Ellis’ rational emotive behavior therapy (REBT) was one of the first cognitive therapies created and is still a widely used and effective approach today (Corey, 2009). REBT therapy is based on the assumption that people contribute to their own psychological problems by the way they interpret events in their lives (Corey, 2009). Ellis developed an A-B-C framework in which to understand a client’s thinking, emotions, events and behavior. This theoretical framework states that (A) the activating event contributes to the (C) emotional and behavioral consequences, which is either healthy or unhealthy were the individual (D) disputes these beliefs and learns to replace them with more rational ways of thinking (E) through adaptive, and rational beliefs, by providing a positive impact on their emotional, cognitive and behavioral responses and replacing the irrational beliefs of the client to more rational ways of thinking (Szentagotai & Kallay,
Person Centered Therapy and the Case of Fritz Patient Centered Therapy (PCT) assumes that the patient is the expert on themselves. That human beings are naturally positive, trustworthy, capable of growth and they are drawn to towards realizing their full potential. In the right setting, we will become our most creative selves. PCT defies tenants of other therapeutic models, such as psychoanalysis, because it does not put the therapist at the helm. It is the client who chooses direction and the therapist shares the journey as more of a facilitator than a navigator.
Person-centered Therapy (Rogerian Therapy) Person-centered therapy (PCT) was developed by Carl Rogers in the 1940s. PCT therapy deviate from the traditional model of the therapist as expert and moved instead toward a nondirective, empathic approach that empowers and motivates the client in the therapeutic process. Rogers believed that every human is capable of finding solution of their problem if rightly directed toward that path. PCT identifies that each person has the capacity and desire for personal growth and change. Rogers called it “actualizing tendency”.
The theory addresses that while survival/hygiene needs are met does not mean there is job satisfaction or improvement of performance. Motivation factors, on the other hand, create job satisfactory, performance improvement and satisfy growth needs. By using the two-factor theory, employees can be motivated by the fact that hygiene factors are present, therefore preventing any potential dissatisfaction, while adding motivation factors to increase job satisfaction, commonly referred to as job enrichment (Werner, 2017). In order to successfully apply Herzberg's Two-Factor Theory in talent development, employers need to focus more on adding motivators such as (but not limited to) increased responsibility, awards, promotions and recognition for things they have done exceptionally well at or improved
In today’s society, it is perfectly acceptable to use the term, “I need” in place of, “I want”. When one really takes time to evaluate needs versus wants one realizes these two words are not synonymous; furthermore, some needs are so important our mental and physical wellbeing are dependant on them being met. Abraham Maslow developed a pyramid of the process of needs, known as Maslow’s Hierarchy of needs. Maslow’s theory was that people are motivated to achieve certain needs and some of those needs are more pertinent than others. Each need adds a layer in to the foundation and enrichment of the lives of people until all of our needs have been met, then and only then, can we transcend as beings.
Similarities Even when Bruner was following Piaget’s theories, his research only linked to Vygotsky with both their insistence that there’s no separation between the mental and social aspects of growth. The similarity was that Bruner’s belief is that learning is an active process and that learners need to develop their own knowledge and ideas using their current or previous knowledge. While Vygotsky belief was the necessary role of social interaction in cognitive development. The bottom line is; socialization increases the learner’s knowledge because they will have intrinsic motivation to the social interaction. Differences One significant difference between Bruner and Vygotsky is that Bruner believes that students learn better if they obtain information and knowledge themselves through active participation and teacher only giving support at the right time.
He goes on to explain the ways in which people are connected to each other regardless of their own abilities. It is this connectedness that he is using to make his case for what makes up the humanness in human beings. In his exploration of our own humanness, Jean Vanier argues against the popular belief that intellect and reason are the most central elements that make us human. Instead, he presents our ability to form relationships with one another as a more open minded replacement. In Vanier’s search for what may define being human, he looks to reality to show him the answer.
Maslow believes that every person has their desire of achieving things by using their full potential. Maslow chose to focus on researching about the emotional developments of a healthy person as opposed to Freud’s research that is focusing on the sick people and how to treat it. Maslow’s hierarchy of needs serves a motivational theory in which it has different levels or stages that you need to do step by step
Extensive understanding of the need to be self-aware, use interpersonal skills and avail of on-going training and support. Self-aware: Self-awareness is one of the first components of the self-concept to emerge (Kendra Cherry, http://psychology.about.com/od/cognitivepsychology/fl/What-Is-Self-Awareness.htm). Self-awareness basically describes a situation where the light of awareness is turned onto ourselves. While awareness is our ability to take note, self-awareness is our ability to take note of ourselves. Self-awareness is not something that we are actually aware of at every moment of every day but it is something that is central to each and every one of us.
This requires a comprehensive structure, considering the pursuit of becoming more sustainable. The long-run thinking foreshadows both the renewal of management tool set rather than patching the existing solutions and the benefits of implementing an integrated management system especially when other standards will follow the new concept. Others call in question the novelty of the standards. Hunt (2014) highlights that an existing management system mostly fulfill the new requirements. She does not believe the new approach, only a terminology