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Person Centered Philosophy Reflection

Share this: Facebook Twitter Reddit LinkedIn WhatsApp When I began this program almost three years ago, I struggled with identifying a theoretical framework that matched my understanding and idea of a therapy framework that I believed would be the most beneficial for my patients/clients. In addition, what approach matched my philosophy in my daily life and what I believed would work for me personally and professionally. After exploration of the many theoretical therapy foundations, I found Person-Centered theory to fit my life philosophy. I choose this framework due to the emphasis and importance that it puts on relationships, trust, empathy, warmth and being in the present and in tune with one’s own feelings and explorations of these feelings. Additionally, providing a safe place to feel comfortable and at peace to be able to allow one’s self to reflect on the many feelings and emotions that we experience and that changes from minute to minute, day to day and year to year. Therefore, this is the theory that I base my therapy and supervision upon. This semester Person-Centered supervision guided my meetings/sessions with my graduate students. Initially, the most important factor to me was establishing trusting and comfortable relationships with my supervisee’s. This was important because if my supervisee’s did not find me as a trusting and reliable supervisor they would not have brought the many difficult problems/issues they were experiencing with their clients/patients and the many struggles and doubts they were experiencing in their own personal lives. I knew I established these bonds when I had many of my supervisee’s in my office that disclosed many personal and intimate details in their personal lives that they felt was affecting them in their sessions with their clients. For example, I had a supervisee disclose that her mother was raped while in college and contracted an incurable sexually transmitted disease where this particular supervisee had a difficult time dealing with it within a group where woman disclosed sexual trauma at their practicum site. I also had a supervisee report that she felt that she was a member of the group versus a co-facilitator because she had been a victim of domestic violence and sexual trauma and she was amongst women like herself. Having established this trusting relationship and a safe environment allowed my supervisee’s to feel comfortable and be honest to share these experiences that evoked many different and uncomfortable emotions. This allowed me as a Supervisor to provide empathy, understanding and warmth and use this time for them to explore and address these feelings and connect it to how it relates to their work with a particular population which is all congruent with the person-centered approach. In addition, this allowed me to use a teaching tool on professionalism and how to handle it, when in a situation and how to handle it appropriately and in a professional manner. I also was able to recommend my supervisee’s to seek out personal counseling and the importance of self-care. I was able to utilize self-disclosure on my own personal experience with self-care and its importance not only for us but also to the profession. I was able to establish great relationships with each one of my supervisee’s but I must be honest that I struggled with doubts on how receptive the graduate students would be of me being, an African-American female and using a cane. I was not insecure about my competence but more so my appearance based on the majority of the students in our graduate program being Caucasian students and use to being advised or instructed by other Caucasians. I believe this allowed for a great experience and exposure to a different culture and perspective for most of my supervisee’s. Once again because of the established relationship and safe space they were able to feel comfortable addressing many challenging issues about race, sex, culture, lifestyle and differences in general. The differences of race and culture in the supervisory relationship allowed for a learning experience to occur organically and may have changed some of my supervisee’s stereotypical beliefs of African-Americans, more specifically African-American women. I often found myself asking myself after a meeting with my supervisee’s was that a therapy session and/or supervision and if there is a clear difference between the two. Although I understand that supervision goals can and may be different than therapy goals. The function of supervision is to “assess the learning needs; change, shape, and support the behaviors of the supervisee; and evaluate the performance” (Bernard

ARH 2000 University of Nairobi Art and Society Political Ideologies Discussion

ARH 2000 University of Nairobi Art and Society Political Ideologies Discussion.

Images, just like words, are powerful and can bear witness to societal, political and historical issues. Explore this topic in an essay assignment which has you look at artists from the past and present. Download the instructions for a full description of the assignment.Download the instructions HERE.Submit your assignment in Canvas here. It will be checked using Turnitin, an automated plagiarism detection service. Assignments are compared with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. Students are not required to include personal identifying information, such as name, in the body of the document. Do NOT submit work you have turned in for any other courses.
ARH 2000 University of Nairobi Art and Society Political Ideologies Discussion

AT Still University Anxiety Management Journal Reflection

essay help online free AT Still University Anxiety Management Journal Reflection.

Directions:Writing Journal Reflections (Days) You are required to complete 3 Journal Reflections as a part of this course. Each of the three journal reflections should have the following characteristics: Your Name, Journal # and Date are all on the same line and 1 inch from the top margin of the page with one inch left and right margins All journal submissions are approximately 1 full page single space using 12 inch font Times New RomanThe content of each of the 3 Journal Reflections matches the topics designated for each as indicated on the Course Outline below.Each Journal Reflection is submitted in Blackboard on date dueFailure to follow these directions will lead to receiving reduced grade or no credit for your submission. Purpose of Journal Reflection: Each journal entry should be used to reflect your thoughts, feelings, and ideas about the material you are reading in the text book and that we are discussing in class.However, please be sure that each of the 3 journal reflections submitted match the course content designated for that specific journal reflection.Your Course Outline provides due dates and a list of the topics/chapters that are to be considered for each of the three journal reflections due this semester. Use each of your 3 journal reflections to discuss what you have experienced, think, believe or have learned in class regarding that subject matter.You may tell how the concept has/is impacting your life, that of your family members, children, significant others, etc.Or you may find that you cannot relate the concept to your real life experiences to date and can therefore write about why you think that is occurring and or what you are understanding about the concepts from an academic perspective. As your work represents you, please be sure to use the Spell and Grammar checks on your computer as you may lose points for a pattern of misspellings, poor grammar and problematic sentence structures.To receive full points for each journal assigned, it is imperative that you carefully follow the directions included in this and any in class instructions about successfully completing the journal assignments. Please limit your Journal Reflections to approximately 1 full page and avoid going over this page limit as that to can result in reduced points for the assignment.
AT Still University Anxiety Management Journal Reflection

NSG 6101 South University Online Wk 10 Diabates Disease Final Project

NSG 6101 South University Online Wk 10 Diabates Disease Final Project.

Overview/Description:The final project for NSG6101 consists of the development of a novel research proposal specific to your role specialization. The project must include an intervention appropriate to nursing practice and consistent with your MSN role option. An alternative to the above includes the selection of a specialty organization to focus research proposals based on the priorities of that organization. Examples of these organizations could include (but are not limited to): Sigma Theta Tau International, American Nurses’ Foundation, Oncology Nursing Society, Association of Nurses in AIDS Care, American Psychiatric Nursing Association, American Association of Critical Care Nurses, National Association of Pediatric Nurse Associates and Practitioners, National League For Nursing, etc.Throughout this course you have been developing various sections of the research proposal. This week you will assemble the final proposal (addressing faculty feedback). This paper is to be developed in APA format/style using the required template and not to exceed 8-10 pages (excluding title page/references/appendices).Criteria: IntroductionBackground and Significance of ProblemStatement of the Problem and Purpose of the StudyLiterature ReviewSummary of the Evidence for the Proposed StudyResearch Question, Hypothesis, and Variables with Operational DefinitionsTheoretical FrameworkOverview and Guiding Propositions(s) Described in TheoryApplication of Theory to Your Study’s/Project’s FocusMethodologySample/Setting: Number and criteria for inclusion and description of place in which data will be collected.Sampling StrategyResearch Design: Type (e.g., Quasi-Experimental), description, and rationale for selection. Extraneous Variables (and plan for how controlled).Instruments: Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s).Description of the InterventionData Collection ProceduresData Analysis PlansDescribe plan for data analysis for demographic variables (descriptive statistical tests).Describe plan for data analysis of study variables (descriptive and inferential statistical tests).Ethical IssuesDescribe ethical considerations and your plan to protect human rights.Limitation of Proposed StudyImplications for PracticeReferencesAppendicesInformed Consent LetterProcedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).
NSG 6101 South University Online Wk 10 Diabates Disease Final Project

Florida College Speech Communities Discussion

Florida College Speech Communities Discussion.

this is the first one In Paul Roberts’ “Speech Communities”, he bridges the ways of how speech can differ from one group to another. When looking at speech in different countries and even states, you’ll notice the different dialects/ accents. Even if you are residing in the same state you’ll notice different slangs. For example, the way Pittsburgh and Philadelphia citizens talk is similar but different at the same time. With age comes the way people talk. When babies speak we look at it as gibberish but other babies seem to understand one another. The way parents talk to their children can also affect their speech. If the parent is constantly talking to them like they’re a baby then that person will grow up talking that way and vice versa. For social class, there’s a stereotype that details that people more on the rich side talk properly, while those on the poor side don’t. Those stereotypes aren’t necessarily true. Roberts’ means it differs on what role it plays. Depending on the environment there can be better opportunities for that person. Each community has its pros and cons even the extremely sophisticated wealthy ones. After reading Paul Roberts’ statements I completely agree and relate to what he said.this is the second oneSpeech communities come in many different shapes and sizes. Different people from different generations speak differently. If you look at a community with older age people you will find that their speech may be completely different from a community with younger age people. Over the course of many generations, how people speak has evolved. The difference in age is not the only way speech communities form. You can go to any major city in the US and you will see many examples of speech communities. Neighborhoods that house people from a different country of origin may not speak English as their first language. They will most likely speak their native language or the language that is mostly used around them. Now within that community, the factor of age once again plays a role. Social class also plays a role. People who are in a higher social class may have a better education in contrast to people in the lower social class that may be less educated. Things like slang and the overall vocabulary may be different. Now, if you look at the big picture. There are many ways a speech community can be broken up into smaller speech communities. Each community has its own variation of age, country of origin, and social class. Regarding Roberts’ provocative question, I am not sure what he means by that. In my opinion, all speech communities are the same. The communities develop their own speaking style that helps communicate with each other. There is no “best” speech community, as long as the people within the community are able to community clearly and effectively then I do not see a problem.
Florida College Speech Communities Discussion