Integration of Coaching Psychology in the Process of Gender Transition

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Presentation describing cognitive behavioural approach to coaching. The talk at the Clinical Meetings in Human Sexuality, April 15, 2010, The Porterbrook Clinic, NHS Sheffield Health and Social Care, UK.

Health & Medicine

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4 Stage Model of Transition (ADAM) AFFIRMATION Identify sustainable gender role Identify supportive environment DISCLOSURE Develop coping strategies Assist with disclosure Develop/implement transition plan MAINTENANCE ADJUSTMENT Career coaching Sexuality, relationships Passing, social adaptation Ageing as transsexual Lifelong health, employment, relationship coaching Post-transition disclosure

Structure of the Course Week Participants Activity Details 1 Introduction, problem identification and course plan 2 Individual goals, keeping journal, goal implementation by planning actions. 3 Exploring alternatives, options and consequences (motivation imagery and restating the chosen goal) 4 Core beliefs and values exercise. Relevance for self esteem and self efficacy in relation to the chosen goal. 5 Listening skills and questioning (role playing with emphasis on positive experience - practice for real life situations). Revision of goal implementation by reflecting on progress with individual action plans. 6 Evaluation of individual progress: How to focus and what distracts you. Addressing the fear of not passing. 7 Conflict management. Evaluation and revision of goal setting scale. 8 Discussion on the individual progress of the participants and on future actions related to the chosen goal. 9 Course evaluation and social event.

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P3: To be less anxious about interacting with other people. To improve my female appearance (S3)

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Paper presented at the 29th World Summit on Positive Psychology, Mindfulness & Psychotherapy May 21-22, 2018 New York City, New York, USA The emergence of Coaching Psychology and Positive Psychology as ways to improve wellbeing and reduce distress have proliferated over the last few years. However, this has traditionally been the domain of Counseling or Clinical Psychology. This research aimed to explore these different helping approaches sit alongside each other and under what circumstances one approach should be used over another to ensure maximum efficacy and client safety. Abstract Over recent years, the emergence of Coaching Psychology (CP) and Positive Psychology (PP) as methods to improve wellbeing and happiness have grown rapidly. From their initial starting point, the two disciplines have matured and are now developing a growing evidence base as effective interventions for the improvement of ill-health, an area that has traditionally been the domain of Counseling or Clinical Psychology (C/CP). However, this growth has not occurred without debate, tension and misunderstanding. One area yet to be fully explored is how do CP and PP sit along side their therapeutically orientated sister disciplines of C/CP and under what circumstances should one approach be used over another so as to ensure maximum efficacy and client safety. Through the analysis of over 100 hours of clinical and coaching session notes, this paper explores the possible link and divide between the different approaches. The use of thematic analysis led to the identification of a number of common and different themes between the approaches. By adopting the notion that these different approaches were “conceptual maps” of phenomena, with different “Ranges” and “Focuses” of convenience, allowed possible overlap and difference to be coherently explored and integrated. This culminated in the creation of a Wellness Staging Framework (WSF) based upon a dual continuum model of “wellbeing” and “complexity & severity of presentation”. This staging framework was then retrospectively applied to the data set. Results indicated that the WSF could provide a way in which allocation to C/CP or CP/PP could be decided. Exploration of the data also revealed that mindfulness (used implicitly or explicitly) was common in all approaches and was often central to a hermeneutic growth cycle that underpinned changes in wellbeing, happiness and goal attainment. Several methodological issues and avenues for future research were identified and are discussed.

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( Lesson Plan Template – Overview For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook. ) Content Area or Developmental Focus: Age/Grade of Children: Length of Lesson: Goal The goal is the purpose of the lesson. Objective The objective is what students will be able to know or do at the end of the lesson. Standards Included Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below: Birth to Age 3: Developmental Milestones. Click HEREto locate a developmental milestone checklist that includes developmental standards. Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state. HeadStart Framework: If you work in a HeadStart program, please click HERE to choose a standard from the HeadStart Early Learning Framework. K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state. Materials The materials section lists all items needed throughout a lesson. Introduction The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have. Lesson Development: The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan. Differentiation Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both. Assessment (Practice/ Checking for Understanding) Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework. Closing Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity. ( Lesson Plan Template ) Content Area or Developmental Focus: Age/Grade of Children: Length of Lesson: Goal Objective Standards Included Materials Introduction Lesson Development Differentiation Assessment (Practice/ Checking for Understanding) Closing References Center on Enhancing.

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What did you learn about yourself and your abilities to be a teacher of young children, and how you worked as part of a teaching team? As I take this class, I see my teacher skills build every day when I come to the lab. I see patience in all the teachers and also in me. When I have to convince the children to make good choices, solve problems, and deal with challenging behaviors. As a teacher, I’m a role model and a friend to the children. When I set up an activity, I think about how I can challenge the children to do things that I think they will learn from that activity. For example, I want the children to do math patterns, balance with one leg, or walk on the beam without helping hands. The children need to practice and build on their knowledge, and they learn the skills through all the activities that they are engaged in in the class. As a teaching team member, communication is the most important thing. Teachers need to keep track of the ratio throughout the day. They must communicate with other teachers in the room when they take the children to the restroom. Announcing the change in the routine to ensure the children know what will happen differently that day and let coworkers expect what to do. Never let down your guard when you are with the children. What did you learn most about planning emergent curriculum for young children? I learned that an emergent curriculum is a program that plans lessons based on the children's interests. Planning needs a lot of experience, and teachers must decide what is important for the children to learn. The activity setup layout needs to be welcoming, and the color and materials must be related. The material and objects need to stand out to catch the children’s eyes. I need to support diversity, math, or literacy in the activity. The teacher creates intentional teaching material that encourages the children to build on what they already know. What did you find challenging and rewarding about your lead days? The lead day sounded scary to me in the middle of the semester. Lead day practice takes place over two days, and these two days are helpful for me in learning the routine and keeping track of time. It is important to be flexible about what is happening in the environment and make sure to make the transition at the right time. When I ask other teachers to do something, I find myself being weird, especially if they are the teachers and already know what needs to be done. The lead days taught me how important communication is with team members. STIGMATIZATION AND SELF-ESTEEM OF PERSONS IN RECOVERY FROM MENTAL ILLNESS: THE ROLE OF PEER SUPPORT MIEKE VERHAEGHE, PIET BRACKE & KEVIN BRUYNOOGHE ABSTRACT Background: Persons with mental health problems often experience stigmatization, which can have detrimental consequences for their objective and subjective quality of life. Previous research seeking for elements buffering this negative association focused on coping strategies and revealed that no.

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On March 31st 2014 - following the inaugural World Bipolar Day - Dr. Erin Michalak, Associate Professor of Psychiatry, hosted a live webinar to explore findings from CREST.BD's current Delphi Self-Management study. During the webinar Dr. Michalak discussed the study's participatory methods, shared some of the demographic data and research findings from Phase 1 of the study, as well as discussed the team's experiences with using Delphi Consensus methods. We've recently launched Round 2 of our Delphi study to our 150 survey panel members. In this 30 minute webinar you'll learn more about the findings of this unique international study, how the findings will be used to improve wellness in bipolar disorder, and how to get involved in CREST.BD's community-engaged research. Don't forget to check out the Storify from our World Bipolar Day #bipolarchat on March 30th 2014! http://sfy.co/tSZU

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1 Nursing Leadership Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following: The response accurately and thoroughly describes in detail a set of core values. The response accurately and completely describes in detail a personal mission/vision statement. The response accurately and completely provides an analysis and detailed summary of the CliftonStrengths Assessment. The response accurately and thoroughly describes in detail two key behaviors to strengthen. An accurate, complete, and detailed development plan is provided that thoroughly explains plans to improve upon the two key behaviors selected. The response includes a comprehensive synthesis of information gleaned from sources that fully support how to achieve a personal vision. Integrates 2 or more credible outside sources, in addition to 2 or 3 course-specific resources to fully support the responses provided. Nursing Leadership While raising two adolescent girls, this author is working on her Psychiatric and Mental Health Nurse Practitioner degree (PMHNP). Psychiatric disorders within these professions are multifaceted and rising at an alarming rate. My most recent project is hosting a website for my non-profit organization, sharing my research and fundraising for mental health therapy for local MP and FRs; my efforts supported by their respective employers. During personal interactions, many have expressed to me that for psychological symptoms, they are directed to contact their respective employee assistance program (EAP). Unfortunately, combined with the already perceived stigma of seeking help, the true reluctance was the absence of an EAP clinician with first-hand experience in these unique occupations. These concerns significantly limit the number of “relatable” practitioners therefore, as a trusted partner, incorporating over 20 years of experience with MP and FRs, I will change this for all of us. Philosophy AAA Core Values Prior to this course, this author always felt that through life, open-mindedness, perseverance, compassion, education, and innovation, were her core values. Remaining open-minded about different individuals or situations has afforded this author the gift of seeing people and things from a different perspective than her own. The ability to persevere despite challenges from nearly every ACE factor and still maintain compassion for others is a core value that this author has been able to maintain through life and currently teach to her children. Education and innovation have been the foundation of this perseverance in finding not only why people think the way they do but also how to help good people out of bad situations. When this author engaged in the Gallop survey presented, the results were very similar with strengths a rel ...

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Week 4 6446 Therapeutic Approaches for Disruptive Behaviors Have you considered counseling a child who is unable to sit still or listen to what you are saying during a counseling session? What about a highly aggressive child or adolescent? How might you develop a therapeutic relationship with children and adolescents with disruptive behaviors? This week, you examine the effectiveness of counseling sessions with children and adolescents with a variety of disruptive behaviors. You also examine your own reactions to children and adolescents with disruptive behaviors and the potential influence of your reactions in the counseling process. Finally, you explore the development of therapeutic relationships as well as the missteps that might occur in the counseling process. Learning Objectives Students will: · Analyze the influence of personal reactions on the therapeutic relationships · Analyze transformations of negative reactions · Evaluate counseling sessions · Evaluate therapeutic approaches · Analyze critical skills for therapeutic relationships in counseling sessions Therapeutic Approaches for Disruptive Behaviors Readings • Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education. o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83) • Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?. Child: care, health and development , 41 (2), 178-185. • Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology , 49 (6), 1174–1186 Document: DSM-5 Bridge Document: Disruptive Behaviors (PDF) • Boyatzis, C. J., & Junn, E. N. (2016). Annual editions: Child growth and development (22nd ed.). McGraw-Hill Education. o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112) o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105) • Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy , 19 (3), 130–143. • Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology , 37 (1), 215–237. • Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special sect ...

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