You should use these to cross-reference your work. Q1.Explain how a learning support practitioner may contribute to the: a) planning, b) delivery, and c) review, of learning activities. Answer a) Planning: A learning support practitioner contributes to planning of the short term plans these are for the week or day and will incorporate learning objectives and state how the class or group will be organised. Contributing in your own way by putting forward suggestions of your own, particularly if you support an individual pupil. The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas.
In many cases, an informal or abbreviated approach can lead to reasonable interventions. However, in other circumstances, a more comprehensive and systematic process is required. An appropriate FBA is one that is matched to the circumstances and leads to an effective behavioral support plan. When enough data have been collected for FBA, the information must be summarized in a way to be useful in making intervention decisions. There are three steps: (A) formulation behavioral hypotheses, (B) constructing a completing behaviors pathway model, (C) compressive intervention planning based on behavioral hypotheses and competing behaviors pathway (Sprague, Sugai,& Walker,
Introduction In this assignment I am going to cover the role of the teacher, the responsibilities that they have in the education and training environment. I will also discuss how to maintain a safe and supportive learning environment for your learners. To end the essay I will discuss the relationship teachers have with other professionals who work in the education and training arena. The teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education A teacher adopts many roles within the learning environment and has many responsibilities. One of the key responsibilities I feel for a teacher is to provide information, wisdom.
Hana show interest in learning and willing to be my learner for the purpose of these assignment. Practice based learning provide opportunity to link theory and practice to promotes professional identify development (Fishel and Johnson,1981). I have full responsibility to make sure my learner success in the learning process. Through this learning process, I have choose medication administration and Hana agreed to cooperate in this learning assessment. I seek her permission and consent to teach her about medication administration procedure.
20th December 2014 Explain the role of theory in relation to helping relationships I believe that the main role of theory in relation to helping relationships is to provide the counsellor with a framework that they can use in sessions to develop the counselling process. The theory also allows the counsellor form a perception of the clients issues or problems and to determine if the counselling process would be beneficial to them. Boy and Pine (1983) state that there are six functions of theory in counselling: It helps counsellors find unity and relatedness within the diversity of existence. It compels counsellors to examine relationships they would otherwise overlook. It gives counsellors operational guidelines by which
The qualitative study denotes the attachment process that is a major predictor of mental health in adult age of individual. The study heightened the awareness as well as understanding of self-esteem issues that can effectively lead to more accurate therapeutic contexts and treatment plans for clients. The study might lead therapists’ ways to decrease or moderate or even demolish number of issues that clients experiences throughout their childhood. At the same time, mental practitioners can develop relationship that can allow them to work effectively with clients suffering from self-esteem
* Ensure that, if you do quote briefly from a book or other source, you reference the quote by using quotation marks “ “ and name the source (e.g. author and title). * Ensure that, if you have been working with others as a group, you don’t copy from others, but offer only your own work for assessment. We encourage students to collaborate but collusion to commit fraud must be avoided. * Ensure that, in practical classes, all work must be seen as ongoing by your tutor.
One issue that maybe encountered is involuntary group members. Corey, Williams, and Moline (1995) explained that ethically a counselor should advise clients of their rights, privileges and duties, as well as, advise them of any probable concerns they face if they choose to follow treatment. Another issue that may be encountered in group therapy is informed consent, which is extremely important when participation is mandatory. Informed consent is something that all counselors and counselor have to obtain from clients. Fallon (2006) states it is important because certain guidelines have to be followed by the counselor during a session and when a client becomes involuntary this puts the counselor in a comprising position.
Through review of recent literature into the assessment and management of individuals affected by paranoid schizophrenia, this paper will discuss in detail how the nurse goes about assessing the patient, why assessment is vital, common outcomes of the assessment and finally go into detail on how the nurse manages a patient with paranoid schizophrenia. Stein-Parbury (2009) discuss the importance of providing an environment without distractions for an assessment to occur in, as this enhances the ability of both the patient and
Before applying the theory of reflective practice to my experiences, it is important to understand what this “abstract” (Watson & Wilcox, 2000, p.58) idea means to me in my own teaching context and development. Definitions are numerous but most include a reference to critical reflection, where this can be described as “the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about human potential and learning” (Larrivee, 2000, p.293). This explanation is far more accurate than others who focus merely on the practical process of reflection as being “an activity in which an experience is recalled, considered and evaluated” (Richards, 1991, p.1). If the process of being a reflective teacher is to be worthwhile, it also needs to influence future planning and teaching strategies where