Those entering the counselor workforce are often focused on the best course of action or approach to use when counseling clients. In my case, I’ve always been more prone to the Adlerian approach primarily because it tends to focus on family experiences and background. Nonetheless, due to extensive and continuous training, I’ve found that Solution Focused therapy would be more useful, especially in the school-counseling field. I believe that students will benefit more from this particular form of therapy because it has such a positive outlet. Solution focused therapy tends to focus on future orientation as oppose to present orientation.
While at the school I was able to assess and reflect on my own learning daily through lesson reflections. This allowed me to identify areas for possible growth, and ensure I was working towards my goals outlined on my professional growth plan. I also had to opportunity to participate in several different professional development opportunities, while at the school. Continuous learning and risk taking are things that occurred throughout my PSIII internship. On several occasions, I was observed by my teacher mentor, principal and university consultant in which, I effectively responded to their feedback by listening and implementing their
• Responding to the case aspect each presenter chose to share with the class for discussion in the Evaluation piece of their Case Summary: When reading the evaluation piece of your Case Summary, you had asked how to keep the client interested and focused during the session. Feeling a connection with a counselor who shows they really believe in the client and the goals they have set together is the first step in making the client more engaged in the healing process. Regularly checking your client’s progress aligned with their goals helps them to understand their progress Knowing where they are and where they still need to go will keep them motivated to continue their sessions with you. Great job! :) Thanks for sharing.
Agreeing to Schuman you ought to connect a gathering venture where, indeed, a few people from the gathering are more brilliant than others. However, where the achievements of the whole class matter more than the individual. Schuman shares her personal experience of teaching and dealing with different kinds of students in hope that her intended audience will learn a lesson of the importance of class participation. Her views are very instructive, truthful, and encouraging to all college students. The article was elegantly well written by Schuman, who directed college student how to take part in the course and benefit from it.
She states that leadership tasks in school may gain the student a better chance of getting into that school they want to go to after high school. Or that getting closer to the administrative leaders and teachers may benefit the student in a long run. She has a high political role and she talks about her own story in order to influence the students in a good way. She talks about her journey getting from bottom to the top, about her goals, dreams and all the fighting along the way. “Of course, I struggled”, and “my story, can be your story”, she states, trying to tell the students that ‘she’s been there’ and that she understands their struggle.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
If interviews were involved, this would give thorough information about the youths experience, as well as look at all the possible supports in their lives. This analysis may be useful in practice by showing the youth they are not alone after they are transitioned out of the system but I do not think it is enough to make generalizations about
In the different assessments, I noticed that whether the assessment was regarding my strength, personality, or interest each assessment connected with each other, to bring me together into a person who applies her positive approach and uses her intuition in her career. Each assessment helped me take a different approach into my career exploration. They taught me how to apply myself and to know that each person has a different talent that can fit into any career. Taking the assessments opened my eyes to new ideas I would have never thought of trying. I can now finally take a comfortable step into finding my career after taking the self
The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p). The Product Model can be regarded as the historically tested and more ‘traditional’ method of developing curriculum. Teacher planning and the presentation of learning intentions to students is core to the
Even in adulthood, having female friends who assist in keeping life’s happening in perspective is healthy as a woman to maintain balance. Self-Study: Where Am I Now? – According to Gilligan’s theory of moral development, I am in the postconventional stage where I have learned my own self-worth. Self-Study: Where Am I Going? – As an administrator, I will assist students as they find their way into the postconventional stage to understand the balance between care for others and prioritizing their needs.