Reflection Paper On Theoretical Orientation

This nervousness made me breeze over asking the client if they had any questions about the confidentiality agreement. It is crucial to make sure you give the clients an opportunity to ask questions. Still, if this is not done it can discourage the client from opening up and potentially set a bad stage for the session. Additionally, I found myself unable to maintain eye contact at times with my client, due to uneasiness and a loss for words. When stuck on what to say next, I more often than not would look away from the client to collect my thoughts. Yet, this seemed to create some discomfort within the situation toward the client themselves. Eye contact is important to make sure the client realizes you are in the moment with them, making them a top priority. A loss in this concept can create animosity towards the goals of the session. Likewise, without affirmation there can be negative consequences to your session and the emotional state of the client. Often clients are coming to social workers in crisis and are emotionally unbalanced. Therefore, affirmations of the client’s strengths help them grow in confidence in figuring out a treatment plan for their situation. This attribute is something I almost completely disregarded because I was so focused on analyzing the situation that I forgot to acknowledge the strengths within the client. I was very intent on trying to find the root of the

A theoretical orientation is the model used to describe a client’s behavior, tendencies and personality. Therapists can’t approach and find explanations of behavior or personality in the same manner due to the difference in client issues, diagnoses, and symptoms. Although different in nature each theoretical orientation consists of the general themes that can be seen and utilized universally. As a counselor, it is important to develop and have sense of which theoretical orientation works best for you and the type of clientele that you will be servicing. While it may be a challenge to pick one theoretical orientation and stick to it due to the vast variety, it is important that you incorporate your background, values, religious beliefs, as well as a host of other factors into your decision to ensure that that orientation can be utilized properly.

My goals for the session were to introduce myself to the client, understand the client’s concerns, learn her background and current situation for several areas relevant to her life and her concerns, such as medical, family, legal, educational, and vocational. I

This theory describes the different phases that a nurse-client relationship goes through. The phases that my patient and I will most likely be working in are the orientation and the identification phases because our relationship will be new. Our interaction will focus on building a mutual trust and understanding, as well as answer basic questions as to why my patient is here and things that she has been struggling with. Depending on how long my patient has been in the program, she may be open to exploring more of her feelings and sharing more about herself with me. Focusing on developing a good nurse-client relationship will help me during my interaction with my patient and will help me understand her needs better.

During this initial session, the client stated she is seeking counseling to "help find herself" due to some concerns she is dealing with in her personal life. When asked "to describe what does finding herself mean" the client was unable to answer. The client struggled to provide her view or a meaning to certain issues she identified as concerns. The counselor then assesses the client's family and her interactions with her family to find a correlation in her family interaction and what changes she wants to make in her personal life. Initial impression from the counselor is the client is aware of herself and her family and what she views as a positive and negative interaction which has or could impact the way she views things now. The client

In my opinion, I did a good job about open ending and close ending questions. I tried to ask what I need to know about the client’s issue which was Depression. I used reflection, paraphrasing and summarizing during this session. I had a tendency to ask questions fast, I need to work on that. I will need to use more silence time after each question to give the client more time to think. When I watched the video, to me it seems like I push him to answer the questions fast.

My theoretical orientation is currently most aligned with Cognitive Behavioral Therapy (CBT). My first real introduction to this theory was in a cognitive therapy course that I took during my master’s program. We observed video recordings of my professor’s therapy sessions where he skillfully used the practice of collaborative empiricism to help clients find evidence for and against certain beliefs that they held. I was impressed by my professor’s ability to guide participants to recognize and change these negative automatic thoughts for themselves. During this class, we kept our own thought records and discussed the relation between our thoughts, feelings, and behaviors. Throughout this process, I learned the impact of evaluating my own negative automatic thoughts and adapting them to become more realistic. I found this most helpful for adapting my evaluations of myself as a student because often when I would procrastinate or not do as well as I would have liked on an assignment, I would make attributions about myself, such as “I’m a terrible student.” However, there was overwhelming evidence that this was not true. I had always done well and put forth adequate effort. Thus, I began to challenge my own beliefs and began to recognize when I would make these exaggerated or negative thoughts about myself, the world, or the future. After seeing the ways that these techniques seamlessly worked in my own life, I realized that this might be my theoretical orientation.

My interaction with the client was more on the line with solution-focused. With the solution-focused approach the client has knowledge of what would make his life better, even though they may need some considerable help describing the details of their better life and that everyone who seeks help already possesses at least the minimal skills necessary to create solutions. Patient was focusing on what he can do to make his life better.

I believe I put my client on the right path of talking to her son about taking responsibility for his actions. While, she may still choose not to go forward with that action, I think we made progress by showing the different consequences she could face versus the consequences her son might face. I also think it was important to make it clear to Chris that no matter the result of this meeting that her school would likely find about the arrest. While that was not the answer she wanted, I think clearly explaining that and addressing her concerns help because it helped her realize that we had limited paths to go forward and she needed to fairly evaluate each one. Finally, I think I helped build a strong relationship for future interactions with my client by acknowledging her concerns about jail time and recognizing her feeling that she was innocent. While those things did not really get us to a solution, I think it did help build the relationship for future

However, I may have not used all the skills necessary to draw out the client’s feelings and meaning in a therapeutic way (Ivey & Ivey, 2007). I used open ended and closed questions to gather more in depth information from the client. For example, “What are your expectations?” and “Would you be satisfied with your grades if your parents do not pressure you?” I also used encouragers such as head nods and repetition of key words stated by the client. I also summarized her story several times to clarify with the client that I was hearing her correctly. I felt that she was motivated to elaborate (Ivey & Ivey, 2007, pg 231). I also used some observation skills such as observing the client’s verbal and non verbal behaviours, e.g. her voice tone, eye contact and the way she was sitting at certain point in the session. While I listened to the tape, I realized that I had empathized and reflected on the client’s feelings a few times and this was done later in the interview. Not reflecting empathy earlier led the client to think that I did not understand her situation. Also, I imposed my values on the client by telling her that eighty percent is good even though she clearly stated that it is really bad for her. I thought this would have made her feel better but it did not. If I were to meet this client again for the same issue I would reflect empathy by saying the following: “Getting good grades means a lot to you. I can see

Within the textbook by Peter Godfrey-Smith, Relativism was defined as “no single set of standards entitled to govern this context holds that there is no single set of standards entitled to govern the justification of beliefs” (Godfrey-Smith 127). Relativism here would argue that one’s point of view, and the norms that they operate under, would have a large impact on science, making it nothing that is special from any other way of learning about the world. Godfrey Smith says how everyone in science dominated societies would strongly believe that “Science really is the best way of learning about the world,” (Godfrey-Smith 128) but that belief in itself is only an expression of the norms of the group of people. Essentially, all discoveries in science are only really situated within a local context, and there is no absolute truth about the knowledge that is gained in science. Peter-Godfrey Smith’s critique of relativism in science is mostly, if no set belief, norms, or knowledge system is greater or superior than others, then how would any theories in science explain anything, or even exist. Also, Godfrey-Smith generally believes that relativism would be an inefficient way to conduct science because of the amount of uncertainty that would exist in what is discovered. However, despite these initial shortcomings, relativism should be something that everyone working within the field of science should consider. Relativism holds more merit and plausibility

Philosophy can be described as a chance for person to undertake an opportunity to understand themselves, our world and society, and relations between ourselves and one another. Those who are able to study philosophy, can find out what is to be human, what kind of person is it good to be, and especially how are we to live a good life. I, myself, have had an opportunity to take a philosophy class and as my time in philosophy is starting to come to a close, I am suddenly realizing how Philosophy has changed the aspects and my outlook upon my life.

Every fourth-year teacher trainees will have to conduct practicum and will work under the guideline of their associate teachers and supervisors. The purpose of doing the practicum are to put training into practice, to become accustomed to teaching in the tertiary school settings, and to develop and expand each trainee’s teaching expertise and confidence. In the following paragraph, I will express what I have learnt from doing practicum to reflect on my past teaching strengths and weaknesses from the teaching practicum.

This essay is reflection about my understanding from what I have learned during this class about what philosophy is. Philosophy is a broad topic and can be hard to understand. What we learn is class about philosophy defiantly makes me think and makes my brain turn all the time, but so far, my understanding is that philosophy is the study of knowledge. It breaks down what everything is. Examples used in class are chariness, deskness, and the main one sued in class “cupness”.

The last session “Whakapuaki”(CITE)a building of the stories and the journey for the client. This is when we slowly got into the feeling a bit more, I was feeling a little bit more comfortable than I was in the first few sessions. I opened up our conversations into a more structured session plan, issues did arise with feelings, and from observation of other peers I was able to ask the PC “we don’t have to talk about this now, we can talk about this when you’re ready” this for me personally seemed more helpful and the PC seemed to relax to the fact that she had the choice to control where she wanted to go in the session. The use of narrative questioning the PC about her feeling this externalised her concerns around fear, I asked “how does this fear make you feel when you’re in that situation?” bringing the client into