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Observation Presentation

Transcript: By: Jasmine Bartell Schaie and Willis' Theory of Adult Cognitive Development ACQUISITIVE LEGACY CREATING RESPONSIBLE OLDEST- OLD MIDDLE AGE YOUNG OLD CHILDHOOD AND ADOLESCENCE ACHIEVING OLD- OLD YOUNG ADULTHOOD REORGANIZATIONAL EXECUTIVE REINTEGRATIVE OBSERVATION Established in 1972 Three sectors: Southwest Counseling Solutions, Southwest Housing Solutions, Southwest Economic Solutions Serve individuals of lower incomes in Southwest Detroit Programs for all ages Cubicle-like desks Artwork of students on walls Relaxed environment Classroom. Requirements Four students: 1 male, 3 females 1 African- American female (early 60s) 1 Caucasian female(early 50s) 1 Hispanic female (mid-20s) 1 Hispanic male (mid-20s) Students. Observation Schaie and Willis OBSERVATION Occurs throughout childhood and adolescence Piaget's Theory of Cognitive Development Goal: Obtain new information Acquisitive. Acquisitive (Schaie and Willis, 2012, p. 175) Applying the information gathered in situations where achieving long-term goals, such as career and family, is crucial The information is utilized to make decisions that have life-long consequences This stage is about having the mental ability to weigh the pros and cons of a plan that extends into the future Achieving. Achieving (Schaie, 2010; Schaie and Willis, 2012 Wong et al., 2015) Occurs in middle adulthood, but can be extended to the 80s. Responsible: caring about their impact on those around them. Ex: taking care of a spouse and family Executive: caring about how the decisions you make will affect the past, present, and future Ex: A CEO of a company making a decision that will not only have a positive impact now, but also in 10 years. Responsible and Executive Responsible & Executive (Schaie, 2010; Schaie and Willis, 2012 Wong et al., 2015) Occurs as one progresses to retirement The need to restructure comes as one learns to restructure their lives around activities other than work. Reorganization Reorgani-zational (Schaie, 2010; Schaie and Willis, 2012 Wong et al., 2015) Begins sometime past the age of 70. No longer a need to continue building a large knowledge base Focus shifts from the need of others to the current of future needs of oneself Reintegrative. Reintegrative (Schaie, 2010; Schaie and Willis, 2012 Wong et al., 2015) Occurs at the end of life Telling stories and giving away possessions Long-term memory and verbal skills Legacy Creating. Legacy Creating (Schaie, 2010; Schaie and Willis, 2012 Wong et al., 2015) Schaie and Willis noted that as long as each individual progresses through the sequential process of the development stages, then the age at which the occur is not of importance. They also recognized that various societal views, intellectual competence, and personal engaemnet can greatly effect the rate of which these stages occur. Theory in Action OBSERVATION (Schaie and Willis, 2012, p. 188). Schaie, K. W. (2010). Adult cognitive development from a lifespan developmental perspective. Star University Psychology Journal, 28, 021-035. Retrieved from Schaie, K. W., & Willis, S. L. (2012). A stage theory model of adult cognitive development revisited. In R. L. Rubenstein, M. Moss, & M. H. Kleban (Eds.), The many dimensions of aging (pp. 175-193). Wong, D. W., Hall, K. R., Justice, C. A., & Wong Hernandez, L. (2015). Early Adulthood (ages 26-35). Counseling individuals through the lifespan (pp. 23-43). Los Angeles, CA: Sage Sources OBSERVATION

Observation Presentation

Transcript: OBSERVATION AND INTERVIEW TECHNIQUES PRESENTATION The nature of Professional Relationship The nature of professıonal relationship There is no professional relationship between the therapist and the client. The therapist has difficulty in establishing and maintaining therapeutic relationship. There is no special interaction between the client and the therapist. The therapist prefers to use his relationship with the client in a more directive way based on the authority figure. The therapist invited the client inside without any physical contact. In the meantime, she created a warm encounter environment by smiling. Client Motivation Client (Sam) applies to therapy after his relationship with girlfriend ends, because he feels worthless and his socially troubled life. Establishing Goal Establishing common goals was not created together with the client in this interview. The therapist in first interview suggestion directly to the client that "Maybe a little help, if you go home pack up her stuff and just put it in the box." Self-awareness Self-awareness The therapist has little awareness of quickly recognizing her emotional reactions to the client. For this reason, when asking questions to the client, she is curious about, not therapeutic questions. "Does she seeing anyone?" "Do you have any idea why she's talking about that woman?" The Physical Settings The Physical Settings Room: The therapist's room was in a plain and organized place without any clutter. It is tidy and clean. The therapist uses her private table for note-taking functionality. Seating Arregement: Therapist preferring a face to face seating arrangement. When the therapist takes notes, there is enough distance between them so that the client cannot see. Taking Note: Before starting the session, the therapist prepares a paper on which the client will write the name and date and write down the notes. Professional and Ethical Issues PROFFESIonal AND ETHICAL ISSUES Self-presentatıon 1.Grooming and attire: There was no noticeable disturbance in the therapist's personal care and attire. 2.Presenting your credentials: The therapist did not verbally apply to provide any references about herself, but the title and name are in writing when entering the therapist's room. There is a library behind the therapist. This increases the therapist's expertise. Time The therapist takes care of the appointment time. Even if the client arrives early, the therapist will start the session on time. Informed Consent The therapist did not provide any informed consent forms to the client. Confidentiality Therapist did not say any information about confidentiality. The therapist should explain confidentiality in written or oral contact. The institution has a waiting room where more than one person can sit. But there is nobody. The therapist has not done anything to disclose the client's identity. Attending Behavior Attending Behavior Eye contact: The therapist uses eye contact throughout the session. Body language: Looking at body language, it seems that the therapist does not use it very effectively. In the second part, when she is uncomfortable and stretched, her body posture changes and it becomes obvious that she is being stressed. Also, no matter how much care the therapist may be, in some places, she cannot camouflage her feelings. Vocal qualities: Looking at the quality of the sound, the therapist lowers the tone in one place. After Sam said he hang out with Sidney, “How it to go?” Listening Response Listening Response Feeling validation: The therapist did not use any non-directive listening technique, she never used techniques such as summarization, clarification, or paraphrasing. The therapist often included directive listening responses. "Sam it is okay to be emotional" ınterpretatıon "I am sure it seems that way but I think you far too close the situation you have any build perspective." When the therapist did this, it created resistance and defense in the client because the timing was bad. Using Questions Using Questions Open question: “How did she convince you?" As we mentioned before the therapist asks specific questions, instead of using therapeutic questions. Close question: Therapist say “Is she seeing someone?” "Do you know what you're talking about that woman?" used closed question. Therapist asks these questions that will satisfy her own curiosity. Instead of asking this question, paraphrase what Sam (the client) said and ask "Why do you think you're curious?" could ask the question. comments COMMENTS "This weeks homework might seem extreme but it is a very typical practice when dealing with any kind of addiction" The therapist does not receive any feedback while assigning the homework to the client. "Can you do this homework? Is this homework too much for you?" It was necessary for the therapist to make these notifications while assigning the homework. The client is uncomfortable with the homework given by the therapist. He can see this assignment as a The

Observation presentation

Transcript: My Observation Seek, Serve and Follow Christ Any Questions? Thank you for listening! Bibliography Adams, J. (1993). Group work in the youth service. In K. N. Dwivedi (Ed.), Group work with children and adolescents. London: Jessica Kingsley Publishers. Bchroth, I. (2010). Education. In Using theory in youth and community work practice. Exeter: Learning Matters. Ingram, G., & Harris, J. (2001). Delivering good youth work. Dorset: Russell House Publishing. Jeffs, T., & Smith, M. K. (2010). Informal education: conversation, decotacy and learning. Nottingham: Education Heretics press. Rosseter, B. (1987). Youth Workers as Educators. In M. Smith, & T. Jeffs (Eds.), Youth Work. Basingstoke: Macmillan Education. Young, K. (1999). The Art of Youth Work . Russel House Publishing Ltd. Young, K. (1999). Youth worker as guide, philosopher and friend. In S. Banks (Ed.), Ethical issues in youth work. London: Routledge. MY overall Score What I Observed Aims : There was a clear structrure and wide range of activites. They not only learnt about their spiritual develoment but also practical day to day skills. There was a good use of informal education. Relationships ‘The relationship is everything because personal growth, development, learning about values are human tasks that can only be done with in a relationship.’ (Young, 1999, p. 61) ‘To fully engage in conversation we have to be with that person rather than seeking to act upon them.’ (Jeffs & Smith, 2010, p. 31) ‘Youth work is inherently always an educational activity, based on dialogue and conversation.’ (Bchroth, 2010, p. 62) ‘ The role of the youth worker is to meet young people’s needs by offering them learning experiences that are: •Fun •Appropriate to their age, back ground, skills and experience •Relevant to their development’ (Ingram & Harris, 2001, p. 25) What does the Theory say? (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr What does the Theory say? What does the Theory say? It was a leader lead organisation. Young people did have some input into the program Older girls got to run some sessions for the Other Girls Budapest (cc) photo by jimmyharris on Flickr Wide range of activities Duke of Edinburgh Award The leaders bring in visitors, to show young poeple other experiences they could be invloed with. What I Observed It is an all Girls club. The Girls wore uniforms. I found there was a lot less gender stereotyping My score MY Visit Place your own picture behind this frame! My score (cc) photo by Metro Centric on Flickr New experienses Young poeple relaxed around leaders " The leaders are always there to talk to and they real care if you have an issue" These relationships had been build up over a long time. What I Observed What we shall be looking at today. Participation My score Stockholm What I Observed (cc) photo by Metro Centric on Flickr Education My score Participation Relationships (cc) photo by jimmyharris on Flickr San Francisco Group work Building the Girls confidence Informal Education (cc) photo by Metro Centric on Flickr What does the Theory say? (cc) photo by Franco Folini on Flickr What did I learn? ‘Participation through voluntary relationship with young people in which young people are partners in the learning process and decision making structures which affect their own and other young people lives and environment. (NTB, 1991: 16)’ (Young, 1999, p. 17) ‘participation is more than young people simply taking part or having a say (HMSO 1960: 63) (Young, Youth worker as guide, philosopher and friend., 1999, p. 84) Equal Opportunties What does the Theory say? Learning Notes Equal Opporunties Where? Portadown Girls Brigade Who? 40 Girls from 8 to 18 When? Thurday evenings What? Double click to crop it if necessary ‘Youth work starts where the young people are, not from where we would like them to be.’ (Ingram & Harris, 2001, p. 18) New Experiences My score ‘so youth work provides opportunities in safe environments for young people to challenge and be challenged in order to learn about themselves, their relationship to their immediate community, their relationship to the world and the relationship to their God’ (Young, 1999, p. 61) 'Button and Pringle’s theory of needs Need for simulation Need of Challenge.' (Ingram & Harris, 2001, pp. 31, 32) What I Observed

Stars Template

Transcript: What Lies Beyond Our Universe? By: Derek Dermott Part of Orion What lies beyond our universe? Stars! Sure, everyone knows about stars, but do we really? I'm going to teach about three Astrisms and how the are important. I am also going to teach you a little about yourself. Introduction Intro Orion's Belt or the Belt of Orion, also known as the Three Kings or Three Sisters, is an asterism, a group of stars, usually having a popular name but is smaller than a constellation. Orion's Belt consists of the three bright stars Alnitak, Alnilam and Mintaka. Looking for Orion's Belt in the night sky is the easiest way to locate Orion in the sky. Source: Wikipedia Orion's Belt Orion's Belt The name of the asterism comes from a Greek hunter that was placed among the stars by Zues. Orion's Belt was placed in the sky to symbolize many gods and mythical figures across ancient civilizations from around the world. What Does It Mean? What Does It Mean? Picture The Big Dipper is one of the most easily recognizable asterisms in the night sky, found in the constellation Ursa Major, the Great Bear. The Big Dipper is well-known in many cultures and goes by many names, among them the Plough, the Great Wagon, Saptarishi, and the Saucepan. The stars that form the Big Dipper are the seven brightest stars in Ursa Major: Alioth, Dubhe, Merak, Alkaid, Phecda, Megrez, and Mizar. Big Dipper Big Dipper The Big Dipper is actually just part of a bigger constellation called Ursa Major, or the Great Bear. In Greek mythology, the god Zeus had fallen in love with the maiden Callisto, and got her pregnant. When the child was born, as revenge, Zeus' wife Hera turned Callisto into a bear. What Does It Mean? What Does It Mean? Picture Little Dipper The Little Dipper The asterism is often confused for the whole constellation, much like the Big Dipper is sometimes confused for Ursa Major, the Great Bear, but it is only the brightest part of the constellation. The handle of the Dipper is formed by the stars of the Bear’s tail, while the Dipper’s cup is formed by the bright stars forming the Bear’s flank. What Does It Mean? What Does It Mean? The North Star (Polaris) marks the end of the Little Dipper’s handle, or the tip of the Little Bear’s tail. One of the star’s ancient names, Cynosūra, is derived from the Greek phrase meaning “the dog’s tail.” In Greek times, the constellation Ursa Minor was taken to represent a dog. The star has been known by many other names, including Alruccabah, Navigatoria, Mismar, Yilduz, and Star of Arcady. Picture Astrological Signs What Are The Astrological Signs? There are 12 astrological signs, also known as signs of the zodiac. In order, they are - Aries (January), Taurus (Febuary), Gemini (March), Cancer (April), Leo (May), Virgo (JUne), Libra (July), Scorpio (August), Sagittarius (September), Capricorn (October), Aquarius (November) and Pisces (December). Some people believe that different signs of the zodiac reveal a person's different characteristics and talents. What is your Atrological Sign?

Observation Presentation

Transcript: Photo based on: 'horizon' by pierreyves @ flickr Francisco and Cisco Francisco and Cisco, father and son owners of a small Mexican restaurant. He communicates emotionally. "To analyze, apply, synthesis and evaluate theories and types of interpersonal communication learned through the course." He uses non-verbal communicators to respond to others appropriately. She yells at Ryan to discipline the kids, but doesn't wait for follow through. Ryan and Megan Conflict in Relationships He uses non-verbal communicators to respond to others inappropriately. Observation of their familial relationship. I learned that eavesdropping can be useful! At their house in Riverside and at church in Corona. I realized that the communication skills we use in conflict are just magnified versions of our everyday communication skill set. Who? What? When? Where? Why? Who? What? When? Where? Why? He engages in serial conflict with Megan. While hanging out in social settings during March and April. Megan communicates emotionally. And Finally, By: Candice Peters Francisco uses effective listening skills. During work hours at the restaurant through March and April. "To analyze, apply, synthesis, and evaluate theories and types of interpersonal communication learned through the course." Luna Modern Mexican Kitchen. Comparison By observing both relationships, I was able to identify several functional and dysfunctional communication techniques. Observation of their inter-connecting familial and working relationships. She engages in serial conflict with Ryan. Comparison Ryan and Megan, husband and wife I know from church. Cisco uses selective listening skills. Ryan uses selective listening skills. He communicates clearly. He makes attempts to discipline his children but doesn't follow through.

Observation Presentation

Transcript: direct large performances with all genres Rolling Hills Public Charter and this... Luke It's a powerful song, but the music is also amazing! So cool! About 30% of the students have disabilites in some way. behavior mental physical learning social Every grade must learn (pass off) "x" amount of concepts This is what I want to to someday... I'm thinking that I'd like to direct more than inform... I want students to WANT to learn, perform, accell, DO the music... 3 stars count to three class leaders Neat and Orderly lead Children's Worship This is what I do now... you all asked for pictures! but mostly I want to do this... : ) Good Relationship with students and other teachers Drastic Difference between this and a Math or English class.. Case Study Negatives playing catch up cramming info 10% retain the info Harbor Method: teaching concepts with songs, chants, or rhymes. Classroom management My Dream Man... : ) My Dream Down Syndrome Has an Aid, but she "babysits" him Watched a movie during lunch Leaves the room during Keyboards Positives great method of teaching concepts picked "leaders" in class enunciated words WHat I've learned... Teaching music to younger kids might not be where I want to be (esp just concepts) I was bored I wouldn't WANT to learn it... useful warm-ups and concepts Colorful, must mostly the carpet, off setting the rest of the room to be boring more tangible contents of classroom The students are distracted AND they are a distraction. 45 minutes is too long for the younger ones. Mrs. Henbest's Music Class Grades K-8th Moore's curriculum keyboards recorders singing not all of that 30% have Aids... Future Mr. and Mrs. Sillas

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