Remembering that providing encouragement to feedback will in turn help to highlight any areas of the activity they may need to be improved, and help to assess any issues that they individual may have, it also gives you chance to let them know how well they are doing. 4.2: Agree processes and criteria for evaluating the therapeutic benefits of the group and its activities. Before starting the activity we would agree the process and criteria, planning is part of the process which begins with an assessment, part of the process would be to identify the goals and benefits and the overall aim of what they want to achieve from the activity. 4.3: Carry out own responsibilities for supporting the evaluation and agreeing any revisions. My responsibilities for supporting the individuals would be to ensure that all policies and protocols are up to date and adhered to, that all risk assessments have been carried out, and that the individuals is part of the planning and that they understand what the activity is about and that they understand what is expected of them during the activity.
The development of one’s personality is the focus of his theory. The goal of his person-centered theory was to achieve change in one’s personality on not only the surface but on a deeper level (Farber, 2007). The three core conditions Rogers felt were necessary to achieve change were empathy, unconditional positive regard, and genuineness. According to Rogers’s, his hypothesis for person-centered theory was “when a therapist demonstrates the ‘core conditions’ of unconditional positive regard, empathic understanding, and congruence and when the client perceives these at least to a minimal degree, then psychotherapeutic personality change and its positive correlates are inevitable (Kirschenbaum & Jourdan, 2005, p. 41).” This theory was chosen in analyzing the personality development of Antwone Fisher because it is this learner’s opinion that when working with traumatized individuals, especially those abused in childhood, empathy is the key to helping them. Person-centered theory and Rogers’s core conditions spoke to this learner whose long-term goal is to work with children who have been traumatized and suffer from disrupted attachment patterns.
Unconscious urges are described by Freud in his psychoanalytic theory. Observable behavior is emphasized in Albert Bandura’s social learning theory. The interaction of nature and nurture is emphasized in social learning theories · Which theories emphasize the impact of early experience on development? · How does each theory view the child? · How do the theories view adult development?
3.4 Summarise the types of risks that may be involved in assessment in own area of practice. 3.5 Explain how to minimise risks through the planning process. 4.1 Explain the importance of involving the learner and others in the assessment process. 4.2 Summarise the types of information that should be made available to learners and others involved in the assessment process. 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.
The learning key for the LP is to give specific, clear instructions, clear expectations and support. The LP wants more than theory. They like concrete examples and a track to run on. The LP may be a little apprehensive in a group learning sessions that require interactive behavior. The discomfort felt can affect knowledge acquisition.
Some people may find that they have a main style of learning, with a lesser amount ofuse of the other styles. Therefore learning can be affected by your learning styles, but there are many other influences on learning which I will describe in this leaflet that an affect you’re learning here at South West College. The main influences on learning that I will describe in further in detail are: - Theories of learning - Influences on learning - Skills for learning - Support for learning - Learning opportunities Theories of learning: A learning style is "the way in which an individual experiences the world and how that individual processes and integrates new information." Through the use of "'Learning Styles' just as we receive information about the world around us through our five senses, we also have individual sensory preference as to how we recreate and make sense of that information." (Smith, 2001) These preferences can be visual, auditory or kinaesthetic (VAK).
Finally, the third is the pragmatic meaning- meaning of a verbal message that arises from understanding the practical consequences of an utterance. To improve my getting the semantic meaning of what I am saying across I can: use specific, concrete and precise language to improve message clarity, date information to specify when an utterance was true, index to qualify generalizations, adapt my language to my listeners, and demonstrate linguistic sensitivity. To improve getting the pragmatic meaning
It wouldn’t be wrong to say that, the main reason behind how people behave in a certain manner is due to the way they perceive, think, learn and remember things. The behaviour of a person depends on these factors. In other words, a person’s behaviour depends on the cognitive process of the brain. The study of this cognitive process is known as cognitive psychology (Sternberg & Sternberg, 2012). The process through which we make sense of the world around us can be understood by studying two different key concepts known as Sensation and Perception (Baron, 2001).
Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities. It is also important to look back at the learning objects so you can measure what the children have learned. It is important to have clear objectives at the planning stage, in order to evaluate whether pupils have achieved them after the lesson. If children have rushed through the activity and then looked bored then it would be obvious that the task was a bit too easy and not really suitable or beneficial for that group. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work to complete it.
Indeed, the fact that one person believes a behaviour to be a bigger problem than someone else, may simply reflect a limited knowledge about child development, or unrealistic expectations about how the child should behave. In this respect, some information and/or supportive counselling may be helpful. It is also important to consider the degree of intent that may lie behind the behaviour. Challenging behaviour in people with severe learning disabilities is not necessarily deliberate or planned. Rather, in situations of need, people with severe learning disabilities may simply behave automatically in ways which have been successful in the past.