This document outlines an agenda for a workshop on using cognitive behavioral therapy (CBT) techniques for difficult conversations with students from other cultures. The agenda includes: an overview of CBT presented by Dr. Jung Yi; examining common unhelpful thinking styles; learning how to complete a CBT thought record; practicing thought records for various student scenarios; a role play demonstration; and time for Q&A and planning how to apply the techniques. The goal is to help advisers understand their own thoughts and feelings in interactions with students, and to move conversations to a more culturally-affirming place.
Training Slides of CRITICAL THINKINGPROBING QUESTIONS AND TUTORING CYCLE, discussing the importance of Critical Thinking.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com
Training Slides of CRITICAL THINKINGPROBING QUESTIONS AND TUTORING CYCLE, discussing the importance of Critical Thinking.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com
A culturally-affirming approach to difficult conversations with CAL students. Created by Berkeley International Office and Counseling and Psychological Services
Omni Amelia Island Plantation Resort is nestled on 1,350 acres at the tip of a barrier island just off the Northeast Florida coast. Enjoy luxurious oceanfront accommodations, world-class resort pools, championship golf, full-service spa, endless dining options, and family-friendly activities. If meetings are on your agenda, we offer the largest conference center on the island with versatile meeting space and state-of-the-art technology. It’s the perfect backdrop for your family vacation, romantic getaway, corporate event or destination wedding.
A research study of Donald u. Bulawin, Cristian Ralph E. Ibahay, and Mabeth L. Arellano. It is all about utilizing the waste bottle caps for concrete mixture. This study aims that by utilizing the waste bottle caps as a partial replacement for coarse aggregates helps in increasing the strength of concrete and in the environmental issues of wastes disposal.
Using Reflective Practice in Your Career: Lessons from a reflective teacherErica Fairchild
Have you ever considered reflective practice?
How often do you stop? Stop to think about what you have done at work, at school, in the gym or anywhere. How often do you take a time to reflect on a completed job? Think about what worked, what didn't and look for areas of improvement?
We’re living in the century of speed and abundance. Every day, we consume more information. Information that is available at our fingertips and delivered in a fraction of a second.
In many modern day jobs, we are encouraged to be more efficient with our time and maximize performance. But to do this, we need to stop, look back and reflect. Teachers of ESL are encouraged to use reflective practice on a regular basis. Using these methods, teachers can improve classes and help learners get the most from a class.
Reflective practice though is not limited to Teachers. These slides will give you quick and practical insights into the practice that will revolutionize the way you work.
Using Reflective Practice in Your Career: Lessons from a reflective teacherErica Fairchild
Have you ever considered reflective practice?
How often do you stop? Stop to think about what you have done at work, at school, in the gym or anywhere. How often do you take a time to reflect on a completed job? Think about what worked, what didn't and look for areas of improvement?
We’re living in the century of speed and abundance. Every day, we consume more information. Information that is available at our fingertips and delivered in a fraction of a second.
In many modern day jobs, we are encouraged to be more efficient with our time and maximize performance. But to do this, we need to stop, look back and reflect. Teachers of ESL are encouraged to use reflective practice on a regular basis. Using these methods, teachers can improve classes and help learners get the most from a class.
Reflective practice though is not limited to Teachers. These slides will give you quick and practical insights into the practice that will revolutionize the way you work.
HRM3120
Individual and Organisational Change
2013 - 2014
Reflective Journal
Name and Family Name
Student ID
Table of Contents
Introduction………………………………………………………………………………..4
What is Reflection? ……………………………………………………………………… 6
Tools for Reflection ……………………………………………………………………….7
Wk 1: Introduction to the Module ………………………………………………………...8
Wk 2: A Changing World ……………………………………………………………….11
Wk 3: What does this mean for Employability?................................................................14
Wk 4: Marketing Yourself 1…………………………………………………………......17
Wk 5: Understanding Yourself 1........................................................................................20
Wk 6: Marketing Yourself 2..............................................................................................23
Wk 7: Understanding Yourself 2…………………………………………………………26
Wk 8: The Individual and Change.....................................................................................29
Wk 9: Tutorial 1………….................................................................................................31
Wk 10: Tutorial 2…………………………………………………………………..…….33
Wk 11: Taking Stock and Creative Management..............................................................35
Wk 12: Understanding Organisations................................................................................38
Wk 13 Leadership of Change…………………………………………………………….40
Wk 14: Models of Change 1…….......................................................................................43
Wk 15: Models of Change 2…….......................................................................................46
Wk 16: Systems Diagramming 1........................................................................................49
Wk 17: Systems Diagramming 2…....................................................................................52
Wk 18: Working with Case Studies...................................................................................55
Wk 19: Taking Stock through Reflective Practice.............................................................57
Wk 20: Tutorial 3...............................................................................................................60
Wk 21: Tutorial 4…….......................................................................................................63
Wk 22: Theatre of Change Production...............................................................................66
Wk 23: Self-directed Study: Reflecting on your Learning Journey...................................69
Wk 24: Self-directed Study: Completion of Reflective Journals.......................................71
Introduction
Throughout your time at university, a lot of emphasis has been placed on supporting you to develop your skills in using reflection as a tool for learning from experience. The main reason for this is to provide you with a way of thinking a ...
• Why reflective writing is key when writing your evidence.
• Examples of what reflective writing is.
• Various reflective models that you could use.
• STAR format and examples.
One-on-one reviews with management are crucial to delivering supportive, constructive and developmental feedback. This communication allows employees to improve their performance and develop their potential for future opportunities. Presently, many organizations are eliminating their outdated and indefensible performance appraisal programs with a new approach to talent development. In this interactive session, discover the principles and practices associated with conducting successful one-one-ones.
Professional Development for Learning Advisors: Facilitating the intentional reflective dialogue (Talk T15)
Presenter: Satoko Kato, Kanda Institute of Foreign Languages, Japan
This presentation reports on a study which explored how “intentional reflective dialogue” with an interlocutor can deepen Learning Advisors’ (LAs’) reflective learning in terms of their professional development. As one of the key roles of LAs in self-directed language learning is to activate learners’ reflective learning processes, it is worthwhile for LAs to experience reflective learning process themselves as a part of their professional development program. Eight LAs, with experience ranging from one to three years, participated in this study. Each had two interviews with the interlocutor (the presenter). Although most of the LAs usually reflect on themselves and have conversations about advising with colleagues, the reflective dialogue which was intentionally structured for training purpose resulted in LAs being engaged in a different type of self-reflective approach. The results of the study and the future possibility for developing an on-going LA training program will be discussed in the presentation.
3. • Learning Outcomes
• Unpacking Terms
• Cognitive Behavioral Therapy (CBT)
& Unhelpful Thinking Styles
• Using a CBT Thought Record
• Paper Practice & Live Practice
• Specific Scenario Q&A
• Planning for Application
• Evaluations
Agenda.
4. understand that both people are coming into
the communication with automatic thoughts
understand how your own automatic
thoughts affect your feelings and influence
your interactions with students
help students come up with alternative
thoughts and options that are more balanced
and helpful
move both student and adviser toward a
more culturally-affirming perspective by
paying attention and using active inquiry
Learning Outcomes.
5. What makes a conversation difficult?
• Feelings we experience
What skills can we use, or teach students
to use, to more effectively solve
problems?
• Awareness
• Shifting feelings and offering helpful
action steps
Unpacking Terms.
6. Culturally-affirming
Unpacking Terms.
Bennett, Milton J. “Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity.” Education for the
Intercultural Experience. Ed. R.M. Paige. 2nd edition. Yarmouth, ME: Intercultural Press, 1993. 21-71.
7. Cognitive Behavioral Therapy (CBT)
with a cross-cultural twist
[brief overview by Dr. Jung Yi]
interdisciplinary and innovative.
9. Think of the most difficult situation involving
a student in your office.
What were your automatic thoughts?
How did you feel?
What did you do?
Watch the video and follow instructions
about how to complete a CBT thought
record. Pause video as necessary.
[both on next slide]
Using a CBT Thought Record.
11. Exploring & Offering Alternative Thoughts
The following slides present six (6) common student
situations.
The first four (4) offer hypothetical, complete CBT
thought records.
Review and discuss with a partner.
The last (2) two are intended as tools for practice.
Complete on your own or with a partner.
[handouts]
Paper Practice.
18. Suggesting Alternative Thoughts.
[theatrical demo & active role play]
Ziva is a junior transfer from Australia in her second semester
at CAL. She’s just learned that she is being academically
dismissed after having been on academic probation her first
semester.
Ziva presents her automatic negative thoughts one at a time.
The audience prompts with questions/comments
and leads Ziva to new, alternative thoughts.
Live Practice.
21. What aspects are useful to you?
In what situations might you plan to
use this?
What support do you have, or need,
to use CBT successfully?
to continue having difficult
conversations with students?
Planning for application.
22. Greenberger, D., & Padesky, C. A. (2015). Mind over
mood : change how you feel by changing the way you
think. (2nd Rev. ed) New York, NY: Guilford Press.
UCB Library link to 1995 edition.
Milton J. Bennett, P. D. (2011). A developmental model
of intercultural sensitivity. Retrieved from
http://www.idrinstitute.org/allegati/IDRI_t_Pubblicazio
ni/47/FILE_Documento_Bennett_DMIS_12pp_quotes_r
ev_2011.pdf
IDRI Link
References
Isela welcomes and acknowledges audience.
Shares personal account of gearing up for this workshop.
-coming up with new terms “culturally-affirming”
-experience of reading the specific scenarios that the participants offered in the registration process
-interdisciplinary nature of the workshop
-cases that came up
Presenters each introduce themselves.
Lead: Amy
Lead: Isela
Lead: Jung
What makes a conversation difficult ?
Feeling anxiety, fear, insecurity, frustration
What skills can we use, or teach students to use, to more effectively solve problems?
Awareness of automatic thoughts (uncomfortable feelings, inaction, self-sabotaging behavior)
Coming up with alternative thoughts that lead to shifting feelings and helpful action steps
Lead: Amy Azuma
Amy will give concrete examples of how this manifests in daily interactions.
Lead: Jung
Lead: Jung
Guide participants through Unhelpful Thinking Styles handout. Which do you find yourself doing at times?
Ask audience to mark with checks. Important to not that thinking styles and automatic thoughts are normal.
Share out.
Lead: Jung
Guided self-reflection
Video to be played in conjunction.
Lead: Amy
Read through at tables, mindsight to imagine you are the student
Facilitate: Isela
Performer: Ziva
Junior transfer student, has received news that she is being academically dismissed– GPA issue. Will give examples of automatic negative thoughts.
Audience will be invited to suggest alternative thoughts.
Amy to record audio.
Lead: Jung
Lead: Jung
Isela will print out specific scenarios from registration and prompt if needed.
Amy to audio record.
Lead: Jung (Think, Pair, Share). Jung will ask audience to turn to their neighbor.
Jung will also give additional support resources.
Lead: Jung (Think, Pair, Share). Jung will ask audience to turn to their neighbor.
Jung will also give additional support resources.
Lead: Isela
Isela does brief review and wrap-up (Thanks audience).
Jung will introduce the idea for a Part II or a follow-up workshop in mid June.
Amy will announce evaluations and any other handouts still not distributed.