He carried out experiments to test and develop his theory. Michael Argyle argued that communication is a skill that needs to be learned and practised just like any other skill. He claimed that communication is a two way process involving two people responding to each other’s verbal and non-verbal messages. This is his theory: An idea occurs An idea occurs Message understood Message understood Message decoded Message decoded Message received Message received Message sent Message sent Message coded Message coded He believes that you have an idea of what you want to communicate, then you think through how you’re going to say what you’re thinking which you then put into the form of communication of your choice such as BSL or language. He thinks after you have thought about it you send it, so you might speak or sign it to someone, which then the other person ‘receives’ your message who then decodes it and if all goes good they will understand.
Meichenbaum’s (1977) had state within the learning theory outline clients cognition are clear and understandable behaviors that can be modified in their own rights. Albert Ellis’s (REBT) is that people contribute to their own psychological therapy by the way of understanding the event. REBT therapy is use with the intention of cognitive, emotions, and behaviors, which it give-and-take relationship Ellis also encourage the clients to do the thing that they are afraid of. Such as claiming a mountain is you are afraid of heights, or getting involve with people if the individual is fearful of getting involve. This is the contradicting of Jung.
ADVANCED COUNSELLING SKILLS 1.Understand the process of a series of counselling sessions. 1.1Identify the stages of a series of counselling sessions. The counselling relationship should have a clear start middle and an end, the beginning is when the relationship starts and trust is built forming a working alliance for the client to start sharing their anxieties and concerns that have bought them to the counselling room, the middle is when the counsellor explores with the client the feelings, beliefs and patterns that have been noticed by the counsellor, then looking for a way forward that the client feels is achievable for them, also to identify any areas that are causing problems might allow the relationship to move forward , including
Answer: • Helps to build trust • Prevents misunderstandings • Supports development of effective relationships Learning outcomes Assessment criteria 1.3 Question: Why must you observe residents reactions when communicating to them. What points would you be observing –verbal and non verbal and the reasons that these may mean 1. Understand why communication is important in the work setting. Answer: • Verbal communication eg tone, pitch, silence • Non verbal communication eg body language, facial expressions, eye contact, gestures, touch. • To understand emotional state • Knowing if information has been understood • When and how to adjust communication method • Recognising barriers to communication Learning outcomes Assessment criteria 2.1 Question: How do you find out about the individuals language, needs and wishes?
Despite the variations amongst all individuals, Crabb believed that it is important to “abstract a game plan” (Crabb, 1986, p.149) which can be applied to a wide range of situations. Crabb’s game plan is referred to as a seven-stage model. This model includes identifying problem feelings, goal oriented or problem behavior, problem thinking, and then changing assumptions, securing commitments, planning and carrying out biblical behavior as well as identifying spirit controlled feelings (Crabb,
Exclusion, Hate, Bias, and Their Motivators Abstract The purpose of this paper and the research found within is to determine the motivations behind the judgment and assumptions that human beings make of others of whom they have not met, or have just been introduced to. It is often said that we decide how we feel about an individual within the first couple of minutes of meeting them. But why is that? Why are humans not completely unbiased towards strangers until they have some knowledge of the individual on a personal level? The research gathered by way of survey both confirmed what the literature review revealed, and gave the researcher and unexpected revelation based on the short-answer responses.
Beyond that I would take the cognitive approach, specifically Albert Ellis’ Rational-Emotive Theory. I find it fascinating and clarifying to think that a person’s point of view or rationale regarding a situation decides how a situation affects them psychologically. I believe in parts of the psychoanalytic approach, as well. Specifically, I believe that a person’s childhood has a lot to do with why they think the way they do. I think that I would probably let a client say all they needed to say about their childhood then after that not let it take over the conversations further.
The main differences between communicating with adults and communicating with children and young people. (With examples of communication difficulties that may exist.) When I think about communication, I instantly remember that I talked with my fellow students about it. We together listed up effective ways of communication without defining to whom. Such as “warm voice”, “positive facial expression” and “one to one eye contact” are essential to communicate.
I can learn about information that is trying to be taught by using hands-on problem-solving. I am improving my ability to be become a thinker by finding time to reflect independently on new information and looking for opportunities to work independently. I try to be sensitive to individuals’ feelings by giving positive feedback. I present constructive criticism in a way that I hope others would not take offense to. Knowing others strengths in an online learning environment helps me understand how they think.
(Young, 2002). The speaker of restricted code draw on background knowledge and shared understanding and can be found among friends and families and other intimately knit groups. Whereas, “the elaborated code spells everything out, not because it is better, but because it is necessary so that everyone can understand it. It has to elaborate because the circumstances do not allow the speaker to condense,” (Atherton, 2002). Elaborated codes are universalistic and context free (that is, it makes sense without the immediate reference to the context of utterance), whereas restrictive code is particularistic and dependent on the context (context bound) According to Bernstein (Bernstein, 1971), working class people and their children communicates in restricted code as a result of the conditions in which they are raised and