He believed in single "drive" or motivating force behind our behavior, claiming that the desire we have to fulfill our potentials becomes closer and closer to our ideals. He felt each person was unique and no previous theory applied to all people. Adler's theory included these four aspects: the development of personality, striving towards superiority, psychological health, and the unity of personality. Alfred came up with the term inferiority complex. He described this as feelings of lack of worth.
It then illustrates several solution-focused counselling techniques that are particularly applicable to career counselling intervention. Keywords: Solution-focused therapy, career counselling, career development theories, effective problem solving, integrating counselling approaches Introduction The ultimate purpose of career counselling is about helping clients become more effective agents in solving problems in their vocational aspects of life. The theoretical roots of problem solving can be traced back to a century ago when Frank Parsons (1909) contributed his pioneering theoretical premises to career development and counselling – known as vocational guidance at the time. According to Parsons (1909), vocational problem solving is best achieved through a rational reasoning between knowing one’s self-related traits and the demands of the world of work. This very same ideology has guided the career development
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Diploma in Therapeutic Counselling Unit Title: K/601/7632 Counselling Theory Unit Summary: Learners will analyse one major therapeutic model to influence, inform and empower their practice as a counsellor. They will also compare other therapeutic models with the major model. Learner name: Claire Bracegirdle Tutor name: Margaret Shacklady Learning outcome 1 – understand a major therapeutic model of counselling Assessment Criteria 1.1 Analyse the philosophy of one major therapeutic model in relation to . Its origins . Historical development to the present day .
Describe how the cognitive approach has been applied to RET The cognitive approach believes that we are information processors. Our thinking and the way we process and interpret events can affect our behaviour particularly our mood. Therefore rational emotional therapy is linked to the approach because its attempts to change the way an individual interprets and thinks about certain events. Ret was devised by albert ellis in the 1950’s. it tries to tackle mustabatory thinking (the thinking that you must be good at everything and like by everyone) by trying to make the patient think more rationally about situations.
3, 2009). Psychologists see personality from different angles and perspectives. The basis for this could be that these personality theorists come from different backgrounds (Feist & Feist, 2009). Psychologists base theories on his or her background; they live in different places and study from a different perspective. Feist and Feist, (2009), points out that “there is no single definition that is acceptable to all personality theorists can say that personality is a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a person’s behavior” p.
This essay will explore the significance of IP education and how this will lead to successful IP working. It will focus on personal IP education and from personal practical experience in placements and reflect on how to improve IP collaboration in the future. Finally I will identify a barrier to IP working and what changes could be made to make IP working more effective. Since 2004 it has been a requirement that pre-registration health and social care students in England must receive IP education opportunities. The main objective for this is to guarantee students: “…learn with, from and about each other…to aid collaboration in practice” (CAIPE, 1997).
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
If we didn’t have intuitions of space and time there would be no experience at all so we must possess some innate knowledge in order for us to live within it. Kant says that we have a conceptual scheme because senses alone are not enough to make sense of the phenomenal world. He believes that a conceptual scheme is made up of 12 innate concepts (which he called categories) e.g. causality, unity and substance. He argued that they were part of the structure of the mind and that we would have no experience without them.
| |Essay Title: |Selves and culture according to… Critically discuss how the Dialogue self-theory and Narrative | | |psychology link individuals’ self-understanding to their cultural context | “Regarding the intersections between self and culture, this approach facilitates the study of self as ‘culture-inclusive’ and of culture as ‘self- inclusive’” (Hermans 2001, p. 243). By looking at the Dialogue self-theory (DST) one can see that it emphasises how selves and culture are not distinct categories and suggests they are both of equal importance in making individuals who they are today. In order to investigate how this approach facilities both selves and culture I am going to investigate Herman’s work on the DST and compare and contrast this with McAdams work on narrative psychology. Firstly, I will investigate Herman’s approach on the DST which emphasises the minds ability to imagine different positions of participants in an internal dialogue in close connections with an external dialogue. In order to see how different positions influence individuals I am going to look into how different positions affect individuals by looking at internal positions (self-influence) and external positions (cultural influence) and how these influence each other by looking at contradictions in positions such as when negotiating multiplicity and the contradictory demands from British Turkish Cultures and how it was reflected in their talk.