Counselors Practicing Self Care My topic will be on Counselors Practicing Self Care. Self-care can be identified as “The method of taking an involved position in safeguarding one's personal welfare and happiness, in specifically through times of stress.” Counselors utilize compassion when aiding clients dealing with matters that might be altering their psychological, physical, religious health and welfare. An individual can’t truly care for anyone else unless they care for themselves. Each individual is in control of caring for and taking care of themself. Recognizing the significance of self-care and the possible damaging outcomes if overlooked, counselors assist clients create and prepare strategies for safeguarding their individual welfare and happiness. But investigation states that although a good number of counselors possess great knowledge in regard to the significance of self-care and are capable of successfully conveying its significance to clients, nonetheless, there continues to be a separation amid what they identify and the self-care they in fact follow (Thomas & Morris, 2017). Reference: Thomas, D., Morris, M.H., & Bolinder, M.A. (2017). Creative Counselor Self-Care Class Project: Teaching Demonstration Assignment Instructions Overview Your class project is to design a 40-60 minute teaching lesson incorporating the main elements of this class: · Emphasis on critical thinking · Use of active learning strategies · Incorporating andragogy (adult learning theory) You will not actually present this lesson but will simply design your teaching demonstration. By now you should have mastered the content for each of these elements. It might help to review class content before you complete this project. Critical Thinking: as we have emphasized all term, the essence of graduate school should be critical thinking, rather than just adding more knowledge to your understanding. You have read invaluable content on stimulating thought and implementing the highest levels of thought from Bloom’s Taxonomy and the Anderson and Krathwohl revision of Bloom. In your class project, you will primarily challenge your students with the highest level of thought –application, analysis, evaluation, creation, etc. Your teaching demonstration is not primarily a lecture, in which you simply impart knowledge, but exercises designed to challenge and stimulate thinking. If you just present a lecture, you will not pass this final project. Active Learning: the class content had excellent discussion on the concept of active learning. While lecture has a place in higher education, your students are best served in an environment in which they learning actively. You were introduced to numerous active learning strategies through the class content and you will demonstrate several active learning techniques in this final project. For sure, you may need to present some basic information (lecture, video, etc.) but most of your time should be taken up with your act ...

1. Counselors Practicing Self Care
My topic will be on Counselors Practicing Self Care. Self-care
can be identified as “The method of taking an involved position
in safeguarding one's personal welfare and happiness, in
specifically through times of stress.” Counselors utilize
compassion when aiding clients dealing with matters that might
be altering their psychological, physical, religious health and
welfare. An individual can’t truly care for anyone else unless
they care for themselves. Each individual is in control of caring
for and taking care of themself.
Recognizing the significance of self-care and the possible
damaging outcomes if overlooked, counselors assist clients
create and prepare strategies for safeguarding their individual
welfare and happiness. But investigation states that although a
good number of counselors possess great knowledge in regard to
the significance of self-care and are capable of successfully
conveying its significance to clients, nonetheless, there
continues to be a separation amid what they identify and the
self-care they in fact follow (Thomas & Morris, 2017).
Reference:
Thomas, D., Morris, M.H., & Bolinder, M.A. (2017). Creative
Counselor Self-Care
Class Project: Teaching Demonstration Assignment Instructions
Overview
Your class project is to design a 40-60 minute teaching lesson
incorporating the main elements of this class:
· Emphasis on critical thinking
· Use of active learning strategies

2. · Incorporating andragogy (adult learning theory)
You will not actually present this lesson but will simply design
your teaching demonstration.
By now you should have mastered the content for each of these
elements. It might help to review class content before you
complete this project.
Critical Thinking: as we have emphasized all term, the essence
of graduate school should be critical thinking, rather than just
adding more knowledge to your understanding. You have read
invaluable content on stimulating thought and implementing the
highest levels of thought from Bloom’s Taxonomy and the
Anderson and Krathwohl revision of Bloom. In your class
project, you will primarily challenge your students with the
highest level of thought –application, analysis, evaluation,
creation, etc. Your teaching demonstration is not primarily a
lecture, in which you simply impart knowledge, but exercises
designed to challenge and stimulate thinking. If you just present
a lecture, you will not pass this final project.
Active Learning: the class content had excellent discussion on
the concept of active learning. While lecture has a place in
higher education, your students are best served in an
environment in which they learning actively. You were
introduced to numerous active learning strategies through the
class content and you will demonstrate several active learning
techniques in this final project. For sure, you may need to
present some basic information (lecture, video, etc.) but most of
your time should be taken up with your active learning
strategies. Doing so should make your proposed teaching
demonstration exciting, challenging, and even fun.
Adult Learning Theory: you also read a lot about andragogy and
you are tasked with incorporating adult learning principles into
your proposed teaching demonstration.
Instructions
Elements of the Final Project
Literature Review
The teaching topic you chose in week one was a narrowed focus

3. in a larger body of research. You may have an interest in a
particular therapy technique applied to a specific diagnosis. In
your first section, provide a brief overview of the body of
research, and then how you narrowed down your focus in order
to emphasize higher-order thinking. You will have your students
attempt to solve a particular problem in the research on a topic,
apply concepts to a new application, come up with a unique
treatment plan, etc. In this first section, you will lay out the
foundation for what you propose to do, by drawing from the
research literature on the topic. In essence, you will present a
brief literature review and justification for narrowing your
focus to your specific teaching topic. Make sure to cite your
research correctly per APA. Length: the length of your
literature review will vary according to the topic and the depth
of the research. Make the literature review of sufficient length
to explain the foundation for your active learning activities and
HOTS emphasis. Most likely several pages will be necessary.
Learning Objectives (LOs)
A strong teaching demonstration begins with strong learning
objectives. Based on the class content on LOs, write at least
three learning objectives that primarily include higher order
thinking. Follow the suggestions provided in class for writing
clear, strong, and valid LOs.
Description of Active Learning Strategies
Thoroughly review the class content on active learning
strategies, and in this section, indicate 2-3 different active
learning strategies that you will include in your proposed
teaching demonstration. Draw from the class sources (cited
correctly) and explain why your chosen teaching strategies best
fit your LOs. That is, in implementing your learning objectives,
explain why the chosen teaching strategies best complete your
LOs. Recall that one of the class documents suggested learning
activities that fit with each level of thought (Bloom’s Taxonomy
and Anderson and Krathwohl’s revision of Bloom).
HOTS to be Implemented
A focus on this class entitled “Teaching and Learning” has been

4. on stimulating thought and integrating higher-order thinking
skills (HOTS) in active learning strategies. In this section,
briefly review the highest levels of thought that you want to
implement in your teaching demonstration. Review what each
means as applied in your teaching demonstration, drawing
broadly from the class discussion on HOTS. Why does your
topic lend itself to the highest levels of thought that you want to
demonstrate—that is, what about your teaching topic suggests a
need to evaluate, or critique, or create a new way, or apply in a
different way, etc.? Again, cite your class sources per APA.
Elements of Andragogy that you will Incorporate
Review the class content on adult learning theory. In this
section, determine which elements of andragogy need to be
incorporated into your proposed teaching demonstration.
Provide solid justification for your conclusion. Draw from the
class content on adult learning theory, and cite correctly.
Putting it All Together –Template
In your final section, propose a 45-60 minute teaching
demonstration using the following table.
Time Allotted
Teaching Strategy
Rationale and LO Linkage
In this column, indicate the amount of time designated for each
learning activity; you could also indicate the cumulative time as
well
In this column, you indicate the teaching strategy you will use
for that segment
In this column, you indicate how the teaching strategy relates to
your overall purpose in the teaching demonstration and which
LO it addresses. You also will need to draw from class content
and cite per APA, as you provide the rationale for choosing the
LO. You could also show how what you propose for each
segment incorporates andragogy.
For instance:
1-2 minutes

5. Brief introduction of the topic and review of the LOs.
Introduction of yourself and class participants if appropriate.
For this learning segment, you could draw from the class
content on how to draw in your students, concepts on
motivation, stimulating intellectual curiosity that you learned
from the class sources.
For instance:
5-12 minutes
Review of the research content via mini-lecture with PPT, brief
video that highlights essential content, etc. --if you use a video,
such as from YouTube, make sure that it presents scholarly
content commensurate with graduate level study.
Indicate the LO to which this is linked. Draw from the class
content that discussed laying the necessary research foundation
for critique or problem-solving, for example. As for each of
these segments, provide a rationale by drawing from class
content and citing correctly.
For instance:
5-10 minutes
General class discussion (could use the think/pair/share
technique, or others) that focused on problems in the research
you want to explore, problems that need to be solved,
exploration of better ways to apply the research findings to a
particular diagnosis, etc. Explain how you will structure this
discussion, the purpose of the discussion, exactly what you want
to accomplish. You might suggest the types of questions you
will use to drive thinking more deeply.
Indicate linkage to LOs, as explained above, rationale, etc.
For instance: 10-15 minutes
Case study
Jigsaw
Question formulation technique
Scenario analysis
Think/pair/share

6. Etc.
Etc.
Etc.
Etc.
Etc.
2-4 minutes
Conclusion:
321 summary, for instance
Etc.
Your table should be complete and detailed so that the reader
knows exactly what you propose to do in each active learning
segment to completely fulfill the LOs.
Formatting
Your final project should be presented as a formal APA paper,
with headings to correspond with topics mentioned above. For
sure, you will need a correctly formatted title page and
reference page. As noted, you need to draw broadly from the
class sources and cite correctly.
Have fun with this project! This will give you an opportunity to
propose a teaching demonstration incorporating core concepts
you learned this term.
Note: Your assignment will be checked for originality via the
Turnitin plagiarism tool.
School of , Liberty University

7. Author Note Comment by Meyer, Allen Dale (Ctr for
Counseling & Family Studies): Our graduate program is using
APA 7-professional, which includes this information. Though
this information is primarily for those submitting documents for
publication, it is good practice for doc students to becomes
familiar with this format. This title page should be used for all
academic papers in this program
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Abstract Comment by Meyer, Allen Dale (Ctr for Counseling
& Family Studies): This is optional for papers unless
specifically instructed by directions or prof.. If you use an
abstract, please follow the directions for an abstract found in
the APA 7th sample paper from our writing center—located
under Meyer’s Resources.
Please delete this comment before you submit your paper—right
click and choose “delete comment.”
Keywords:
2
2

8. APA Headings
Level
Format
1
Centered, Boldface, Title Case Heading
Text starts a new paragraph.
2
Flush Left, Boldface, Title Case Heading
Text starts a new paragraph.
3
Flush Left, Boldface Italic, Title Case Heading
Text starts a new paragraph.
4
Indented, Boldface Title Case Heading Ending With a
Period. Paragraph text continues on the same line as the same
paragraph.
5
Indented, Boldface Italic, Title Case Heading Ending With a
Period. Paragraph text continues on the same line as the same
paragraph.
Thus, if the article has four sections, some of which have
subsections and some of which don’t, use headings depending
on the level of subordination. Section headings receive level
one format. Subsections receive level two format. Subsections
of subsections receive level three format. For example:
Comment by Meyer, Allen Dale (Ctr for Counseling &
Family Studies): These are the levels of headings per APA 7th
Please delete this comment before you submit your paper—right

9. click and choose “delete comment.”
References
Svinicki, M., McKeachie, W. (2014, 14th or later edition).
McKeachie's teaching tips:
Strategies, research, and theory for college and university
teachers. Cengage Learning.
EDCO 725
Learning Outcomes for Teaching Demonstration Assignment
Instructions
Overview
Review the class content on writing Learning Outcomes (LOs)
using the language of Bloom and Anderson and Krathwohl. How
well you state, and how strong your LOs are, will largely
determine the strength of your demonstration. In general, each
LO should focus on one cognitive activity based on Bloom
(Anderson and Krathwohl), so a good LO will only mention one
activity/outcome for each LO. Recall that the class materials
emphasized that LOs must refer to measurable behavioral
outcomes. Many helpful documents in this course list action
verbs associated with each level of thought in the taxonomies
(Bloom and Anderson and Krathwohl), and provide some sample
questions to use to really probe at that level of thought (great
questions to promote analysis, for instance). The document also
suggests some viable active learning strategies for each level of
thought. Review these documents. While you are to focus on the
highest levels of thought (analysis, evaluation, creation, etc.) it
helps to use strong action verbs other than those words to more
precisely indicate what you plan to do. So, instead of saying in
a LO “Students will evaluate. . .” it would be better to say,
“Students will judge the effectiveness of. . .” Then you will take
your students though a “judgment” activity which requires that

10. they, for example, compare and contrast the effectiveness of
two approaches.
Instructions
Write your Learning Outcomes for your teaching demonstration.
Note: Your assignment will be checked for originality via the
Turnitin plagiarism tool.
EDCO 725
Learning Outcomes for Teaching Demonstration Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Below Expectations
Not present
Content
15 Points
Learning objectives superbly reflect the guidelines presented in
the class content.
14 Points
Learning objectives largely reflect the guidelines presented in
the class content.
13 Points
Learning objectives partly reflect the guidelines presented in
the class content.
1 to 12 Points
Learning objectives marginally reflect the guidelines presented
in the class content.
0 points
Not Present
Structure
Advanced
Proficient
Developing

11. Below Expectations
Not present
Structure
5 Points
Exceptional writing, formatting, and current APA support (if
any).
4 Points
Writing is acceptable at the graduate level and current APA
support used.
3 Points
LO’s contained some writing errors which should not be seen at
this level of study.
1 to 2 Points
Unacceptable writing errors.
0 points
Not Present
4
Counselors Practicing Self Care

12. Counselors Practicing Self Care
On completion of this unit, the student should be able to:
Factual Knowledge
I. Identify personal challenges that hinder self-care in
counselors, common problems, fears, and preservations (Dennis
& Morris).
II. List the joys, rewards, and gifts of practice. The satisfaction,
process, and achievements (Skovholt, & Trotter-Mathison,
2014).
III. Identify elevated stressors affecting the counselors
(Skovholt, & Trotter-Mathison, 2014).
IV. State the hazards of practice (Skovholt, & Trotter-Mathison,
2014).
V. Clearly indicate the standard practices and activities
involved in maintaining and enhancing a person's health and
well-being (Matters, 2017).
VI. Clearly illustrate the self-reflection exercises a counselor
can do (Skovholt & Trotter-Mathison, 2014).
Conceptual Knowledge
I. Describe the cycle of caring as the practice essential for
counseling, therapy, and teaching practices and clearly
summarize the process of practice
II. Compare caring for others versus self-care in counseling
practice (Skovholt, & Trotter-Mathison, 2014).
III. Explain the importance of self-care in counseling practice
(Dennis & Morris).
IV. Describe and distinguish between creative counseling and
expressive arts (Dennis and Morris).
V. Demonstrate the relationship between creativity and self-care
(Dennis & Morris).
VI. Explain the importance of creative and expressive self-care
(Dennis & Morris).
VII. Suggest the therapeutic value of the process of self-care
(Dennis & Morris).
Procedural Knowledge

13. I. Apply and implement the practical strategies for creativity
and self-care by creating a plan to engage in self-care activities
(Dennis & Morris) consistently.
II. Employ strategies for burnout prevention by creating a
positive work strategy and protective measures (Skovholt, &
Trotter-Mathison, 2014).
III. Practice the self-care practices that restore balance in
physical health self-care exercises, cognitive self-care
activities, emotional self-care practices, or spiritual self-care
practices (Matters, 2017).
Metacognitive Knowledge
I. Research other workable practices that can be incorporated
into the existing techniques.
II. Compare the different practices that can be implemented into
self-care (Dennis & Morris).
III. Question the behavioral practices of the counselors that
hinder self-care (Matters, 2017).
IV. Unify the workable strategies helpful in self-care for
counselors (Matters, 2017).
V. Criticize harmful practices that hinder self-care for
counselors (Skovholt, & Trotter-Mathison, 2014).
VI. Validate self-care routines and practices for counselors
(Skovholt, & Trotter-Mathison, 2014).
References
Denis’A, T., & Morris, M. H. Creative Counselor Self-Care.
Matters, K. (2017). The Importance of Self Care. Confident
Counselors. Retrieved 11 September 2021, from
https://confidentcounselors.com/2017/05/08/importance-
practicing-self-care/.
Skovholt, T. M., & Trotter-Mathison, M. (2014). The resilient
practitioner: Burnout prevention and self-care strategies for
counselors, therapists, teachers, and health professionals.
Routledge.