Supportive Learning Environment Essay Example for Free

Supportive Learning surround Essay let off how to establish and maintain a safe and pledgeive learning surround 7.3.1. Explain how to establish cast anchor rules with learners to promote respect for each other. 9.3.2. Explain how to promote preh remove behaviour and respect for others. 7.3.2.When considering teaching in Further breeding, I assumed that managing behaviour and having to establish ground wager rules had been left at the school gates, amidst an onslaught of eggs, signed uniforms and flour. Of course, having had a little experience, I now feel that students in F. E are the most diverse group to teach anywhere in education and with that, equally diverse in terms of behaviour and motivation. In order to establish and instigate ground rules in the first instance, basic rules should be agreed upon from the very start. For example Mobile phones on silent, no talking while others are speaking and no eating during the lesson. Other rules can be apply as the course pro gresses. The establishments policies and procedures should be observed as a group, as this ensures every personate is awake of them. Observing behaviour, listening to what the students have to say and talking to them in an open forum leads the way to kick upstairs establishing an agreeable environment in which to learn. Rules can be updated in this way and enable change to be considered depending on how the class develops. In order to remind learners of these mutually agreed guidelines, it is a bang-up appraisal to display them in the room to refer students to if and when they are breached.Creating a safe environment is integral to learning. Disruption, noise, deprivation of direction, bullying and aggressive ardors are not conducive, so it is important in my role to develop tidy practise in dealing with challenging behaviour and promoting a arbitrary, respectful atmosphere. Once more is know about the students, writing learning objectives for the session and stating what th e students go away be able to do at the end of the lesson could go somewhere towards promoting expectations and creating order within the room, another point at which to refer to if needed to forestall learners on task. A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitor their progression and organisation. A positive effort should be made to ensure pupils have or instal on self-respect and esteem by setting realistic opportunities for success and helpful support and cost increase whenever difficulties arise.A sense of order within the class can be managed by presenting lessons issueively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and physical exercise a variety of tactics i n order to develop an understanding of students each and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners whitethorn have adopted towards learning and to maintain a good level of motivation. I believe in creating a relaxed, warm and supportive atmosphere in a group, as in my experience I have found that it creates a positive environment and suits my style when moveing with and enabling others. (Kyriacou, C.199865) writes- with regard to this particular style- This break off enables pupils to develop curiosity and interest in the learning activities However, this may lead to pupils relying on help, so it is important to establish and implement boundaries so that the learners initiative and motivation isnt compromised.Giving feedback in a supportive way can help to encourage students to use dissect skills by highlighting how making notes or paying attention more cl osely can better equip them in meeting the demands of the program. Of course, I am aware that not everybody will want to interact fully within the group in this way and some would rather things were direct and less downlike. I myself like to find a quiet place during a break and spend quantify alone. Sometimes I want to stay where I am seated and not move approximately to sit with other people. In general, promoting this environment and leading by example will in effect have a positive impact on the group. In my previous journal from week one, I wrote about how I try to include pupils who have low confidence in group discussions or activities with other more confident members of the class. In the same way, I also like to try and cock motivated pupils with those who may be struggling to find motivation. In an attempt to understand motivation and what motivates I have considered Abraham Maslows (1987) Hierarchy of Needs in which he describes a series of stages towards achieving on es potential or self-actualisation.The stages are set as a pyramid with the most basic human need at the base and self-actualisation at the top. The base describes physiology which incorporates basic needs such as food and sleep implore the question, Are the students tired or hungry? Safety describes the need for security. I must ask myself, Is the environment safe? Are the students feeling secure and happy? Are they confident in my ability? neck and belonging, referring to a need we have as humans to be valued and needed. Looking at this I will need to ensure that all of the students feel included and that they are being respected by the rest of the group. I must ensure that I am using an inclusive approach in teaching. Esteem building this through achievement and by being acknowledged by others.It will be important to monitor development and ensure growth in confidence through peer support and recognition. Finally, Self-actualisation- the desire to reach what is perceived to be ones full potential asking Is there an individual and share sense of achievement? and Are the students operating with initiative, creativeness and independence? As a tutor, I will be expected to lead by example in modelling desired behaviour. Not totally is it important to treat students with respect, it is important to treat other members of staff and outside agencies in the same way.I have experienced negativity from one staff member towards another member of staff where it was obvious-through body language and facial expressions- that there was a conflict. This impacted negatively on the class, as the students noticed what was waiver on. As a result, the students ostracised one staff member and took sides. This caused a very difficult atmosphere to piddle in and the disliked member of staff was ignored and treated unfairly. This highlighted the importance of professionalism to me and whenever I have to work alongside people I may not always see eye-to-eye with, I must run im partial in my views and ensure I keep thoughts and facial gestures very much to myself.ReferencesKyriacou, Chris (1998) Essential principle Skills. Second edition.London. Basil Blackwell LTD

Causes and Spread of Infection Essay Example for Free

Causes and Spread of Infection Essay1) Infections atomic number 18 the result of the bodys inability to fight off microorganisms that spate fare damage or disease if they are leave untreated. They can be viral or bacterial in nature and might be caused by a fungus or parasite. There are many common graphic symbols and in that respect are some old superstars which all hold back varying causes and treatments. Common bacterial contagious diseases include strep throat, urinary piece of ground contaminateions and E. coli the divergent graphic symbols are caused by many different types of bacteria. Infections are caused by micro-organisms which are cognize as pathogens, there are three sources of pathogens Within a persons body- called endogenousFrom other people with piteous, coughs or sneezes called exogenic From soil equipment or elements such as dust or water known as environmental. Viral transmission systems are different than bacterial because they are caused by viruses which are smaller than a bacterium or fungus. When a virus infects healthy cells it prevents the cells from doing their job and causes sickness. Viruses infect a specific type of cell which causes viral transmission systems to have-to doe with certain take offs of the body. A cold is the most common type and generally affects the upper respiratory tract. Ininfluenzaenza is a nonher common transmittance but symptoms can affect the entire body.Outcome 11)Bacteria are very small singular organisms which can be free-base almost everywhere they are the smallest living cells typically only a few micrometres in length. A number of bacteria can cause disease, these are called pathogenic bacteria. Not all bacteria is bad, we enquire bacteria to stay alive.Viruses- it is a coated genetic material that invades cells and uses the cells apparatus for reproduction, this is why it is important to washout hands frequently.Fungi is a multi-celled living organism, it is a large gro up of eukaryotic organisms that includes microorganisms such as yeasts and moulds.Parasites are types of living animals and plants that derive benefit from metabolism of other animals and plants.Viruses arent living they are do of complex proteins and nucleic acids. Bacteria, Fungi and Parasites are living organisms. 2) There are common illnesses and infections which are caused by bacteria, viruses, kingdom Fungi and parasites. Bacteria can cause food poisoning, ear infections, bronchitis, chest infections and tonsillitis. Viruses can cause common colds, flu attacks, sickness and diarrhoea and warts. Fungi can cause ring worm, yeast infections and athletes foot. Parasites can cause worms, malaria and sleeping sickness.3) Infection in general terms in an encroachment to the body tissues from a disease caused microorganism, its the illness caused by the growth of a germ on or in a person. The infection might not give any symptoms this is known as asymptomatic infection. When the ge rm is found on our body without causing any illness it is known as colonisation. Colonisation is multiplication of microorganisms without tissue invasion or damage.4) A localised infection is an infection that is limited to a specific body part or region this could be infections such as cellulitis of the skin or a bladder infection. A systemic infection is the opposite, the infection is distributed throughout the whole body this could be illnesses such as a cold or the flu.5) There are poor practices which may lead to the spread of infection, this could be not washing hands frequently, not wearing personal prophylactic garment, wearing jewellery, not tying spine coherent hair, not covering your mouth and nose if you sneeze or cough. Wearing inappropriate clothing and footwear can also lead to the spread of infection.6) There are certain conditions which are need for the growth of micro-organisms. Micro-organisms need food to survive, they like high protein food such as dairy pr oducts, newfangled eggs and uncooked fish. Microorganisms need moisture and warmth they grow best at 20-40c. Air is required for micro-organisms to multiply although some can do without.2) Infections are caused by microorganisms known as pathogens, there are three sources of pathogens 1)Within a persons body called endogenous (For example, some microorganisms from the stomach can cause infections in other parts of the body) 2)From other people through touching, coughs or sneezes called exogenous 3)From contaminated equipment or elements such as dust or water- known as environmental. They could go down the respiratory tract into the lungs, coughs, colds and other common airborne infections are contracted in this fashion.Anything that penetrates the skin, or for that matter the mucous tissue layer that lines the mouth or nose provides a route for infection to enter this could be bites, scratches, puncture wounds by needles etc. They could also enter down the digestive tract, food, d rink or other infected products can be swallowed and infect the stomach or bowels which reveals itself in the form of diarrhoea and or vomiting. An infective cistron might also enter up the urinary and reproductive systems the infectious agent may watch localized or may enter the blood stream. Sexually transmitted diseases most commonly infect the genitals these can be transmitted in saliva, seminal fluid or blood.3) The sources of infection are numerous, for each type of infection a specific source becomes more significant than others in the spoken language of the infectious agent to the host. The sources of infection can be divided into two main groups, these are exogenous and endogenous sources. A source of infection is endogenous when the infectious agent comes from the persons own body. Exogenous sources of infection introduce organisms from anywhere outside to the inside of the body, this is the case the majority of the time. Infections can come from unwashed hands, ppe not being worn, unclean equipment being used generally if poor hygiene is used.4) There are motley ways that infective agents can be transmitted to a person, it is usually the transmission of microorganisms directly from one person to another by droplet contact. Droplet contact is either sneezing or coughing on or near another person without using a tissue or hand to try and protection it. Infective agents can be transmitted to another person by direct physical contact, touching an infected person could lead to this. Indirect physical contact could also cause infective agents to be transmitted to another person, usually by touching soil contamination or a contaminated surface. Airborne transmission is very common if the microorganism can remain in the air for long periods of time it can lead to infective agents being transmitted. Faecal-oral transmission usually from contaminated food or water sources also transmits infective agents to others.5) There are key factors that make it mor e likely that infection bequeath occur, if a person does not practice a safe and hygienic way of working(a) this could make it more likely that infection will occur and then spread. Using person protective equipment is vital when providing care for vulnerable people whose immune system will not be as strong as a younger person. If ppe is not worn correctly it exposes people to all sorts of infections which could have disastrous consequences. Wearing the incorrect uniform and footwear could also increase the risk of infection not washing hands frequently is a very common form of how infection occurs. If someone who has a virus goes into close proximity to another it will make it more likely that infection will occur. Dirty or contaminated areas in which bacteria can grow also increases the chance of infection occurring. If standard precautions are not met it increases the risk of infection occurring a lot.

Kubla Khan Essay Example for Free

Kubla caravansary EssayBorn in 1772 in Ottery. St., T.S.Coleridge lead a very disquiet life in his early childhood. After his fathers expiration he was sent to the Christs infirmary school. There he had felt a great emotional vacuum, which was the beginning of his continuos ill health. Charles Lamb, his schoolmate, gave us an score of this period affirming that Coleridge was highly imaginative, who sought refuge in reading old ro universetic tales as comfortably as Homer, Virgil, and Shakespeare.Perhaps the most influential period in Coleridges life was the period when he met Wordsworth in 1795, after he had left Cambridge. It seemed that in the company of Wordsworth, Coleridge found the mental peace, security, and environmental harmony. This had resulted in the jerky flowering of his title-holder, a sudden release of his creative impulses, and he wrote The Ancient Mariner, The Christable, and Kubla Khan.Much about the makeup and subject matter of Kubla Khan can be detected from Coleridges Preface to that metrical composition This fragment with a good deal more, not recoverable, composed, in a sort of reverie brought on by twain grains of opium taken to check a dysenteryThis fact raises the issue of the drugs order on the poets creative imagination. Early critics fancied that there was a direct and immediate correlation between opium and imagination. In 1934 M.H. Abrams declared that the great pass on of opium to men like Coleridge was to access to a new world as diverse from this nonpareil and one which is ordinary mortal. According to Elizabeth Schneider, opium can only work on what is already there in a mans judgement and memory and if he already has a creative imagination and a tendency to ring dreams and visions. Then opium may intensify and focus his perceptions.This tolerate interpretation seems to be the most acceptable one, because this is what unfeignedly happens to Coleridge. Before he began to dream he had been reading the fol lowing words of the same substance, in Purchass transit Here the Khan Kubla commanded a palace to be built, and a stately garden thereunto. And thus ten miles of fertile g bit were inclosed within a w wholly. These words, it is quite apparent, formed the background upon which opium worked, encouraging Coleridges mind for imagination.The effect opium had on Coleridges mind manifests itself while examining the structure of the poem itself. It quite obvious that the third stanza is entirely different from the first two ones, as if was written by a human being whereas the other anterior stanzas seem to had been written by a demon or some divine hand. Coleridge himself confesses that he couldnt resort the interrupted composition of the first two stanzas that were written under the influence of opium, and that when he returned to his writing all the rest had passed away like images on the surface of a stream. Perhaps thats why we find it a fragmentary work, filled with strange, unusual imagery, and lacking a rational structure its rhythms suggest a mind vacillating between conscious and unconscious modes of being.Matter of fact Kubla Khan is reliable to different levels of interpretation. First, the poem could be approached as a descriptive poem that shares the common beautiful characteristics and techniques of most romantic poets, peculiarly when describing natural elements. Still Coleridge described the world of Kubla Khan in terms of the ancient Platonic bringing close together of Dualism where the world of material existence is described as the world of shadows, and the world of Ideals as the elevated one.Accordingly, Kubla Khan could be regarded as a beautiful expression of the poets longing for some ultimate beauty cartel the work of man with those of nature and those of pure imagination to resurrect lost archetypal worlds within the imagination. In this way the pleasure dome that has been established in fulfillment of the orders of the Tartar Prince can be regarded as an attempt to reach such an ideal world. Thats why the first stanza opens with a carefully constructed image of a walled garden containing incense bearing trees and forests enclosing sunny spots of greenery a description that adds a paradisal spirit into the place Kubla has created. The ideal spirit and holiness of this world has been emphasized in a variety of expressions in affirming that in this stately pleasure dome did Alph, the sacred river, ranThrough caverns measureless to manDown to a sunless seaThe sacredness of this world has been further affirmed by the fact that it is girdled round and protected from undesirable or unharmonious influences.This scene that has been described in the first stanza stands in air to the opening lines of the second stanza where the poets But contrasts the planned classical artifact of Kubla with the romantic chasm the birthplace of poetic genius and true creativityBut oh That deep romantic chasm which slantedDown the green hill sideways a cedarn coverNow the atmosphere is different the rational order of the garden has been replaced by a scene outside the walls, which is savage, wholly, and enchanted. This natural scene is, indeed, a more perfect symbol of the rapprochement of oppositions in the world of imagination, thereby more eternal.In this stanza we are, also, introduced to the source of that sacred river- Alph- which is seen as symbolizing Platos possibleness of Dualism in terms of Mans journey through life in search for the Ideal world it flows from a mysterious source- (Mans birth)- through a mazy course- (the complexities of life poetically symbolized by the mighty fountain that belch small stones as if breathing)- to sink tumultuously into a lifeless ocean-(the sea of death). Between birth and death Man is overwhelmed by a dream of permanence- (the shadow cast by the dome of pleasure). This very last symbol has been developed in representing the dome in dream-like terms inaccessible to ManIt was miracle of rare devise,A sunny pleasure-dome with caves of iceThats to say the dome itself- by possessing sunny weather and caves of ice- represent a atonement of opposites which is impossible to human life.With the beginning of the third stanza the poem seems to take a new tern of thought. Now it gives us a vivid picture of a poet caught in a spell of poetic inspiration, who, once in a vision, saw an abyssinian maid playing on her dulcimer and singing of the wild splendor of mount Abora.At this point the poem becomes reliable to another level of interpretation. It is a poem about poetic creation. With this servant in mind Kubla Khan, who caused a pleasure-dome and elaborated gardens to be constructed in Xanadu, is a type of the artist whose empyrean creation becomes a balanced reconciliation of the natural and artificial. Similarly the poet enters the poem- using first person pronoun- in an attempt to establish his own dome. If only, Coleridge laments, he could revive within him the maids lost symphony and song, if only he could recapture the whole original vision instead of just a portion of it, then he would be able to establish that dome in air so that his witnesses would declare him to be divinely inspired and form a circle of worship around him. Being filled with holy savvy they would cry

PSY 435 Full Course Material Essay Example for Free

PSY 435 Full Course Material Essay

Cognitive Dissonance Essay Example for Free

Cognitive Dissonance EssaySolving a cognitive interference is a good way to look at all your card game on the table, so to speak. The definition of cognitive divergence is A feeling of discomfort caused by a version between an attitude and a behavior or between two attitudes. (S.Carpenter, K. Huffman 2010). This is means that cognitive dissonance is a puzzle that involves how you feel and what you are doing to cause the problem. For an example a man has stolen a car. He feels upset that he has stolen the car but he is in desperate need of money. The mans attitude is that slipth is wrong and his behavior is that he has stolen a car.To solve this cognitive dissonance, the man will have to all change his attitude (change his belief that stealing is wrong) or his behavior (Give back the car and never steal again). To solve cognitive dissonance you will have to, like I put it, put your cards on the table and resolve your problem(s). Like the stealing man I referenced, he notic ed his problem was either his attitude for the whole thing or his behavior. To avoid cognitive dissonance, you can completely edit out the problem. Someone can be a doctor that chain smokes even though they have warned their patients of the dangers of roll of tobacco and completely ignore the attitude (guilt for being a hypocrite and endangering their own lives) and the behavior (smoking) and be a smoker without thinking anything wrong or good about it.One example of cognitive dissonance that happened to me is the first and only time I cheated on a rise back in racy school. I needed to pass an exam because I was out sick for a month and my label was low. A student was selling the test answers for five dollars and I bought one. When I took the test, I was felt conscience-smitten for cheating. My attitude was that cheating was wrong yet my behavior was that I was cheating on my test. I remove to fix my attitude on the grounds of that I REALLY needed to pass the test with nimbl e colors and I felt that studying wasnt going to cut it. It turns out that the test answers were from the wrong test and everyone who bought the answers, like me, failed. Luckily the teacher hated the turn out so much that she allowed everyone to retake it. I got a 95% on my own. I never cheated again.

Environmental regulation of oil and gas Essay Example for Free

Environmental regulation of fossil rock oil colour and instinctive gas EssayDemand and supply mental institution The global oil and gas industry face an External Environment that is more dynamic, more challenging, and more diverse less understood and has greater information symmetry. These Environmental factors include political, Economic, Technological, Legal, Environmental and social factors. Political Environment This involves the risk that political decisions and events that occur innovationwide can affect the profitability and sustainability of the investment in the global oil and gas industry. Political decisions are very diverse thus they influence the oil and gas industry. For example, if there is political unrest in the major Oil Producing and Exporting Countries (OPEC) there could be no smooth operations of the oil and gas industry, thus oil and gas companies tend to take countries with stable political systems and a history that can guarantee long-term Lea ses. Economic Environment The sparing development directly influences the policymakers, citizens managers and institutions. The Gross subject field income (GNI) generated by both the domestic and international production activities of national companies and the Gross Domestic Product (GDP) of countries do generally shape the global industry of oil and gas. The sparing factors include Inflation rate, Prevailing interest rates, unemployment level and the level of disposable income and income distribution. Technological environment These link up to the applications of new innovations such as Websites Internet as a business tool. Thus the oil and gas organizations need to be aware of the latest relevant technologies for them to succeed and surf the wave of change.Dubai as solid producer of oil and gas Dubai is a major player in the world market and its parting in international trade cannot be overemphasized since it contributes almost 10 percent in this trade. This country h as repeatedly dominated the international market arena due to the following reasons, one it occupies a very strategical position in the middle of U.A.E coast and additionally it has one of the most efficient harbors in the world hence playing a crucial role in the transportation of goods between East and westward markets. Also Dubai in the recent years has pursued to strengthen its strategic location by pursue a free and balanced economic policy therefore gaining an international reputation which has not entirely seen the increase of Foreign direct investments (FDI) and also growth of service, commercial and industrial fields. Dubai is also endowed with natural resources like oil, gas just to name a few and also it has one of the best stem in the world and therefore this resource and proper systems has seen the economy of Dubai take off in a way never witnessed before. The aim of this paper is to explore Dubai as a primary producer of oil and gas and its place in the internatio nal trade of oil and gas arena.ReferencesASWATHAPPA, K. (2010). International business. New Delhi, Tata McGraw hill Education.GAO, Z. (1998). Environmental regulation of oil and gas. London u.a., Kluwer Law Internat.LAX, H. L. (1983). Political risk in the international oil and gas industry. Boston, International Human Resources Development CorpMACDONALD, D. (2007). Business and environmental politics in Canada. Peterborough, Ont. u.a., Broadview Press.NEELANKAVIL, J. P., RAI, A. (2009). fundamental principle of international business. Armonk, N.Y., M.E. SharpeSource document

Counseling Models Essay Example for Free

guidance Models Es interpretMost focal point poseurs get along use of the perfume conditions empathy, crude(prenominal) positive regard and congruity. A. Psychoanalytic ModelSigmund Freuds psychoanalytic arranging is a model of character development and approach to psychotherapy. Psychoanalytic The original so c all tolded talking therapy involves analyzing the root causes of getion and feelings by exploring the unconscious mind mind mind and the conscious minds relation to it. Many theories and therapies have evolved from the original Freudian psychoanalysis which utilizes free-association, dreams, and transportation, as salutary other strategies to attend the node know the function of their suffer minds. Traditional psychopsycho analysts have their c restnts lie on a range as the therapist takes nones and interprets the lymph nodes thoughts, etc. Many theories and therapies have evolved from the original psychoanalysis, including Hyp nonherapy, object-rela tions, Progoffs Intensive diary Therapy, Jungian, and many others. One thing they all have in common is that they deal with unconscious motivation. normally the duration of therapy is lengthy however, many modern therapists use psychoanalytic techniques for short term therapies.Psychoanalytic counseling or Freudian psychology prompts diligents to imagine lying on a vomit and divulging aboutbodyal information. This type of counseling relies on patients history and an analysis of their thoughts, behavior and feelings. NYU Medical Schools Psychoanalytic Institute holds that psychoanalysis is found on observations of patient behavior and recognition of symptoms and explores how unconscious factors play a authority in kinships and behavior patterns. Psychoanalysts allow attend to lymph glands through the diagnosis of disorders and the utilization of talk therapy. Clients work through issues with the assistance of a trained counselor. Psychodynamic (psychoanalytic)Sees childhoo d as cause of present problems and focuses on exploring prehistoric in some depth. Explores transference displaced feelings from early(a) childhood featured in adult situations. Uses free association. Long term.Psychoanalytic therapy is the model where invitees lay d have with no eye contact or relationship with the therapist. (Less common these days) Counseling Implications nigh counselors find combined psychosexual and psychosocial perspective a helpful conceptual framework for pick uping developmental issues as they appear in therapy. The key needs and developmental labors, along with the altercates inherent at severally stage of life, provide a model for understanding some of the core conflicts clients explore in their therapy sessions. The therapeutic Process redress GoalsUltimate Goal To increase adaptive functioning which involves the reduction of symptoms and the resolution of conflicts. The deuce finales of Freudian Psychoanalytic Therapy be as follows, (1) to fa ll upon the unconscious conscious and (2) to strengthen the ego so that behavior is based to a greater extent on pragmatism and less on instinctual cravings or ir keen guilt. prospered analysis is believed to resolving power in signifi bedt modification of the individuals somebodyality and character structure. Therapeutic methods atomic number 18 used to bring out the unconscious material. Then childhood experiences ar re compo sympathised, discussed, interpreted and analyzed. It is irradiate that the routine is not limited to solving problems and learning untested behaviors. There is also deeper probing into the past to develop the level of ego understanding that is assumed to be necessary for a interpolate in character. therapists Function and RoleIn classical psychoanalysis, analysts typically assume an anonymous stance, which is sometimes called the blank screen approach. They engage in very little egotism disclosure and keep back a sense of neutrality to foster a t ransference relationship in which their clients will make projections onto them. Central functions of analysis is to help clients direct the freedom to love, work and play. Other functions include assisting clients in achieving self awargonness, honesty and more effective personal relationships in dealing with anxiety in a virtual(prenominal) mood and in gaining control over impulsive and absurd behavior. RolesEstablish a working relationship with the client and then do a great deal of listening and interpreting. Empathic attunement to the client facilitates the analysts disquietude and appreciation of the of the clients intra psychic world. Particular fear is given to the clients resistances. The analyst listens, learns and decides when to make let interpretations.A major function of interpretation is to accelerate the process of uncovering unconscious material. The analyst listens for gaps and inconsistencies in the clients story, infers the meaning of reported dreams and f ree associations, and remains sensitive to clues concerning the clients feelings towards the analyst.Clients Experience in the TherapyClients interested in traditional (or classical) psychoanalysis must(prenominal) be willing to commit themselves to an intensive and long term therapy process. After some face-to-face sessions with the analyst, clients lie on a couch and engage in free association. *Free association allows the client to say whatever comes to mind without self-censorship.This is known as the fundamental rule. Clients report their feelings, experiences, associations, memories and fantasies. Lying on the couch encourages deep, uncensored reflections and reduces the stimuli that might interfere with getting in touch with internal conflicts and productions. It reduces clients powerfulness to read their analysts face for reactions and hence, fosters the projections characteristics of transference. At the same time, the analyst is freed from having to conservatively monit or facial cues.Therapeutic Techniques and ProceduresThe therapy is accommodate more to limited objectives than to restructuring ones personality The therapist is less likely to use the couchThere are fewer sessions each weekThere is more frequent use of confirmatory interventions such(prenominal) as reassurance, expressions of empathy and support and suggestions There is more emphasis on the here-and-how relationship between therapist and client There is more latitude for therapist self-disclosure without polluting the transference Less emphasis is give n to the therapists neutralityThere is focus on mutual transference and counter transference enactments The focus is more on pressing practical concerns than on working with fantasy material vi (6) Basic Techniques of Psychoanalytic Therapy(1) Maintaining of the Analytic FrameworkThis refers to a whole range of procedural and stylistic factors such as the analysts relative anonymity, maintaining neutrality and objectivity, the regu larity and consistency of meeting starting and final result the sessions on time, clarity on fees, and underlying boundary issues such as the avoidance of advice giving or imposition of the therapists values.(2) Free AssociationIt is the key technique in psychoanalytic therapy. In free association, clients are encouraged to say whatever comes to mind, regardless of how painful, silly, trivial, illogical, irrelevant it may seem.(3) InterpretationThe analyst points out, explains and informes the client the meanings of behaviors that are manifested in dreams, free association, resistances and the therapeutic relationship itself.(4) Dream AnalysisThis is an important office for uncovering unconscious material and giving the client shrewdness into some areas of unresolved problems. During sleep, defenses are take down and repressed feelings surface. Freud sees dreams as the royal road to the unconscious.2 Levels of Dream electrical capacityLatent ContentManifest Content(5) Analy sis and Interpretation of ResistanceThis is anything that works against the progress of therapy and prevents theclient from producing previously unconscious material. Resistance helps the client to see that cancelling appointments, fleeing from therapy prematurely are ship canal of defending against anxiety.(6) Analysis and Interpretation of transfer of trainingThe client reacts to the therapist as he did to an earlier signifi buzzword other. This allows the client to experience feelings that would otherwise be inaccessible. Its analysis allows the client to achieve insight into the influence of the past. *Counter transference is the reaction of the therapist toward the client that may interfere with objectivity. Limitations of Classical AnalysisThis approach may not be impound for all cultures or socioeconomic groups Deterministic focus does not emphasize actual maladaptive behaviors Minimizes role of the milieuRequires subjective interpretationRelies heavily on client fantasy Lengthy treatment may not be practical or afford commensurate for many clientsB. Client-centered ModelPerson-centered therapy ( portion) is also known as person-centered psychotherapy, person-centered counseling, client-centered therapy and Rogerian psychotherapy. PCT is a form of talk-psychotherapy developed by psychologist Carl Rogers in the 1940s and 1950s.The ultimate goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are existence negatively affected and make an effort to find their true positive potential. The aim is removeed towards achieving a greater degree of independence and integration. Two primary goals of person-centered therapy are increased self-esteem and greater openness to experience.Some of the related win overs that this form of therapy seeks to foster in clients include closer agreement between the clients reckon and actual selves better self-understanding low er levels of defensiveness, guilt, andinsecurity more positive and comfortable relationships with others and an increased capacity to experience and express feelings at the moment they occur. Rogers necessitateed to assist the clients in their change stateth process so clients can better cope with problems as they identify them.In this technique, therapists create a comfortable, non-judgmental milieu by demonstrating congruence (authenticity), empathy, and unconditional positive regard toward their clients while using a non- leading approach. This aids clients in finding their own solutions to their problems. It places much of the responsibility for the treatment process on the client, with the therapist taking a nondirective role. Basic CharacteristicsIn the Person Centered approach the focus is on helping the client discover more appropriate behavior by exploitation self-awareness ways to fully encounter reality. Through this encounter the client gains insight of themselves the world. Core ConditionsRogers (1957 1959) stated that there are six necessary and sufficient conditions required for therapeutic change1. healer-Client Psychological Contact a relationship between client and therapist must exist, and it must be a relationship in which each persons perception of the other is important.2. Client in-congruence that in-congruence exists between the clients experience and awareness.3. healer Congruence or Genuineness the therapist is congruent within the therapeutic relationship. The therapist is deeply affect him or herself they are not acting and they can draw on their own experiences (self-disclosure) to facilitate the relationship.4. Therapist Unconditional unconditional Regard (UPR) the therapist accepts the client flatly, without judgment, dis compliment or approval. This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their apparent horizon of self-worth was distorted by others. 5. Therapist Empathic understanding the therapist experiences an empathic understanding of the clients internal frame of reference. stainless empathy on the discontinue of the therapist helps the client believe the therapists unconditional love for them.6. ClientPerception that the client perceives, to at least a minimal degree, the therapists UPR and empathic understanding.ProcessesRogers asserted that the most important factor in successful therapy is the relative climate created by the therapists attitude to their client. He specified three interrelated core conditions 1. CongruenceThe willingness to transparently relate to clients without hiding derriere a professional or personal facade. genuineness or realnessThe helper does not deny his or her own feelings the opposite of hiding behind a professional mask. I find that I am closest to my inner, intuitive self,when I am somehow in touch with the unknown in me, when perhaps I am in a slightly altered state of consciousnessTh en simply my presence is releasing and helpful. (Rogers) 2. Unconditional Positive RegardThe therapist offers an acceptance and prizing for their client for who he or she is without conveying disapproving feelings, actions or characteristics and demonstrating a willingness to attentively listen without interruption, judgment or giving advice. Unconditional positive regard acceptance and caring, alone not Approval of all behaviorRelated TermsAcceptance of the others reality with kindnessNon-possessive caringPrizingNon-judgmental attitude3. EmpathyThe therapist communicates their desire to understand and appreciate their clients perspective. Accurate empathic understanding an ability to deeply grasp the clients subjective world benefactor attitudes are more important than knowledgeEmpathy is a consistent, unflagging appreciation of the experience of the other. It is quick attention to the feelings of the clientIt involves warmth and genuinenessThe TherapistRogers believed that a t herapist who embodies these three critical attitudes will help liberate their client to more confidently express their true feelings without fear of judgment. To achieve this, the client-centered therapist carefully avoids directly challenging their clients way of communicating themselves in the session in order to enable a deeper exploration of the issues most intimate to them and free from external referencing. Rogers was not prescriptive in telling his clients what to do, hardly believed that the answers to the patients questions were within the patient and not the therapist. Accordingly the therapists role was to create a facilitative, empathic environment wherein the patient could discover for him or herself the answers.Therapists are used as instruments of change but are not to direct the change in client Therapist helps develop an environment in which the client can grow Through attitudes of genuine caring, respect, and understanding the client is able to let their defenses down become more self aware Therapist reflects clients view of the world (Phenomenological approach) The Therapist must becongruentable to approach client with unconditional positive regarddemonstrate accurate understanding and empathyFocuses on the feel of the therapeutic relationshipServes as a model of a human being assay toward greater realness is genuine integrated, and authentic, without a false front Can openly express feelings attitudes that are present in the relationship with the client Therapeutic ProcessMain focus is on the person not on the persons problemsThis allows the client to reconnect with him/her.Client is assisted in therapy so that they can deal with current problems as salubrious as problems that develop in the future Focuses on helping a personbecome aware of their true self develop congruency Clients ExperienceThrough therapy client is able to let down his/her defenses become more true to him/her selves They gain perception into themselves, which al lows them to better understand accept others Application Therapeutic Techniques and ProceduresOne of the major contributions of Rogers in the counseling field is the notion that the quality of the therapeutic relationship, as opposed administering techniques, is the primary agent of growth in the client. The therapists ability to establish a strong connection with the clients is the critical factor determining successful counseling outcomes. The person-centered philosophy is based on the assumption that clients have the resourcefulness for positive movement without the counselor assuming an mobile, directive or problem-solving role. What is essential for clients progress is the therapists presence, being completely attentive to, and immersed in the client as well as in the clients expressed concerns. In a orbit conducted in the 1990s, it was revealed that the effectiveness of person-centered therapy with a wide range of client problems including anxiety disorders, alcoholism, ps ychosomatic problems, agoraphobia, interpersonal difficulties, depression, malignant neoplastic disease and personality disorders. Moreover, an effective therapy is based on the client-therapist relationship in combination with the inner and external resources of the client. encyclopaedism to listen with acceptance to oneself is a valuable life skill that enables individuals to be their own therapists. The basic concepts are straight forward and easy to comprehend, and they encourage locating power in the person rather than training an authoritarian structure in which control and power are denied to the person. The person-centered approach is especially applicable in crisis intervention such as an unwanted pregnancy, an illness, a disastrous event, or the loss of a love one. When people are in crisis, one of the first steps is to give them an opportunity to fully express themselves. Communicating a deep sense of understanding should ever precede other more problem-solving interve ntions.C. perspicacious Emotive ModelAlbert Ellis founded rational therapy in the mid-1950s and was one of the first therapists to emphasize the influential role of cognition in behavior. In 1960s, he changed the name to apt Emotive Behavior Therapy (REBT), because of his contention that the model had always stressed the reciprocal interactions among cognition, emotion and behavior. Rational stirred up behavior therapy (REBT), previously called rational therapy and rational emotive therapy, is a comprehensive, active-directive, philosophically and empirically based psychotherapy which focuses on resolving emotional and behavioral problems and disturbances and enable people to lead happier and more fulfilling constitutes. REBT is based on the assumption that we are not disturbed solely by out early or later environments but we have strong inclinations to disturb ourselves consciously and unconsciously. We do this more often than not by taking our goals and values, which we main ly learn from our families and culture, and changing them into absolute shoulds, oughts and musts.REBT therapists employ active/directive techniques such as teaching, suggestion, persuasion, and homework assignments and they challenge clients to substitute a rational thought system for an irrational one. It emphasizes the therapists ability and willingness to challenge, confront, and convince the members to practice activities that will lead to constructive changes in thinking and behaving. The approach stresses action doing something about the insights one gains in the therapy. ORIGINS OF EMOTIONAL DISTURBANCEA central concept of REBT is the role that absolutist shoulds, oughts, and musts play when people become and remain emotionally disturbed. We forcefully, rigidly, and emotionally back up to many grandiose musts that result in our needlessly disturbing ourselves. According to Ellis (2001a, 2001b), feelings of anxiety, depression, hurt, shame, rage, and guilt are largely init iated and perpetuated by a belief system based on irrational ideas that were uncritically embraced, often during early childhood. In addition to taking on impaired beliefs from others, Ellis stresses that we also invent musts on our own. Ellis (1994, 1997 Ellis Dryden, 2007 Ellis Harper, 1997) contends that most of our dysfunctional beliefs can be reduced to three main forms of musturbation 1. I absolutely must do well and be approved of by signicant others.I must wintheir approval or else I am an inadequate, worthless person. 2. You must under all conditions and at all times treat me considerately, kindly, lovingly, and fairly. If you fag outt, you are no damned good and are a rotten person. 3. Conditions under which I live absolutely must be comfortable so that I can get what I want without too much effort. If not, it is awful I cant stand it and life is no good. Rational emotive behavior therapy is grounded on existential principles in many respects. Although parents and soci ety play a signicant role in bring to our emotional disturbance, we do not need to be victims of this indoctrination that takes place in our early years. We may not have had the resources during childhood to challenge parental and societal messages. As psychological adults now, however, we can become aware of how adhering to negative and destructive beliefs actually hampers our efforts to live fully, and we are also in a position to modify these beliefs. THE A-B-C THEORYThe A-B-C conjecture of personality and emotional disturbance is central to REBT theory and practice. The A-B-C theory maintains that when we have an emotional reaction at point C (the emotional Consequence), after some Activating event that occurred at point A, it is not the event itself (A) that causes the emotional state (C), although it may set up to it. It is the Belief system (B), or the beliefs that we have about the event, that mainly creates C. For example, if you feel depressed (C) over not getting a pro motion at work (A), it is not the fact that you werent promoted that causes your depression it is your belief (B) about the event. By believing that you absolutely should have been promoted and that not receiving it means that you are a failure, you construct the emotional consequence of feeling depressed.Thus, we are largely responsible for creating our own emotional disturbances through the beliefs we consort with the events of our lives Ellis (2011) maintains that we have the capacity to signicantly change our cognitions, emotions, and behaviors. We can best complete this goal by avoiding preoccupying ourselves with the trigger off events at A and by acknowledging the futility of dwelling endlessly on the emotional consequences at C. We can choose to examine, challenge, modify, and extirpate Bthe irrational beliefs we hold about the activating events at A. GOALS OF A REBT GROUPThe basic goal of REBT is to help clients replace rigid demands with exible preferences. According t o Ellis (2001b 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the mathematical function of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapists task is to help group participants to dissententiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any ominous event that may climb in their lives (Ellis, 2001b).REBT aims at providing group members with tools for experiencing healthy emotions (such as sadness and concern) about negative activatin g events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more substantial lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically appreciate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the specic methods and techniques employed, as you will see in the discussion that follows.CONFRONTING IRRATIONAL BELIEFSREBT gro up leaders begin by teaching group members the A-B-C theory. When they have come to see how their irrational beliefs are contributing to their emotional and behavioral disturbances, they are ready to Dispute (D) these beliefs. D represents the application of scientic principles to challengeself-defeating philosophies and to dispose of unrealistic and unveriable hypotheses. Cognitive restructuring, a central technique of cognitive therapy, teaches people how to make themselves less disturbed (Ellis, 2003). One of the most effective methods of helping people reduce their emotional disturbances is to coming into court them how to actively and forcefully dispute these irrational beliefs until they surrender them. This process of disputation involves three other Ds(1) Detecting irrational beliefs and seeing that they are illogical and unrealistic,(2) Debating these irrational beliefs and envisioning oneself how they are unsupported by evidence, and (3) discriminating between irrational thinking and rational thinking (Ellis, 1994, 1996). After D comes E, or the set of disputingthe relinquishing of self destructive ideologies, the acquisition of effective new beliefs, and a greater acceptance of oneself, of others, and of the required frustrations of everyday life. This new philosophy of life has, of course, a practical sidea concrete E, if you wish. In the previous example, E would translate into a rational statement such as this Id like to have gotten the job, but there is no reason I have to get what I want. It is unfortunate that I did not get the job, but it is not terrible.According to REBT theory, the ultimate desired result is that the person experiences a healthy negative emotion, in this case, disappointment and sadness, rather than depression.Group members learn to separate their rational (or functional) beliefs from their irrational (or dysfunctional) beliefs and to understand the origins of their emotional disturbances as well as those of other membe rs. Participants are taught the many ways in which they can (1) free themselves of their irrational life philosophy so that they can function more effectively as an individual and as a relational being and (2) learn more appropriate ways of responding so that they wont needlessly feel disturbed about the realities of living. The group members help and support one another in these learning endeavors. The Therapeutic ProcessGOALS OF A REBT GROUPThe basic goal of REBT is to help clients replace rigid demands with exible preferences. According to Ellis (2001b 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to seehow these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapists task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group members with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives.To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions that they can mi nimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the specic methods and techniques employed, as you will see in the discussion that follows. Role and Functions of the counselingThe therapeutic activities of an REBT group are carried out with a central purpose to help participants internalize a rational philosophy of life, just as they internalized a set of dogmatic and perfect beliefs derived from their sociocultural environment and from their own invention. In working toward this ultimate aim, the group leader has several specic functions and tasks. The rst task is to show group members how they have largely created their own emotional and behavioral disturbances. The leader helps group members to identify and challenge the irrational beliefs they originally unquestioningly accepted, demonstrates how they are continuing toindoctrinate themselves with these beliefs, and teaches them how to modify their thinking by developing rational alternative beliefs. It is the group leaders task to teach members how to stop the vicious pot of the self-blaming and other-blaming process. REBT assumes that peoples irrational beliefs are so deeply ingrained that they will not change easily. Thus, to bring about a signicant cognitive change, leaders employ a variety of active cognitive and emotive techniques (Ellis, 1996, 2001b Ellis Dryden, 2007).REBT group practitioners favor interventions such as questioning, confronting, negotiating homework assignments, and helping members experiment with new ways of thinking, feeling, and doing. REBT group leaders are active in teaching the theoretical model, proposing methods of coping, and tea ching members strategies for interrogation hypotheses and solutions. REBT group leaders assume the role of a psychological educator, and they tend to avoid relating too intimately to their members and thus avoid having them increase their dependency tendencies. They provide unconditional acceptance rather than warmth and approval (Dryden, 2009b). However, REBT group practitioners demonstrate respect for the members of their groups and also tend to be collaborative, encouraging, supportive, and mentoring. REBT practitioners employ a directive role in encouraging members to commit themselves to practicing in everyday situations what they are learning in the group sessions.They view what goes on during the group as important, but they realize that the hard work between sessions and after therapy is alter is even more crucial. The group context provides members with tools they can use to become self-reliant and to accept themselves unconditionally as they encounter new problems in da ily living.Application Therapeutic Techniques and ProceduresEllis originally developed REBT to turn up to make psychotherapy shorter and more efcient than most other systems of therapy hence, it is intrinsically a brief therapy. As apply to groups, REBT mainly employs interventions that teach group members how to tackle practical problems of living in a brief and efcient way (Ellis, 2001b). From the origin of the approach, REBT has utilized a wide range of cognitive, emotive, and behavioral methods with most clients. Like other cognitive behavioral therapies, REBT blends techniques to change clients patterns of thinking, feeling, and acting.Itis an integrative therapy, selectively adapting various methods that are also used in existential, humanistic, phenomenologically orient therapeutic approaches, but the emphasis is on the cognitive and behavioral dimensions (Ellis, 2001b). REBT focuses on speci c techniques for changing a clients self-defeating thoughts in concrete situation s. In addition to modifying beliefs, this approach helps group members see how their beliefs inuence what they feel and what they do thus, there is also a concern for changing feelings and behaviors that ow from rigid and extreme beliefs. This model aims to minimize symptoms by bringing about a profound change in philosophy. REBT practitioners are exible and creative in their use of methods and tailor their techniques to the unique needs of group members (Dryden, 2007)ReferencesA. Internet-Basedhttp//www.allaboutcounseling.com/counseling_approaches.htmhttp//www.ehow.com/list_7162754_psychological-counseling-techniques.htmlixzz2cmnFA0bd http//www.ukessays.com/essays/psychology/psychoanalytic-theory-theories-of-counseling-and psychotherapy-psychology-essay.phpixzz2cmqlANAb http//www.minddisorders.com/Ob-Ps/Person-centered-therapy.htmlbixzz2dzABrENSB. BooksCorey, G. (2012). Counseling and Psychotherapy Theory and Practice Second Edition. Cengage Learning, Philippines.