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  • Three Core Theories of CounsellingEssay Sample

    There are three conditions believed to help achieve this environment, particularly in the therapy room. By offering a safe, comforting environment, the moving to america essay is able to understand the past experiences that have impacted the way they feel about themselves or their abilities, and take the steps to positive change. The person-centred approach can also help the client to:. Generally, person-centred counselling can help individuals of all ages, with a range of personal issues.

    Many people find it an appealing trip to nuwara eliya essay of therapy because it allows them to keep control over the content and pace of sessions, and there is no worry that they are being evaluated or assessed in any way.

    The non-direct style of person-centred counselling is thought to be more beneficial to those who have a strong urge to explore themselves and their feelings, and for those who want to address specific psychological habits or patterns of thinking.

    The approach is said to be particularly effective in helping individuals to overcome specific problems such as depressionanxietystress and griefor other mental health concerns. These issues can have significant impact on self-esteem, self-reliance and self-awareness, and person-centred therapy can help people to reconnect with their inner self in order to transcend any limitations.

    While person-centred counselling was originally developed as an approach to psychotherapy, it is often transferred to other areas where people are required to build strong relationships, such as teaching, childcare and patient care. This approach is not limited to qualified counsellors, many people will use the approach in some form to help guide them through day to day work and relationships.

    The person-centred approach moves away from this idea, and instead trusts that we have an innate tendency to find fulfilment in our own personal potentials self-actualisation.

    By facilitating this, the approach helps the client to recognise their own capacity for not only self-healing, but personal growth too. Another key factor in this theory is the notion of self-concept. However, there are some who would disagree with the full importance of the working essay to apply master.

    Practitioners using cognitive and behavioural approaches tend to see the therapeutic alliance as simply a means to an end. They feel that it is wrong to overstress the relationship since it obscures the ultimate goal of helping a client manage a problem better. They do accept that such a goal cannot be achieved if the relationship is poor, but feel that an over-emphasized relationship can be a distraction from the real work to be done Egan, Albert Ellis proposes that recently there has been a one-sided emphasis on relationship as the crucial element in therapy.

    He states that while a good therapeutic relationship is usually important to help people feel better, good theory and technique are actually more important to help them get better. However, Barbara Berzon listed eight features of helping which reflect the characteristics of helping most valued by those who have been helped. The basic features of effective helping relationships can be summarized as follows; when there is increased awareness and self understanding on the part of the client, in particular, about the ways others see them; when essay to apply master realize how similar they are to others, contradicting their original reason perhaps for seeking therapy, that is, feeling out of touch with others; the extent to which the client feels understood, accepted and reacted to genuinely by the therapist; being made aware how others perceive them; being encouraged to self-disclose, to be assertive and to be immediate in their reactions; feeling a sense of open communication even when the counsellor is being confrontative; when the client senses the warmth and genuineness of the counsellor being himself and not simply functioning in the role of a helper; when the client feels he can divulge his inner thoughts and feelings in a safe and neutral environment.

    These eight characteristics of a counselling relationship that clients believe have benefited them therapeutically all have their source in the working alliance and stem from the high level of energy and commitment that the therapist brings to the custom term projects. Although I have yet to work with clients, I do find I can agree with the above list simply from my own experience as a client in a counselling situation.

    In particular, the warmth and openness of communication that my counsellor has brought to our relationship has encouraged me in an area of great difficulty - that of self-disclosure and owning my feelings. In conclusion, however, we can say that the relationship is the therapy since the therapist provides the client with a secure base from which to explore himself and his relationships.

    The client needs to see the manner in which he is perceiving and using the therapeutic relationship which helps him understand how he handles himself in relationships with others. Such understandings encourage the client to cognitively link past relationship experiences with current behaviours and emotions while realizing how his current perceptions of interaction with others can influence the conduct of present close relationships.

    This in turn can help him build new mental models so that he can come to handle himself more competently within relationships. According to Henry and Strupp 71, c. Howe. Clarkson, P. The Therapeutic Relationship. London: Whurr Publishers Ltd.

    Good to great essay

    Login Join. Open Document. They are also called drives. There are two major types of instincts 1. Life instincts: it forces to libido. Seeking pleasure behaviour, satisfying the basic needs e. Cognitive-behavioural therapy is widely short-term and concentrates on enabling clients to deal with very particular problems. Essay counselling weeks essay six months sessions of course depending upon the problem it is pacifically good to great essay directed and essay theory weight upon self-help as a long term moving to america essay tool that theory client can take away with them and successfully use.

    Cognitive-behavioural therapy believes that clients can learn the wrong ways of developing and making sense of information during their cognitive development. According to Dryden,p. It is said that in order for cognitive-behavioural therapy to low effective, the client needs to be ready and willing to devote time and effort analysing theory thoughts and feelings. This treatment is a brief course. Person-centred theory observes that because the clients had not been given the opportunity to experience the right counselling during development to be able to self-actualise, cat clients problem branch from this.

    The person-centred counsellor endeavours to recreate these core conditions within a safe counselling relationship.

    Trip to nuwara eliya essay

    This type of therapy usually lasts for a few years. It draws attention to the unconscious essay seeks to advance the clients conscious theories over their lives.These encounters have been truly unique experiences that have made me an even more distinct individual, and writing about them has taught me a great deal about myself while simultaneously helping me grow as a writer.

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    Importance of Counselling Skills - Words - Essay Example

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    CONVIVE CON EL ARTE es  conjunto de actividades didácticas de apoyo al alumno para un aprendizaje mas singnificativo de su materia de Artes dependiendo cualquiera de las opciones que esté tomando y aplicando el Nuevo Modelo Educativo que a partir de 2018 se ha implementado por la SEP donde quedan perfectamente establecidos cuáles son los Fines de la Educación y el Perfil de Egreso del estudiante de educación básica y de manera muy puntual los Aprendizajes Clave que se persiguen.
Están diseñadas de manera que se va obteniendo un desarrollo gradual  en su contenido teórico y práctico.
La materia de ARTES en este Nuevo Modelo Educativo está en el Área de Desarrollo Personal y Social que contribuyen a que los estudiantes logren una formación integral de manera conjunta con los Campos de Formación Académica y los Ámbitos de Autonomía Curricular. En estos espacios curriculares se concentran los aprendizajes clave relacionados con aspectos artísticos, motrices y socioemocionales.
Estas áreas son de observancia nacional, se cursan durante toda la educación básica y se organiza en Artes, Educación Física, Educación Socioemocional (preescolar y primaria) y Tutoría y Educación Socioemocional (secundaria).
Cada área aporta a la formación de los estudiantes conocimientos, habilidades, valores y actitudes enfocados en el desarrollo personal, sin perder de vista que estos aprendizajes adquieren valor en contextos sociales y de convivencia.
Por medio del arte, los estudiantes aprenden otras formas de comunicarse, a expresarse de manera original, única e intencional mediante el uso del cuerpo, los movimientos, el espacio, el tiempo, los sonidos, las formas y el color; y desarrollan un pensamiento artístico que les permite integrar la sensibilidad estética con otras habilidades complejas de pensamiento.
La Educación Física dinamiza corporalmente a los alumnos a partir de actividades que desarrollan su corporeidad, motricidad y creatividad. En esta área, los estudiantes ponen a prueba sus capacidades, habilidades y destrezas motrices mediante el juego motor, la iniciación deportiva y el deporte educativo. Este espacio también es un promotor de estilos de vida activos y saludables asociados con el conocimiento y cuidado del cuerpo y la práctica de la actividad física.
En Educación Socioemocional y Tutoría, los estudiantes desarrollan habilidades, comportamientos, actitudes y rasgos de la personalidad que les permiten aprender a conocerse y comprenderse a sí mismos, cultivar la atención, tener sentido de autoeficacia y confianza en sus capacidades, entender y regular sus emociones, establecer y alcanzar metas positivas, tomar decisiones responsables, mostrar empatía hacia los demás, establecer y mantener relaciones interpersonales armónicas y desarrollar sentido de comunidad.
El desarrollo personal y social es un proceso gradual en el que el estudiante explora, identifica y reflexiona sobre sí mismo; toma conciencia de sus responsabilidades, así como de sus capacidades, habilidades, destrezas, necesidades, gustos, intereses y expectativas para desarrollar su identidad personal y colectiva.
En estos espacios se pone especial atención en promover relaciones de convivencia que fortalezcan el autoconocimiento para comprender el entorno en el que se desenvuelven, interactuar con empatía en grupos heterogéneos, resolver conflictos de manera asertiva y establecer vínculos positivos con el mundo. De esta manera, se pretende que los estudiantes sean capaces de afrontar los retos que plantea la sociedad actual, desarrollen un sentido de pertenencia a diversos grupos y valoren la diversidad cultural.
Por ello, desde la escuela es necesario impulsar ambientes de colaboración y generar situaciones de aprendizaje en las que los estudiantes valoren la importancia de trabajar en equipo, compartir sus ideas y respetar diferentes puntos de vista. En las Áreas de Desarrollo Personal y Social se evita asignar calificaciones numéricas y se utilizan los criterios suficiente, satisfactorio o sobresaliente para evaluar los logros. Por ello, se promueve una dinámica flexible que permite el trabajo guiado y libre de prejuicios, comparaciones y competencias. En su lugar, se busca favorecer el compañerismo; el reconocimiento personal y el apoyo, así como la colaboración y la confianza para expresar emociones, creaciones, ideas y sentimientos sin el deseo de alcanzar un estereotipo.
En este sentido, el docente asume una función de acompañante en el proceso de descubrimiento, exploración y desarrollo de las posibilidades de sus estudiantes, promueve situaciones de aprendizaje que afrontan de diversas maneras, sin limitarse a esquemas o metodologías rígidas.

Los programas de Artes en educación básica buscan que los estudiantes tengan un acercamiento a las artes visuales, la danza, la música y el teatro, a través de la experiencia. Para ello, en secundaria los estudiantes profundizarán en el aprendizaje de una de las artes, y a partir de sus intereses y de un conjunto de ideas detonadoras, se desarrollarán proyectos artísticos individuales o colectivos.

Para su estudio, el área de Artes se organiza en cuatro ejes que hacen posible, desde la didáctica, dosificar los tipos de experiencia que se propone a los estudiantes:

1. Práctica artística
2. Elementos básicos de las artes
3. Apreciación estética y creatividad
4. Artes y entorno

Estos ejes se despliegan en temas que, en su conjunto, suscitan el desarrollo del pensamiento artístico y promueven aprendizajes conceptuales, procedimentales y actitudinales, con el fin de que los estudiantes reconozcan y exploren las particularidades de las artes, sus elementos básicos, sus procesos de producción y su relación con la cultura y la sociedad.

Cada eje se organiza en temas, como se muestra en el siguiente esquema:

Práctica artística

La práctica artística, como cualquier otra actividad profesional, requiere del desarrollo de una serie de habilidades que permitan su mejor ejecución. La importancia del eje radica en mostrar que estas prácticas no solo se relacionan con la técnica que el artista utiliza, sino también con ideas y métodos de trabajo. Al hacer visibles estos procesos, el estudiante comprende y pone a prueba estructuras particulares del quehacer artístico. Partiendo de su experiencia personal y sus conocimientos, experimenta y desarrolla habilidades cognitivas y motrices a partir de la producción de proyectos artísticos basados en la investigación, conceptualización, construcción, presentación, reflexión y realimentación.

Los temas que aborda el eje, considerando los procesos que intervienen en la práctica artística, son: “Proyecto artístico”, “Presentación” y “Reflexión”.

Elementos básicos de las artes

Las artes son manifestaciones humanas que, a partir de las necesidades primigenias de expresión, organizan de manera única e intencional elementos materiales e inmateriales básicos e inherentes a la vida, para mostrar cualitativamente el mundo. Los elementos básicos de las artes son: el sonido, la forma, el color, el movimiento, el cuerpo, el espacio y el tiempo. A su vez, estos se agrupan en tres temas: “Cuerpo-espacio-tiempo”; “Movimiento-sonido” y “Forma-color”. Su exploración se inicia en lo cotidiano y se va complejizando en cada ciclo formativo, de tal manera que el estudiante pueda usarlos para expresarse, elaborar y analizar obras de arte.

Apreciación estética y creatividad

Para consolidar y ejercitar una forma “artística” de pensar es necesario contar con un espacio que permita la activación de procesos metacognitivos, y desarrollar el pensamiento artístico que a su vez se caracteriza por formular ideas con una perspectiva estética que implica la percepción, exploración y codificación del mundo por medio del sistema sensorial (parte del sistema nervioso, encargada de procesar la información que entra al cuerpo humano por medio de los sentidos).

El pensamiento artístico conecta los procesos mentales con las emociones y sentimientos, para favorecer la indagación en sí mismo, en las relaciones con los integrantes del colectivo artístico, en los proyectos artísticos y en las distintas perspectivas estéticas del entorno. Además potencializa la imaginación y la creatividad mediante ejercicios que permiten generar expresiones propias, recrear obras artísticas partiendo de la sensibilidad personal, e imaginar y poner en práctica soluciones a problemáticas de la vida cotidiana. Este eje se divide en dos temas que agrupan elementos constitutivos del pensamiento artístico: “Sensibilidad y percepción estética” e “Imaginación y creatividad”.

Artes y entorno

Este eje pone énfasis en la contextualización de las artes como patrimonio cultural.

Las manifestaciones artísticas posibilitan identificar cómo es o fue una sociedad en un determinado tiempo y espacio —sus intereses, valores y formas de entender el mundo—, lo que permite el desarrollo de actitudes de respeto y valoración del patrimonio y de la diversidad cultural. Este acercamiento a las artes abona argumentos para alejarse de la idea de que el arte es una expresión exclusiva de unos cuantos privilegiados y que se encuentra desvinculado de procesos sociales.

Se abordan dos temas en este eje: “Diversidad artística y cultural”, que permite explorar las diversas formas de articulación del arte con el ámbito cultural y social, y reconocer que las artes generan múltiples formas creativas y cualitativas de entender y expresar el mundo; y “Patrimonio y derechos culturales”, que permite a los estudiantes explorar su patrimonio cultural inmediato y reconocer el acceso a las artes como un derecho que debe ser ejercido y garantizado con base en lo señalado en el artículo 4º de la Constitución Política de los Estados Unidos Mexicanos, y en el artículo 31 de la Convención sobre los Derechos del Niño.

El estudiante durante el curso utiliza su "CUADERNO ELECTRÓNICO DE ACTIVIDADES" que es al mismo tiempo su cuaderno de apuntes, guía de examen y texto de consulta para proyectos.  Éste, está disponible en la red en 

en donde tiene a su alcance los contenidos de clase (textos, imágenes, audios y videos) desde cualquier dispositivo (smartphone, tablet, laptop, computadora de escritorio, pantallas inteligentes, etc.) inclusive sin necesidad de estar conectados a internet (una vez descargados los contenidos).

Dentro de esta aplicación el alumno también realiza actividades que refuerzan el conocimiento adquirido en clase y son evaluadas inmediatamente por lo que se lleva un registro de calificaciones de manera instantánea.

 

 

Approaches to counselling essays

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