Discuss how reflection can develop professional practice through critically analysing two different models/theories of reflection in this module. The definition of reflection has been defined differently by various authors. Cottrell (2010) suggests that reflection is a type of thinking that is linked to gaining a better understanding of something and that it is also an important part of the learning experience and where we can make sense of the experience. This can be related to Boyd and Fales (1983) who suggest that reflection is a process which can be used to examine and explore an area of concern and which could potentially end in a changed perspective. These views can be compared to Boud et al.
Gestalt Therapy is about human experience and what this mean ‘experientially’, that is, trying out for oneself. It is a relational therapy, where the therapist-client relationship is a fundamental part of the process, and it synthesizes three key philosophies that have been described as the ‘pillars of Gestalt’ (Yontef, 1999:11), these being: 1 - Field Theory - The person’s experience is explored in the context of their situation of ‘field’ 2 - Phenomenology - The search for understanding through what is
Challenges of Being an Advocate and Neutral Facilitator Advocacy and mediation are being incorporated into the human service field, but what happens when both models introduce challenges for one another? Although ethical, moral, and legal challenges of potential dual relationships are normal, certain methods can be applied to help improve the tension. In this paper, I will present my personal opinion on the integration of mediation and advocacy in the human service field. In addition, an explanation of my personal philosophy and individual approach to advocating and mediating within Planned Parenthood will be given. Dual Relationship Challenges A mediator is a neutral third-party who helps parties constructively communicate to attain an end to a dispute among the two parties.
CARERS GUIDE TO REFLECTIVE PRACTICE What is Reflective Practice? Reflective Practice is a conscious process. It means that you are thinking about what you are doing and learning from it. You may complete a task and afterwards think about how you carried this out, if you could have done it differently and what you have learned. Stages of Reflective Practice Stage 1: brief description of task, situation or incident which sets out intended purpose of intervention or objectives Stage 2: Planning work- what is needed Stage 3: What happened- what took place Stage 4: Reflective Practice – did the planning or intervention achieve its objectives.
4) Discuss how the principles of Social Penetration Theory (SPT) and Uncertainty Reduction Theory (URT) overlap. How can initial interactions (as discussed in URT) be compared to developing relationships (as discussed in SPT)? Further, delineate how self-disclosure functions in both theories. 5) Discuss the interpretation and the role of silence in Communication Privacy Management Theory and in Relational Dialectics Theory. 6) Decision-making is an essential component in both Structuration Theory and Groupthink.
Unit 301 understanding the principles and practices of assessment Assessment methods in my role There are two main types of assessment, Norm and Criterion. Norm referenced assessment judges a learner against a benchmark level this can be national or local. The type of assessment that I use in my current role at Stourbridge college is Criterion assessment, this judges a learner against a set of criteria and states how competent the learner is compared to that criteria and current standards. There are various assessment methods which fall into either of two categories, direct or indirect. Direct assessment occurs when the evidence is provided by the learner and indirect when the evidence provided is about the leaner from other sources.
It is important to understand the factors that influence the communication process and in second part I shall discuss about values and cultures, legislations, charters and code of practices. The third part shall be a power point presentation which wills emphasis on the standard ICT software, the benefit of ICT uses including the legal considerations. • • Cognitive • Psychodynamic • Humanistic Each of the theories has its own merits and demerits. I shall discuss the Humanistic theory in details. The humanistic theory is more concern with the interests and welfare of human by recognizing individual needs.
Variables within data both quantitative and qualitative must be approached from an unbiased perspective aimed at seeking relevancy to these clients. Demonstrated empirical findings, which challenge construct and methodologies, help establish validity and support towards a theoretic approach. The goal of the scholar-practitioner within this research setting is to identify and elaborate on singular methods within research findings and establish relevancy. Through the use of empirical data, relevancy towards these inquiries provides qualitative data in support or refutation of their means. It is therefore critical that the scholar-practitioner limit or reduce bias by establishing their unique intellectual traditions (Laureate, n.d.).
2.3) Explain why risk-taking can be a part of a person-centred approach? 2.4) Explain how using an individual’s care plan contributes to working in a person-centred way? 2. Be able to work in a person-centred way? 3.5) Find out the history, preferences, wishes and needs of the individual?
Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care 2.1 2.2 2.3 3. Know how to respond to complaints 3.1 3.2 EVIDENCE MATRIX Candidate name: Registration number: Unit title Ass meth Learning Outcome Assessment criteria (eg 1.1) Learning Outcome Qualification title: Evidence description Portfolio ref The above evidence has been assessed against the standards for this element and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner signature: Assessor signature Date: Date: Assessment method key: Obs = P= Q= Internal Verifier sig: (if sampled) Observation Product evidence Questioning Simulation/assignment Wt = A= Ot