a record of information relating to a person's psychological or medical condition. Used as an aid to diagnosis and treatment, a case history usually contains test results, interviews, professional evaluations, and sociological, occupational, and educational data.
Implementing Intentional Conversations into Your Residence Life and Curriculu...Paul Brown
In some residential education departments, 1-1 student staff-to-resident conversations have replaced programming as a main method of educational outcomes achievement. These conversations also feature prominently in designs for residential curricula. In this session, participants will learn how to implement effective interactions through intentionally developed guides and prompts. Additional topics include staff selection and training as well as assessment techniques.
Originally presented in March of 2018 at the ACPA - College Student Educators Intentional Convention in Houston, Texas.
Implementing Intentional Conversations into Your Residence Life and Curriculu...Paul Brown
In some residential education departments, 1-1 student staff-to-resident conversations have replaced programming as a main method of educational outcomes achievement. These conversations also feature prominently in designs for residential curricula. In this session, participants will learn how to implement effective interactions through intentionally developed guides and prompts. Additional topics include staff selection and training as well as assessment techniques.
Originally presented in March of 2018 at the ACPA - College Student Educators Intentional Convention in Houston, Texas.
Week 2 Application—InterviewUnderstanding Differences in Perspec.docxcelenarouzie
Week 2 Application—Interview
Understanding Differences in Perspectives on the
Care and Education of Infants and Toddlers
Step 1: Interview Setup
Identify an adult who you would like to interview based on the following criteria:
· He or she is a parent of or family member who lives with a child age three or under. (Note: Although the suggested interview questions are written for parents, you may modify the wording to be appropriate for another family member who has a close relationship with the child.)
· His or her cultural framework appears to be similar to yours. (To determine this, take time to consider your own cultural background and the insights you gained from the Application in Week 1.)
Then, contact the person you would like to interview and inform him or her that you are working on a course on cultural and family studies for infant/toddler professionals and would like to learn about his or her perspectives on the care and education of an infant or toddler in his or her family.
Schedule the interview, which should take approximately 30 minutes or longer.
Step 2: Pre-Interview Writing
Before the interview, write a paragraph describing your interviewee and explaining why you believe his or her cultural framework might be similar to yours.
Step 3: Interview
Conduct the interview. While you may be accustomed to casual two-way conversation with your interviewee, be sure to keep the focus of this interview on learning about your interviewee’s perspectives. You will have an opportunity to reflect on your own views after the interview concludes.
During the interview:
· Focus on creating a sense of trust.
· Ask open-ended questions and allow plenty of time for your interviewee to think about his or her response.
· Listen deeply to what is said (or not said), without judgment.
· Observe the person’s demeanor. Notice any verbal and nonverbal cues that may indicate that he or she feels uncomfortable.
The following questions are provided as a reference and reflect the content you will be exploring throughout this course. You may wish to amend these questions or add new ones based on this week’s Learning Resources.
Interview Questions
Before you begin asking questions, take a little time to talk about how you have begun to conceptualize culture, as well as what your own identity means to you. Then, naturally segue into the first interview question.
1.
How would you describe yourself in terms of your culture? How do you think your culture influenced your family upbringing? How do you think your culture and family upbringing have influenced your identity?
2.
How would you describe your child, including his or her cultural background?
3.
What language(s) do you speak with your infant/toddler? What language(s) do other people in his or her life speak?
4.
Could you tell me about how you approach schedules in your child’s everyday life? Do you believe that an infant/toddler should have a regular schedule for feeding or eat when.
Week 2 Application—InterviewUnderstanding Differences in Perspec.docxcelenarouzie
Week 2 Application—Interview
Understanding Differences in Perspectives on the
Care and Education of Infants and Toddlers
Step 1: Interview Setup
Identify an adult who you would like to interview based on the following criteria:
· He or she is a parent of or family member who lives with a child age three or under. (Note: Although the suggested interview questions are written for parents, you may modify the wording to be appropriate for another family member who has a close relationship with the child.)
· His or her cultural framework appears to be similar to yours. (To determine this, take time to consider your own cultural background and the insights you gained from the Application in Week 1.)
Then, contact the person you would like to interview and inform him or her that you are working on a course on cultural and family studies for infant/toddler professionals and would like to learn about his or her perspectives on the care and education of an infant or toddler in his or her family.
Schedule the interview, which should take approximately 30 minutes or longer.
Step 2: Pre-Interview Writing
Before the interview, write a paragraph describing your interviewee and explaining why you believe his or her cultural framework might be similar to yours.
Step 3: Interview
Conduct the interview. While you may be accustomed to casual two-way conversation with your interviewee, be sure to keep the focus of this interview on learning about your interviewee’s perspectives. You will have an opportunity to reflect on your own views after the interview concludes.
During the interview:
· Focus on creating a sense of trust.
· Ask open-ended questions and allow plenty of time for your interviewee to think about his or her response.
· Listen deeply to what is said (or not said), without judgment.
· Observe the person’s demeanor. Notice any verbal and nonverbal cues that may indicate that he or she feels uncomfortable.
The following questions are provided as a reference and reflect the content you will be exploring throughout this course. You may wish to amend these questions or add new ones based on this week’s Learning Resources.
Interview Questions
Before you begin asking questions, take a little time to talk about how you have begun to conceptualize culture, as well as what your own identity means to you. Then, naturally segue into the first interview question.
1.
How would you describe yourself in terms of your culture? How do you think your culture influenced your family upbringing? How do you think your culture and family upbringing have influenced your identity?
2.
How would you describe your child, including his or her cultural background?
3.
What language(s) do you speak with your infant/toddler? What language(s) do other people in his or her life speak?
4.
Could you tell me about how you approach schedules in your child’s everyday life? Do you believe that an infant/toddler should have a regular schedule for feeding or eat when.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. 1. Demographic Profile
A. Name:
B. Age:
C. Gender:
D. Educational qualification:
E. Occupation:
F. Income:
G. Marital status:
3. 2.Basic Background of the Clients (Q&A Format )
A. Whether client stays with parents:
B. Whether client stays with spouse!
C. Whether have any siblings, if so, how many;
D. What is the position of the client in the family: Eldest, middle or
youngest or only child?
E. Anyone in the family having conflicts:
F. Anyone in the family is suffering/has suffered from any physical
disorders
4. 3. Defining Problems (Q&A Format )
• A. Presenting problem: (This should be recorded as the client
narrates)
• B. Date of onset of the problem:
• C. Precipitating factor if any:
• D. Duration of problem:
• E. Any counselling taken:
5. 4. How intense is the problem and how does
it affect the client? (Q&A Format )
A. Has to take leave from workplace / school/college
B. Cannot carry on even the routine work
C. Does not want to do anything
6. 5. Interview with family members/spouse/the
concerned person (Q&A Format)
• Their viewpoint in regard to all of the above
• The interview with family members should cover all aspects that are
covered in the interview with the client.
7. Client’s relationship with family members:
• If unmarried: With Mother/ Father /Brothers /Sisters
• Any other relative staying with client
A. With friends: How many friends does the client have?
B. How does the client relate to them?
C. With neighbours
D. With school and classmates
E. With the teachers in school
F. With other authority figures
G. With playmates
H. In the games field
8. 6. Educational history: (Q&A Format)
In School/College:
• How is the client in studies and academic performance?
• Does the client come up to the expectations of parents and teachers?
• How has the performance been over the years?
• Do they find that there is sudden deterioration in studies and academic performance?
• Have they received any complaints from the school authorities regarding the client’s
performance?
• Since when have they noted that the client is not the same in regard to academics as he
or she used to be?
• Had they done anything about it so far? If so what?
• After their efforts had there been any improvement?
• When did they decide to consult a counsellor?
9. 7. Work history: (Q&A Format)
• What occupation is the client involved?
• How regular is the client for work?
• Has the client been complaining about workplace? If so, what?
• Generally, how has the client been fairing in work?
• What is their perception about client’s relationship in the workplace?
With Boss: With colleagues: With subordinates:
10. 8. If Married: (Q&A Format)
• Relationship with spouse in terms of
• Day to day dealings
• Sex life
• Work relationship (if spouse is working)
• Relationship with children
• Relationship with opposite sex persons
• Decision making (who takes the decision - spouse or self)
• Sharing of work at home with the spouse
• Relationship with spouse’s relatives
• Relationship with spouse’s friends Record every issue in detail verbatim, that is
as is being narrated by the client’s family members.
11. 9. Observation About Client (write in
Paragraph format)
• Client’s presentation
• Client’s personal appearance
• Client’s social interaction with office staff and others in the waiting area
• Whether the client is accompanied by someone (This helps to determine if the
client has social support)
• Note the personal grooming
• Note things as obvious as hygiene
• Note things such as whether the employee is dressed appropriately according to
the season
• Note if employee is talking to himself or herself in the waiting area
• Note if the employee is pacing up and down outside the office door
• Record all observations
12. 10. Establish rapport (write in Paragraph
format)
• By introducing yourself and ask the client’s introduction
• Speak directly to the client during the introduction.
• Pay attention whether the client is maintaining the eye contact.
• Make the client comfortable by offering him a glass of water or talk
about the weather outside.
14. 1) Appearance. The psychologist notes the person’s age, sex, and overall appearance. These features
are significant because poor personal hygiene or grooming may reflect a loss of interest in self care or
physical inability to bathe or dress oneself.
2) Movement and Behavior. The psychologist observes the person’s gait (manner of walking,
posture, coordination, eye contact, facial expressions, and similar behaviors. Problems with walking
or coordination may reflect a disorder of the central nervous’ system.
3) Affect. Affect refers to a person’s outwardly observable emotional reactions. It may include either
a lack of emotional response to an event or an overreaction.
4) Mood. Mood refers to the underlying emotional “atmosphere” or tone of the person’s answers.
Whether the person is in a sad mood, happy mood, angry mood etc.
5) Speech. The psychologist evaluates the following: a) the volume of the person’s voice b) the rate or
speed of speech c) the length of answers to questions d) the appropriateness of the answers e) clarity
of the answers and similar characteristics
15. 6) Thought content. The examiner assesses what the employee is saying for indications of the
following which are indicative of certain typical disorders. Each of the following will have to be checked
by the learner/ trainee.
7) Thought process. Thought process refers to the logical connections between thoughts and their
relevance to the main thread of conversation. Irrelevant detail, repeated words and phrases, interrupted thinking
(thought blocking), and loose, illogical connections between thoughts, may be
signs of a thought disorder. These can be noted by the psychologist and recorded as and when these
occur.
8) Cognition. Cognition refers to the act or condition of knowing.
9) Judgment. The examiner asks the person what he or she would do about a common-sense problem,
such as running out of a prescription medication. Or ask the person what he would do if he or she
finds a sealed envelope on the road)
10) Insight. Insight refers to a person’s ability to recognize a problem and understand its nature and
severity. (Do you think you are ill? If the person says he or she is not ill and that the family member
who has brought him or her is ill, that shows lack of insight).
