- Teks
- Sejarah
• Think of the best person you coul
• Think of the best person you could be and give that person 100
points.Where are you on this scale today?
• If 1 is ‘the pits’ and 10 is perfect happiness, where would you place
yourself on this scale?
• On a scale of 1–10 (where 1 is ‘not at all well’ and 10 is ‘very well’),
how well do feel you are doing at the moment?
These questions can be tailored to each client’s individual problems,
related concerns and aspirations; for example, the counsellor can
devise a drinking or depression scale. Similarly they can be used to
assess risk:
• At this point, how much more do you feel you can cope with?
• How often recently have you felt you are getting completely to the
end of your tether?
• How close do you feel, right now, to ending your own life?
5 ‘To facilitate the client’s learning and motivation by sharing the
counsellor’s view of the problem. This in itself may contribute
to therapeutic change through increasing self-awareness’
In order to facilitate the client’s learning, their learning style must first
be understood.For example, Holmes (1995) suggests that psychologicalmindedness
is an indicator for psychoanalytic psychotherapy, and
therefore he would be assessing clients’ ability to accept trial interpretations,
the capacity to see self from the outside, to reflect on one’s
inner world, tolerate psychic pain, regress in the service of the ego,
autobiographical competence, and fluidity of thought. However, not
all clients learn from insight or reflecting; they may be pragmatic and
prefer to learn from trying out new ideas, or they may prefer to theorise
and analyse. Dryden and Feltham (1992) make the important
point that client temperament is often not well-understood by counsellors
and tends to be overlooked. Nevertheless, assessing learning
style is an important part of the assessment process and ‘a good counsellor
will adapt to fit the clients with different problem-solving styles’
(O’Connell, 2001, p. 11).
Equally important is the need to assess motivation, it being wellestablished
that veterans of counselling, for example, are less likely to
make smooth progress. Where a client lacks motivation to change,
counsellors have to ask themselves whether counselling can help the
client, what Leigh (1998) refers to as ‘the bottom line’, although
12 Assessment in Counselling
points.Where are you on this scale today?
• If 1 is ‘the pits’ and 10 is perfect happiness, where would you place
yourself on this scale?
• On a scale of 1–10 (where 1 is ‘not at all well’ and 10 is ‘very well’),
how well do feel you are doing at the moment?
These questions can be tailored to each client’s individual problems,
related concerns and aspirations; for example, the counsellor can
devise a drinking or depression scale. Similarly they can be used to
assess risk:
• At this point, how much more do you feel you can cope with?
• How often recently have you felt you are getting completely to the
end of your tether?
• How close do you feel, right now, to ending your own life?
5 ‘To facilitate the client’s learning and motivation by sharing the
counsellor’s view of the problem. This in itself may contribute
to therapeutic change through increasing self-awareness’
In order to facilitate the client’s learning, their learning style must first
be understood.For example, Holmes (1995) suggests that psychologicalmindedness
is an indicator for psychoanalytic psychotherapy, and
therefore he would be assessing clients’ ability to accept trial interpretations,
the capacity to see self from the outside, to reflect on one’s
inner world, tolerate psychic pain, regress in the service of the ego,
autobiographical competence, and fluidity of thought. However, not
all clients learn from insight or reflecting; they may be pragmatic and
prefer to learn from trying out new ideas, or they may prefer to theorise
and analyse. Dryden and Feltham (1992) make the important
point that client temperament is often not well-understood by counsellors
and tends to be overlooked. Nevertheless, assessing learning
style is an important part of the assessment process and ‘a good counsellor
will adapt to fit the clients with different problem-solving styles’
(O’Connell, 2001, p. 11).
Equally important is the need to assess motivation, it being wellestablished
that veterans of counselling, for example, are less likely to
make smooth progress. Where a client lacks motivation to change,
counsellors have to ask themselves whether counselling can help the
client, what Leigh (1998) refers to as ‘the bottom line’, although
12 Assessment in Counselling
0/5000
• Think of the best person you could be and give that person 100
points.Where are you on this scale today?
• If 1 is ‘the pits’ and 10 is perfect happiness, where would you place
yourself on this scale?
• On a scale of 1–10 (where 1 is ‘not at all well’ and 10 is ‘very well’),
how well do feel you are doing at the moment?
These questions can be tailored to each client’s individual problems,
related concerns and aspirations; for example, the counsellor can
devise a drinking or depression scale. Similarly they can be used to
assess risk:
• At this point, how much more do you feel you can cope with?
• How often recently have you felt you are getting completely to the
end of your tether?
• How close do you feel, right now, to ending your own life?
5 ‘To facilitate the client’s learning and motivation by sharing the
counsellor’s view of the problem. This in itself may contribute
to therapeutic change through increasing self-awareness’
In order to facilitate the client’s learning, their learning style must first
be understood.For example, Holmes (1995) suggests that psychologicalmindedness
is an indicator for psychoanalytic psychotherapy, and
therefore he would be assessing clients’ ability to accept trial interpretations,
the capacity to see self from the outside, to reflect on one’s
inner world, tolerate psychic pain, regress in the service of the ego,
autobiographical competence, and fluidity of thought. However, not
all clients learn from insight or reflecting; they may be pragmatic and
prefer to learn from trying out new ideas, or they may prefer to theorise
and analyse. Dryden and Feltham (1992) make the important
point that client temperament is often not well-understood by counsellors
and tends to be overlooked. Nevertheless, assessing learning
style is an important part of the assessment process and ‘a good counsellor
will adapt to fit the clients with different problem-solving styles’
(O’Connell, 2001, p. 11).
Equally important is the need to assess motivation, it being wellestablished
that veterans of counselling, for example, are less likely to
make smooth progress. Where a client lacks motivation to change,
counsellors have to ask themselves whether counselling can help the
client, what Leigh (1998) refers to as ‘the bottom line’, although
12 Assessment in Counselling
points.Where are you on this scale today?
• If 1 is ‘the pits’ and 10 is perfect happiness, where would you place
yourself on this scale?
• On a scale of 1–10 (where 1 is ‘not at all well’ and 10 is ‘very well’),
how well do feel you are doing at the moment?
These questions can be tailored to each client’s individual problems,
related concerns and aspirations; for example, the counsellor can
devise a drinking or depression scale. Similarly they can be used to
assess risk:
• At this point, how much more do you feel you can cope with?
• How often recently have you felt you are getting completely to the
end of your tether?
• How close do you feel, right now, to ending your own life?
5 ‘To facilitate the client’s learning and motivation by sharing the
counsellor’s view of the problem. This in itself may contribute
to therapeutic change through increasing self-awareness’
In order to facilitate the client’s learning, their learning style must first
be understood.For example, Holmes (1995) suggests that psychologicalmindedness
is an indicator for psychoanalytic psychotherapy, and
therefore he would be assessing clients’ ability to accept trial interpretations,
the capacity to see self from the outside, to reflect on one’s
inner world, tolerate psychic pain, regress in the service of the ego,
autobiographical competence, and fluidity of thought. However, not
all clients learn from insight or reflecting; they may be pragmatic and
prefer to learn from trying out new ideas, or they may prefer to theorise
and analyse. Dryden and Feltham (1992) make the important
point that client temperament is often not well-understood by counsellors
and tends to be overlooked. Nevertheless, assessing learning
style is an important part of the assessment process and ‘a good counsellor
will adapt to fit the clients with different problem-solving styles’
(O’Connell, 2001, p. 11).
Equally important is the need to assess motivation, it being wellestablished
that veterans of counselling, for example, are less likely to
make smooth progress. Where a client lacks motivation to change,
counsellors have to ask themselves whether counselling can help the
client, what Leigh (1998) refers to as ‘the bottom line’, although
12 Assessment in Counselling
Sedang diterjemahkan, harap tunggu..
• Pikirkan orang terbaik yang Anda bisa dan memberi orang itu 100
points.Where yang Anda pada skala ini hari ini?
• Jika 1 adalah 'lubang-lubang' dan 10 adalah kebahagiaan yang sempurna, di mana Anda akan menempatkan
diri Anda pada skala ini?
• Pada skala 1-10 (di mana 1 adalah 'sama sekali tidak baik' dan 10 adalah 'sangat baik'),
seberapa baik merasa Anda lakukan saat ini?
Pertanyaan-pertanyaan ini dapat disesuaikan dengan masalah individual masing-masing klien,
kekhawatiran terkait dan aspirasi ; misalnya, konselor dapat
merancang minum atau depresi skala. Demikian pula mereka dapat digunakan untuk
menilai risiko:
• Pada titik ini, berapa banyak lagi yang Anda merasa Anda dapat mengatasi?
• Seberapa sering baru memiliki Anda merasa Anda mendapatkan benar-benar ke
akhir tether Anda?
• Seberapa dekat perasaan Anda, sekarang, untuk mengakhiri hidup Anda sendiri?
5 'Untuk memfasilitasi pembelajaran dan motivasi klien dengan berbagi
pandangan konselor masalah. Hal ini sendiri dapat berkontribusi
terhadap perubahan terapeutik melalui peningkatan kesadaran diri '
Dalam rangka memfasilitasi pembelajaran klien, gaya belajar mereka harus terlebih dahulu
menjadi contoh understood.For, Holmes (1995) menunjukkan bahwa psychologicalmindedness
merupakan indikator untuk psikoterapi psikoanalitik, dan
karena itu ia akan menilai kemampuan klien untuk menerima interpretasi uji coba,
kemampuan untuk melihat diri dari luar, untuk merefleksikan satu
dunia batin, mentolerir rasa sakit psikis, regresi dalam pelayanan ego,
kompetensi otobiografi, dan fluiditas pemikiran. Namun, tidak
semua klien belajar dari wawasan atau mencerminkan; mereka mungkin pragmatis dan
lebih memilih untuk belajar dari mencoba ide-ide baru, atau mereka mungkin lebih memilih untuk berteori
dan menganalisa. Dryden dan Feltham (1992) membuat penting
saat itu temperamen klien sering tidak dipahami oleh konselor
dan cenderung diabaikan. Namun demikian, menilai pembelajaran
gaya merupakan bagian penting dari proses penilaian dan 'konselor yang baik
akan beradaptasi agar sesuai dengan klien dengan berbagai gaya pemecahan masalah '
(O'Connell, 2001, hal. 11).
Sama pentingnya adalah kebutuhan untuk menilai motivasi, itu yang wellestablished
bahwa veteran konseling, misalnya, cenderung
membuat kemajuan halus. Di mana klien tidak memiliki motivasi untuk berubah,
konselor harus bertanya pada diri sendiri apakah konseling dapat membantu
klien, apa Leigh (1998) disebut sebagai 'garis bawah', meskipun
12 Penilaian dalam Konseling
points.Where yang Anda pada skala ini hari ini?
• Jika 1 adalah 'lubang-lubang' dan 10 adalah kebahagiaan yang sempurna, di mana Anda akan menempatkan
diri Anda pada skala ini?
• Pada skala 1-10 (di mana 1 adalah 'sama sekali tidak baik' dan 10 adalah 'sangat baik'),
seberapa baik merasa Anda lakukan saat ini?
Pertanyaan-pertanyaan ini dapat disesuaikan dengan masalah individual masing-masing klien,
kekhawatiran terkait dan aspirasi ; misalnya, konselor dapat
merancang minum atau depresi skala. Demikian pula mereka dapat digunakan untuk
menilai risiko:
• Pada titik ini, berapa banyak lagi yang Anda merasa Anda dapat mengatasi?
• Seberapa sering baru memiliki Anda merasa Anda mendapatkan benar-benar ke
akhir tether Anda?
• Seberapa dekat perasaan Anda, sekarang, untuk mengakhiri hidup Anda sendiri?
5 'Untuk memfasilitasi pembelajaran dan motivasi klien dengan berbagi
pandangan konselor masalah. Hal ini sendiri dapat berkontribusi
terhadap perubahan terapeutik melalui peningkatan kesadaran diri '
Dalam rangka memfasilitasi pembelajaran klien, gaya belajar mereka harus terlebih dahulu
menjadi contoh understood.For, Holmes (1995) menunjukkan bahwa psychologicalmindedness
merupakan indikator untuk psikoterapi psikoanalitik, dan
karena itu ia akan menilai kemampuan klien untuk menerima interpretasi uji coba,
kemampuan untuk melihat diri dari luar, untuk merefleksikan satu
dunia batin, mentolerir rasa sakit psikis, regresi dalam pelayanan ego,
kompetensi otobiografi, dan fluiditas pemikiran. Namun, tidak
semua klien belajar dari wawasan atau mencerminkan; mereka mungkin pragmatis dan
lebih memilih untuk belajar dari mencoba ide-ide baru, atau mereka mungkin lebih memilih untuk berteori
dan menganalisa. Dryden dan Feltham (1992) membuat penting
saat itu temperamen klien sering tidak dipahami oleh konselor
dan cenderung diabaikan. Namun demikian, menilai pembelajaran
gaya merupakan bagian penting dari proses penilaian dan 'konselor yang baik
akan beradaptasi agar sesuai dengan klien dengan berbagai gaya pemecahan masalah '
(O'Connell, 2001, hal. 11).
Sama pentingnya adalah kebutuhan untuk menilai motivasi, itu yang wellestablished
bahwa veteran konseling, misalnya, cenderung
membuat kemajuan halus. Di mana klien tidak memiliki motivasi untuk berubah,
konselor harus bertanya pada diri sendiri apakah konseling dapat membantu
klien, apa Leigh (1998) disebut sebagai 'garis bawah', meskipun
12 Penilaian dalam Konseling
Sedang diterjemahkan, harap tunggu..
Bahasa lainnya
Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.
- Collect from your yorkshire pig
- First, let’s define information security
- introductionRemarkably little is written
- Another problem with an overemphasis on
- introductionRemarkably little is written
- Who do you gunt tuned
- Benci dia
- I doubt dear. he is not one to be easily
- Jika kita di indonesia ingin dibuat temp
- I dont careNever give upKeep smile alway
- terus bergerak maju
- I dont careNever give upKeep smile alway
- Respondents who worked solely for agenci
- بسم الله الرحمن الرحيمنبذة عن كلية الإما
- Respondents who worked solely for agenci
- aku tidak akan pernah bisa melupakanmu,
- Kearney goes further in her discussion o
- Can do it
- Cuman bisa bersabar
- aku tidak akan pernah bisa melupakanmu,
- Kearney goes further in her discussion o
- our love never die
- Semoga diberi kelancaran
- aku ragu sayang. dia bukan orang yang mu
