate with others, they can learn to express all their thoughts (Hereford, & Schall
The Collaborative for Academic, Social and Emotional Learning (CASEL, 2003) defines social-emotional learning (SEL) as the process of developing students’ knowledge, attitudes and skills required to manage emotions, build healthy relationships, possess empathy and make decisions. Social-emotional skills are essential for working with others, achieving goals and reducing anti-social behaviors. CASEL has identified five connected sets of competencies in social Emotional leaning: social-awareness (understand others feelings and sympathy), self-awareness (recognizing emotions), self-management (controlling emotions and impulses), and making-decisions (problem solving), and relationship skills (communication). Social emotional learning goes beyond teaching children subject areas; it encourages children recognize their ability “to integrate thinking, feeling and, behaving to achieve important life tasks” (Zins et al., 2004, p. 194). Social and Emotional Learning influences both high and low sociality and emotionally skilled children (Raimundo, Marques-Pinto, & Lima,
Moreover, evidence in a study conducted by Stulmaker and Ray (2015) shows that play therapy resulted in reduced stress for anxiety prone children. It is important to be mindful of the child’s independence and sense of self, by offering options and encouragement rather than requests or assistance, as this will just result in the child being frustrated and discouraged from communication (Deering & Cody 2002). However, when done right, play therapy offers children a way to explore problems and feelings in a language they understand and in a situation which provides the most comfort (Muro et al. 2017). Additionally, it also allows an adult a window into the child’s world where they can see exactly what is on the child’s mind (Deering & Cody 2002).