UKASFP Conference 2009
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The document describes a study that evaluated the impact of a solution-focused brief therapy (SFBT) training course on trainees. Three major themes emerged from interviews with former students: increased trust in clients, a more positive outlook, and greater confidence - both in using SFBT and in themselves. Minor themes included an eclectic approach to integrating SFBT, changes in therapeutic language used, and applying SFBT principles to personal life. Overall, participants reported that the training significantly changed their clinical practice and perspectives.
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3. Several postmodern therapies are described briefly, including narrative therapy, solution-focused brief therapy, and collaborative language systems therapy, which view problems and realities as socially constructed and aim to enter clients' worlds to collaboratively construct solutions.
UNE IPEC - Cultivating the "Ah-ha" Moment
The Interprofessional Team Immersion (IPTI) offers students across 13 health professions opportunities to apply their skills in cross-professional communication, teamness, and patient-centered engagement. The experience is characterized by high stakes cases carefully designed to cultivate an atmosphere conducive to rapid teambuilding and compassionate patient care. Within a safe learning environment, faculty and students acquire understanding of roles and responsibilities as well as skills to manage complex cases. This presentation will describe and demonstrate the rationale, design, and implementation of IPTI over a three-year period. Findings suggest significant increase in IPTI students’ perceptions of cooperation, resource sharing and communication skills for team-based practice. Programmatic evaluation substantiates the value students place on practicing interprofessional clinical skills before and while in their clinical-community rotations. Debriefing sessions with standardized patients enhanced students’ knowledge and appreciation for patient engagement and shared decision-making culminating for some in scholarly products. In total, findings provide beneficial insight for other interprofessional educational and collaborative practice initiatives taking place at the University and in the community. Learn more about IPEC at University of New England ipec(at)une(dot)edu or follow us on Twitter @UNEIPE
Introduction to Research Methodology.pptx
This document provides an introduction to research methodology. It defines research as a systematic process of investigating questions in a rigorous, empirical and unbiased manner. The goal of research is to increase understanding and solve problems. It discusses different types of research such as descriptive, correlational, explanatory and exploratory research. Research can be applied to improve professional practice and services. Both qualitative and quantitative approaches have merits, and a combination may be best. Overall, research requires a structured, evidence-based inquiry to answer questions in a valid and verifiable way.
Ch. 11 treatment & intervention
This document discusses preparing clients for treatment and selecting appropriate intervention options based on the client's needs, goals, and context. It covers topics like client motivation, resistance to change, and brief therapeutic approaches like cognitive-behavioral therapy and solution-focused brief therapy. Motivational interviewing aims to help clients resolve ambivalence toward change through empathy, awareness of discrepancies, and supporting self-efficacy. Building coping skills also empowers clients to make positive changes.
Using Treatment Manuals in Counseling Practice
Treatment manuals provide an overall framework outlining treatment goals and session goals. They supply strategies to help counselors achieve goals and guide counselors through challenges. While manuals can be too rigid, a middle ground exists between rigidity and flexibility. The best manuals are uniquely adapted while integrating core skills. Relationship and cultural adaptation are important. Manuals vary but generally include presenting problems, goals, and evidence-based interventions. Sessions follow a structure of greeting, reviewing, goal-setting, implementing activities, processing, planning, and closing. Activities are introduced with rationale and examples, then demonstrated and practiced. Progress notes document the session content, interventions, outcomes, homework, and future plans.
Deliberate Practice at Stangehjelp
Qualitative study of therapists working at Stangehjelp in Norway who are applying the principles of deliberate practice in their efforts to deliver more effective treatment services.
2.joy hall e
This document defines and describes reflection, reflection-on-action, and critical reflection. Reflection involves examining one's own thoughts and actions to understand behavior better and improve future performance. Reflection-on-action refers to thinking carefully about past actions to identify strengths and ways to be more effective. Critical reflection recognizes assumptions and how personal experiences shape one's perspective. Using reflective practices in healthcare can improve patient safety by identifying risks and making changes to address weaknesses.
A New Curriculum: The Impact of Professional Doctorates in Health, Social...
This document summarizes a study examining the impact of professional doctorates in health, social work, and allied professions. The study consisted of three phases: a scoping literature review, an online survey of 33 participants, and interviews with 20 survey volunteers. Key findings included substantial personal and professional impacts like increased critical thinking and career advancement opportunities. However, organizational support varied and some faced "professional jealousy." The conclusion discusses ensuring sustainability of these programs by promoting benefits to managers, developing curricula around organizational change, and addressing internal challenges to professional doctorates' value.
Counselling Psychotherapy with Children and Young People
Prof Mick Cooper in his keynote speech to the conference address counselling psychotherapy: putting statistics and quantitative evaluation before the complex reality of a human, person-to-person encounter.
Doing research together: breaking down barriers
The document describes two research projects presented at a workshop on collaborative research. The first project aims to understand the experiences of carers of people with personality disorders and inform the development of a national carers' strategy. The second project explores understandings of recovery from the perspective of people with personality disorders living in the community. Both projects involve collaboration between service users, carers, academics and clinicians. Participants at the workshop worked in groups to develop sample research project titles and questions.
Sfbt us pt
Solution Focused Brief Therapy (SFBT) aims to be brief, typically 5-8 sessions of 45 minutes each. It focuses on solutions rather than problems, and the future rather than the past. Key principles include focusing on exceptions, times when the problem does not occur, and having clients define their goals. Therapists ask questions about strengths, resources, exceptions, and relationships. They use techniques like the miracle question, scaling questions, and exception seeking questions to help clients envision solutions.
Cost-Volume-Profit Analysis Grading Guide ACC561 Version 72.docx
Cost-Volume-Profit Analysis Grading Guide ACC/561 Version 7
2
Cost-Volume-Profit Analysis Grading Guide
ACC/561 Version 7
Accounting
Copyright
Copyright © 2017 by University of Phoenix. All rights reserved.
University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix® editorial standards and practices.
Individual Assignment: Cost-Volume-Profit AnalysisPurpose of Assignment
The Case Study focuses on CVP (Cost-Volume-Profit), Break-Even, and margin of safety analyses which allows students to experience working through a business scenario and applying these tools in managerial decision making.Resources Required
Generally Accepted Accounting Principles (GAAP)
U.S. Securities and Exchange Commission (SEC)
Tutorial help on Excel® and Word functions can be found on the Microsoft® Office website. There are also additional tutorials via the web offering support for Office products.Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Computed the current break-even point in units, and compared it to the break-even point in units if Mary’s ideas were used.
Computed the margin of safety ratio for current operations and after Mary’s changes were introduced (rounded to nearest full percent).
Prepared a CVP (Cost-Volume-Profit) income statement for current operations and after Mary’s changes were introduced.
Explained whether Mary’s changes should be adopted. Why or why not? Analyzed the information (first three rows above) and used the information to support student’s suggestion.
Showed work in Microsoft® Word or
Excel®. Completedcalculations/computations
using Microsoft® Word or Excel®.
The informal memo is a maximum 700 words in length.
Total Available
Total Earned
100
#/100
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
30
#/30
Assignment Total
#
130
#/130
Additional comments:
Introduction to Research Design
© 2017 Laureate Education, Inc. 1
Introduction to Research Design
Program Transcript
NARRATOR: Doctor Michael Patton begins this course on r.
pepe152
This document summarizes the findings of a longitudinal evaluation study of a work-based learning (WBL) program for nurses. Interviews with learners, managers, and academic facilitators found that WBL had positive impacts. For learners, it improved clinical practice, developed new skills like problem-solving and reflection, and increased confidence. Managers saw improved quality of care and more focus on patients. Facilitators learned how theory and practice integrate and informed curriculum changes. Key factors for successful WBL included motivated learners, manager support, and acknowledging its complexity.
Solution Focused Therapy Treatment Manual
This document provides an overview of Solution Focused Brief Therapy (SFBT). It describes the goals and process of SFBT, how it differs from other treatments, key active ingredients and techniques used, and the nature of the client-therapist relationship in SFBT. Some of the main techniques discussed include focusing on solutions instead of problems, setting measurable goals, using future-oriented questions, scaling progress, and exploring past successes and exceptions to the present issue.
chapter10Issues in Theory and PracticeIntroductionEthical
chapter
10
Issues in Theory and Practice
Introduction
Ethical practice requires a solid theoretical framework. Therapists’ theoretical positions and conceptual views influence how they practice. Ideally, theory helps practitioners make sense of what they hear in counseling sessions. In this chap- ter we address a variety of interrelated ethical issues, such as why a theory has both practical and ethical implications, the goals and techniques that are based on a theoretical orientation, the role of assessment and diagnosis in the therapeutic process, issues in psychological testing, and issues surrounding evidence-based practices (EBPs).
Clinicians must be able to conceptualize what they are doing in their coun- seling sessions and why they are doing it. Sometimes practitioners have difficulty explaining why they use certain counseling interventions. When you first meet a new client, for example, what guidelines would you use in putting into a the- oretical perspective what clients tell you? What do you want to accomplish in this initial session? Can you explain your theoretical understanding of how peo- ple change in a clear and straightforward way? Think about how your theoretical viewpoint influences your decisions on questions such as these:
• What are your goals for counseling? • What techniques and interventions would you use to reach your goals? • What value do you place on evidence-based treatment techniques? • What is the role of assessment and diagnosis in the counseling process? • How do you make provisions for cultural diversity in your assessment and
treatment plans? • Does the client’s presenting problem influence the specific assessments you
choose to use? • How does your theoretical viewpoint influence the specific assessment mea-
sures you choose to use with clients? • How flexible are you in your approach? • What connections do you see between theory and practice? • Do you consult with colleagues on matters pertaining to theory and practice?
LO1
Developing a Counseling Style
Theories of counseling are based on worldviews, each with its own values, biases, and assumptions of how best to bring about change in the therapeutic process. Contemporary theories tend to be oriented toward individual change and are grounded in values that emphasize choice, the uniqueness of the individual, self-assertion, and ego strength (see Chapter 4). Many of these assumptions are inappropriate for evaluating clients from cultures that focus on interdependence, de-emphasize individuality, and emphasize being in harmony with the universe. In some cultures, basic life values tend to be associated with a focus on inner expe- rience and an acceptance of one’s environment. Within cultures that focus more on the social framework than on development of the individual, a traditional
therapeutic model has limitations. In addition, it is not customary for many client populations to seek professional help, and they will typically turn first to informal system ...
Lecture 7 solution focused therapy
This document provides an overview of Solution Focused Brief Therapy (SFBT). It describes the core concepts and assumptions of SFBT, including that it takes a future-focused, goal-directed approach and places the client as the expert. The document outlines the SFBT conceptualization of problems, therapeutic goals, and the therapist's role. It details common SFBT interventions such as miracle questions, scaling questions, and exception questions. Finally, it discusses the evaluation of SFBT, noting both advantages like its brief nature but also potential disadvantages like lacking empirical research support.
Counselling
This document provides an overview of solution-focused brief therapy (SFBT), including its goals, interventions, and application to a hypothetical counseling case. The goals of SFBT are to solve problems, achieve client goals, and create self-sustaining changes by bringing unconscious thoughts to conscious awareness and reframing or restructuring problematic behaviors. SFBT aims to be brief, typically lasting 8-24 sessions, and focuses on the present and future rather than past issues. The document discusses how SFBT could be applied to counsel a client named Ana experiencing risk-taking behaviors by exploring family communication patterns and problem-solving skills.
Peer 1 post Terminations with Clients I think it is really i.docx
The document discusses several topics related to client termination in counseling. It begins by emphasizing the importance of considering the client's needs during termination and discussing any issues they may have with abandonment. It then describes the author's experiences with terminations as an intern, including clients who stopped attending without processing it. The document ends by discussing the author's experiences with saying goodbye in life as a military child and getting feedback from clients at the end of their sessions.
Diane purcille practice inquiry v7
Draft for final... will have embedded links for interactivity and to allow users to direct their learning
How to Assess your Trainee's Learning
This document discusses principles for teaching adult learners such as medical students and trainees. It emphasizes that adult learners are self-directed, draw on their own life experiences, and are problem-centered in their orientation to learning. The document provides guidance on determining a learner's level of experience and adjusting one's teaching role accordingly, from director for novices to facilitator to consultant for more experienced learners. It also promotes using questions to assess a learner's knowledge and clinical reasoning. The overall aim is for teachers to apply adult learning principles and vary their teaching approach based on their learner's experience level.
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Using the social web to engage younger people in participation
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Ukasfp Workshop 12.06.09 Dn
1) The document discusses solution-focused approaches to working with bereaved children and young people who may be experiencing distress or engaging in risky behaviors like self-harm following the death of a loved one.
2) It provides statistics on child bereavement and outlines some key considerations for taking a solution-focused approach, such as validating the child's experience of grief, focusing on possibilities and exceptions, and empowering children by giving them choice and control.
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Solutions 4 Readig Ukasfp(2)
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Ukasfp Conference Jcp
Jobcentre Plus occupational psychologists implemented a solution-focused (SF) approach for one-to-one and group sessions with customers to help them move towards work. Over 75 customers received one-to-one SF sessions, and groups consisted of up to 10 customers over three sessions. Initial outcomes showed increased referral rates by advisers and positive changes reported by customers and psychologists. The psychologists found SF effective and plan to embed it further while awaiting formal evaluation results.
UKASFP Map
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UKASFP keele 2009
The document announces a conference called "The writings on the wall: A celebration of solution focused approaches in the UK" to be held on June 12th at the World café Keele. The conference will follow café principles including clarifying the context, creating a hospitable space, exploring questions that matter, encouraging everyone's contributions, connecting diverse perspectives, listening together for patterns, and sharing collective discoveries. Attendees can find more information by visiting listed websites.
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UKASFP Conference 2009
- 1. The Impact of Solution Focused Working on Trainees. Steve Smith, The Robert Gordon University, Aberdeen.
- 2. The Impact of Solution Focused Working on Trainees. (and how we used solution focused techniques to get there) Steve Smith, The Robert Gordon University, Aberdeen.
- 4. The Background 2005 1999 1996 1994
- 5. What does 10 look like? 0 10
- 6. We’re going to need a bigger 10!
- 27. Proposed Solution Focused Therapy training to level of BA Professional Nursing Studies SFBT
- 28. Proposed Solution Focused Therapy training to level of BA Professional Nursing Studies SFBT SFBT in Practice
- 29. Proposed Solution Focused Therapy training to level of BA Professional Nursing Studies SFBT SFBT and systemic practice SFBT in Practice
- 30. Proposed Solution Focused Therapy training to level of BA Professional Nursing Studies SFBT SFBT and systemic practice SFBT in Practice Graduate Certificate in Professional Studies
- 31. Proposed Solution Focused Therapy training to level of BA Professional Nursing Studies SFBT SFBT and systemic practice SFBT in Practice Graduate Certificate in Professional Studies Application of brief and systemic therapy in contemporary practice
- 32. Proposed Solution Focused Therapy training to level of BA Professional Nursing Studies SFBT SFBT and systemic practice SFBT in Practice Graduate Certificate in Professional Studies Application of brief and systemic therapy in contemporary practice BA in Professional Nursing Studies
- 33. as above 1200 120 / L9&10 BA Degree Competent to practice using an in-depth knowledge of brief and systemic therapy. Advanced 4 1 / 10 hours practice / supervision (50-50) 600 60 / L9&10 Grad Cert Competent to practice using an informed choice of techniques in brief and systemic therapy. Intermediate 3 1 / 10 hours practice / supervision (75 – 25%) 300 30 / L9 Competent to practice solution focused therapy techniques in a range of settings. Proficient 2 1 /10 hours practice 150 15 / L9 Able to practice using solution focused skills. Foundation 1 Supervision Training Hours Credits / Qualification Practice Level Skill Level Level
- 34. Where do we go from here?