Person-Centered and Behavior Therapy: A Comparison Claudia Y Guerra Theories of Psychotherapy EDFR 6300 October 7‚ 2014 Instructor: Dr. Olivia Rivas Abstract This paper aims at describing the development of both person-centered and behavior therapy by illustrating a brief review of its history. Additionally‚ this paper aims at illustrating what constitute both person-centered and behavioral therapy. This author will explain the specific theories on personality for both person-centered
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What are the Roles‚ Responsibilities and Relationships for teaching in the Lifelong Learning Sector? The definition of being a teacher is of wide scope‚ in that there are a number of different ways to describe the profession. Teaching is of variety of both craft and intellectual endeavour. In order to be a successful teacher there is a requirement of not just understanding of current educational theories but also an awareness of how these particular theories aid and shape the work we do with our
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How do we become human? We can become human only‚ if we relate. There are many possibilities of relating (show a connection and formal relationship). And if we analyze the many different wants‚ we will find a number of dimensions or value centers‚ which are necessary in the process of becoming human. These interconnected dimensions can be called Anthropological constants‚ and they are listed as follows: 1) Relating with one’s body‚ nature and the cosmos- we have to care for ourselves and it includes
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Jazz pedagogy is not a required field of study for music education majors in the state of California and many other states. Many new music teachers‚ employed as band directors in secondary schools‚ often find themselves directing a jazz ensemble with little or no personal experience in playing or improvising jazz. Jazz is one of the most important musics taught in public middle and high schools (Kelly‚ 2013). There are several studies (Mantie‚ 2009‚ Milkowski‚ 2001‚ Wetzel‚ 2007)‚ which show that
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Open Journal of Political Science 2012. Vol.2‚ No.1‚ 1-8 Published Online April 2012 in SciRes (http://www.SciRP.org/journal/ojps) http://dx.doi.org/10.4236/ojps.2012.21001 Why Study Problematizations? Making Politics Visible Carol Bacchi University of Adelaide‚ Adelaide‚ Australia Email: carol.bacchi@adelaide.edu.au Received October 27th‚ 2011; revised December 8th‚ 2011; accepted January 2nd‚ 2012 This paper introduces the theoretical concept‚ problematization‚ as it is developed
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Overview Philosophy means "love of wisdom." It is made up of two Greek words‚ philo‚ meaning love‚ and sophos‚ meaning wisdom. Philosophy helps teachers to reflect on key issues and concepts in education‚ usually through such questions as: What is being educated? What is the good life? What is knowledge? What is the nature of learning? And What is teaching? Philosophers think about the meaning of things and interpretation of that meaning. Even simple statements‚ such as "What should be learned? Or
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I: The Cognitive Domain Boyer‚ E. (1983). High school. New York: Harper and Row. Bruder‚ I. (1993). What ’s new in textbooks? Electronic Learning‚ 13(1)‚ 14. Bruss‚ N. & Macedo‚ D. (1985). Toward a pedagogy of the question: Conversations with Paulo Freire Burkhalter‚ N. (1993‚ November). How persuasive writing aids critical
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There are many different educational philosophies that have developed over the years. Some of these philosophies are teacher-centered and some are student-centered‚ but they all have the same goal‚ and the goal is to provide students with the best education possible. The following is a list of educational philosophies and their basic ideas. 1.Perennialism- is a teacher centered philosophy that focuses on the values associated with reason. It considers knowledge as enduring‚ seeks everlasting
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research/classroom-action-research-1.html. Drew‚ C. J.‚ Hardman‚ M. L.‚ & Hosp‚ J. L. (2011). Designing and conducting research in education Explorable. (2009). Research population. Retrieved from https://explorable.com/research- population. Freire‚ P. (1970). Pedagogy of the oppressed. (M. B. Ramos‚ Trans.). New York‚ NY: Herder & Herder. Golafshani‚ N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report‚ 8(4)‚ 597-607 Joppe‚ M. (2000). The research
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Each class will meet three times a week for an hour each time‚ and a fourth time for two hours on a block period. During the short classes‚ a lecture format will exist. In contrast to Paulo Freire‚ I believe that students can learn a great deal from the banking concept. But‚ I do agree with him that it should not be the only method of teaching. Therefore‚ the block periods will be filled with more problem posing education activities such as
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