The document discusses measuring and determining intelligence. It describes how Alfred Binet developed early intelligence tests to measure children's intelligence quotients (IQs). It explains that IQ is calculated by dividing a person's mental age by their chronological age and multiplying by 100. A person's environment and the opportunities they receive can impact their ability to maximize their inherited intelligence. The document also covers extremes of intelligence like mental retardation and giftedness. It lists factors like heredity, environment, gender, and race that can influence a person's intelligence.
critical thinking is the most important concept with every day life like, school,work place, society for more information reed this power point.five point of this power point .What is critical thinking?
• Characteristics of a critical thinking
• Critical thinking standards
• benefits to critical thinking
• barriers of critical thinking
• How to improve critical thinking
Critical thinking is a kind of thinking in which you question, analyse, interpret, evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning “able to judge or discern”Critical thinking is the ability to analyze and evaluate information, arguments, and situations in a logical and systematic manner. It involves questioning assumptions, seeking evidence, considering multiple perspectives, and using reasoning to make informed decisions and judgments. Critical thinkers are adept at identifying biases, logical fallacies, and inconsistencies in arguments or information. They actively engage in problem-solving, applying their analytical skills to assess and solve complex problems. Critical thinking fosters intellectual curiosity, objectivity, and intellectual humility, allowing individuals to make well-informed decisions and navigate challenges effectively. It is an essential skill for academic, professional, and personal success, enabling individuals to think independently and make sound judgments based on evidence and reasoning. for more information visit: www.monash.edu
Counselling involves a relationship between a counsellor and client where the counsellor assists the client. There are three main types of counselling: directive counselling where the counsellor guides the client, non-directive counselling where the counsellor takes a passive role and the client guides themselves, and eclectic counselling which combines elements of both. The document outlines the key aspects of each type including their steps, merits, and demerits. Counselling aims to help clients understand their problems, realize their abilities and weaknesses, develop insight, and make their own decisions.
The document provides information on integrating critical thinking into educational settings. It discusses key concepts related to critical thinking including fallacious thinking, cognitive biases, heuristics like availability heuristic and representativeness heuristic. It also discusses tips for teaching critical thinking, assessing critical thinking, and making explicit the objectives of critical thinking to students. The document emphasizes that critical thinking involves skills like analysis, evaluation and inference as well as dispositions toward reflective judgment. It stresses the importance of teaching critical thinking given the proliferation of information.
Developmental Psychology//Developmental Age Groups// Psychological Needs of D...Wasim Ak
Developmental Psychology is a branch of Psychology which focuses on how individuals grow and develop throughout their lives and examines the psychological processes of development from Infancy through childhood, adolescence, and adulthood, and into old age.
This document provides guidance on effective training techniques. It discusses qualities of good trainers, such as strong communication and organization skills. It also covers teaching strategies like using humor and controlling the environment. Additionally, it outlines concepts like Maslow's hierarchy of needs, differentiation, learning styles, coaching models, instruction methods, assessment approaches, and biases that can impact feedback. The goal is to equip trainers with research-backed techniques to improve student performance.
Intelligence refers to an individual's mental or cognitive ability to comprehend and reason. It helps people solve problems and adapt to new situations. Intelligence tests like the Stanford-Binet and WAIS measure intelligence in areas like verbal ability, fluid reasoning, and working memory. Intelligence is influenced by both hereditary and environmental factors like health, nutrition, education level, and culture. It typically develops and increases during childhood and adolescence before reaching peak levels in one's late teens or early twenties.
critical thinking is the most important concept with every day life like, school,work place, society for more information reed this power point.five point of this power point .What is critical thinking?
• Characteristics of a critical thinking
• Critical thinking standards
• benefits to critical thinking
• barriers of critical thinking
• How to improve critical thinking
Critical thinking is a kind of thinking in which you question, analyse, interpret, evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning “able to judge or discern”Critical thinking is the ability to analyze and evaluate information, arguments, and situations in a logical and systematic manner. It involves questioning assumptions, seeking evidence, considering multiple perspectives, and using reasoning to make informed decisions and judgments. Critical thinkers are adept at identifying biases, logical fallacies, and inconsistencies in arguments or information. They actively engage in problem-solving, applying their analytical skills to assess and solve complex problems. Critical thinking fosters intellectual curiosity, objectivity, and intellectual humility, allowing individuals to make well-informed decisions and navigate challenges effectively. It is an essential skill for academic, professional, and personal success, enabling individuals to think independently and make sound judgments based on evidence and reasoning. for more information visit: www.monash.edu
Counselling involves a relationship between a counsellor and client where the counsellor assists the client. There are three main types of counselling: directive counselling where the counsellor guides the client, non-directive counselling where the counsellor takes a passive role and the client guides themselves, and eclectic counselling which combines elements of both. The document outlines the key aspects of each type including their steps, merits, and demerits. Counselling aims to help clients understand their problems, realize their abilities and weaknesses, develop insight, and make their own decisions.
The document provides information on integrating critical thinking into educational settings. It discusses key concepts related to critical thinking including fallacious thinking, cognitive biases, heuristics like availability heuristic and representativeness heuristic. It also discusses tips for teaching critical thinking, assessing critical thinking, and making explicit the objectives of critical thinking to students. The document emphasizes that critical thinking involves skills like analysis, evaluation and inference as well as dispositions toward reflective judgment. It stresses the importance of teaching critical thinking given the proliferation of information.
Developmental Psychology//Developmental Age Groups// Psychological Needs of D...Wasim Ak
Developmental Psychology is a branch of Psychology which focuses on how individuals grow and develop throughout their lives and examines the psychological processes of development from Infancy through childhood, adolescence, and adulthood, and into old age.
This document provides guidance on effective training techniques. It discusses qualities of good trainers, such as strong communication and organization skills. It also covers teaching strategies like using humor and controlling the environment. Additionally, it outlines concepts like Maslow's hierarchy of needs, differentiation, learning styles, coaching models, instruction methods, assessment approaches, and biases that can impact feedback. The goal is to equip trainers with research-backed techniques to improve student performance.
Intelligence refers to an individual's mental or cognitive ability to comprehend and reason. It helps people solve problems and adapt to new situations. Intelligence tests like the Stanford-Binet and WAIS measure intelligence in areas like verbal ability, fluid reasoning, and working memory. Intelligence is influenced by both hereditary and environmental factors like health, nutrition, education level, and culture. It typically develops and increases during childhood and adolescence before reaching peak levels in one's late teens or early twenties.
The document discusses definitions of intelligence from various experts and perspectives. It defines intelligence as the ability to solve problems, think rationally, learn from experiences, and adapt to one's environment. Intelligence involves reasoning, planning, problem-solving, abstract thinking, learning, and adapting based on experiences. The document also discusses intelligence quotient (IQ) tests, different types of intelligence, characteristics of good intelligence tests, and the Wechsler Adult Intelligence Scale test.
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
This document discusses counseling, mentoring, and different counseling approaches. It defines counseling as the mutual exploration of ideas, attitudes, and feelings between counselor and client. It discusses directive counseling which is counselor-centered, non-directive counseling which is client-centered, and eclectic counseling which combines both approaches. Mentoring is defined as helping and supporting people to maximize their potential and develop skills. The roles of mentor and principles of mentoring are outlined.
Soft skills are interpersonal skills that enable smooth interactions between individuals. Effective communication requires strong verbal and non-verbal skills as well as presentation abilities. Empathy, open-mindedness, motivation, emotional intelligence, critical thinking and decision making are important soft skills for professional success. Relationship building, trust and negotiation are also key interpersonal skills.
Soft skills are important interpersonal skills for communication and relationships. Effective communication requires strong verbal and non-verbal skills like making eye contact, tone of voice and body language. It also requires skills like active listening, empathy and being open-minded. Other important soft skills include emotional intelligence, critical thinking, problem solving, teamwork, leadership and negotiation. Developing soft skills helps people to motivate others, build trust and handle conflicts effectively.
Skillwise Consulting’s corporate software training and technology training is supported by an experienced and competent team of learning and development professionals who engage more than 200 subject matter experts with job level competencies in the respective subjects. Soft skills which turns to the professional life and give a vision to the corporate world
Emotional Intelligence in Consulting DecisionNazrul Islam
The critical factor for building consensus, finding common ground and taking decisions – even with complex partnership dynamics – is emotional intelligence. Developing 'social capital' is essential for individuals who want to progress in a consulting firm.
This document discusses different approaches to counseling including directive, non-directive, eclectic, and group counseling. Directive counseling is counselor-centered and involves advising clients, while non-directive counseling is client-centered and focuses on helping clients solve their own problems. Eclectic counseling combines elements of both directive and non-directive approaches. Group counseling involves discussing problems together in a group setting to help individuals find solutions through interaction. The document outlines the key steps and merits and demerits of each approach.
The document discusses various definitions and theories of intelligence. It examines intelligence as both a unitary concept as well as one with multiple dimensions or intelligences. Key theories discussed include Spearman's two-factor theory distinguishing general intelligence from specific factors, theories of fluid and crystallized intelligence, and Gardner's theory of multiple intelligences involving domains like logical-mathematical, interpersonal, and intrapersonal skills. The document also reviews methods of assessing intelligence including early IQ tests and modern scales, as well as the relationship between intelligence and factors like brain size, emotional intelligence, and practical problem-solving abilities.
Emotional intelligence refers to the ability to understand and manage one's own emotions and the emotions of others. It involves self-awareness, self-regulation, motivation, empathy, and social skills. Research shows emotional intelligence is important for success in life and work. Models of emotional intelligence identify competencies in personal and social domains that contribute to effectiveness. Assessing and developing emotional intelligence can help improve relationships, performance, and well-being.
The document discusses knowing oneself through a personal development module. The objectives are to explain how knowing oneself can improve self-concept, effectiveness, and dealing with others. It also aims to determine how characteristics, habits, and experiences make each person unique. The module will define self-concept categories, compare skills that increase efficiency, and distinguish strengths and weaknesses. Students will identify their own unique qualities, strengths, and experiences.
This document discusses guidance and counselling. It defines counselling as a process of assistance provided by an expert to help an individual address a situation or need. The document outlines key features of counselling including that it involves a relationship of mutual respect between counsellor and client. It also discusses different types of counselling including directive, non-directive, and eclectic counselling. The roles and qualities of an effective counsellor are presented, as well as counselling skills and the counselling process.
Our ability to learn new ways to think is the power of human potential. We have to make choices about the types of thinking that we apply to a variety of different challenges. Critical Thinking is the act of examining a set of facts and analyzing and evaluating relevant information. We live in a knowledge based society, and the more critically you think the better your knowledge will be. Critical Thinking provides you with the skills to analyze and evaluate information so that you are able to obtain the greatest amount of knowledge from it. It provides the best chance of making the correct decision, and minimizes damages if a mistake does occur. Critical Thinking will lead to being a more rational and disciplined thinker. It will reduce your prejudice and bias, which will provide you a better understanding of your environment.
This workshop will provide you the skills to evaluate, identify, and distinguish between relevant and irrelevant information. It will lead you to be more productive in your career, and provide a great skill in your everyday life. Lastly, critical thinking skills will support your capacity to be innovative. Once you fully understand what it is, you can begin exploring what could be.
By the end of this workshop, participants will be able to answer the following questions:
a. What is critical thinking?
b. How can I use nonlinear thinking strategies?
c. What does it mean for me to apply logic to situations?
d. How do I know when, how, and why to think critically about a challenge?
e. What skills allow be to better evaluate facts and data?
f. How will thinking differently effect my decision outcomes?
g. How can I challenge my self to see alternate perspectives?
h. How can I increase my problem solving abilities?
The document provides information on creative thinking and the creative process. It discusses several topics:
- Creativity involves combining existing ideas in new ways, and creative people work hard to refine their ideas through gradual changes.
- Making new social connections, trying new activities, and challenging assumptions can make thinking more creative.
- Heuristics like availability and representativeness help with quick decision making but can also lead to biases. Advertising often uses heuristics to persuade through images and emotions.
- The creative process involves gathering information, analyzing it from different angles, taking breaks, getting insights, and refining ideas based on feedback. Developing a unique selling proposition, brand image, or positioning are approaches
them some vulnerability, which may lead to feelings of rejection and failure that could reduce your overall productivity and satisfaction.
People who consistently try to improve their emotional health appear to lead lives of greater enjoyment than those who left feelings of vulnerability overwhelm them or block their creativity.
Emotional wellness: Emotional wellness is a person’s ability to cope with daily circumstances and to deal with personal feelings in a positive, optimistic, and constructive manner. A person with emotional wellness is generally characterized as happy, as opposed to depressed.
Emotional Level
•A positive self-concept, which includes dealing with feelings constructively and developing positive qualities such as optimism, trust, self-confidence, and determination.
• Listen to your feelings
• Express them to those you trust
• Maintain a positive outlook
This chapter discusses key concepts in public speaking including:
1) The power of public speaking and how it has allowed many to spread ideas throughout history.
2) Similarities and differences between public speaking and conversation, noting public speaking requires more structure and formal language.
3) Developing confidence in public speaking and transforming nervousness into "positive nervousness" through preparation and experience.
4) The importance of critical thinking in public speaking and its role in developing traits like intellectual humility, autonomy, and fairness.
The document discusses personality development and its key components. Personality is shaped by temperament, character, and environment. Temperament is genetically influenced while character develops through experiences. A person's personality gives them confidence and improves their communication, attitude, credibility, and knowledge. Developing interpersonal and intrapersonal skills also contributes to healthy personality development. Interpersonal skills help in social interactions while intrapersonal skills involve self-esteem, confidence, assertiveness, and managing emotions.
This document discusses critical thinking in nursing. It defines critical thinking as purposeful, goal-directed thinking aimed at making judgments based on evidence rather than assumptions. The document outlines types of thinking, components of critical thinking in nursing including knowledge, experience, competencies, attitudes, and standards. It discusses benefits of critical thinking for nurses, barriers to critical thinking, and characteristics of critical thinkers. The document emphasizes the importance of critical thinking skills for nurses in clinical decision making.
Cognitive development involves complex processes of thinking, problem solving, understanding, and learning that begin prenatally and continue throughout life. It involves acquiring and using knowledge, skills, and experiences to build mental models called schemas to manage and understand information. Cognitive development is shaped through interaction with one's environment and experiences that are hands-on, language-rich, allow for exploration and practice, and meet children's developmental readiness. Providing varied, stimulating yet unhurried interactions and experiences best supports children's cognitive growth.
The document summarizes research on intelligence and theories of intelligence. It discusses definitions of intelligence, intelligence tests like the Binet Tests and Wechsler Scales, and theories of intelligence including Sternberg's Triarchic Theory and Gardner's Theory of Multiple Intelligences. It also covers controversies around the influence of heredity and environment on intelligence scores and group comparisons. The key topics are definitions of intelligence, intelligence testing history, and debates around the nature and measurement of intelligence.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Similar a INTELLIGENCE BY SIMUNYAMA......... P.pptx
The document discusses definitions of intelligence from various experts and perspectives. It defines intelligence as the ability to solve problems, think rationally, learn from experiences, and adapt to one's environment. Intelligence involves reasoning, planning, problem-solving, abstract thinking, learning, and adapting based on experiences. The document also discusses intelligence quotient (IQ) tests, different types of intelligence, characteristics of good intelligence tests, and the Wechsler Adult Intelligence Scale test.
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
This document discusses counseling, mentoring, and different counseling approaches. It defines counseling as the mutual exploration of ideas, attitudes, and feelings between counselor and client. It discusses directive counseling which is counselor-centered, non-directive counseling which is client-centered, and eclectic counseling which combines both approaches. Mentoring is defined as helping and supporting people to maximize their potential and develop skills. The roles of mentor and principles of mentoring are outlined.
Soft skills are interpersonal skills that enable smooth interactions between individuals. Effective communication requires strong verbal and non-verbal skills as well as presentation abilities. Empathy, open-mindedness, motivation, emotional intelligence, critical thinking and decision making are important soft skills for professional success. Relationship building, trust and negotiation are also key interpersonal skills.
Soft skills are important interpersonal skills for communication and relationships. Effective communication requires strong verbal and non-verbal skills like making eye contact, tone of voice and body language. It also requires skills like active listening, empathy and being open-minded. Other important soft skills include emotional intelligence, critical thinking, problem solving, teamwork, leadership and negotiation. Developing soft skills helps people to motivate others, build trust and handle conflicts effectively.
Skillwise Consulting’s corporate software training and technology training is supported by an experienced and competent team of learning and development professionals who engage more than 200 subject matter experts with job level competencies in the respective subjects. Soft skills which turns to the professional life and give a vision to the corporate world
Emotional Intelligence in Consulting DecisionNazrul Islam
The critical factor for building consensus, finding common ground and taking decisions – even with complex partnership dynamics – is emotional intelligence. Developing 'social capital' is essential for individuals who want to progress in a consulting firm.
This document discusses different approaches to counseling including directive, non-directive, eclectic, and group counseling. Directive counseling is counselor-centered and involves advising clients, while non-directive counseling is client-centered and focuses on helping clients solve their own problems. Eclectic counseling combines elements of both directive and non-directive approaches. Group counseling involves discussing problems together in a group setting to help individuals find solutions through interaction. The document outlines the key steps and merits and demerits of each approach.
The document discusses various definitions and theories of intelligence. It examines intelligence as both a unitary concept as well as one with multiple dimensions or intelligences. Key theories discussed include Spearman's two-factor theory distinguishing general intelligence from specific factors, theories of fluid and crystallized intelligence, and Gardner's theory of multiple intelligences involving domains like logical-mathematical, interpersonal, and intrapersonal skills. The document also reviews methods of assessing intelligence including early IQ tests and modern scales, as well as the relationship between intelligence and factors like brain size, emotional intelligence, and practical problem-solving abilities.
Emotional intelligence refers to the ability to understand and manage one's own emotions and the emotions of others. It involves self-awareness, self-regulation, motivation, empathy, and social skills. Research shows emotional intelligence is important for success in life and work. Models of emotional intelligence identify competencies in personal and social domains that contribute to effectiveness. Assessing and developing emotional intelligence can help improve relationships, performance, and well-being.
The document discusses knowing oneself through a personal development module. The objectives are to explain how knowing oneself can improve self-concept, effectiveness, and dealing with others. It also aims to determine how characteristics, habits, and experiences make each person unique. The module will define self-concept categories, compare skills that increase efficiency, and distinguish strengths and weaknesses. Students will identify their own unique qualities, strengths, and experiences.
This document discusses guidance and counselling. It defines counselling as a process of assistance provided by an expert to help an individual address a situation or need. The document outlines key features of counselling including that it involves a relationship of mutual respect between counsellor and client. It also discusses different types of counselling including directive, non-directive, and eclectic counselling. The roles and qualities of an effective counsellor are presented, as well as counselling skills and the counselling process.
Our ability to learn new ways to think is the power of human potential. We have to make choices about the types of thinking that we apply to a variety of different challenges. Critical Thinking is the act of examining a set of facts and analyzing and evaluating relevant information. We live in a knowledge based society, and the more critically you think the better your knowledge will be. Critical Thinking provides you with the skills to analyze and evaluate information so that you are able to obtain the greatest amount of knowledge from it. It provides the best chance of making the correct decision, and minimizes damages if a mistake does occur. Critical Thinking will lead to being a more rational and disciplined thinker. It will reduce your prejudice and bias, which will provide you a better understanding of your environment.
This workshop will provide you the skills to evaluate, identify, and distinguish between relevant and irrelevant information. It will lead you to be more productive in your career, and provide a great skill in your everyday life. Lastly, critical thinking skills will support your capacity to be innovative. Once you fully understand what it is, you can begin exploring what could be.
By the end of this workshop, participants will be able to answer the following questions:
a. What is critical thinking?
b. How can I use nonlinear thinking strategies?
c. What does it mean for me to apply logic to situations?
d. How do I know when, how, and why to think critically about a challenge?
e. What skills allow be to better evaluate facts and data?
f. How will thinking differently effect my decision outcomes?
g. How can I challenge my self to see alternate perspectives?
h. How can I increase my problem solving abilities?
The document provides information on creative thinking and the creative process. It discusses several topics:
- Creativity involves combining existing ideas in new ways, and creative people work hard to refine their ideas through gradual changes.
- Making new social connections, trying new activities, and challenging assumptions can make thinking more creative.
- Heuristics like availability and representativeness help with quick decision making but can also lead to biases. Advertising often uses heuristics to persuade through images and emotions.
- The creative process involves gathering information, analyzing it from different angles, taking breaks, getting insights, and refining ideas based on feedback. Developing a unique selling proposition, brand image, or positioning are approaches
them some vulnerability, which may lead to feelings of rejection and failure that could reduce your overall productivity and satisfaction.
People who consistently try to improve their emotional health appear to lead lives of greater enjoyment than those who left feelings of vulnerability overwhelm them or block their creativity.
Emotional wellness: Emotional wellness is a person’s ability to cope with daily circumstances and to deal with personal feelings in a positive, optimistic, and constructive manner. A person with emotional wellness is generally characterized as happy, as opposed to depressed.
Emotional Level
•A positive self-concept, which includes dealing with feelings constructively and developing positive qualities such as optimism, trust, self-confidence, and determination.
• Listen to your feelings
• Express them to those you trust
• Maintain a positive outlook
This chapter discusses key concepts in public speaking including:
1) The power of public speaking and how it has allowed many to spread ideas throughout history.
2) Similarities and differences between public speaking and conversation, noting public speaking requires more structure and formal language.
3) Developing confidence in public speaking and transforming nervousness into "positive nervousness" through preparation and experience.
4) The importance of critical thinking in public speaking and its role in developing traits like intellectual humility, autonomy, and fairness.
The document discusses personality development and its key components. Personality is shaped by temperament, character, and environment. Temperament is genetically influenced while character develops through experiences. A person's personality gives them confidence and improves their communication, attitude, credibility, and knowledge. Developing interpersonal and intrapersonal skills also contributes to healthy personality development. Interpersonal skills help in social interactions while intrapersonal skills involve self-esteem, confidence, assertiveness, and managing emotions.
This document discusses critical thinking in nursing. It defines critical thinking as purposeful, goal-directed thinking aimed at making judgments based on evidence rather than assumptions. The document outlines types of thinking, components of critical thinking in nursing including knowledge, experience, competencies, attitudes, and standards. It discusses benefits of critical thinking for nurses, barriers to critical thinking, and characteristics of critical thinkers. The document emphasizes the importance of critical thinking skills for nurses in clinical decision making.
Cognitive development involves complex processes of thinking, problem solving, understanding, and learning that begin prenatally and continue throughout life. It involves acquiring and using knowledge, skills, and experiences to build mental models called schemas to manage and understand information. Cognitive development is shaped through interaction with one's environment and experiences that are hands-on, language-rich, allow for exploration and practice, and meet children's developmental readiness. Providing varied, stimulating yet unhurried interactions and experiences best supports children's cognitive growth.
The document summarizes research on intelligence and theories of intelligence. It discusses definitions of intelligence, intelligence tests like the Binet Tests and Wechsler Scales, and theories of intelligence including Sternberg's Triarchic Theory and Gardner's Theory of Multiple Intelligences. It also covers controversies around the influence of heredity and environment on intelligence scores and group comparisons. The key topics are definitions of intelligence, intelligence testing history, and debates around the nature and measurement of intelligence.
Similar a INTELLIGENCE BY SIMUNYAMA......... P.pptx (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. •The automate measure of intelligence has a
theoretical faculty and cannot be measured
precisely. Intelligent tests do not measure
intellectual capacities directly; they measure
on the other hand manifestation of
intellectual capacity in action or behaviour.
3. •It is believed that every human action has
some intelligence behind it even for that of
the lowest idiot. The form of intelligence
corresponds to the type of behaviour. The
level of intelligence of an individual is
measured by:
4. •The difficult of a task he/she can perform
•The range or worthy of the action he/she
can perform
•The speed with which he/she can do or
perform an activity
5. •The harder the task a person can perform
the greater is his/her intelligence and the
more tasks an individual can do the more
they do it the more the intelligence
6. •A psychologist by the name of Alfred Binet
was entrusted with a charge of finding out
the reasons of backwardness in children at a
monispor school in German.
7. •He came to a conclusion that the
intelligence of a normal child develops
without school education. He prepared a
number of tests meant for measuring
intelligence of children at each leverage and
applied this to them.
8. •He succeeded in standardizing his test. The
standardization of the test was to educate
them.
•Some may only pass tests for their age
whilst others may pass even tests of a
higher age. These children are referred to
be the above average children.
9. •Still others may fail tests for their age range,
they are below average. Binet used the
intelligence Quotient (IQ) to measure
intelligence. The intelligence Quotient is the
ratio formed by dividing mental age, by
chronological age and X by 100
10. •IQ = Mental agex100
• Chronological age
•A child with a mental age of 6 and
chronological age of 5 will have an IQ of
120.
11. •IQ = Mental Age
• Chronological
•= 6/5 x 100
•=120
12. TFGVT
• A child with mental age of 5 and chronological age of 10 will have an
IQ of
• IQ=Mental age x 100
• Chronological age
• =5/10 x100
• =50
13. 7.5 Extremes of intelligence
•7.5.1. Mental retardation: is also known as
learning disability. It is defined as a state of
arrest or incomplete development of the
intellectual faculties evident from
childhood. Mental retardation is also
defined as an intelligence quotient of 70
percentile or less.
14. Classifications of Mental retardation
•What are the classifications of mental
retardation?
•Mental retardation can be classified as
follows:
16. •Causes of Mental retardation
•What are the causes of mental retardation?
•The following are causes of mental
retardation:
•Fatal alcohol syndrome
17. •Down’s syndrome
•Prenatal maternal illnesses e.g.
toxoplasmosis
•Childhood illnesses e.g. Central nervous
infections, brain tumours, head injuries
18. Treatment for mental retardation:
•The children can be enrolled in special
schools to improve adaptive functioning
•Treat underlying physical conditions
•Treat co – morbid psychiatric disorders like
depression, anxiety and schizophrenia
19. 5.2. Intellectual giftedness
•Now you will look at intellectual giftedness.
Let us begin with your understanding of this
term intellectual giftedness. What is
intellectual giftedness?
21. •Such individuals develop much faster than
their peers. They acquire an advanced
language at a tender age. In a number of
cases they may find themselves in higher
grades than their peers.
22. 7.6 Determinants of intelligence
•What are the determinants of intelligence?
•The following are the determinants of
intelligence:
23. 7.6.1. Heredity
•- The genes inherited from the parents can
determine whether a person will be clever,
dull or average.
24. 7.6.2. Environment
•– It is believed that with adequate stimulation,
the intelligence quotient can be shifted. The
environment will help to determine whether a
person will achieve his possible inherited
maximum ability or not. For example, the
school that one goes to may have a lot to do
with how someone exploits his inherited
abilities to the maximum.
25. 7.6.3. Gender differences in intelligence
– It is highly debatable whether males are
more intelligent than females. It has been
noted that the two genders have not been
given equal opportunities to develop. The
male gender seems to have been given more
opportunities and therefore appears to be
more intelligent than the female gender.
26. 7.6.4. Racial differences in intelligence
•It is found that white people generally
superior in average IQ than the black one
especially in those countries where white
culture is dominant. It is argued that white
people get richer environment than black
people.
27. •Some have blamed that IQ test is developed
by the whites who are socialized in cultural
values and norms of white people
(http://visionapexcollege.blogspot.com
2010/psychology).
•We have come to the end of this unit.
28. 7.7 Summary
•We have looked at intelligence as the
capacity to understand the world, think
rationally and use resources effectively
when faced with challenges. We have also
seen that intelligence can be measured and
how to measure intelligence and looked at
the extremes of intelligence.
29. •We further went on to look at the
determinants of intelligence. Before, we
move to our next topic.
•END
30. UNIT 8: PSYCHO-SOCIAL
COUNSELLING
welcome to our last unit 8, on psychosocial counselling. In this unit, it is prudent to
define terms psychosocial and counselling separately in order to understand the
concept psychosocial counselling according to the stated objectives and look at the
principles of counselling. You will move on to look at the types and the process of
counselling. In addition, you will learn about the counselling skills and the qualities of
a counsellor. Furthermore, you shall look at support groups in counselling.
31. • 8.2 Objectives
• By the end of this unit you should be able to:
• 1. Define counselling 2. Describe the principles of counselling 3.
Explain the types of counselling 4. Describe the counselling process 5.
Outline the counselling skills 6. Describe qualities of a good
counsellor 7. Explain the concept of support groups
33. • Counseling is a process in which clients learn how to make decisions
and formulate new ways of behaving, feeling, and thinking. (
Brammer, 1993; Egan, 1990).
• Psychosocial counselling- is an interaction in which the counsellor
(helper) offers another person the time, attention, respect which is
necessary to explore, discover, and clarify ways of living more
resourcefully (Kara, 2001).
34. • A principle is a general rule or belief that serves as a foundation for a
system of beliefs.
• Now you will look at the principles of counselling.
• Counselling is the skill you need to obtain, that will help you manage
you patients well, and especially that you have attained knowledge in
Psychology. You need to understand and acquire the principles of
counselling.
• What are the principles of counselling?
35. • The following are the principles of counselling:
• Uniqueness
• Neutrality
• Acceptance
• Flexibility
• Realism
• Empowerment
• Autonomy
• Mutuality
36. • a. Uniqueness
• This involves treating each client and the problem that they present
as being different. It entails refraining from comparing clients and
how they respond and adapt to different situations
•
• b. Neutrality
• The counsellor has to maintain a non-judgmental attitude. She/he
does not play the role of a judge but helper. This will encourage the
client to freely express himself/herself freely.
37. • c. Acceptance
• The relationship between the counsellor and the client should be
empathic. The client should be regarded as a worthy person and
treated with dignity. The counsellor should continually emphasize an
attitude of positive regard for the client.
• d. Flexibility
• When dealing with the client, handle him/her and proceed as though
he/she is right the way he/she comes out, presents his/her story and
how he/she intends to sort out his/her problems.
38. • e. Realism
• Be objective as you help out the client set his goals. Be mindful of
his/her of his capacity and identify his/her limitation and work within
this context.
• f. Empowerment
• The counselling session should be structured in such a way that it
equips the client with skills to handle his/her problems competently.
The client should come out of the session with confidence to handle
future problems independently
39. • g. Autonomy
• During the counselling session, show that you believe in the client as
someone who is independent and has the capacity to handle and fix
his/her problems. The client should be treated as someone with the
ability to take responsibilities for his choices, decisions and actions.
• h. Mutuality
• Counselling is a shared and sharing responsibility. Demonstrate that
both the counsellor and the client have a role to play in sorting out
the problem at hand.
40. • 5 Types of counselling
• What are the types of counselling that you know?
• The following are the types of counselling:
• Client cantered
• Directive counselling
• Problem solving
• Cognitive behavioural counselling
• Psychodynamic counselling
• Crisis counselling
41. • 1. Client cantered
• This approach is widely used. It was first used by Carl Rodgers in
1951. Carl Rodgers noted that the client him/herself is better placed
to decide to find solutions for him/herself. The client cantered
approach presumes that a client in need goes to the counsellor to be
helped. In order to be helped, the client needs to know that he/she
has been understood of how he/she feels and thinks. The client must
know that whatever the counsellor’s own feelings about him/her, the
counsellor must accept as he/she is. The counsellor accepts the
client’s right to his/her own life.
42. • 2. Directive counselling
• It involves making decisions, suggestions or offering advice to the client.
This is no longer a popular approach to counselling. However, it can be
used in limited number of situations e.g. newly diagnosed diabetics.
• 3. Problem solving
• It operates on the premise that the client’s problems is caused by everyday
problems. If problems are resolved, symptoms will disappear. Problems are
solved using problem solving techniques. The stages of problem solving are
listed below:
• Explanation of therapy and formulation of the problem list
• Clarification and definition of problem
43. • Setting achievable goals
• Generating solutions
• Choice of preferred solutions
• Implementing of preferred solutions
• Evaluation.
• 4. Cognitive behavioural counselling
• It is aimed at changing the thoughts, beliefs and behaviours of a
client. It is highly structured looking at specific problems and aims to
enable a client learn skills to help him/her deal with present and
future problems.
44. • . Psychodynamic counselling
• It emphasizes social development associated with individuation and the
family life cycle. The task of the counsellor in this approach is to encourage
the client to talk about his difficulties and reflect on them as they may have
come from childhood traumatic experiences. Psychodynamic counselling
may also in cooperate problem solving and behavioural experiments.
• 6. Crisis counselling
• This is a short and active intervention. It is based on sound assessment of
the situation which include family, patient, social network, nature of the
stressor, severity of the response of risk and available coping resources
including external support. The task is directed at helping the client
redefine the challenges and mobilize resources for its resolution.
45. The counselling process
• The process of counselling is as follows:
• Establish rapport and structure.
• Greet the client. Find out their name, what they do, and where they
come from. Initiate a conversation on neutron topics before asking
them to tell you why they have come to see you. Introduce your
service e.g. tell them you are a marriage counsellor, HIV counsellor
• Gather data about client and identify their problems – what is the
client’s problem of concern and what is his strength and weakness.
• Determine outcome (what do we want to happen
46. • Generate solutions (what shall we do to bring an end to the presenting
problems?) The outcome of this stage is aimed at allowing the client to
identify as many solutions as possible, protect the consequences of each
solution and finally set priorities of these solutions.
• Solution application and termination.
• In this final stage, the client has the responsibility for applying the
determined solution. The counsellor must encourage the client to
implement the agreed solution to the problem. While the client is actively
engaged in applying the problem solution, the counsellor will often
maintain contact as a source of follow up support encouragement. But
once the problem has been dealt with to the extent possible and practical,
the process
47. • must be terminated. The client has the rights to terminate the
process any time. The counsellor will normally give some induction
that “I think the next session should be the last one as we seem to
have addressed all the concerns”. We can conclude by summarizing
the main points of the counselling process. The counsellor will
usually leave the door open for the client to return if need arises.
However, because counselling is a learning process, there is hope that
the client has not only learned to deal with the presenting problems,
but also learned problem-solving skills that will decrease the
probability of the client’s need for further counselling in feature.
49. • a. Attending skills
• These involve such elements as friendliness, courtesy, eye contact,
relaxed postures, body language and vocal tones. Attending skills also
encompasses commitment to time and contractual obligations, and
how the counselling room is arranged. These skills are helpful in
making the client feel at easy and relaxed.
• b. Listening skills
• Listening is used to gather information about the client. It is a tool
that involves getting the actual words of the client and also involves
listening to the mood, the feelings and the underlying messages that
are conveyed through the actual words that the client uses.
50. • c. Probing/Questioning skills
• This skill involves coming up with the right questions in order to elicit
and capture as much information as possible. Open ended questions
will be more useful because they will permit the client to express
himself fully. If the questioning skills are poor, the counsellor will fail
to establish the problem clearly.
51. • d. Empathy skills
• Empathy is a form of communication which involves listening to the client,
clarifying his concerns and communicating this understanding to the client.
This helps the client to discover new meaning and perception in relation to
his situation. A great deal of the discussion in empathy centres on the kind
of observing and listening needed to develop an understanding of the
client and his world. It involves entering another person’s perceptual
world.
• e. Challenging skills
• A challenge is an invitation to examine internal and external behaviour that
seem to be self-defeating, harmful to others or both. It is aimed at helping
the client develop new perspectives to his situation.
52. • f. Paraphrasing skills
• A paraphrase is a verbal statement that is interchangeable with the
client’s statements. The words may be different but the meaning is
retained. In other words the counsellor repeats back the essence of
the client’s main words and thoughts.
• g. Reflecting skills
• Reflecting refers to the counsellor’s ability to communicate his/her
understanding of the client’s concerns and perspective at an
emotional level. It demonstrates that the counsellor is able to follow
through what the client is saying and feeling.
53. Qualities of a counsellor
• i. Responsibility
• Counselling is an enormous task. For a counsellor to function well
and effectively, a high sense of commitment and responsibility is
essential.
•
• ii. Reliability
• A counsellor must be truthful and honest. She should be able to hold
reasonable control over her emotions. She should be someone who is
dependable and be considered as such by the client and the
community at large.
54. • iii. Humility
• The counsellor must be in a position to acknowledge her own
limitations. It is not possible for a counsellor to handle competently
all the problems that may be presented to her. She should be ready
and willing to handle over the clients that she cannot competently
handle.
• iv. Intelligent
• A good counsellor uses her intellectual capacity to the fullest. The
counsellor must be eager to learn and acquire different skills. This will
enable her to see problems in their right perspective and help out to
give appropriate advice.
55. • v. Confidentiality
• The counsellor should not divulge information about the client
without permission. Information should be kept strictly confidential.
This will help the client to have trust in the counsellor and be ready to
share sensitive information that may be helpful in solving the client’s
problems.
56. • vi. Professionalism
• Counselling carries with it professional responsibilities. Good conduct
and appearance is important for the counsellor’s own physical and
mental health. This will cause the counsellor to be respected and
valued by the clients.
57. . Support groups
• What are support groups?
• 8.9.1. Support groups: refer to groupings that are formed by people
undergoing similar problems with a view to sharing ideas of how to
overcome the challenges that they face. Support groups are beneficial
because the members have a sense of belonging. The members feel free to
share their problems and coping strategies with people in similar
situations. The help from support groups is meaningful because it comes
from people who have gone through a certain problem. The solutions are
based on practical experience.
• The counsellor can provide technical support and guidance to the group.
The counsellor will help out in the initial organization of the support group.
58. • .10 Summary
• We have defined counselling as a skilled and principle use of
relationship that develops self-knowledge, emotional acceptance and
growth, and personal resources. We went on to look at the principles
of counselling and the types of counselling. In addition, we have
looked at the counselling process and the skills a counsellor should
have. We also learnt about the qualities of a counsellor and support
groups. You are now going to do a self-test so as to be able to know
how much you have learnt in this unit
59. • 8.2 Objectives
• By the end of this unit you should be able to:
• 1. Define counselling 2. Describe the principles of counselling 3.
Explain the types of counselling 4. Describe the counselling process 5.
Outline the counselling skills 6. Describe qualities of a good
counsellor 7. Explain the concept of support groups
61. • Counseling is a process in which clients learn how to make decisions
and formulate new ways of behaving, feeling, and thinking. (
Brammer, 1993; Egan, 1990).
• Psychosocial counselling- is an interaction in which the counsellor
(helper) offers another person the time, attention, respect which is
necessary to explore, discover, and clarify ways of living more
resourcefully (Kara, 2001).
62. • A principle is a general rule or belief that serves as a foundation for a
system of beliefs.
• Now you will look at the principles of counselling.
• Counselling is the skill you need to obtain, that will help you manage
you patients well, and especially that you have attained knowledge in
Psychology. You need to understand and acquire the principles of
counselling.
• What are the principles of counselling?
63. • The following are the principles of counselling:
• Uniqueness
• Neutrality
• Acceptance
• Flexibility
• Realism
• Empowerment
• Autonomy
• Mutuality
64. • a. Uniqueness
• This involves treating each client and the problem that they present
as being different. It entails refraining from comparing clients and
how they respond and adapt to different situations
•
• b. Neutrality
• The counsellor has to maintain a non-judgmental attitude. She/he
does not play the role of a judge but helper. This will encourage the
client to freely express himself/herself freely.
65. • c. Acceptance
• The relationship between the counsellor and the client should be
empathic. The client should be regarded as a worthy person and
treated with dignity. The counsellor should continually emphasize an
attitude of positive regard for the client.
• d. Flexibility
• When dealing with the client, handle him/her and proceed as though
he/she is right the way he/she comes out, presents his/her story and
how he/she intends to sort out his/her problems.
66. • e. Realism
• Be objective as you help out the client set his goals. Be mindful of
his/her of his capacity and identify his/her limitation and work within
this context.
• f. Empowerment
• The counselling session should be structured in such a way that it
equips the client with skills to handle his/her problems competently.
The client should come out of the session with confidence to handle
future problems independently
67. • g. Autonomy
• During the counselling session, show that you believe in the client as
someone who is independent and has the capacity to handle and fix
his/her problems. The client should be treated as someone with the
ability to take responsibilities for his choices, decisions and actions.
• h. Mutuality
• Counselling is a shared and sharing responsibility. Demonstrate that
both the counsellor and the client have a role to play in sorting out
the problem at hand.
68. • 5 Types of counselling
• What are the types of counselling that you know?
• The following are the types of counselling:
• Client cantered
• Directive counselling
• Problem solving
• Cognitive behavioural counselling
• Psychodynamic counselling
• Crisis counselling
69. • 1. Client cantered
• This approach is widely used. It was first used by Carl Rodgers in
1951. Carl Rodgers noted that the client him/herself is better placed
to decide to find solutions for him/herself. The client cantered
approach presumes that a client in need goes to the counsellor to be
helped. In order to be helped, the client needs to know that he/she
has been understood of how he/she feels and thinks. The client must
know that whatever the counsellor’s own feelings about him/her, the
counsellor must accept as he/she is. The counsellor accepts the
client’s right to his/her own life.
70. • 2. Directive counselling
• It involves making decisions, suggestions or offering advice to the client.
This is no longer a popular approach to counselling. However, it can be
used in limited number of situations e.g. newly diagnosed diabetics.
• 3. Problem solving
• It operates on the premise that the client’s problems is caused by everyday
problems. If problems are resolved, symptoms will disappear. Problems are
solved using problem solving techniques. The stages of problem solving are
listed below:
• Explanation of therapy and formulation of the problem list
• Clarification and definition of problem
71. • Setting achievable goals
• Generating solutions
• Choice of preferred solutions
• Implementing of preferred solutions
• Evaluation.
• 4. Cognitive behavioural counselling
• It is aimed at changing the thoughts, beliefs and behaviours of a
client. It is highly structured looking at specific problems and aims to
enable a client learn skills to help him/her deal with present and
future problems.
72. • . Psychodynamic counselling
• It emphasizes social development associated with individuation and the
family life cycle. The task of the counsellor in this approach is to encourage
the client to talk about his difficulties and reflect on them as they may have
come from childhood traumatic experiences. Psychodynamic counselling
may also in cooperate problem solving and behavioural experiments.
• 6. Crisis counselling
• This is a short and active intervention. It is based on sound assessment of
the situation which include family, patient, social network, nature of the
stressor, severity of the response of risk and available coping resources
including external support. The task is directed at helping the client
redefine the challenges and mobilize resources for its resolution.
73. The counselling process
• The process of counselling is as follows:
• Establish rapport and structure.
• Greet the client. Find out their name, what they do, and where they
come from. Initiate a conversation on neutron topics before asking
them to tell you why they have come to see you. Introduce your
service e.g. tell them you are a marriage counsellor, HIV counsellor
• Gather data about client and identify their problems – what is the
client’s problem of concern and what is his strength and weakness.
• Determine outcome (what do we want to happen
74. • Generate solutions (what shall we do to bring an end to the presenting
problems?) The outcome of this stage is aimed at allowing the client to
identify as many solutions as possible, protect the consequences of each
solution and finally set priorities of these solutions.
• Solution application and termination.
• In this final stage, the client has the responsibility for applying the
determined solution. The counsellor must encourage the client to
implement the agreed solution to the problem. While the client is actively
engaged in applying the problem solution, the counsellor will often
maintain contact as a source of follow up support encouragement. But
once the problem has been dealt with to the extent possible and practical,
the process
75. • must be terminated. The client has the rights to terminate the
process any time. The counsellor will normally give some induction
that “I think the next session should be the last one as we seem to
have addressed all the concerns”. We can conclude by summarizing
the main points of the counselling process. The counsellor will
usually leave the door open for the client to return if need arises.
However, because counselling is a learning process, there is hope that
the client has not only learned to deal with the presenting problems,
but also learned problem-solving skills that will decrease the
probability of the client’s need for further counselling in feature.
77. • a. Attending skills
• These involve such elements as friendliness, courtesy, eye contact,
relaxed postures, body language and vocal tones. Attending skills also
encompasses commitment to time and contractual obligations, and
how the counselling room is arranged. These skills are helpful in
making the client feel at easy and relaxed.
• b. Listening skills
• Listening is used to gather information about the client. It is a tool
that involves getting the actual words of the client and also involves
listening to the mood, the feelings and the underlying messages that
are conveyed through the actual words that the client uses.
78. • c. Probing/Questioning skills
• This skill involves coming up with the right questions in order to elicit
and capture as much information as possible. Open ended questions
will be more useful because they will permit the client to express
himself fully. If the questioning skills are poor, the counsellor will fail
to establish the problem clearly.
79. • d. Empathy skills
• Empathy is a form of communication which involves listening to the client,
clarifying his concerns and communicating this understanding to the client.
This helps the client to discover new meaning and perception in relation to
his situation. A great deal of the discussion in empathy centres on the kind
of observing and listening needed to develop an understanding of the
client and his world. It involves entering another person’s perceptual
world.
• e. Challenging skills
• A challenge is an invitation to examine internal and external behaviour that
seem to be self-defeating, harmful to others or both. It is aimed at helping
the client develop new perspectives to his situation.
80. • f. Paraphrasing skills
• A paraphrase is a verbal statement that is interchangeable with the
client’s statements. The words may be different but the meaning is
retained. In other words the counsellor repeats back the essence of
the client’s main words and thoughts.
• g. Reflecting skills
• Reflecting refers to the counsellor’s ability to communicate his/her
understanding of the client’s concerns and perspective at an
emotional level. It demonstrates that the counsellor is able to follow
through what the client is saying and feeling.
81. Qualities of a counsellor
• i. Responsibility
• Counselling is an enormous task. For a counsellor to function well
and effectively, a high sense of commitment and responsibility is
essential.
•
• ii. Reliability
• A counsellor must be truthful and honest. She should be able to hold
reasonable control over her emotions. She should be someone who is
dependable and be considered as such by the client and the
community at large.
82. • iii. Humility
• The counsellor must be in a position to acknowledge her own
limitations. It is not possible for a counsellor to handle competently
all the problems that may be presented to her. She should be ready
and willing to handle over the clients that she cannot competently
handle.
• iv. Intelligent
• A good counsellor uses her intellectual capacity to the fullest. The
counsellor must be eager to learn and acquire different skills. This will
enable her to see problems in their right perspective and help out to
give appropriate advice.
83. • v. Confidentiality
• The counsellor should not divulge information about the client
without permission. Information should be kept strictly confidential.
This will help the client to have trust in the counsellor and be ready to
share sensitive information that may be helpful in solving the client’s
problems.
84. • vi. Professionalism
• Counselling carries with it professional responsibilities. Good conduct
and appearance is important for the counsellor’s own physical and
mental health. This will cause the counsellor to be respected and
valued by the clients.
85. . Support groups
• What are support groups?
• 8.9.1. Support groups: refer to groupings that are formed by people
undergoing similar problems with a view to sharing ideas of how to
overcome the challenges that they face. Support groups are beneficial
because the members have a sense of belonging. The members feel free to
share their problems and coping strategies with people in similar
situations. The help from support groups is meaningful because it comes
from people who have gone through a certain problem. The solutions are
based on practical experience.
• The counsellor can provide technical support and guidance to the group.
The counsellor will help out in the initial organization of the support group.
86. • .10 Summary
• We have defined counselling as a skilled and principle use of
relationship that develops self-knowledge, emotional acceptance and
growth, and personal resources. We went on to look at the principles
of counselling and the types of counselling. In addition, we have
looked at the counselling process and the skills a counsellor should
have. We also learnt about the qualities of a counsellor and support
groups. You are now going to do a self-test so as to be able to know
how much you have learnt in this unit