Performance objectives Determinant Change objective Theoretical Method Practical application. thoughts differing. 2. Tailoring. Demonstrate how to

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Performance objectives Determinant Change objective Theoretical Method Practical application. thoughts differing. 2. Tailoring. Demonstrate how to"

Transcription

1 Table 1 POs, determinants, COs, theoretical methods and practical applications of Online Pestkoppenstoppen Performance objectives Determinant Change objective Theoretical Method Practical application 1. Monitor and evaluate Knowledge Describe irrational 1. Providing cues Participant receives tailored and non- thoughts after thoughts differing tailored cues from DG that help (cyber)bully experience. characteristics. recognising irrational thoughts. Self-efficacy & Demonstrate how to 1. Providing cues VMs demonstrate how to use cues in Behavioural recognise thoughts. recognising irrational thoughts and capability gives participant examples of recognising thoughts, amount of examples tailored to self-efficacy. Outcome Expect to be able to 1. Repeated exposure DG explains and VM demonstrates expectations recognise and dispute 2. Modelling how to recognise irrational thoughts. irrational unhelpful Identification tips are provided. thoughts. Participant is reminded several times

2 to be aware of irrational thoughts. Awareness Be aware of irrational 1. Consciousness raising DG reflects on tailored irrational thoughts after (cyber)bully thoughts of participant. DG and video experience. model explain the 55G-schema. 2. Gain insight into Knowledge Explain relation between 1. Chunking Participant receives explanation (and relationship irrational (cyber)bully event, 2. Advanced organisers tailored examples) of (negative) 5G- thoughts, negative thoughts, feelings, 3. Tailoring schemas depicting each G. emotions and behaviour. behaviour and consequence. Self-efficacy & Demonstrate how to label 1. Guided practice DG and video model explain and Behavioural thoughts demonstrate how to label thoughts and capability (irrational/rational). 3. Modelling give participant the opportunity to practice the labelling of thoughts. Feedback is provided. Amount of practice and example is tailored to

3 self-efficacy. Awareness Be aware of relationship 1. Consciousness raising Participant receives tailored examples irrational thoughts and of negative 5G-schemas that are negative behaviour. transformed into positive 5G-schemas by changing the irrational thoughts. 3. Replace irrational Knowledge Define rational thoughts 1. Persuasive Participant receives examples of unhelpful thoughts with and explain how rational communication rational thoughts, explanations of why rational helpful thoughts. thoughts induce a positive 2. Chunking these thoughts will help, and positive 5G-schema. 3. Tailoring 5G-schemas tailored to self-efficacy and coping style. Attitude Feel positive about monitoring, evaluating, disputing and replacing irrational thoughts with rational thoughts. 1. Arguments VMs explain positive effects after monitoring, evaluating, disputing and replacing irrational thoughts with rational thoughts.

4 Self-efficacy & Demonstrate how to 1. Modelling VMs (amount of videos is tailored to Behavioural dispute and replace 2. Guided practice self-efficacy) demonstrate disputing capability irrational thoughts with 3. Direct experiences and replacing irrational thoughts. rational thoughts. 4. Tailoring Participant and DG practices the replacement of thoughts and receives feedback. Outcome Expect to be able to dispute 1. Modelling DG explains and VM demonstrates expectations and replace irrational 2. Guided practice how to replace irrational thoughts thoughts with rational 3. Repeated exposure with rational thoughts. An overview thoughts. 4. Active learning of replaced thoughts is provided. Rational thoughts should be installed as screensaver prompts, stickers or as a list above the participant s bed. Replacing thoughts is practiced with feedback.

5 Self-regulation Plan to replace thoughts in daily life. 1. Goal-setting Participant chooses (a) goal(s) related to skills learned in the first advice. 4.Recognise and regulate Knowledge Define emotion regulation 1. Tailoring DG explains importance of emotion emotions. strategies. 2. Persuasive recognition and regulation. Participant communication receives emotion regulation techniques tailored to participant s score on the YSR s aggression and/or social problem scale and is encouraged to use them. Attitude Feel positive about 1. Arguments DG explains to participant with high regulating emotions. 2. Direct experience scores on YSR aggression/social 3. Tailoring problems why emotion regulation is helpful in (cyber)bullying situations. Participant is encouraged to try the emotion regulation exercises and is

6 asked if (s)he feels the relaxation. Self-efficacy & Demonstrate how to 1. Guided practice Participant with high scores on YSR Behavioural recognise and regulate aggression/social problems watches capability emotions and impulsivity. VM using emotion regulation techniques and receives practice, guidance and feedback in using these techniques. All participants receive models explaining and demonstrating recognition of emotions. Outcome Expect that 1. Direct experience Participant should experience expectations regulating/recognising 2. Arguments relaxation and calmness after emotions lead to better regulating emotions. VMs provide outcomes. arguments for the usefulness of recognising emotions. Self-regulation Form plans to regulate 1. Active learning Participant combines sentences into

7 emotions in daily life. 2. Implementation plans for emotion regulation intentions techniques in daily life. 5. Gain insight into Knowledge Define ineffective 1. Tailoring Participant receives tailored examples ineffective (aggressive/passive) coping 2. Persuasive of ineffective coping strategies and (aggressive/passive) strategies and negative communication negative outcomes (in comics, coping style and outcomes. 3. Consciousness raising written/spoken text and VMs). negative outcomes. 4. Modelling Awareness Be aware of current 1. Consciousness raising DG reflects on participant s current ineffective coping style. coping strategies and negative outcomes. 6. Gain insight into Knowledge Define APS coping 1. Persuasive Participant receives examples and APS coping and positive strategies and positive communication overview of tailored and non-tailored outcomes. outcomes. 2. Advanced organisers APS coping strategies and positive outcomes. Attitude Feel positive about APS 1. Arguments Positive effects of APS coping are

8 coping. explained. Tailored on YSR scores, participant receives instructions and positive effects of different social skills, and is encouraged to practice. Outcome Expect positive outcomes 1. Direct experience VM provides and DG explains expectations associated with APS 2. Modelling positive experiences with APS coping. coping. Participant is encouraged to practice the APS skill and think about positive effects. Social Influence Explain social influence in 1. Information about DG describes influence of APS coping. others approval participant s APS behaviour on other adolescents, what they might think, and the dynamics of a bullying situation. Awareness Be aware of positive effects 1. Consciousness raising DG describes APS coping and

9 of APS coping. 2. Framing positive effects. 7.Replace Social skills Demonstrate social skills 1. Set tasks on gradient of Participant receives additional extra aggressive/passive needed for APS coping. difficulty social skills lessons tailored on YSR coping with APS coping. scores. Social skill lessons are linked 3. Goal setting with plans to use the skills in daily life. Self-esteem and Demonstrate and explain 1. Persuasive DG explains and importance of, and self-confidence importance of self-esteem communication VMs demonstrate self- and self-confidence in APS 2. Modelling esteem/confidence in APS coping. coping. Self-efficacy & Demonstrate how to use 1. Set tasks on a gradient Participant receives APS coping Behavioural APS coping, apply social of difficulty models, explanation and practice in capability cognition and conflict different social skills. Conflict resolution. 3. Enactive mastery resolution is broken up in sub-skills. experiences Feedback and additional lessons are

10 4. Set tasks on a gradient of difficulty provided tailored to the progress measured. Social influence Recognise importance of seeking social support. 1. Shifting focus DG lists helpful help-behaviours of peers/parents/teacher when experiencing cyberbullying. Self-regulation Plan to use APS coping 1. Guided practice VM demonstrates and DG explains strategies. 2. Modelling how to form plans, positive effects are 3. Persuasion provided and participant practices 4. Planning coping forming own action/coping plans with responses/implementation feedback. intentions 8. Gain insight into assertive behaviour (and nvc patterns*) and its outcomes in relation to Knowledge Lists effective nvc patterns. 1. Using Imagery 2. Modelling Participant receives examples of nvc in assertiveness and starting conversations, and is encouraged to feel the difference after applying this

11 (cyber)bullying. knowledge. Attitude Feel positive about 1. Belief selection DG explains positive effects of assertive behaviour. 2. Persuasive assertive behaviour, participant is communication encouraged to think about positive effects of assertive behaviour. Outcome Expect positive outcomes 1. Arguments DG describes positive effects of expectations associated with assertive 2. Modelling assertive behaviour. VM and DG behaviour and nvc. 3. Consciousness raising demonstrate assertive responding and positive effects. Participant is encouraged to reflect on assertive responding. 9.Replace ineffective Social skills Demonstrate social skills 1. Set task on a gradient Participant receives explanation and (aggressive/passive) needed for assertive of difficulty practice in assertive responses in three behaviour (and nvc*) behaviour. steps, which can be used online and with offline.

12 effective (assertive) Self-esteem Demonstrate self-esteem in 1. Persuasive DG and VM explain and demonstrate behaviour (and nvc*). assertive behaviour and communication assertive reactions (with and without nvc. 2. Modelling assertive nvc*). Knowledge List assertive behaviours. 1. Elaboration 2. Use Imagery Participant receives descriptions of assertive behaviours and how to perform it. Practice is provided by displaying images of assertive or strong characters, and participants are encourages to imagine feeling like this character. Attitude Feel positive about 1. Belief selection DG explains positive effects after adapting assertive 2. Arguments adapting assertive behaviour, behaviour. participant is encouraged to think about positive effects of (adapting) assertive behaviour.

13 Self-efficacy & Demonstrate when and how 1. Guided practice Participant receives VMs and comics Behavioural to 2. Repeated exposure demonstrating assertive behaviour capability display assertive behaviour 3. Tailoring tailored to coping style measured. and nvc. Social influence Recognise social influence in assertive behaviour and nvc. 1. Shifting focus DG acknowledges that others presence can have influence on responding in an assertive manner. Awareness Be aware of positive effects 1. Consciousness raising DG explains that assertive reactions associated with assertive 2. Framing lead to positive outcomes. Participant behaviour. is encouraged to think about the lessons they have learned. Self-regulation Plan to use assertive 1. Planning coping Participant first forms assertive reactions and behaviour. responses responses from predefined lists. Next, 2. Implementation participant forms coping plans with intentions these assertive responses, choosing

14 from predefined lists. 10.Maintain the Attitude Feel committed to 1. Arguments DG encourages participant to practice constructive 5G-schema, maintaining constructive all lessons in daily life, with warnings APS coping and 5G-schema, APS coping for possible failure, but with the assertive responses. and assertive behaviour. message Do not give up, practice makes perfect. Feedback is provided about progress. Self-efficacy & Demonstrate how to 1. Goal setting Participant forms plans linking APS to Behavioural maintain 2. Planning coping daily life (difficult) situations, aided capability constructive 5G-schema, responses by DG. APS coping and assertive behaviour. Outcome Expect positive outcomes 1. Persuasive DG explains positive effects of APS expectations after communication coping and stresses the importance of

15 maintaining constructive keep using this coping strategy. 5G-schema, APS coping and assertive behaviour. Self-regulation Evaluate and/or adjust 1. Tailoring Participant evaluates own plans, and plans to use the skills 2. Active learning adjusts if necessary. learned concerning 5G- 3. Implementation schema, APS coping and intentions assertive responding lessons. 11.Prevent and Knowledge List security and safety 1. Prompts Participant receives prompts solve negative cyber advices for the Internet and concerning safe Internet/mobile phone bully experiences by mobile phones. use. using the Internet and Attitude Feel positive about safe and 1. Arguments DG explains positive effects of safety mobile phones in a secure use of the Internet tips and guidelines safe Internet and safe and secure manner. and mobile phones. mobile phone use.

16 Self-efficacy & Behavioural capability Demonstrate how to use the Internet and mobile phones in a secure manner. 1. Modelling DG explains and demonstrates (via screenshots) how to form safe passwords, and provides information how to protect yourself on the Internet. Outcome expectations Expect positive outcomes after using the Internet and mobile phones in a secure manner. 1. Arguments DG explains participant that safe use of the Internet and mobile phone leads to less cyberbullying. Awareness Become aware of own 1. Consciousness raising DG explains that unsafe internet use insecure and unsafe use of 2. Loss frame heightens the chance of becoming a the Internet and mobile cyberbully victim. Participant is phones. encouraged to think about own Internet-behaviour Self-regulation Form plans to keep using 1. Goal setting Participant chooses plans related to

17 the Internet in a secure manner 2. Implementation intentions the safe use of Internet and resetting passwords regularly. Note. DG= Digital Guide VM= Video model YSR= Youth Self-Report (Achenbach, 1991) APS= Active, Problem-Solving coping Nvc= non-verbal communication

SCHOOL SOCIAL WORK NATIONAL STANDARDS

SCHOOL SOCIAL WORK NATIONAL STANDARDS SCHOOL SOCIAL WORK ASSOCIATION OF AMERICA Improving academic and behavioral outcomes through social emotional learning. INTRODUCTION & REFERENCES REFERENCES Collaborative for Academic, Social, and Emotional

More information

ASSERTIVENESS AND PERSUASION SKILLS

ASSERTIVENESS AND PERSUASION SKILLS TROY CONTINUTING EDUCATION AND ARCTURUS TRAINING ACADEMY PERSONAL ENRICHMENT WORKSHOPS ASSERTIVENESS AND PERSUASION SKILLS Do you find yourself saying Yes when you want to say No? Do you end up agreeing

More information

Evidence Based Social Skill Instruction Programs

Evidence Based Social Skill Instruction Programs Evidence Based Social Skill Instruction Programs The following is not intended to provide a complete list of evidence based programs, but represents a collection of programs that incorporate evidence based

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Sexuality Education Curriculum Audit Tool

Sexuality Education Curriculum Audit Tool How does this tool relate to whole-school sexuality education? The Whole-school Sexuality Education Model contains three key areas of action: Curriculum, Community links, partnerships and services School

More information

ADHD Do s Don ts and Rewards A Guide for Parents and Carers Dr Susan Young

ADHD Do s Don ts and Rewards A Guide for Parents and Carers Dr Susan Young ADHD Do s Don ts and Rewards A Guide for Parents and Carers Dr Susan Young ADHD Do s, Don ts and Rewards A Guide for Parents and Carers Dr Susan Young ADHD Do s Don ts and Rewards A Guide for Parents and

More information

Sam Sample Sam@psytech.com RESPONDENT FEEDBACK REPORT 360 APPRAISAL. Psychometrics Ltd.

Sam Sample Sam@psytech.com RESPONDENT FEEDBACK REPORT 360 APPRAISAL. Psychometrics Ltd. Sam Sample Sam@psytech.com RESPONDENT FEEDBACK REPORT 360 APPRAISAL ABOUT THE PSYTECH 360 APPRAISAL 360 appraisals compare an individual's self ratings on a number of behavioural competencies to the ratings

More information

Children / Adolescents and Young Adults

Children / Adolescents and Young Adults INFORMATION SHEET Age Group: Sheet Title: Children / Adolescents and Young Adults Teachers Aids DIFFICULTY WITH LANGUAGE Tendency to make irrelevant comments Tendency to interrupt Tendency to talk on one

More information

BRICE ROBERTS BUSINESS CONSULTING SERVICES

BRICE ROBERTS BUSINESS CONSULTING SERVICES BRICE ROBERTS BUSINESS CONSULTING SERVICES BROCHURE: TRAINING AND DEVELOPMENT PROGRAMMES RE-AWAKENING SPIRIT - TRANSFORMING RESULTS For Further Information: Contact: Brice Roberts Business Consulting Services

More information

Identify questions to answer and problems to resolve 2.1; 3.1

Identify questions to answer and problems to resolve 2.1; 3.1 : mandatory competence units mapped to Personal Learning and Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.skillscfa.org The guide includes: an

More information

Our Vision Optimising sustainable psychological health and emotional wellbeing for young people.

Our Vision Optimising sustainable psychological health and emotional wellbeing for young people. Our Mission To provide free psychological services to young people and their families. Our Vision Optimising sustainable psychological health and emotional wellbeing for young people. 1 Helping Students,

More information

VIETNAMESE AND AMERICANS IN PARTNERSHIP TO FIGHT HIV/AIDS

VIETNAMESE AND AMERICANS IN PARTNERSHIP TO FIGHT HIV/AIDS Tr ainer Manual Training Curriculum on Drug Addiction Counseling Appendix VIETNAMESE AND AMERICANS IN PARTNERSHIP TO FIGHT HIV/AIDS In July 2011, FHI became FHI 360. FHI 360 is a nonprofit human development

More information

Home Economics Education

Home Economics Education Subject Area Syllabus and Guidelines Home Economics Education (Part 2 of 4) Level 4 to Beyond Level 6 Note: The PDF version of this document has been split into sections for easier download. This file

More information

Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together

Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together The Second Step program and DECA Preschool Program are both

More information

Mental Skills Training

Mental Skills Training Mental Skills Training INTRODUCTION Sport psychology is the study of thinking in sport and how that thinking affects an individual s behaviour and performance in training and competition. Sport psychology

More information

Assessing Candidates For Executive-Level Roles

Assessing Candidates For Executive-Level Roles Assessing Candidates For Executive-Level Roles As the business environment continually changes and adapts to the economy and other external factors, recruitment demands well-defined strategies for employees

More information

ASSERTIVENESS TRAINING: HOW TO BECOME MORE ASSERTIVE IN ORDER TO MAXIMIZE THE CHANCE OF GETTING WHAT YOU WANT

ASSERTIVENESS TRAINING: HOW TO BECOME MORE ASSERTIVE IN ORDER TO MAXIMIZE THE CHANCE OF GETTING WHAT YOU WANT ASSERTIVENESS TRAINING: HOW TO BECOME MORE ASSERTIVE IN ORDER TO MAXIMIZE THE CHANCE OF GETTING WHAT YOU WANT WHAT IS ASSERTIVENESS? There are three basic interpersonal styles that we can use when interacting

More information

Introducing My safe place supported by Heartmath Educational Programmes. Reducing stress, Improving Attainment and Behaviour in the Classroom

Introducing My safe place supported by Heartmath Educational Programmes. Reducing stress, Improving Attainment and Behaviour in the Classroom Introducing My safe place supported by Heartmath Educational Programmes Reducing stress, Improving Attainment and Behaviour in the Classroom Teachers and pupils in Northern Ireland, now have the opportunity

More information

SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES

SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES Psychological therapies are increasingly viewed as an important part of both mental and physical healthcare, and there is a growing demand for

More information

CHCRCP401A Use telephone communication skills to assess caller's needs

CHCRCP401A Use telephone communication skills to assess caller's needs CHCRCP401A Use telephone communication skills to assess caller's needs Release: 1 CHCRCP401A Use telephone communication skills to assess caller's needs Modification History CHC08 Version 3 N/A CHC08 Version

More information

National Health Education Standards and Performance Indicators. Interpersonal Communication [4.12.1; 4.12.2; 4.12.3] Self Management [7.12.2; 7.12.

National Health Education Standards and Performance Indicators. Interpersonal Communication [4.12.1; 4.12.2; 4.12.3] Self Management [7.12.2; 7.12. LESSON 8 Interpersonal Communication and Self Management Student Learning Objectives Identify how interpersonal communication and self management are needed for healthy living. Expand on the definition

More information

DESCRIBING OUR COMPETENCIES. new thinking at work

DESCRIBING OUR COMPETENCIES. new thinking at work DESCRIBING OUR COMPETENCIES new thinking at work OUR COMPETENCIES - AT A GLANCE 2 PERSONAL EFFECTIVENESS Influencing Communicating Self-development Decision-making PROVIDING EXCELLENT CUSTOMER SERVICE

More information

Social Competence Promotion Program for Young Adolescence.

Social Competence Promotion Program for Young Adolescence. Promotion Program for Young Adolescence. The Promotion Program for Young Adolescents (SCPP- YA) is a school prevention program that teaches students cognitive, behavioral, and affective and encourages

More information

Guidelines for Preventing and Dealing with Bullying Issues

Guidelines for Preventing and Dealing with Bullying Issues Guidelines for Preventing and Dealing with Bullying Issues Stapleford School aims to value all its members, to give all the opportunity to learn, act fairly and celebrate differences between individuals.

More information

BC FRIENDS PROGRAM WEBSITE: www.mcf.gov.bc.ca/mental_health/friends

BC FRIENDS PROGRAM WEBSITE: www.mcf.gov.bc.ca/mental_health/friends MY FRIENDS YOUTH 6 TH EDITION: CHANGES FROM 4 TH EDITION BC FRIENDS PROGRAM WEBSITE: www.mcf.gov.bc.ca/mental_health/friends TABLE OF CONTENTS MY FRIENDS YOUTH 6 TH EDITION: CHANGES FROM 4 TH EDITION...

More information

MOTIVATION James Chapman Massey University

MOTIVATION James Chapman Massey University MOTIVATION James Chapman Massey University The Triple Alliance for Learning cognition metacognition motivation WHAT IS MOTIVATION? Force that energises, sustains, and directs behaviour toward a goal. Task

More information

An Overview of Bullying Summary by: Isabelle Chouinard. Common Characteristics of Bullies, Victims and Bully-Victims

An Overview of Bullying Summary by: Isabelle Chouinard. Common Characteristics of Bullies, Victims and Bully-Victims An Overview of Bullying Summary by: Isabelle Chouinard What is Bullying? Bullying, the most common form of violence in youth, is defined as a form of aggression in which one or more children intend to

More information

Behavior Management Research Project: The Cognitive-Behavioral Model. By Rachida Wale

Behavior Management Research Project: The Cognitive-Behavioral Model. By Rachida Wale Behavior Management Research Project: The Cognitive-Behavioral Model By Rachida Wale Everyone experiences temporary mental lapses resulting in negative emotions, anxiety, depression, or unreasonable thinking.

More information

Managing Fear after an Accident. Patient Information Booklet. Talis Consulting Limited

Managing Fear after an Accident. Patient Information Booklet. Talis Consulting Limited Managing Fear after an Accident Patient Information Booklet Talis Consulting Limited Why can Fear be a Problem Following an Accident? There are many reasons why you may experience fear following an accident:

More information

SigmaRADIUS Leadership Effectiveness Report

SigmaRADIUS Leadership Effectiveness Report SigmaRADIUS Leadership Effectiveness Report Sample Report NOTE This is a sample report, containing illustrative results for only two dimensions on which 360 performance ratings were obtained. The full

More information

Developing Personal Resilience

Developing Personal Resilience In-house training course details Developing Personal Resilience Personal resilience is arguably the most important resource for coping well during stressful times. Overview Resilience is the ability to

More information

The integrated leadership system. ILS support tools. Leadership pathway: Individual profile APS6

The integrated leadership system. ILS support tools. Leadership pathway: Individual profile APS6 The integrated leadership system ILS support tools Leadership pathway: Individual profile APS6 APS 6 profile Supports strategic direction Achieves results Supports productive working relationships Displays

More information

Contact Centre Operations NVQ L2 Certificate mandatory unit content. Independent Enquiry

Contact Centre Operations NVQ L2 Certificate mandatory unit content. Independent Enquiry This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com The guide includes: an explanation about the importance of PLTS general principles for delivery where there

More information

Course: Personal Support Worker 101 Module 2: Role of the Worker Chapter 9: Managing Stress, Time and Problems

Course: Personal Support Worker 101 Module 2: Role of the Worker Chapter 9: Managing Stress, Time and Problems Course: Personal Support Worker 101 Module 2: Role of the Worker Chapter 9: Managing Stress, Time and Problems I. STRESS A. Introduction 1. Normal part of life 2. Stress is the emotional, behavioural,

More information

Change Management Practitioner Competencies

Change Management Practitioner Competencies 1 change-management-institute.com Change Management Institute 2008 Reviewed 2010, 2012 Change Management Practitioner Competencies The Change Management Practitioner competency model sets an independent

More information

Self assessment tool. The Leadership Framework. Leadership Academy

Self assessment tool. The Leadership Framework. Leadership Academy The Leadership Framework Self assessment tool Leadership in the health and care services is about delivering high quality services to patients by: demonstrating personal qualities working with others managing

More information

Social and Emotional Wellbeing

Social and Emotional Wellbeing Social and Emotional Wellbeing A Guide for Children s Services Educators Social and emotional wellbeing may also be called mental health, which is different from mental illness. Mental health is our capacity

More information

SCDLMCB3 Lead and manage the provision of care services that deals effectively with transitions and significant life events

SCDLMCB3 Lead and manage the provision of care services that deals effectively with transitions and significant life events Lead and manage the provision of care services that deals effectively with transitions and significant life events Overview This standard identifies the requirements associated with leading and managing

More information

Master Level Competency Model

Master Level Competency Model Change Manager Master Level Competency Model The Change Manager Master competency model sets an independent industry benchmark for SENIOR level change management practitioners. The model was launched in

More information

The Art and Science of Teaching the Common Core State Standards

The Art and Science of Teaching the Common Core State Standards The Art and Science of Teaching the Common Core State Standards Author: Robert J. Marzano July 2013 Learning Sciences Marzano Center 3001 PGA Boulevard Palm Beach Gardens, Florida 33410 717.845.6300 MarzanoCenter.com

More information

Module 7 Life Skills

Module 7 Life Skills Module 7 Life Skills FLOW CHART Content Flow at A Glance Module 7: Life Skills Subject/topic/activity Objective Page No. Reading material on the basic To introduce the concept of life 7-2 to 7-5 concept

More information

History of Play Therapy at CACS

History of Play Therapy at CACS Striking the Balance: Directive and Non-Directive Play Therapy in Jamaica: A Case Study. Avril Z Daley PhD & Carole D Mitchell PhD Contemporary Assessment & Counselling Services (CACS)(2015) Play-Therapy

More information

TMA Talent analysis. Performance report. Sarah Jones 17 March 2012. T I www.tmamethod.com E info@tmamethod.com

TMA Talent analysis. Performance report. Sarah Jones 17 March 2012. T I www.tmamethod.com E info@tmamethod.com Talent analysis Performance report Sarah Jones 17 March 2012 T I www.tmamethod.com E info@tmamethod.com Content 1. Introduction 3 2. Meaning of the scores 3 3. Consistency 3 4. Providing Feedback 4 5.

More information

Reflective Writing. How do you write reflectively? Stages of reflective thinking

Reflective Writing. How do you write reflectively? Stages of reflective thinking Reflective Writing Reflective Writing There are a variety of reasons you might need to write reflectively. When you apply for jobs, undertake self-evaluation at work or whilst studying, or when writing

More information

The integrated leadership system. ILS support tools. Leadership pathway: Individual profile EL1

The integrated leadership system. ILS support tools. Leadership pathway: Individual profile EL1 The integrated leadership system ILS support tools Leadership pathway: Individual profile Executive Level 1 profile Shapes strategic thinking Achieves results Cultivates productive working relationships

More information

Psychomotor therapy at school

Psychomotor therapy at school Psychomotor therapy at school At school children with social-emotional problems or behavioral problems often need specific assistance and help to function adequately. Psychomotor therapy (PMT) can offer

More information

Evaluating a fatigue management training program for coach drivers.

Evaluating a fatigue management training program for coach drivers. Evaluating a fatigue management training program for coach drivers. M. Anthony Machin University of Southern Queensland Abstract A nonprescriptive fatigue management training program was developed that

More information

Time Management & Stress Reduction

Time Management & Stress Reduction Time Management & Stress Reduction What is stress? Stress is your body s reaction to the things which you perceive as pressures. Stress occurs when you feel that you cannot cope with those pressures. Our

More information

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards... LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15

More information

POD Quarterly Courses & Related Competencies

POD Quarterly Courses & Related Competencies POD Quarterly Courses & Related Competencies Competencies are skills or behaviors that are essential for success in specific roles. In this document, you ll find more than twenty competencies as defined

More information

Contact Center LeaderPro. Candidate Feedback

Contact Center LeaderPro. Candidate Feedback Contact Center LeaderPro Candidate Feedback Contents Page Recommended Selection Criteria 1 Ideal Ranges for: Team Leader Go 2 Snapshots Management Profile 3 Management Style 4 Orientation & Coaching Factors

More information

QCF Syllabus. Organisational Behaviour. Unit Reference Number H/502/4794 Guided Learning Hours 160 Level 5 Number of Credits 18

QCF Syllabus. Organisational Behaviour. Unit Reference Number H/502/4794 Guided Learning Hours 160 Level 5 Number of Credits 18 QCF Syllabus Organisational Behaviour Unit Title Organisational Behaviour Unit Reference Number H/502/4794 Guided Learning Hours 160 Level 5 Number of Credits 18 Unit purpose and aim(s): This unit aims

More information

Motivation. Motivation as defined by Sage is the direction and intensity of one s effort.

Motivation. Motivation as defined by Sage is the direction and intensity of one s effort. Motivation In Sport Motivation Motivation as defined by Sage is the direction and intensity of one s effort. Pitfalls and Dangers of Motivating? Adopting specific motivational strategies for all situations

More information

This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.

This document has been produced to support the development of effective questioning and dialogue between teacher and pupils. QUESTIONING Assessing and Developing Children s Understanding and Thinking in Literacy through Effective Introduction This document has been produced to support the development of effective questioning

More information

Do you help people recover from trauma? training programs

Do you help people recover from trauma? training programs Do you help people recover from trauma? 2015 training programs Do you or your staff help people who have experienced trauma? Phoenix Australia s training programs teach the skills required by a range of

More information

FACULTY OF EDUCATION

FACULTY OF EDUCATION FACULTY OF EDUCATION Division of Applied Psychology Rapport Teen Leadership Breakthrough Program: An Evaluation Report Prepared by Anne McKeough, Vicki Schwean, Yvonne Hindes, and Keoma Thorne for The

More information

Business and Administration NVQ L2 Certificate mandatory unit content. Independent Enquiry

Business and Administration NVQ L2 Certificate mandatory unit content. Independent Enquiry This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com The guide includes: an explanation about the importance of PLTS general principles for delivery where there

More information

PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES

PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES The goals and directives for the psychology major are taken directly from the work of the Task Force on Undergraduate Psychology Major competencies

More information

Critical Incidents. Information for schools from Derbyshire Educational Psychology Service

Critical Incidents. Information for schools from Derbyshire Educational Psychology Service Critical Incidents Information for schools from Derbyshire Educational Psychology Service Introduction to Critical Incidents A critical incident (CI) is any event that is unexpected, acute, stressful and

More information

Oral Communication in Workplace

Oral Communication in Workplace UNITAR Fellowship Program for Afghanistan 2011 Cycle Orientation Workshop Oral Communication in Workplace Ahmad Fawad Akbari & Yama Shams UNITAR Afghan Resource Persons 15 May 2011 Kabul Introduction to

More information

WHO GLOBAL COMPETENCY MODEL

WHO GLOBAL COMPETENCY MODEL 1. Core Competencies WHO GLOBAL COMPETENCY MODEL 1) COMMUNICATING IN A CREDIBLE AND EFFECTIVE WAY Definition: Expresses oneself clearly in conversations and interactions with others; listens actively.

More information

Section Five: Instructional Programs 510R SCHOOL COUNSELING (REGULATIONS)

Section Five: Instructional Programs 510R SCHOOL COUNSELING (REGULATIONS) 510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor

More information

(CIP: 19.0707) θθθθθ A. Demonstrates Professional Work Habits (Vermont Standards: 1.5, 3.10, 3.14, 3.15, 3.16, 6.15)

(CIP: 19.0707) θθθθθ A. Demonstrates Professional Work Habits (Vermont Standards: 1.5, 3.10, 3.14, 3.15, 3.16, 6.15) Human Services (CIP: 19.0707) Occupational Skills The Student demonstrates the specified level of competency in occupational skills: 0 1 2 3 4 No Exposure Introduced Practiced Entry-level Competency ORIENTATION

More information

Kindergarten. Demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement

Kindergarten. Demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement Kindergarten Lesson 1 Identifying an Adult Who You Can Go To For Help W K.8 W K.7 Identify safety symbols; e.g., Block Parents, hazardous goods symbols Identify unsafe situations, and identify safety rules

More information

Contents. Before you begin. What you will learn Competency standard What is expected of a Certificate III learner

Contents. Before you begin. What you will learn Competency standard What is expected of a Certificate III learner Contents Contents Before you begin What you will learn Competency standard What is expected of a Certificate III learner Assessment Employability skills How to work through this unit Resources v v vi viii

More information

Self-Confidence and Sports

Self-Confidence and Sports Self-Confidence and Sports Defining Self-Confidence Trait Self-confidence The degree of individuals possess about their ability to succeed. State Self-confidence Belief of certainty individuals posses

More information

TEEN REACTIONS TO ANTI-DRINK DRIVING FEAR APPEALS. Nicky Shore Lever-Rexona, Sydney. Brendan J. Gray University of Otago. Abstract

TEEN REACTIONS TO ANTI-DRINK DRIVING FEAR APPEALS. Nicky Shore Lever-Rexona, Sydney. Brendan J. Gray University of Otago. Abstract TEEN REACTIONS TO ANTI-DRINK DRIVING FEAR APPEALS Nicky Shore Lever-Rexona, Sydney Brendan J. Gray University of Otago Abstract The use of a graphic imagery in road safety advertising has become commonplace.

More information

Drug Abuse Prevention Training FTS 2011

Drug Abuse Prevention Training FTS 2011 Drug Abuse Prevention Training FTS 2011 Principles of Prevention Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002). The risk of becoming a drug

More information

Relevance, determinants and improvement of interactions in early childhood education and care

Relevance, determinants and improvement of interactions in early childhood education and care Relevance, determinants and improvement of interactions in early childhood education and care Robert C. Pianta, Ph.D. Dean, Curry School of Education Director, Center for Advanced Study of Teaching and

More information

Interview Guide Chris Park

Interview Guide Chris Park Interview Guide Chris Park Work Strengths Generated on: 15-Jan-2013 Page 2 2011 Saville Consulting. All rights reserved. Contents Introduction to Interview Guide...3 Interview Scores Summary...4... 5 Interview

More information

Skills for Adolescence unit 6, Lesson 10

Skills for Adolescence unit 6, Lesson 10 Skills for Adolescence unit 6, Lesson 10 Unit 6, Lesson 10 STANDING UP TO PRESSURE TO USE DRUGS IN THIS LESSON Studies show that drug use jumps significantly between grades six and seven, making it likely

More information

ASCA Correlations for Roads to Success Grades 7-8

ASCA Correlations for Roads to Success Grades 7-8 ASCA Correlations for Roads to Success Grades 7-8 Roads to Success Curriculum Correlation with ASCA Career Development Standards Discover how the Roads to Success curriculum meets the career development

More information

Every day, bullying hurts another child.

Every day, bullying hurts another child. Every morning... Every Lunch Hour... Every Afternoon... Every day, bullying hurts another child. Learn how you can help stop bullying. Communities and schools in Manitoba are taking action to stop bullying

More information

Identify questions to answer and problems to resolve

Identify questions to answer and problems to resolve Level 3 Business & Administration mandatory knowledge units mapped to Personal Learning and Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com

More information

AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA JUNIOR CYCLE SOCIAL, PERSONAL & HEALTH EDUCATION

AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA JUNIOR CYCLE SOCIAL, PERSONAL & HEALTH EDUCATION AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA JUNIOR CYCLE SOCIAL, PERSONAL & HEALTH EDUCATION THE JUNIOR CERTIFICATE Aims and Principles 1. The general aim of education is to contribute towards the development

More information

Interpersonal Skills. Leadership, Change Management and Team Building

Interpersonal Skills. Leadership, Change Management and Team Building Interpersonal Skills Leadership, Change Management and Team Building Capital s Learning and Development team design and deliver tailored skills and competency based programmes to meet your wide range of

More information

CHAPTER 6 Diagnosing and Identifying the Need for Trauma Treatment

CHAPTER 6 Diagnosing and Identifying the Need for Trauma Treatment CHAPTER 6 Diagnosing and Identifying the Need for Trauma Treatment This chapter offers mental health professionals: information on diagnosing and identifying the need for trauma treatment guidance in determining

More information

More Caring College Admissions: 5 Tips for Parents

More Caring College Admissions: 5 Tips for Parents More Caring College Admissions: 5 Tips for Parents The college admissions process is a major rite of passage and a formative experience in which students receive powerful messages from adults including

More information

Treatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training.

Treatment Planning. The Key to Effective Client Documentation. Adapted from OFMQ s 2002 provider training. Treatment Planning The Key to Effective Client Documentation Adapted from OFMQ s 2002 provider training. 1 Models Medical Model Diagnosis Psych Eval Problems Symptoms Psycho/Social/Behavioral Model Diagnosis

More information

Psychology. Kansas Course Code # 04254

Psychology. Kansas Course Code # 04254 High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience

More information

Wigan Educational Psychology Service

Wigan Educational Psychology Service Wigan Educational Psychology Service Therapeutic and Direct Intervention Approaches Assessment Staff and Whole School Support Training Service Overview Wigan Educational Psychology Service (EPS) offers

More information

PSYCH 33 Psychology of Personal and Social Adjustment Spring 2010

PSYCH 33 Psychology of Personal and Social Adjustment Spring 2010 PSYCH 33 Psychology of Personal and Social Adjustment Spring 2010 Section: 66302 Date/Time: TTh 12:40 2:00 pm Room: 1091 Instructor: Jan Tice email: jatice@cabrillo.edu Phone: 427-0469 Office: 11-12:30

More information

Self-Injury - a short guide for Schools and Teachers Including how to write a self-injury policy

Self-Injury - a short guide for Schools and Teachers Including how to write a self-injury policy Self-Injury - a short guide for Schools and Teachers Including how to write a self-injury policy Adapted from the LifeSIGNS Self-Injury Awareness Booklet 2007 by Mary Hillery 2008 References from original

More information

SPECIFIC COUPLES THERAPY TECHNIQUES. Ability to use techniques that engage the couple

SPECIFIC COUPLES THERAPY TECHNIQUES. Ability to use techniques that engage the couple SPECIFIC COUPLES THERAPY TECHNIQUES Ability to use techniques that engage the couple An ability to form and develop a collaborative alliance with each partner and to enlist their support for relationship-focused

More information

= = = rkfsbopfqv=lc=proobv= STRESS POLICY - MANAGERS GUIDELINES

= = = rkfsbopfqv=lc=proobv= STRESS POLICY - MANAGERS GUIDELINES rkfsbopfqvlcproobv STRESS POLICY - MANAGERS GUIDELINES JUNE 2006 eoabm^oqjbkq 1. Introduction 1.1 Stress is something that affects everyone on occasions. It is a natural reaction we all have to excessive

More information

430 CURRICULUM AND SYLLABUS for Classes XI & XII

430 CURRICULUM AND SYLLABUS for Classes XI & XII 430 CURRICULUM AND SYLLABUS for Classes XI & XII PSYCHOLOGY CLASS XI (THEORY) One Paper Time: 3 Hours 70 Marks 180 Periods Unit Unitwise Weightage Marks I What is Psychology? 6 I Methods of Enquiry in

More information

CHANGE MANAGEMENT. Leading & Managing, Strategising, & Coping with Change Program

CHANGE MANAGEMENT. Leading & Managing, Strategising, & Coping with Change Program CHANGE MANAGEMENT Leading & Managing, Strategising, & Coping with Change Program COMMERCIAL IN CONFIDENCE Southern Cross Enterprises/Southern Cross Coaching & Development Pty Ltd CHANGE MANAGEMENT: LEADING

More information

Occupational Therapy Programme Wedge Gardens Treatment Centre

Occupational Therapy Programme Wedge Gardens Treatment Centre Occupational Therapy Programme Wedge Gardens Treatment Centre Occupational Therapy at Wedge Gardens Treatment Centre aims to help patients with substance abuse problems to function as independently as

More information

Young Hospitality Workers: A trial of a brief intervention

Young Hospitality Workers: A trial of a brief intervention Young Hospitality Workers: A trial of a brief intervention Professor Ann M Roche Dr Ken Pidd Ms Jane Fischer National Centre for Education and Training on Addiction, Flinders University Adelaide Australia

More information

Manager Development Program

Manager Development Program Manager Development Program For further information about any of the following workshops, please contact JoAnne Sims at 395-5115 or jsims@brockport.edu To sign up for any individual workshop or register

More information

What is independent learning and what are the benefits for students?

What is independent learning and what are the benefits for students? What is independent learning and what are the benefits for students? Author(s): Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Publisher: London: Department for Children, Schools and Families

More information

College Foundation of West Virginia. College Access Curriculum and Mentor Program Kit

College Foundation of West Virginia. College Access Curriculum and Mentor Program Kit College Foundation of West Virginia College Access Curriculum and Mentor Program Kit About this Guide Due to the latest in educational research and regulations set by the Federal Government, the College

More information

Processes and Mechanisms of Change in Addiction Treatment. Carlo C. DiClemente, Ph.D. ABPP University of Maryland, Baltimore County

Processes and Mechanisms of Change in Addiction Treatment. Carlo C. DiClemente, Ph.D. ABPP University of Maryland, Baltimore County Processes and Mechanisms of Change in Addiction Treatment Carlo C. DiClemente, Ph.D. ABPP University of Maryland, Baltimore County MECHANISMS OF CHANGE: A CLIENT PERSPECTIVE What is the client s s work

More information

NEGOTIATION SKILLS SELF ASSESSMENT P. Jean Baker, Esq.

NEGOTIATION SKILLS SELF ASSESSMENT P. Jean Baker, Esq. NEGOTIATION SKILLS SELF ASSESSMENT P. Jean Baker, Esq. Instructions: This is a self scoring assessment. It is designed to test your knowledge of negotiation theory and best practices. Select the answer

More information

SafeMinistryTraining.com.au Course Notes

SafeMinistryTraining.com.au Course Notes SafeMinistryTraining.com.au Course Notes 1. Introduction Welcome to the Safe Ministry Training course. We all want our churches to be safe places for everyone kids as well as adults. The purpose of this

More information

Aristotle described 3 types of Friendship. 1. Utility 2. Pleasure 3. True Friendship

Aristotle described 3 types of Friendship. 1. Utility 2. Pleasure 3. True Friendship Aristotle described 3 types of Friendship 1. Utility 2. Pleasure 3. True Friendship At what Age do children have the cognitive and emotional abilities required to have a friendship? Children s perceptions

More information

To reduce drink driving re-offending. Target group: Recidivist drink drivers

To reduce drink driving re-offending. Target group: Recidivist drink drivers To reduce drink driving re-offending Target group: Recidivist drink drivers Provide a community based combined education and therapy group. That encourages clients to engage in meaningful discussion that

More information

How to be more assertive

How to be more assertive How to be more assertive Student Counselling www.plymouth.ac.uk/counselling COUNSELLING WITH PLYMOUTH UNIVERSITY What is Assertiveness? Assertiveness is a way of communicating your feelings and opinions

More information

STAFF TRAINING SESSION

STAFF TRAINING SESSION STAFF TRAINING SESSION i The following are some exercises for staff to use to prepare to deliver the programme. Exercises can be used as part of an INSET/training day. You may wish to invite volunteers

More information

Leads pedagogical practice. Promotes professional learning

Leads pedagogical practice. Promotes professional learning Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and

More information