Reflective Essay – 6th June 2012 My journey to become a Counselling Psychologist began in 2008 when as a Life Coach; I had a self referral who suffered from anxiety over his forthcoming exams in his second year at university. I started collaboratively setting goals to manage his workload and set timetable into manageable chunks through asking him challenging questions so that e can start to think for himself. He had plenty of resources namely his family‚ time‚ books but he just would not settle
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learning process • Language learner • Acquisition versus learning 6 2 Theories of Language Learning • Behaviourism • Cognitivism • Social Constructivism • Humanism 6 3 Second Language Learning Theories (I) • Krashen’s Monitor Model • acquisition-learning hypothesis • monitor hypothesis • natural order hypothesis • input hypothesis • affective filter hypothesis • Implications for teaching Second Language Learning Theories (II) • Universal Grammar • Why a Universal
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The Differences Between Coaching & Mentoring It’s understandable that you might think mentoring and coaching are similar or even the same thing. But they’re not. Both warrant consideration in the workplace. Here are five differentiators that we think are important. Differentiator #1: Coaching is task oriented. The focus is on concrete issues‚ such as managing more effectively‚ speaking more articulately‚ and learning how to think strategically. This requires a content expert (coach) who is
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5DCM Aim Identify to stakeholders how coaching and mentoring (C&M) makes a valuable contribution to the management of talent. Objective To investigate both methods and present them to the senior management. To investigate and identify the pros and cons of line manager involvement in C&M. Present to stakeholders the various methods to identify and support an individual’s C&M needs. Background Henley Cross is a rehabilitation unit based in Henley‚ Oxfordshire which
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obstacles to effective coaching such as power‚ self-image‚ knowledge‚ and problem-solving (Porter-O’Grady & Malloch‚ 2015). The nurse leader can use different strategies to convert work into innovative effort. Coaching consists of a nurse leader using leadership skills to coach a staff member in visioning a new or different possibility in the workplace (CCN‚ 2015). Coaching is a continuous process which brings equality to both sides. For nurse leaders to be successful in coaching staff‚ they must reflect
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styles of coaching‚ or leadership‚ that exist can have either a positive‚ or negative approach‚ but both forms can have drastically different effects on a performer. As introduced by Craig Stewart in‚ "Female Athletes’ Rankings of Coaching Behavior: A Longitudinal Report"‚ he explains how‚ “...negative climates resulted in higher player anxiety and performance-related worry which reduced athletes’ abilities to stay focused on learning‚ and reduced their self-confidence.” Pessimistic coaching
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My original purpose for beginning this education was to achieve a master’s degree. I had no thought process put into the idea except simply achieving the degree. As time progressed into my first semester my competitive nature kicked into gear. I did not just want to achieve a degree and slide by the next two years I wanted to excel. I had found my drive again and I wanted to soak up everything I possibly could about technology. A considerable amount of time and effort needed to be put forth
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PRACTICE IN WORKPLACE COACHING UNDERSTANDING THE CONTEXT FOR EFFECTIVE WORKPLACE COACHING • 1.1 Describe and define the purpose of workplace coaching Coaching as defined by the International Coach Federation (ICF) is: … an ongoing partnership that helps clients produce fulfilling results in their personal and professional lives. Through the process of coaching‚ clients deepen their learning‚ improve their performance and enhance their quality of life …… Coaching is the art of facilitating
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relation to reflective practice (Dewey‚ 1938; Kolb‚ 1984; Schön‚ 1981; Pollard 2008; Moon 1999). From this it could be argued that reflective practice in its simplest terms is looking back on a situation either at the time or a later date to critically analyse that event in terms of what went well‚ what can be improved and the overall outcome of that situation. Teachers have become comfortable with the idea of reflective practice through Donald Schon’s (1983) compositions about reflective practitioners
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a reflection on an incident that occurred during a shift on the labour ward. I have chosen Gibbs model of reflection (1988) to guide my reflective process. (Gibbs 1998) (Appendix I). Gibbs model (1998) goes through six important points to aid the reflective process‚ including description of incident‚ feelings‚ evaluation‚ analysis‚ conclusion and finally action plan. The advantage of Gibbs’s six-stage model is that it allows you to learn from experiences and make changes for your future practice.
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