LESSON PLAN Lesson:1 Date: Monday January 24, 2011 Client’s Name: Hannah Rodrigue Tutor’s Name: Denise Watkinson | FOCUS OFLESSON | GOAL/LEARNING OUTCOME (3-4) | MATERIALS REQUIRED | KEY READING COMPONENT(S )TO COVER | INTRODUCTIONTime :10-15 minutes | -Client Reading Interest Survey -San Diego Quick Assessment/ Graded Word List | -see what the client is interested in and the reading level which they are at -identify words being asked | -survey -san Diego instructional worksheet and instructional sheet | -want to see the reading level which the client is at, and what are their interest -build relationship with the client | MIDDLETime: 25 – 30 minutes (Includes BREAK) | - Read a book which Client brought
In addition, the study did provide and explanation of ADC and how it is the current preferred method of treatment (2004). Lin et al. ensured that the individuals providing treatment were trained in both the FT and ADC; the therapist utilized in this study had been practicing for at least 20 years. To ensure that treatment was being provided correctly the therapists were monitored by videotaping sessions. After the sessions were taped a member of the research team selected, “3 sessions for each of 3 participants in both treatment groups” (Lin et al., 2004).
The average age of the participants collectively was 23.6 years, and if one had reported meditating for more than thirty minutes a day, they were excluded. The scientists conducting the study also assessed participant’s moods through another exercise called neutral imagery induction (IMAGERY). The two groups of participants (LKM and IMAGERY) were directed through both explicit (open) and implicit (contained) responses toward each other through guided procedures. For the LKM group, participant’s responses to five photographs of people were measured and evaluated before AND Fahey 2 after their sessions of meditation (the
In this essay I am discussing the therapeutic alliance and the importance of the use of basic counselling skills. I have organized a 15 minute counselling session with a student named Rob in which he is the client and I am counselling him on a real issue. In order to discuss basic counselling skills in depth, I am identifying only three of the skills that I used in the session. They are: attending skill, reflective statements and the use of questions. I also evaluate how well I applied these skills and suggest how I could improve my use of them.
Family and Child Developmental Case Study Jessica’s case study 3/8/08 Introduction In this family and child developmental case study, I have chosen a family close to my residence. As required by the syllabus, I have been able to stay with the family and enquire deeply into Jessica’s development. Prior to the stay, I had read a few articles and books on developmental milestones. Mary Sheridan’s book “From birth to five years” and an article on the Child Development Programme by the Centre for Child and Adolescent Services Research Centre provided me all the necessary information to make suitable enquiries with the family. I was already armed with a set of questions to be asked when I reached for the stay.
This workbook is a companion to the video training available at http://ncu.attackyourday.net. You will need at least 30 minutes a day for 5 consecutive days to complete this workbook. The entire workbook, including viewing the video, will take you approximately 10 hours to complete, so plan accordingly. You will upload this entire workbook for your Mentor. Your content grade will be based on evidence that you completed the training; there are no rights or wrong answers.
Then students were experimented with a test that would go towards their grade and extra credit if they volunteered students that volunteered there were 129 from the list and 60 of students were chosen, had to think out loud and they were split up into three groups based on the performance of their three previous 70 question exam. And the 20 “A” students scored greater than 90, “C” students had averages of 70-76 and “F” students scored an average of 60 and each group was consisted of 12 females and 8 males. Then they tested “M” students which were allowed as much time to complete the exam, which was still 70 questions. They students who did the exam said it was an ease with the instruction they had on the exam. With the A, C, And F
LENGTH: at least one typed, double-spaced page DUE DATE: At the beginning of the class session in week #3. GRADING: This assignment is worth 30 points. PROCESS: 1. Review the testimony in the Mary Barnett case (pp. 22-28) and read "Jurors Hear Evidence and Turn It into Stories" (pp. 32-35).
They found that participants remembered about 90% when there was only a second interval; but this dropped to 2% when an 18 second interval was emplaced. Thus concluding verbal repetition prevents rehearsal of items being stored in STM decay quickly, so items last approximately 10 seconds in STM without rehearsal. One research conducted by Bahrick et al in America demonstrated the considerable duration of LTM by asking people of various ages to put names to faces from their high school year book. 48 years on people were about 70% accurate. There was a free recall test, photo recognition test and name recognition test.
The first article that I reviewed is titled Infant Developmental Outcomes: A Family Systems Perspective. Infant & Child Development. The main reason for this study is because the authors were interested in how “Parental mental health, parent-infant relationship, infant characteristics and couple’s relationship factors were associated with the infant’s development” (Parfitt, Pike, Ayers, 2014). To do this, the researchers gathered forty-two families and observed the infant at the ages of three months through the infant being video recorded, five months by giving the parents an in-depth clinical interview to evaluate their psyche and lastly at seventeen months they measured the infant’s cognitive language and motor development. To their surprise,