The following notes are an aid to up-skilling and cross-skilling your counseling micro-skills, to complement your university studies or supervision training. They are not a replacement for your class/internship materials and instruction. Reference Beck, K., & Kulzer, J. (2018). Teaching counseling microskills to audiology students: Recommendations from
professional counseling educators. Seminars in Hearing, 39(1), 91-106. https://doi.org/10.1055/s-0037-1613709 Summ
Counseling micro-skills are required for you to deliver high quality counseling assignments, demonstrations, and future intervention. Often, the micro-skills for counseling are underestimated in value by the student reading and learning about them. But they are essential to develop trust and rapport with the client, and to maintain that therapeutic relationship.
TL;DR ~ click on the pic below...
Simulated clients are usually part of your university/supervised counseling tr
If you’ve begun your recovery journey, you’ve already resolved to live a happier, healthier life free from drugs and alcohol this year. But recovery takes more than resolve, or even a stay in a rehab facility. Hospitals and treatment centers give people a place to get substances out of their systems and learn coping strategies in a safe, stress-free environment. Returning to the wider world is a necessary step in the recovery process, though, and potential relapse triggers ca
Stage 1: My Goals for the next 6-18 months My goal is to continue ongoing professional development following this subject with activities that will enhance my capacity as an educator, mentor and researcher in the field of adult education. My teaching and learning environment is predominantly online and my professional practice approach will continue to draw predominantly on constructivist learning and teaching principles. To achieve continual improvement of professional pract
Whilst studying Assessment Evaluation and Learning ( EDU5713) at USQ, I learnt to appreciate more, the planning required for the evaluation of student work. This required my becoming familiar with principles, theoretical frameworks and best practices (at the time) to construct a quality assessment. I also learn how to differentiate between assessment and evaluations, measurement and testing and different ways of reporting a student's outcomes. It was also very instructive as
For those of you who'd like 'the gist' of what Psych n Stats is about~ I made a theme cloud: psychology, research, reflective scholarship and writing. Lacking in statistics! I will amend this in future posts.
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Razdan , A. (2003). What’s love got to do with it? Are arranged marriages healthier than romantic attraction? http://www.utne.com/2003-05-01/whats-love-got-to-do-with-it.aspx The focus of Razdan’s article is to discuss the way in which socio-cultural backgrounds can affect how a person feels about love and marriage. Her purpose was to analyse whether arranged marriages are better than non-arranged marriages. The thesis for the article was: Love cannot be analysed. This paper
I have been very fortunate to have Char as my tutor while in my last year of a online bachelor of nursing degree. I struggled with writing assignments and Char was very quick to discover what the issues were and provided great tutoring and strategies that helped enormously. I wished I had discovered Char a lot sooner. Char is also extremely flexible and very quick at responding to any questions or concerns. ~ TB Qld
The pressure on educators to be accountable for the learning outcomes of students is a key issue in current literature on authentic assessment. The following paper will critique the rubric for an authentic assessment developed by Hanlonen and colleagues (2003) for use with first year psychology students taking the subject, The History of Psychology. A convenience sample of post-graduate and undergraduate students (n= 5) who are or have taken at least one semester of psycholog