This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document discusses cognitive behavioral therapy (CBT) for adolescents. It begins by defining adolescence and discussing the psychological adjustments that must be navigated during this period. Risk and resilience factors are then examined, along with coping mechanisms like problem solving and cognitive reappraisal. The document outlines considerations for involving parents in adolescent CBT and respecting patient privacy and autonomy. It also reviews how CBT can be applied to disorders that often onset during adolescence like depression, bipolar disorder, and anxiety disorders. A case study of a 16-year-old girl experiencing depression and mania is then presented and formulated. The document concludes by discussing common CBT interventions like cognitive restructuring, coping skills training, and problem-solving training
Cognitive behavior therapy theory and practiceWuzna Haroon
Cognitive behavioral therapy (CBT) was developed in the 1960s by Aaron Beck based on his research challenging the psychoanalytic view of depression. Beck observed that depressed clients had negative biases in interpreting events that contributed to cognitive distortions. He developed CBT which focuses on identifying and modifying dysfunctional thoughts and beliefs. The key assumptions of CBT are that cognitions influence behaviors and emotions, and that maladaptive thinking can be identified and changed. Common techniques include cognitive restructuring to challenge irrational thoughts, behavioral experiments, and homework assignments.
DBT was developed by Marsha Linehan for those with borderline personality disorder and self-harming behaviors. It combines standard cognitive-behavioral techniques with acceptance-based strategies and mindfulness. DBT therapy includes individual sessions, skills training groups, telephone coaching, and therapist consultation meetings. The goal is to decrease harmful behaviors while increasing functional coping skills through commitment to the treatment and its four stages: pre-therapy commitment, therapy, ending therapy, and post-therapy.
This document discusses the basics of counseling skills, including qualities of an effective counselor such as empathy, listening skills, and building rapport and trust with clients. It emphasizes that counselors must listen without judgment, pay attention, accept client feelings, think from the client's perspective, ask questions, and summarize to help clients feel safe, respected, understood, and able to develop their own thinking and receive the best possible help.
Cognitive therapy attempts to change problematic thoughts and behaviors by addressing faulty or unhelpful thinking patterns. Therapists help clients identify irrational beliefs and replace them with more realistic perspectives. Cognitive therapy aims to correct automatic negative thoughts that perpetuate issues like depression. It uses tactics like challenging assumptions, evaluating evidence, and discussing alternative solutions. Rational emotive therapy similarly seeks to transform irrational beliefs that cause strong emotions by teaching clients to recognize and dispute unhelpful "should" statements. Cognitive behavioral therapy combines cognitive and behavioral methods, emphasizing the discovery and modification of thinking that leads to dysfunctional behaviors.
This document discusses ego, its meaning as a desire to be great or important, and the effects of improperly managing ego such as behavioral and psychological problems. Improper ego management can lead to divorces, suicides and murders. It also discusses self-esteem and the two extreme positions of ego - thinking "I am everything" which can lead to arrogance, or thinking "I am nothing" which can lead to lack of confidence. The healthy position of ego is to find a balance between the two extremes. Ego management is important, as too little or too much ego can cause mental weakness or sickness, while the right amount leads to assertiveness.
This is a guide to the basic model that underpins Cognitive Behavioural Therapy. It is not intended to replace any professional advice and the author does not work in any medical field; he does, however, have experience of using the tools in a different industry (not related to the medical profession) and he also has experience of having used the tools in a personal capaciity.
Rational Emotive Behavior Therapy (REBT) was developed by Albert Ellis in the 1950s. Some key points:
- REBT is a form of cognitive-behavioral therapy that focuses on identifying and disputing irrational beliefs that lead to emotional distress.
- Ellis was influenced by Stoic philosophy which held that people are disturbed not by events but by their views of events. However, REBT recognizes the healthy expression of emotions.
- A core concept is the A-B-C model - that activating events (A) do not directly cause emotional/behavioral consequences (C) but rather the beliefs (B) one holds about the events.
- The goal of REBT counseling is to help clients develop a
This document discusses cognitive behavioral therapy (CBT) for adolescents. It begins by defining adolescence and discussing the psychological adjustments that must be navigated during this period. Risk and resilience factors are then examined, along with coping mechanisms like problem solving and cognitive reappraisal. The document outlines considerations for involving parents in adolescent CBT and respecting patient privacy and autonomy. It also reviews how CBT can be applied to disorders that often onset during adolescence like depression, bipolar disorder, and anxiety disorders. A case study of a 16-year-old girl experiencing depression and mania is then presented and formulated. The document concludes by discussing common CBT interventions like cognitive restructuring, coping skills training, and problem-solving training
Cognitive behavior therapy theory and practiceWuzna Haroon
Cognitive behavioral therapy (CBT) was developed in the 1960s by Aaron Beck based on his research challenging the psychoanalytic view of depression. Beck observed that depressed clients had negative biases in interpreting events that contributed to cognitive distortions. He developed CBT which focuses on identifying and modifying dysfunctional thoughts and beliefs. The key assumptions of CBT are that cognitions influence behaviors and emotions, and that maladaptive thinking can be identified and changed. Common techniques include cognitive restructuring to challenge irrational thoughts, behavioral experiments, and homework assignments.
DBT was developed by Marsha Linehan for those with borderline personality disorder and self-harming behaviors. It combines standard cognitive-behavioral techniques with acceptance-based strategies and mindfulness. DBT therapy includes individual sessions, skills training groups, telephone coaching, and therapist consultation meetings. The goal is to decrease harmful behaviors while increasing functional coping skills through commitment to the treatment and its four stages: pre-therapy commitment, therapy, ending therapy, and post-therapy.
This document discusses the basics of counseling skills, including qualities of an effective counselor such as empathy, listening skills, and building rapport and trust with clients. It emphasizes that counselors must listen without judgment, pay attention, accept client feelings, think from the client's perspective, ask questions, and summarize to help clients feel safe, respected, understood, and able to develop their own thinking and receive the best possible help.
Cognitive therapy attempts to change problematic thoughts and behaviors by addressing faulty or unhelpful thinking patterns. Therapists help clients identify irrational beliefs and replace them with more realistic perspectives. Cognitive therapy aims to correct automatic negative thoughts that perpetuate issues like depression. It uses tactics like challenging assumptions, evaluating evidence, and discussing alternative solutions. Rational emotive therapy similarly seeks to transform irrational beliefs that cause strong emotions by teaching clients to recognize and dispute unhelpful "should" statements. Cognitive behavioral therapy combines cognitive and behavioral methods, emphasizing the discovery and modification of thinking that leads to dysfunctional behaviors.
This document discusses ego, its meaning as a desire to be great or important, and the effects of improperly managing ego such as behavioral and psychological problems. Improper ego management can lead to divorces, suicides and murders. It also discusses self-esteem and the two extreme positions of ego - thinking "I am everything" which can lead to arrogance, or thinking "I am nothing" which can lead to lack of confidence. The healthy position of ego is to find a balance between the two extremes. Ego management is important, as too little or too much ego can cause mental weakness or sickness, while the right amount leads to assertiveness.
This is a guide to the basic model that underpins Cognitive Behavioural Therapy. It is not intended to replace any professional advice and the author does not work in any medical field; he does, however, have experience of using the tools in a different industry (not related to the medical profession) and he also has experience of having used the tools in a personal capaciity.
Rational Emotive Behavior Therapy (REBT) was developed by Albert Ellis in the 1950s. Some key points:
- REBT is a form of cognitive-behavioral therapy that focuses on identifying and disputing irrational beliefs that lead to emotional distress.
- Ellis was influenced by Stoic philosophy which held that people are disturbed not by events but by their views of events. However, REBT recognizes the healthy expression of emotions.
- A core concept is the A-B-C model - that activating events (A) do not directly cause emotional/behavioral consequences (C) but rather the beliefs (B) one holds about the events.
- The goal of REBT counseling is to help clients develop a
Cognitive behavioral therapy (CBT) is a type of psychotherapy that helps people change unhelpful thinking and behavior patterns. The document outlines the main features and basic structure of CBT. It discusses behavioral techniques like relaxation, distraction, and activity scheduling. It also covers cognitive techniques such as identifying negative thoughts, cognitive restructuring to develop more realistic perspectives, and addressing underlying assumptions. The goal of CBT is to help clients learn to challenge irrational beliefs and thoughts in order to change emotional responses and behaviors.
The document discusses the science behind mindfulness. It begins by addressing the hype around mindfulness and defining it as paying attention to the present moment intentionally without judgment. It then discusses the benefits of mindfulness, including psychological, interpersonal, and physical benefits. The document also explores the neuroscience behind mindfulness and how mindfulness meditation can help reduce ruminative thinking by weakening the default mode network and strengthening the prefrontal cortex.
Stress can often lead to depression and anxiety in students. Studies show that 7% of men and 14% of women in their first year of post-secondary education meet the criteria for major depressive disorder, while 13% of men and 19% of women meet the criteria for a major anxiety disorder. Mindfulness techniques like body scanning, focused breathing, and observing thoughts non-judgmentally can help reduce rumination and improve mood by cultivating present-moment awareness of one's self, body, and environment. Regular mindfulness practice involves paying close attention to bodily sensations, sounds, and thoughts in a calm, accepting manner.
Yoga Nidra is a relaxation technique that involves inducing a state of complete physical, mental, and emotional relaxation while maintaining inner awareness. It is practiced through preliminary body and mind relaxation, rotating awareness through different body parts, visualization, and reflection before returning to external awareness. Regular practice of Yoga Nidra provides benefits such as effective stress management, psycho-physiological rejuvenation, prevention of psychological disorders, trauma rehabilitation, and increased memory and concentration.
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
Mental disorders are characterized by abnormalities in thoughts, perceptions, mood, and behavior that deviate from social norms. Psychopathology is the study of these deviations and symptoms of mental disorders. Descriptive psychopathology involves close observation of patients' behavior and exploration of their subjective experiences, without assumptions about causes. Symptoms can be delusions, hallucinations, disturbances in thoughts, mood, perception, and memory. Cultural variations exist in how symptoms are expressed and understood.
This document outlines the principles and techniques of multimodal counseling. Multimodal counseling seeks to understand and intervene at all levels of a client's personality using seven modalities. Techniques described include role playing, sex therapy, assertive training, relaxation training, positive imagery, bibliotherapy, marital counseling, exercise, and behavioral rehearsal. The goal is to flexibly integrate theories and address symptoms at cognitive, behavioral, emotional, and physiological levels.
The document summarizes a book on how to control anger. It is written by M.K. Gupta and discusses the causes, manifestations, and effects of anger on the body and mind. It provides short and long-term measures to control anger through self-introspection and avoiding provoking situations. It emphasizes that forgiveness can help quench the fire of anger by releasing negative feelings without seeking revenge. The conclusion states that the book gives readers strategies to overcome their deadly enemy of anger.
This document discusses mania, a mood disorder characterized by episodes of elevated mood, increased energy and activity levels, and decreased need for sleep. It is classified into categories based on presence of psychotic features and describes associated clinical features such as irritability, impulsivity, grandiose thoughts and risky behaviors. Mania is treated initially with antipsychotics, mood stabilizers and benzodiazepines and managed long-term with mood stabilizers, education and early detection of relapse.
This document summarizes Daniel Goleman's model of emotional intelligence. It identifies four main components: self-awareness, self-management, social awareness, and relationship management. Self-awareness involves identifying one's own emotions. Self-management involves managing emotions and behavior. Social awareness involves identifying emotions in interactions. Relationship management involves constructively managing interactions. The document also provides definitions of emotional intelligence and its importance in the workplace by increasing productivity and reducing stress.
DBT is a therapy developed by Marsha Linehan to treat individuals with borderline personality disorder and emotional dysregulation. It combines cognitive behavioral therapy techniques with mindfulness practices. The core of DBT involves teaching clients skills in four areas: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. Through individual therapy, group skills training, coaching sessions, and therapist consultation, DBT aims to help clients learn to manage intense emotions, reduce self-harming behaviors, and build healthier relationships.
The document summarizes the basics of cognitive-behavioral therapy (CBT), including its model and techniques.
CBT is based on a bio-psycho-social model that views psychopathology as stemming from maladaptive cognitions and behaviors learned through "if-then" schemas. Treatment involves identifying distorted thoughts, or "automatic thoughts", in three cognitive categories - self, others/world, future. CBT aims to overcome "cognitive blockades" and replace distortions with evidence-based thinking through collaborative, Socratic questioning between the patient and therapist. Common techniques include activity scheduling, thought monitoring/challenging, and behavioral experiments.
This document discusses personality and different types of difficult people. It defines personality as a stable set of characteristics that influence behavior. Some determinants of personality include heredity, environment, culture, and family background. The document then describes different types of difficult people such as aggressive individuals, dominating personalities, passive-aggressive people, complainers, and pessimists. It provides strategies for dealing with each type, such as maintaining self-control, picking battles, and asking for specifics. The document concludes with a story about a wise man who saw value even in those who criticized him, as it pushed him to improve.
This document summarizes information from multiple sources on alcohol dependence and withdrawal. It discusses the pathophysiology of alcoholism and how alcohol affects the body. It presents a case study of a patient in the intensive care unit undergoing alcohol withdrawal and receiving various medications to manage symptoms. It also covers nutritional assessments and how dietitians can help patients, guidelines for screening alcohol-related problems, potential health benefits of alcohol consumption, and recommendations for alcohol intake.
The document discusses the concept of mindful leadership, which involves incorporating mindfulness practices into leadership. It defines mindfulness as being fully present and aware of oneself and others. Mindful leadership can help reduce stress and conflict while improving communication, emotional intelligence, and decision-making. The document provides tips for mindful practices such as conscious reflection, active listening, recognizing others, and monitoring one's language and body language to bring more mindfulness into the workplace.
This document outlines various strategies for managing anxiety presented by Dr. Suresh Kumar Murugesan. It includes over 50 techniques across multiple slides:
- Deep breathing, muscle relaxation, mindfulness, exercise, and talking to friends are among the strategies discussed for managing physical anxiety symptoms and promoting relaxation.
- Cognitive techniques include challenging negative thoughts, limiting worry time, practicing positive self-talk, and cognitive restructuring.
- Other recommendations involve time management, getting sufficient sleep, seeking social support from friends or support groups, and lifestyle changes like healthy eating and reducing caffeine.
Buddha's Brain: The Practical Neuroscience of Happiness, Love and Wisdom - Ri...Rick Hanson
The document discusses how negative experiences and the brain's negativity bias can impact health and well-being. Chronic stress from negative experiences can sensitize the amygdala and weaken the hippocampus over time, creating neural vicious cycles. This negativity bias leads to threat reactivity, where threats are overestimated and opportunities are underestimated. The consequences of threat reactivity include feeling threatened, over-investing in protection, and acting in ways that increase conflict.
DBT is a cognitive behavioral treatment approach that blends acceptance-based strategies with problem-solving skills training. It emphasizes dialectical processes and teaches skills to help manage emotions and function effectively. DBT is recommended for several conditions and is the top evidence-based treatment for suicide prevention. Research on DBT outcomes receives high ratings for quality. Treatment involves individual therapy, skills groups, phone coaching and provider consultation to support a unified treatment approach.
This document provides an overview of solution-focused brief therapy (SFBT). Some key points:
- SFBT was developed in the 1980s and focuses on present and future goals rather than past problems. Therapists help clients identify exceptions, strengths, and solutions.
- Core principles include that clients are the experts in their own lives and change is constant. The future is uncertain but changeable. Therapists amplify what clients are already doing right.
- Common techniques include miracle questions to envision preferred futures, scaling questions to measure progress, and exploring exceptions when problems don't occur. The goal is for clients to do more of what works.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
Cognitive behavioral therapy (CBT) is a type of psychotherapy that helps people change unhelpful thinking and behavior patterns. The document outlines the main features and basic structure of CBT. It discusses behavioral techniques like relaxation, distraction, and activity scheduling. It also covers cognitive techniques such as identifying negative thoughts, cognitive restructuring to develop more realistic perspectives, and addressing underlying assumptions. The goal of CBT is to help clients learn to challenge irrational beliefs and thoughts in order to change emotional responses and behaviors.
The document discusses the science behind mindfulness. It begins by addressing the hype around mindfulness and defining it as paying attention to the present moment intentionally without judgment. It then discusses the benefits of mindfulness, including psychological, interpersonal, and physical benefits. The document also explores the neuroscience behind mindfulness and how mindfulness meditation can help reduce ruminative thinking by weakening the default mode network and strengthening the prefrontal cortex.
Stress can often lead to depression and anxiety in students. Studies show that 7% of men and 14% of women in their first year of post-secondary education meet the criteria for major depressive disorder, while 13% of men and 19% of women meet the criteria for a major anxiety disorder. Mindfulness techniques like body scanning, focused breathing, and observing thoughts non-judgmentally can help reduce rumination and improve mood by cultivating present-moment awareness of one's self, body, and environment. Regular mindfulness practice involves paying close attention to bodily sensations, sounds, and thoughts in a calm, accepting manner.
Yoga Nidra is a relaxation technique that involves inducing a state of complete physical, mental, and emotional relaxation while maintaining inner awareness. It is practiced through preliminary body and mind relaxation, rotating awareness through different body parts, visualization, and reflection before returning to external awareness. Regular practice of Yoga Nidra provides benefits such as effective stress management, psycho-physiological rejuvenation, prevention of psychological disorders, trauma rehabilitation, and increased memory and concentration.
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
Mental disorders are characterized by abnormalities in thoughts, perceptions, mood, and behavior that deviate from social norms. Psychopathology is the study of these deviations and symptoms of mental disorders. Descriptive psychopathology involves close observation of patients' behavior and exploration of their subjective experiences, without assumptions about causes. Symptoms can be delusions, hallucinations, disturbances in thoughts, mood, perception, and memory. Cultural variations exist in how symptoms are expressed and understood.
This document outlines the principles and techniques of multimodal counseling. Multimodal counseling seeks to understand and intervene at all levels of a client's personality using seven modalities. Techniques described include role playing, sex therapy, assertive training, relaxation training, positive imagery, bibliotherapy, marital counseling, exercise, and behavioral rehearsal. The goal is to flexibly integrate theories and address symptoms at cognitive, behavioral, emotional, and physiological levels.
The document summarizes a book on how to control anger. It is written by M.K. Gupta and discusses the causes, manifestations, and effects of anger on the body and mind. It provides short and long-term measures to control anger through self-introspection and avoiding provoking situations. It emphasizes that forgiveness can help quench the fire of anger by releasing negative feelings without seeking revenge. The conclusion states that the book gives readers strategies to overcome their deadly enemy of anger.
This document discusses mania, a mood disorder characterized by episodes of elevated mood, increased energy and activity levels, and decreased need for sleep. It is classified into categories based on presence of psychotic features and describes associated clinical features such as irritability, impulsivity, grandiose thoughts and risky behaviors. Mania is treated initially with antipsychotics, mood stabilizers and benzodiazepines and managed long-term with mood stabilizers, education and early detection of relapse.
This document summarizes Daniel Goleman's model of emotional intelligence. It identifies four main components: self-awareness, self-management, social awareness, and relationship management. Self-awareness involves identifying one's own emotions. Self-management involves managing emotions and behavior. Social awareness involves identifying emotions in interactions. Relationship management involves constructively managing interactions. The document also provides definitions of emotional intelligence and its importance in the workplace by increasing productivity and reducing stress.
DBT is a therapy developed by Marsha Linehan to treat individuals with borderline personality disorder and emotional dysregulation. It combines cognitive behavioral therapy techniques with mindfulness practices. The core of DBT involves teaching clients skills in four areas: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. Through individual therapy, group skills training, coaching sessions, and therapist consultation, DBT aims to help clients learn to manage intense emotions, reduce self-harming behaviors, and build healthier relationships.
The document summarizes the basics of cognitive-behavioral therapy (CBT), including its model and techniques.
CBT is based on a bio-psycho-social model that views psychopathology as stemming from maladaptive cognitions and behaviors learned through "if-then" schemas. Treatment involves identifying distorted thoughts, or "automatic thoughts", in three cognitive categories - self, others/world, future. CBT aims to overcome "cognitive blockades" and replace distortions with evidence-based thinking through collaborative, Socratic questioning between the patient and therapist. Common techniques include activity scheduling, thought monitoring/challenging, and behavioral experiments.
This document discusses personality and different types of difficult people. It defines personality as a stable set of characteristics that influence behavior. Some determinants of personality include heredity, environment, culture, and family background. The document then describes different types of difficult people such as aggressive individuals, dominating personalities, passive-aggressive people, complainers, and pessimists. It provides strategies for dealing with each type, such as maintaining self-control, picking battles, and asking for specifics. The document concludes with a story about a wise man who saw value even in those who criticized him, as it pushed him to improve.
This document summarizes information from multiple sources on alcohol dependence and withdrawal. It discusses the pathophysiology of alcoholism and how alcohol affects the body. It presents a case study of a patient in the intensive care unit undergoing alcohol withdrawal and receiving various medications to manage symptoms. It also covers nutritional assessments and how dietitians can help patients, guidelines for screening alcohol-related problems, potential health benefits of alcohol consumption, and recommendations for alcohol intake.
The document discusses the concept of mindful leadership, which involves incorporating mindfulness practices into leadership. It defines mindfulness as being fully present and aware of oneself and others. Mindful leadership can help reduce stress and conflict while improving communication, emotional intelligence, and decision-making. The document provides tips for mindful practices such as conscious reflection, active listening, recognizing others, and monitoring one's language and body language to bring more mindfulness into the workplace.
This document outlines various strategies for managing anxiety presented by Dr. Suresh Kumar Murugesan. It includes over 50 techniques across multiple slides:
- Deep breathing, muscle relaxation, mindfulness, exercise, and talking to friends are among the strategies discussed for managing physical anxiety symptoms and promoting relaxation.
- Cognitive techniques include challenging negative thoughts, limiting worry time, practicing positive self-talk, and cognitive restructuring.
- Other recommendations involve time management, getting sufficient sleep, seeking social support from friends or support groups, and lifestyle changes like healthy eating and reducing caffeine.
Buddha's Brain: The Practical Neuroscience of Happiness, Love and Wisdom - Ri...Rick Hanson
The document discusses how negative experiences and the brain's negativity bias can impact health and well-being. Chronic stress from negative experiences can sensitize the amygdala and weaken the hippocampus over time, creating neural vicious cycles. This negativity bias leads to threat reactivity, where threats are overestimated and opportunities are underestimated. The consequences of threat reactivity include feeling threatened, over-investing in protection, and acting in ways that increase conflict.
DBT is a cognitive behavioral treatment approach that blends acceptance-based strategies with problem-solving skills training. It emphasizes dialectical processes and teaches skills to help manage emotions and function effectively. DBT is recommended for several conditions and is the top evidence-based treatment for suicide prevention. Research on DBT outcomes receives high ratings for quality. Treatment involves individual therapy, skills groups, phone coaching and provider consultation to support a unified treatment approach.
This document provides an overview of solution-focused brief therapy (SFBT). Some key points:
- SFBT was developed in the 1980s and focuses on present and future goals rather than past problems. Therapists help clients identify exceptions, strengths, and solutions.
- Core principles include that clients are the experts in their own lives and change is constant. The future is uncertain but changeable. Therapists amplify what clients are already doing right.
- Common techniques include miracle questions to envision preferred futures, scaling questions to measure progress, and exploring exceptions when problems don't occur. The goal is for clients to do more of what works.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as individual and group projects exploring ideas and a portfolio, and it provides the weekly schedule and topics that will be covered in the 18-week module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including through portfolios and presentations, and emphasizes participation through activities like discussions and site visits. The module uses a student-centered learning approach to actively engage students in driving their own learning.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity for the module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional environments.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional success.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills that will help students apply critical and creative thinking approaches. It details the module objectives, learning outcomes, assessment components including projects, journals and portfolios, and weekly topics that will equip students with theory and techniques to enhance their design work. The module uses student-centered learning and aims to develop students' lifelong learning and problem-solving skills.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
This document provides information about a module on creative thinking skills taught at Taylor's University. The module aims to help students develop critical and creative thinking abilities to improve design work. It will cover techniques like mind mapping, random association, and translating ideas into visual forms. The module is worth 4 credits over 18 weeks, with lectures, tutorials and self-study. Students will be assessed through projects and are expected to apply practical and creative thinking skills and recognize characteristics of different thinking types.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will learn to apply thinking skills to assignments and recognize characteristics of critical and creative thinking. Upon completing the module, students will be able to apply thinking skills, recognize critical and creative thinking, and develop opinions through academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
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This document provides a comparative analysis of social activities between Nanjing Road Pedestrian Street in Shanghai, China and Kawasan 1 in Klang, Malaysia. It finds that while necessary activities like shopping and eating are similar, Nanjing Road sees more optional activities due to better quality public spaces and outdoor conditions. These include activities like sightseeing, games, and socializing in public squares. In contrast, optional activities in Kawasan 1 mainly occur indoors due to lack of public spaces and hot weather. As a result, social interactions are more frequent on Nanjing Road where the environment better supports necessary and optional activities.
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This document contains summaries of 3 readings:
1) "The Metropolis and Mental Life" by Georg Simmel explains how city life forms an individual's mental life and values, noting how urban interactions are more rational and protective due to stimuli. This causes indifference and a focus on goals/money.
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Creative Thinking Skills Module Outline
1. Creative Thinking Skills (ARC30104): January 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Creative Thinking Skills [ ARC30104]
Prerequisite: None
Credit hours: 4
Instructor: Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Syazreene Nurjanna | ShazreeneNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module will equip students with theory and techniques that will help them understand the range of
thinking abilities and how enhancing these can result in a higher quality of design work. Students are
encouraged to explore or broaden their own ideas and thought processes with techniques such as mind-
mapping; expand, twist or synthesize ideas with techniques such as random association; and translate their
ideas into a tangible form which can be interactive, presentable, entertaining or a form of visual design
statement. They will also learn techniques to manage and develop ideas in collaborative efforts or as design
teams, in all its advantages.
Module Teaching Objectives
The teaching objectives of the module are:
1. To identify critical thinking and idea generation skills through the investigation and application of a wide
range of thinking skills and techniques.
2. To understand the modes of thinking commonly associated with critical thinking (left-brain), creative
thinking (right brain) as well as holistic (whole brain) thinking.
3. To implement divergent and convergent thinking methods in researching, developing and presenting
ideas and conclusions in the form of tangible statements.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Apply practical, critical and creative thinking skills within a variety of academic assignments
2. Recognize the characteristics of critical and creative thinking and their applications in students’ personal
and working lives
3. Identify the importance of expressing personal opinions as part of academic development and the
systematic journey(s) taken to evolve these statements
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
Lecture: 1 hour/week
Tutorial: 3 hours/week
Self-study: 3.6 hours/week
2. Creative Thinking Skills (ARC30104): January 2015 2 | P a g e
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
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Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant 2
6.2 Reflect on one’s actions and learning. 3
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
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General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including E- Portfolio. Failure to attempt
assessment components worth 20% or more, the student would be required to resubmit or resit an
assessment component, even though the student has achieved more than 50% in the overall assessment.
Failure to attempt final exam and final presentation, will result in failing the module irrespective of
the marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalized.
Student Participation
5. Creative Thinking Skills (ARC30104): January 2015 5 | P a g e
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
active in their own learning
self-directed to be responsible to enhance their learning abilities
able to cultivate skills that are useful in today’s workplace
active knowledge seekers
active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One
Individual -10%
Group-20%
1,2
Week 4
Week 8
Week 8 30%
Final Project
Individual -20%
Group-20%
1-3
Week 12
Week 17
Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 2
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
6. Creative Thinking Skills (ARC30104): January 2015 6 | P a g e
Assessment Components
1. Project One – (Group + Individual)
This is an introduction project exploring creativity which they will need to extract information from a
particular topic/object/movie/song given to them. They will need to discuss through brainstorming session on
how to translate their idea and research using mind maps, doodles and story-boards. This project aims for
students to work as a team to generate ideas and allow them to express their creativity through
synchronized performance.
2. Final Project - (Group + Individual)
The aim of the Final Project will be a review that illustrates the entire topic learned in this module which will
encourage problem solving, critical thinking and creative thinking through series of exploration,
innovation and creation process. The Final Project will concentrate on the development of ideas through
series of sketches, mind maps and diagrams in creating a new packaging for daily object and effective ways
of marketing these products.
3. Idea Journal - (Individual)
The aim of the idea journal is as a medium for students to express, record ideas, methods, techniques and
process of generating ideas. Students will also be given a topic to be placed in the sketch journal as an on-
going ideation process. Mind maps, sketches, scribbles, magazine/paper cuts are examples of items that
will be placed in the Idea Journal.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
7. Creative Thinking Skills (ARC30104): January 2015 7 | P a g e
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit
8. Creative Thinking Skills (ARC30104): January 2015 8 | P a g e
WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
26th-30th
January
Lecture 1: Introduction to Creativity +Course
Outline
Briefing Project 1
1 3 2
Week 2
2nd -6th
February
Class Activity –Project 1 1 3 2
Week 3
9th -13th
February
Lecture02: Generating Ideas(6 Thinking Hats,
Mind Mapping, Brainstorming)
IDJ 1 Brief
1
3
( On line
discussion)
2
CHINESE NEW YEAR BREAK (16-27TH FEBRUARY)
Week 4
2nd – 6th
March
Lecture03: Creative Process 1 3 2
Week 5
9th -13th
March
Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
16th -20th
March
Lecture05: Creativity Through Convergent
and Divergent Thinking
IDJ 2 Brief | Submission IDJ 1
1 3 2
Week 7
23rd-27th
March
Lecture06:Methods and Techniques
Briefing Final Project
1 3
2
Digital upload
of IDJ 1
Week 8
30th March-3rd
April
PROJECT 1 PRESENTATION
Project 1( Individual) Submission
1 3
2
Digital upload
of Project 1
SEMESTER BREAK (6-12th APRIL)
Week 9
13th- 17th
April
Lecture 07: Problem Solving
IDJ 3 Brief | Submission IDJ 2
1 3
2
Digital upload of
IDJ 2
Week 10
20th -24th
April
Lecture08: The Abilities of a Critical Thinker
(E-Portfolio briefing)
1 3 2
Week 11
27thApril-
1stMay
PUBLIC HOLIDAY (Labor Day-1/5) 1
3
( On line
discussion)
2
Week 12
4th- 8th May
Lecture 09: Approach in Selling Ideas
Final Project( Individual) Submission 1 3 2
Week 13
11th- 15th May
Lecture 10: Creative People and Design 1 3 2
Week 14
18th –22nd May
Discussion/ Class Activity related to Final Project
IDJ 4 Brief | Submission IDJ 3
1
3
( On line
discussion)
2
Digital upload of
IDJ 3
Week 15
25th – 29th May
Discussion/ Class Activity related to Final Project 1
3
( On line
discussion)
2
Week 16
1st – 5th June
Discussion/ Class Activity related to Final Project 1 3 2
Week 17
8th -12th June
FINAL PROJECT PRESENTATION 1 3
2
Digital upload of
Final Project
Week 18
15th- 19th June
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital upload of
E-portfolio
Week 19
22nd June
Study Leave/Final Exam
*No final exam for CTS
9. Creative Thinking Skills (ARC30104): January 2015 9 | P a g e
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Buzan, T., Buzan, B., 1996, The Mind Map Book: How to Use Radiant Thinking
to Maximize Your Brain's Untapped Potential, Plume; Reprint Edition.
2. de Bono, Edward, 1994, De Bono’s Thinking Course, BBC Books.
3. Fisher, A., 2002, Critical Thinking: An Introduction, Cambridge University Press.
4. Michalko, M., 2001, Cracking Creativity: The Secrets of Creative Genius, Ten
Speed Press; New edition
5. Thompson, A., 2003, Critical Reasoning: a Practical Introduction, Routledge,
2nd edition.
Additional
References :
1. Buzan, T., 2001, The Power of Creative Intelligence, Thorsons.
2. Eastaway, R., 2007, Out of The Box: 101 Ideas for Thinking Creatively, Duncan
Baird Publishers.
3. Ryan Ruggiero, V., 2009, The Art of Thinking, Longman; 9th Edition.
4. Robinson, Ken, 2001, Out of Our Minds: Learning to be Creative, Capstone.
5. Pink, Daniel H, 2005, A Whole New Mind: Why Right-Brainers Will Rule the
Future, Riverhead Books
6. Leo, A. M., 2006, On Creativity, Awakening the Creative Mind, Pelanduk
Publications, Malaysia