When a person suffers with psychological distress, the way in which they interpret situations becomes skewed, which in turn has a negative impact on the actions they take. CBT aims to help people become aware of when they make negative interpretations, and of behavioral patterns which reinforce the distorted thinking. Cognitive Therapy helps people to develop alternative ways of thinking and behaving which reduce the psychological distress. Cognitive behavioral Therapy is, in fact, an umbrella term for many different therapies that share some common elements. Two of the earliest forms of Cognitive behavioral Therapy were Rational Emotive Behavior Therapy (REBT), developed by Albert Ellis in the 1950s, and Cognitive Therapy, developed by Aaron T. Beck in the 1960s.
In this Essay, I will be demonstrating my understanding of the communication skills that social workers need to develop and use to meet the needs of service users. I will identify strengths and weaknesses from the case study in relation to communication and will discuss how they can be improved. I will also identify knowledge and theories that was or could have been used to inform practice. This TMA will reflect mainly on the case study of Roy and how the social worker Rosie worked in assessing the needs of the service user Roy. It will also show that I reflect on my experiences of using knowledge and skills and how they have helped my own social work practice.
Name: Hector Canta Unit 7 Manage learning and development in groups Level 4 Assignment 3 7 Understand the principles and practices of managing learning development in groups In order to explain what the principles and practices are I will explain these 2 separately. So what are the principles in managing learning development in groups? Principles Right Preparation - It may be basic to mention but, as a teacher I need to prepare my student’s interpersonal skills, in other words how they relate to one another, can they advice one another?, how they communicate. I also have to clearly explain what the task is and ask them to set rules that help will them to work in a safe environment. Inclusive System – The way the the task is designed should consider diversity within the group so that it does not pose a problem to anyone.
Academic success is also an important aspect in life to achieve a good job. And in order to get a good job and do well in school, you need good potential. Showing this kind of determination in your everyday life will help you become a successful man or women. Potential success is known to be the best indicator to help you get in the state of mind of becoming successful. It not only provides more opportunities and options but also more academic potential.
Untreated symptoms can snowball and lead to the development of sometimes severe secondary problems such as social, academic and occupational difficulties, addictions, poor self-esteem, suicide attempts, self-harm (cutting or burning oneself) and the like. Secondary problems can be prevented or minimized when children's symptoms are brought under control. Problems listed can cause problems along the line monetary wise, in regards to different treatment methods ranging from treatment to tutoring. As stated earlier, that benefit will be to catch symptoms early and confer with a doctor with your concerns. Research Question What are the effects of ADHD on learning?
PHILOSOPHICAL PRINCIPLES & KEY CONCEPTS Aaron T. Beck developed his approach known as Cognitive Behavioural Therapy as a result of his work and observations with depressed clients. C.B.T. is based on fundamental assumptions that our thoughts can and do determine how we feel and behave in relation to events in our everyday lives and our environment. Beck contends that psychological problems or dysfunctional behaviour can occur as a result of faulty or distorted thinking and through engaging and employing C.B.T. techniques we can change or modify the way we think, to cause us to feel and act better even if our external situations and events do not change.
A series of semi-structured interviews have been used to gather the data for the purposes of this analysis. The potential of being stigmatised by being Down’s syndrome may be at the heart of the responses of the participants here. Through the questions and prompts the interviewer encourages them to talk about their experiences and feelings of being born with Down’s syndrome. This type of research serves as an important function in educational policy as, through the interpretation of the data, a construct of their experiences and acceptance of their condition is developed as well as the psychological impact of how others view them and how this differs from their own self-concepts. This is illustrated through three recurring themes: Self-Concept and Identity, Embodiment of Disability and Frustration, and Construction of Ideal Self.
This is easier to be achieved when being encouraged to explore and helped with when having to make decisions by their carer. However if the carer shows a discouraging attitude to the child, they begin to sometimes feel ashamed of themselves. The child may then begin to assume how others may feel about them or things they may do. This is where guilt begins to grow. This stage is where a child must learn and accept what is and is not allowed and that some of the things that are not allowed could result in a punishment.
46). Supervision provides and heighten the counseling skill development such as conceptualization, diagnostic, intervention etc. and gives an outline for strengths and weakness of the supervisee. The supervisor also may give the supervised new approaches, this is done by the supervised conducting a counseling session, while the supervisor watches, listens, sits in or any other various forms of knowing what is happening in the session, then evaluation with the supervisee, going over the counseling session in detail and setting goals to work on and the supervisor will select the role and focus depending on the situation and selecting the most suitable approach. The supervisor is a teacher, counselor and consultant to the trainee (Pearson, 200).
Through his work, he found that his patients experienced segments of negative thoughts that seemed to happen spontaneously. Beck coined these cognitions “automatic thoughts,” and determined that their content could be categorized into three sections: negative ideas about themselves, the world and the future. According to Beck, the term automatic thoughts described emotion-filled, thoughts that might pop up in the mind that at times, patients may not be fully aware of.