The person-centred approach was developed from the concepts of humanistic psychology. The humanistic approach "views people as capable and autonomous, with the ability to resolve their difficulties, realize their potential, and change their lives in positive ways" (Seligman, 2006). Carl Rogers (a major contributor of the client-centred approach) emphasized the humanistic perspective as well as ensuring therapeutic relationships with clients promote self-esteem, authenticity and actualisation in their life, and help them to use their strengths (Seligman, 2006).
The person-centred approach was originally focused on the client being in charge of the therapy which led to the client developing a greater understanding of self, self-exploration, and improved self-concepts. The focus then shifted to the client's frame of reference and the core conditions required for successful therapy such as ensuring the therapist demonstrates empathic understanding in a non-judgemental way.
Currently, the person-centred approach focuses on the client being able to develop a greater understanding of self in an environment which allows the client to resolve his or her own problems without direct intervention by the therapist. The therapist should keep a questioning stance which is open to change as well as demonstrating courage to face the unknown. Rogers also emphasized the attitudes and personal characteristics of the therapist and the quality of the client-therapist relationship as being the determinants for a successful therapeutic process (Corey, 2005).
Key Concepts
As previously mentioned, the humanistic approach has been a major influence on person-centred therapy. Person-centred therapists believe that clients are capable and trustworthy and they focus on clients' ability to make changes for themselves.
Actualisation:
People have the tendency to work towards self-actualisation. Self-actualisation refers to developing in a complete way. It occurs throughout the lifespan as the individual works towards "intrinsic goals, self-realization and fulfilment, involving autonomy and self-regulation" (Seligman, 2006).
Conditions of worth:
Conditions of worth influence the way in which a person's self-concept is shaped from important people in his or her life. Conditions of worth refer to judgemental and critical messages from important people that influence the way the individual acts and reacts to certain situations. When an individual has conditions of worth imposed on him or her, self-image is often low. Also, if the individual is exposed to overprotective or dominating environments, this can also have a negative impact on self-image (Seligman, 2006).
The fully functioning person:
The fully functioning person is an individual who has "ideal emotional health" (Seligman, 2006). Generally, the fully functioning person will be open to experience, lives with a sense of meaning and purpose, and trusts in self and others. One of the main goals of person-centred therapy is to work towards becoming "fully functioning".
Phenomenological perspective:
The phenomenological approach refers to the unique perception by each individual of his or her own world. The individual experiences and perceives their own world and reacts in an individual way. Person-centred therapy focuses on the individual's own experience informing how treatment will work.
General Ideas about Personality Development
There are a number of general ideas about personality development with regard to person-centred therapy. Basically, person-centred therapy states that personality can be fully actualised when the individual is exposed to unconditional positive regard.
An individual who has been exposed to conditional positive regard can have low self-esteem and low feelings of worth. An individual who is self-actualised will be more open to experience and less defensive, will learn to live in the moment, will trust own decision-making skills, will have more life choices and be more creative.
Therapeutic Techniques and Methods of Working
The goals of person-centred therapy are (Seligman, 2006):
1. To facilitate client's trust and ability to be in the present moment. This allows the client to be honest in the process without feeling judged by the therapist.
2. To promote client's self-awareness and self-esteem.
3. To empower the client to change.
4. To encourage congruence in the client's behaviour and feelings.
5. To help people to gain the ability to manage their lives and become self-actualised.
The techniques employed in person-centred therapy are different from those employed in other therapies. The difference is that other therapies are often focused on something the client can do during the therapy session, whereas the techniques used in person-centred therapy are employed by the therapist to create an environment that facilitates the process of self-awareness. The following techniques will be discussed in relation to the person-centred approach: congruence, unconditional positive regard and acceptance, empathy, and reflection of feelings.
Congruence:
Congruence is whether or not therapists are genuine and authentic in what they say and do. Quite often, if the therapist is saying one thing but the body language is reflective of something else, clients are aware of this and may impact on their trust and openness in the therapeutic relationship (Seligman, 2006). For example, a therapist may say "I understand where you are coming from" to a client but have a confused look on his or her face. The client can see this confusion and feels uncomfortable with expressing feelings from this point forward.
Therefore, a major role of therapists is to be aware of their body language and what they are saying as well as being in the present moment. If confusion arises, the therapist needs to be able to address this with the client. Going back to the previous example of the therapist stating understanding and having a confused look, the therapist notices the client looks uneasy after the comment about understanding and goes on to explain to the client why and how he or she understands the statement. This puts the client at ease and ensures the continuation of trust.
Unconditional positive regard:
Unconditional positive regard refers to the therapist accepting, respecting and caring about clients (Seligman, 2006). It does not mean the therapist has to agree with everything the client says or does, however, the therapist should see the client as doing the best he or she can and demonstrate this by expressing concern rather than disagreeing with him or her.
Unconditional positive regard allows clients to express how they are thinking without feeling judged, and help to facilitate the change process by showing they can be accepted.
Empathy:
Empathy is a skill used by person-centred therapists to show understanding of the client's emotions. Empathy is different to sympathy in that sympathy is often seen as feeling sorry for the client whereas empathy shows understanding and allows the client to further open up (Seligman, 2006). An example follows:
Client: I feel as though no one cares about me and that I am all alone.
Empathy response: So you are feeling alone at the moment and as if no one cares.
Sympathy response: I'm sorry that you feel that way.
Nondirectiveness: The person-centred approach utilises nondirectiveness as a technique by its therapists. Nondirectiveness refers to allowing clients to be the focus of the therapy session without the therapist giving advice or implementing strategies or activities. Other techniques that person-centred therapists use in the therapeutic process include reflection of feelings, open questions, paraphrasing and encouragers. Examples of each follow: Reflection of feelings:
Client: I didn't know what to do; I was so confused and angry.
Counsellor: So you are feeling confused and angry.
Open Questions:
Client: I had a car accident the other day and the other person got out and started abusing me.
Counsellor: And how did that make you feel?
Paraphrasing:
Client: I have been feeling depressed for the past 2 months since I broke up with my partner. I am having trouble sleeping and can't concentrate at work.
Counsellor: So the feeling of depression is impacting on your everyday life.
Encouragers:
Client: It makes me feel like crying, I don't know what to do. Counsellor: Uh-huh
Applications
The person-centred approach can be applied to working with individuals, groups and families (Corey, 2005). The person-centred approach has been successful in treating problems including anxiety disorders, alcoholism, psychosomatic problems, agoraphobia, interpersonal difficulties, depression, and personality disorders (Bozrath, Zimring & Tausch, as cited in Corey, 2005). It could also be used in counselling people with unwanted pregnancy, illness or loss of a loved one. When compared with other therapies such as goal-focused therapies, person-centred therapy has been shown to be as effective as them (Corey, 2005).
Strengths
* Offers a perspective that is up-to-date and optimistic (Seligman, 2006)
* Many aspects are relevant to a multicultural perspective (Seligman, 2006).
* Has provided a basis for many other therapies such as the emphasis on the client-therapist relationship (Seligman, 2006).
* Research has substantiated the importance of the client-therapist relationship (Seligman, 2006).
* Clients have a positive experience in therapy when the focus is on them and their problems.
* Clients feel they can express themselves more fully when they are being listened to and not judged.
Weaknesses
* The approach may lead therapists to just be supportive of clients without challenging them (Corey, 2005).
* Difficulty in therapists allowing clients to find their own way (Corey, 2005).
* Could be an ineffective way to facilitate therapy if the therapist is non-directive and passive (Corey, 2005).
* Simplistic and unrealistically optimistic (Seligman, 2006).
* Person-centred therapy does not draw on developmental, psychodynamic or behavioural therapy thus limiting the overall understanding of clients (Seligman, 2006).
* Listening and caring may not be enough (Seligman, 2006).
* May not be useful with significant psychopathology (Seligman, 2006).
* Not appropriate for those who are not motivated to change.
* Fails to prepare clients for the real world due to the unconditional positive regard of the therapist (Seligman, 2006).
* Lacks techniques to help clients solve problems (Seligman, 2006).
Conclusion
The person-centred approach has been developed by Carl Rogers who took a humanistic approach to therapy. Humanistic psychology "views people as capable and autonomous, with the ability to resolve their difficulties, realize their potential, and change their lives in positive ways" (Seligman, 2006). Overall, person-centred therapy is a non-directive, optimistic therapy that focuses on the client's ability to make changes in his or her life and encourages clients to strive for self-actualisation.
Tuesday, April 29, 2008
Counselling With Difference
One of the foremost challenges facing counselling professionals is to understand the complex role that client diversity plays in their work. In counselling, each client's needs and objectives need to be considered and used to guide the counselling process. These needs vary for each individual according to factors such as personality, culture, gender and age.
Counselling with Difference
It is vital that counsellors working with issues of difference recognise the unique needs of their client and plan intervention accordingly. The counsellor must decide on the approach that will provide better responsiveness from the client, and therefore lead to a constructive outcome.
The Impact of Prejudice on Self-Esteem
Clients affected by systems of inequity in our culture are frequently subjected to acts of discrimination and prejudice. Counsellors need to understand the impact of such in order to analyse the depth to which a client may be culturally traumatised. The impact of prejudice on self-esteem may evoke imbalances in a client's wellbeing. They may experience feelings of being left out of the larger group, feelings of powerlessness, loneliness and hopelessness.
Furthermore, the risk of developing hatred against 'opposing' groups of the society can perpetuate negative behaviour - a kind of traumatic response to what has been perceived as a threat to the individual. Recognising value in the individual is part of the process of developing the client's self-confidence through providing a supportive environment during counselling sessions.
A Case Study: Applied Stress Management
When working with clients with disabilities, counsellors usually face varied challenges according to each particular case. For this purpose, case studies provide valuable information about tools and strategies that have been used with a client.
In a recent case study of Applied Stress Management, a client with a disability was facing several stress problems, triggered by both internal and external factors. The client had a moderate intellectual impairment and cerebral palsy. He had good expressive and receptive language skills relating to familiar concepts. He also used a wheelchair to mobilise independently and worked in a supported employment setting on a full-time basis.
The client's increasing stressful condition was related to the abusive behaviour of his flatmate; overweight issues affecting his self-esteem; and the ramification of these two main triggers into several other problems (inability to move over long distances due to fatigue, irritation due to mental impairment, incapacity of responding to the environment, etc).
Within the Cognitive Behaviour Therapy Approach, the following strategies were applied to help the client cope more effectively with the identified internal and external stressors:
(a) Relaxation Training (b) Affirmations (c) Creative Visualisations
Due to the client's intellectual impairment the following strategies were also adopted to assist him to understand the process, goals and guidelines of counselling; and to learn and retain stress management skills:
Visual language systems
Such as using sign language or other symbols to convey shared meaning.
Audio taping
For learning and repetition of concepts and skills.
Rehearsal and Role Play
To allow for practice within the safety of the counselling environment.
Modelling
To demonstrate how a specific skill or technique may be utilised.
The client showed competence at using the visual calming system (a set of images used to diverge his attention from stressful situations) independently and reported reduced stress levels as a result of the system. After this, the client's improvement was monitored in follow-up and discussion sessions. This is a classic example of the impact specific tools/strategies provide when applied by counsellors in order to assist clients with mental and/or physical challenges.
Conclusion
Effective counsellors develop a comprehensive awareness of their clients' circumstances. This not only means becoming aware of the client's immediate concerns, but also conceptualizing those concerns into the broader context of the client's social and cultural environments.
Counselling with Difference
It is vital that counsellors working with issues of difference recognise the unique needs of their client and plan intervention accordingly. The counsellor must decide on the approach that will provide better responsiveness from the client, and therefore lead to a constructive outcome.
The Impact of Prejudice on Self-Esteem
Clients affected by systems of inequity in our culture are frequently subjected to acts of discrimination and prejudice. Counsellors need to understand the impact of such in order to analyse the depth to which a client may be culturally traumatised. The impact of prejudice on self-esteem may evoke imbalances in a client's wellbeing. They may experience feelings of being left out of the larger group, feelings of powerlessness, loneliness and hopelessness.
Furthermore, the risk of developing hatred against 'opposing' groups of the society can perpetuate negative behaviour - a kind of traumatic response to what has been perceived as a threat to the individual. Recognising value in the individual is part of the process of developing the client's self-confidence through providing a supportive environment during counselling sessions.
A Case Study: Applied Stress Management
When working with clients with disabilities, counsellors usually face varied challenges according to each particular case. For this purpose, case studies provide valuable information about tools and strategies that have been used with a client.
In a recent case study of Applied Stress Management, a client with a disability was facing several stress problems, triggered by both internal and external factors. The client had a moderate intellectual impairment and cerebral palsy. He had good expressive and receptive language skills relating to familiar concepts. He also used a wheelchair to mobilise independently and worked in a supported employment setting on a full-time basis.
The client's increasing stressful condition was related to the abusive behaviour of his flatmate; overweight issues affecting his self-esteem; and the ramification of these two main triggers into several other problems (inability to move over long distances due to fatigue, irritation due to mental impairment, incapacity of responding to the environment, etc).
Within the Cognitive Behaviour Therapy Approach, the following strategies were applied to help the client cope more effectively with the identified internal and external stressors:
(a) Relaxation Training (b) Affirmations (c) Creative Visualisations
Due to the client's intellectual impairment the following strategies were also adopted to assist him to understand the process, goals and guidelines of counselling; and to learn and retain stress management skills:
Visual language systems
Such as using sign language or other symbols to convey shared meaning.
Audio taping
For learning and repetition of concepts and skills.
Rehearsal and Role Play
To allow for practice within the safety of the counselling environment.
Modelling
To demonstrate how a specific skill or technique may be utilised.
The client showed competence at using the visual calming system (a set of images used to diverge his attention from stressful situations) independently and reported reduced stress levels as a result of the system. After this, the client's improvement was monitored in follow-up and discussion sessions. This is a classic example of the impact specific tools/strategies provide when applied by counsellors in order to assist clients with mental and/or physical challenges.
Conclusion
Effective counsellors develop a comprehensive awareness of their clients' circumstances. This not only means becoming aware of the client's immediate concerns, but also conceptualizing those concerns into the broader context of the client's social and cultural environments.
Friday, March 28, 2008
Getting Online Degree Through Specialist Education
According to the United States Department of Education, 92 million adults took part in some type of formal education to accommodate new job requirements, earn an advanced degree, keep their skills current or simply to attain a higher education. The education specialist degree program is intended for teachers, supervisors, administrators and counselors in elementary and secondary schools. This degree program offers specialization for teachers who have completed their master's degree, along with in-depth opportunities for enhanced professional growth.
The minimum educational requirement to pursue an education specialist degree is 60 hours of graduate credit, which might include a master's degree. A candidate for the program should have a minimum 3.0 grade point average on their previous graduate work. Furthermore, many educational specialist programs require at least three years of successful teaching in the field, standardized test scores, writing samples and recommendations. Since a specialist level teacher is considered an instructional leader, the education specialist degree program builds upon the teacher's prior education and professional experiences to accomplish this. The specialist program ensures that a teacher who completes the course is particularly knowledgeable about current theory and practice in education.
Specific areas of study can be pursued within the education specialist degree program. Such areas of include curriculum and instruction, administration and counseling.
Curriculum and instruction: Teachers pursuing an education specialist degree with a concentration in curriculum and instruction are involved with the teaching, supervision and curriculum of discipline-centered areas of study.
Administration: Those educators seeking an education specialist degree with a concentration in administration can seek licenses for advanced administrative positions within public and private schools, such as building administrator, administrative specialist, vocational director and district administrator.
Counseling: Teachers taking the education specialist degree program with a concentration in counseling have the opportunity for advanced training and study in specialized areas of interest, such as individual, group or family clinical counseling.
Specializations within each of the three segments of the education specialist degree include literature, art, English, foreign language, science, social education, mathematics and special education. The education specialist degree program encompasses 30 semester hours.
An education specialist degree is intended to develop proficiency and professional among teachers already in service. By earning an education specialist degree online, working teachers are afforded the flexibility to attend classes around their own schedule. Online education makes it easier for teachers to pursue higher education while keeping their current positions and maintaining tenure. Thus, attending an education specialist degree program online enables teachers to remain in the classroom with students while they learn how to enhance the educational experience. Teachers who attain an education specialist degree are useful in imparting leadership skills to other teachers, administrators, colleagues and students. Many such teachers implement school improvement plans, developing and using unique teaching practices right in their own classroom.
So are the longterm benefits of pursuing an education specialist degree online worth balancing time between earning and learning? The U.S. Department of Labor, Career Guide to Industries, 2006-07 Edition states that 1 in 4 Americans are enrolled in educational institutions; this makes the educational services the second largest industry in America. About 13 million jobs exist in education services today and most of them require at least a bachelor's degree. The Guide further offers that, “Wage and salary employment growth of 17 percent is expected in the educational services industry over the 2004-14 period, higher than the 14 percent increase projected for all industries combined. The number of teachers retiring is expected to remain a record high over the 2004-2014 period, so there may be a lack of students graduating with education degrees to meet this growing industry's needs. This makes job opportunities for graduates in many education fields good to excellent.”
Education remains an important part of life and school attendance is compulsory the United States, so there are numerous educational establishments to teach at. As technology expands and the economy changes, there will be an increased need for skilled teachers with an innovative approach to dynamic classroom situations. People holding an education specialist degree will have increased opportunities to advance into positions as administrators, specialized counselors or even assist in developing cutting edge curriculum for students. In a Report released in July 2006, The U.S. Department of Labor reveals that school districts report difficulties in recruiting qualified administrators and teachers, especially in urban and rural areas.
According to the Distance Education and Training Council, over 4 million students are enrolled in online universities and schools and that number is growing by 30 percent each year. The convenience of pursuing an education specialist degree online enables teachers to learn while they earn, as well implement the skills they attain in their own classrooms as they go. Thus, education specialist degree online programs are beneficial to both teachers and their students.
The minimum educational requirement to pursue an education specialist degree is 60 hours of graduate credit, which might include a master's degree. A candidate for the program should have a minimum 3.0 grade point average on their previous graduate work. Furthermore, many educational specialist programs require at least three years of successful teaching in the field, standardized test scores, writing samples and recommendations. Since a specialist level teacher is considered an instructional leader, the education specialist degree program builds upon the teacher's prior education and professional experiences to accomplish this. The specialist program ensures that a teacher who completes the course is particularly knowledgeable about current theory and practice in education.
Specific areas of study can be pursued within the education specialist degree program. Such areas of include curriculum and instruction, administration and counseling.
Curriculum and instruction: Teachers pursuing an education specialist degree with a concentration in curriculum and instruction are involved with the teaching, supervision and curriculum of discipline-centered areas of study.
Administration: Those educators seeking an education specialist degree with a concentration in administration can seek licenses for advanced administrative positions within public and private schools, such as building administrator, administrative specialist, vocational director and district administrator.
Counseling: Teachers taking the education specialist degree program with a concentration in counseling have the opportunity for advanced training and study in specialized areas of interest, such as individual, group or family clinical counseling.
Specializations within each of the three segments of the education specialist degree include literature, art, English, foreign language, science, social education, mathematics and special education. The education specialist degree program encompasses 30 semester hours.
An education specialist degree is intended to develop proficiency and professional among teachers already in service. By earning an education specialist degree online, working teachers are afforded the flexibility to attend classes around their own schedule. Online education makes it easier for teachers to pursue higher education while keeping their current positions and maintaining tenure. Thus, attending an education specialist degree program online enables teachers to remain in the classroom with students while they learn how to enhance the educational experience. Teachers who attain an education specialist degree are useful in imparting leadership skills to other teachers, administrators, colleagues and students. Many such teachers implement school improvement plans, developing and using unique teaching practices right in their own classroom.
So are the longterm benefits of pursuing an education specialist degree online worth balancing time between earning and learning? The U.S. Department of Labor, Career Guide to Industries, 2006-07 Edition states that 1 in 4 Americans are enrolled in educational institutions; this makes the educational services the second largest industry in America. About 13 million jobs exist in education services today and most of them require at least a bachelor's degree. The Guide further offers that, “Wage and salary employment growth of 17 percent is expected in the educational services industry over the 2004-14 period, higher than the 14 percent increase projected for all industries combined. The number of teachers retiring is expected to remain a record high over the 2004-2014 period, so there may be a lack of students graduating with education degrees to meet this growing industry's needs. This makes job opportunities for graduates in many education fields good to excellent.”
Education remains an important part of life and school attendance is compulsory the United States, so there are numerous educational establishments to teach at. As technology expands and the economy changes, there will be an increased need for skilled teachers with an innovative approach to dynamic classroom situations. People holding an education specialist degree will have increased opportunities to advance into positions as administrators, specialized counselors or even assist in developing cutting edge curriculum for students. In a Report released in July 2006, The U.S. Department of Labor reveals that school districts report difficulties in recruiting qualified administrators and teachers, especially in urban and rural areas.
According to the Distance Education and Training Council, over 4 million students are enrolled in online universities and schools and that number is growing by 30 percent each year. The convenience of pursuing an education specialist degree online enables teachers to learn while they earn, as well implement the skills they attain in their own classrooms as they go. Thus, education specialist degree online programs are beneficial to both teachers and their students.
Special Education On Evaluation For Childrens Benefits
Do you have a child with a learning disability or with autism that is not making academic progress, even though they are getting special education services? Would you like to know what educational and related services your child needs in order to learn how to read, or do other academics? This article will discuss what an Independent Educational Evaluation (IEE) is, and how you can use one to benefit your child with a disability.
The definition of an Independent Education Evaluation (IEE) is:
An independent educational evaluation is an evaluation conducted by a qualified person, who does not work for the school district. Parents of children with a disability often get IEE's so that they understand what educational needs their child has and what services they require. Most independent evaluations are parent initiated and paid for by the parent.
Once you have decided to get an IEE, there are several things to consider about the evaluator:
a. Make sure that they are qualified to perform the educational evaluation. For Example: a registered Occupational Therapist could conduct an Occupational Therapy evaluation. If sensory processing disorder (used to be called sensory integration disorder) is an issue, make sure that you find a registered Occupational Therapist who is SIPT certified. If your child has autism, make sure the evaluator specializes in educational evaluations for children with all types of autism.
b. Whether this person is now, or ever has been an employee of your school district. Talk to the person, and make sure that they do not have a relationship with your school district. Be careful, even if they used to work for another school district, make sure they are truly independent, and willing to make recommendations for what your child needs.
c. Make sure that the evaluator is willing to write a detailed report, to include recommendations for related and educational services. Ask the evaluator if they are willing to recommend specific amount of minutes of service and specific methodology for educational and related services. If they are not, consider going to a different evaluator.
Once you have answered these questions, make an appointment and take your child. Bring up any concerns that you have, and make sure that you understand what tests will be conducted on your child. When the report is finished, have the evaluator mail a copy to you. If you have concerns about what is written, you may contact the evaluator and tell them your concerns. Make sure recommendations are specific for minutes, #of times per week, goals, methodology, etc.
Call the school district and set up an IEP meeting to discuss the results of the IEE. If they request a copy up front, you can give it to them. If possible, set up with the evaluator, a time that she or he can participate in the IEP meeting by telephone. By having the evaluator participate, special education personnel will have a harder time not including the evaluators recommendations.
At the IEP meeting, if the school personnel will not put the recommendations in your child's IEP, they must give you prior written notice (PWN), as to why they are not willing to accept, the evaluators recommendations. This notice must include the reason that they are not accepting the recommendations, and what evaluations they are using to refuse. If at the IEP meeting the school personnel do include the recommendations, ask for reimbursement of the independent educational evaluation.
An independent educational evaluation can be invaluable to your child. By understanding what your child's educational and related needs are, you may be a more effective advocate, for needed educational and related services. If your child does not receive an appropriate education their future may be in jeopardy!
The definition of an Independent Education Evaluation (IEE) is:
An independent educational evaluation is an evaluation conducted by a qualified person, who does not work for the school district. Parents of children with a disability often get IEE's so that they understand what educational needs their child has and what services they require. Most independent evaluations are parent initiated and paid for by the parent.
Once you have decided to get an IEE, there are several things to consider about the evaluator:
a. Make sure that they are qualified to perform the educational evaluation. For Example: a registered Occupational Therapist could conduct an Occupational Therapy evaluation. If sensory processing disorder (used to be called sensory integration disorder) is an issue, make sure that you find a registered Occupational Therapist who is SIPT certified. If your child has autism, make sure the evaluator specializes in educational evaluations for children with all types of autism.
b. Whether this person is now, or ever has been an employee of your school district. Talk to the person, and make sure that they do not have a relationship with your school district. Be careful, even if they used to work for another school district, make sure they are truly independent, and willing to make recommendations for what your child needs.
c. Make sure that the evaluator is willing to write a detailed report, to include recommendations for related and educational services. Ask the evaluator if they are willing to recommend specific amount of minutes of service and specific methodology for educational and related services. If they are not, consider going to a different evaluator.
Once you have answered these questions, make an appointment and take your child. Bring up any concerns that you have, and make sure that you understand what tests will be conducted on your child. When the report is finished, have the evaluator mail a copy to you. If you have concerns about what is written, you may contact the evaluator and tell them your concerns. Make sure recommendations are specific for minutes, #of times per week, goals, methodology, etc.
Call the school district and set up an IEP meeting to discuss the results of the IEE. If they request a copy up front, you can give it to them. If possible, set up with the evaluator, a time that she or he can participate in the IEP meeting by telephone. By having the evaluator participate, special education personnel will have a harder time not including the evaluators recommendations.
At the IEP meeting, if the school personnel will not put the recommendations in your child's IEP, they must give you prior written notice (PWN), as to why they are not willing to accept, the evaluators recommendations. This notice must include the reason that they are not accepting the recommendations, and what evaluations they are using to refuse. If at the IEP meeting the school personnel do include the recommendations, ask for reimbursement of the independent educational evaluation.
An independent educational evaluation can be invaluable to your child. By understanding what your child's educational and related needs are, you may be a more effective advocate, for needed educational and related services. If your child does not receive an appropriate education their future may be in jeopardy!
Tuesday, March 25, 2008
Student And Teacher
Student And Teacher
Your education can be more about what you learn in the books. We all go through school, and we are all expected to learn what is presented to us in the books, and through things like observations and experimentation. We learn a lot more than reading and math through, we learn about life and the people around us. There are so many life lessons to be learned and it’s not just our peers who affect who we may end up being in the future. The student and teacher relationship can nurture you, or can leave a scar on your soul.
I have a friend who once had a bad student and teacher episode that she carried with her for a very long time. In fact, up until recently she didn’t discuss it let alone try to get over it. Though she was not abused in any way, the effects of this student and teacher encounter did a lot of damage. She was very young, and was in her early years of learning to love art. She had a gift, it would seem, but her teacher decided to tear her down. She ripped up my friends painting right in front of her and berated her in front of the entire class.
As a result of this moment between student and teacher, my friend gave up on art and never painted or drew another thing. What the teacher had said and done had affected her so deeply that she was broken inside. She is now in her thirties and has just now faced the demons born from that student and teacher interaction. She decided to try to face her fears and pick up a paintbrush again. She showed me some of her work, and it is really good. That teacher obviously had no idea what she was talking about. That’s not even the point though. No teacher should have ever treated a child in that manner, talented or not. It’s unforgivable.
If you think your child is having trouble with the student and teacher interaction in their class, make sure you talk to them about it. Never dismiss it by saying that the teacher must be tough and that is just the way life is sometimes. This may be true, and surely we have all endured bad student and teacher relationships, but there are some moments than can paralyze and important part of your child’s growth and expression. If you sense something, talk with them and get them to tell you what happened. You may not be able to fix the problem, but you can try to minimize the damage.
Your education can be more about what you learn in the books. We all go through school, and we are all expected to learn what is presented to us in the books, and through things like observations and experimentation. We learn a lot more than reading and math through, we learn about life and the people around us. There are so many life lessons to be learned and it’s not just our peers who affect who we may end up being in the future. The student and teacher relationship can nurture you, or can leave a scar on your soul.
I have a friend who once had a bad student and teacher episode that she carried with her for a very long time. In fact, up until recently she didn’t discuss it let alone try to get over it. Though she was not abused in any way, the effects of this student and teacher encounter did a lot of damage. She was very young, and was in her early years of learning to love art. She had a gift, it would seem, but her teacher decided to tear her down. She ripped up my friends painting right in front of her and berated her in front of the entire class.
As a result of this moment between student and teacher, my friend gave up on art and never painted or drew another thing. What the teacher had said and done had affected her so deeply that she was broken inside. She is now in her thirties and has just now faced the demons born from that student and teacher interaction. She decided to try to face her fears and pick up a paintbrush again. She showed me some of her work, and it is really good. That teacher obviously had no idea what she was talking about. That’s not even the point though. No teacher should have ever treated a child in that manner, talented or not. It’s unforgivable.
If you think your child is having trouble with the student and teacher interaction in their class, make sure you talk to them about it. Never dismiss it by saying that the teacher must be tough and that is just the way life is sometimes. This may be true, and surely we have all endured bad student and teacher relationships, but there are some moments than can paralyze and important part of your child’s growth and expression. If you sense something, talk with them and get them to tell you what happened. You may not be able to fix the problem, but you can try to minimize the damage.
Top Universities
In this day and age you'd have to be a fool to dismiss a quality education as unnecessary. The truth is most of us need a college degree of some sort to succeed in this highly competitive world. Employers far and wide are looking for it. Large companies have no use for those who lack essential academic knowledge and skill. So, where does this leave you in the big scheme of things? Well, it's simple really. It leaves you searching for a great University to attend. Maybe you even want to take it to the next level and seek out top universities across the world. A great education can never hurt! I'll give you one guess at the current top universities in the USA. Do the words Princeton, Harvard and Yale mean anything to you? Yeah, I thought they might. These are the top three Universities for 2007, and in that order. Obviously not everyone is going to make it into an Ivy League school. Many of us could not afford the tuition if we did.
This is why I suggest that you ponder your chosen major or field of interest and take it from there. Think about what you want to attend a University for, and then proceed to find the best rated Universities that offer that particular major. This is the way to go!
There are countless colleges with great reputations to choose from. If you're stuck on finding a University in your area, then simply do a quick search online. Punch in the major you're looking for and applicable Universities should pop up. This is how I found my University.
Okay, maybe you're bent on attending one of the top universities in the country. If so, here are a few to pick from; California Institute of Technology, Dartmouth College, Stanford University, University of Pennsylvania, Duke University, Cornell University, Columbia University, and the University of Chicago. Those are just a few of the several.
Fortunately for us Americans, we have plenty to select from when it comes to finding a good college. Be sure you acquire the education you deserve and need to succeed at whatyou love in life.
This is why I suggest that you ponder your chosen major or field of interest and take it from there. Think about what you want to attend a University for, and then proceed to find the best rated Universities that offer that particular major. This is the way to go!
There are countless colleges with great reputations to choose from. If you're stuck on finding a University in your area, then simply do a quick search online. Punch in the major you're looking for and applicable Universities should pop up. This is how I found my University.
Okay, maybe you're bent on attending one of the top universities in the country. If so, here are a few to pick from; California Institute of Technology, Dartmouth College, Stanford University, University of Pennsylvania, Duke University, Cornell University, Columbia University, and the University of Chicago. Those are just a few of the several.
Fortunately for us Americans, we have plenty to select from when it comes to finding a good college. Be sure you acquire the education you deserve and need to succeed at whatyou love in life.
Monday, March 10, 2008
Higher Education Oppurtunities In California
I had not planned on going on to get a graduate degree. Living in California higher education was not on the top of my list of priorities. You see, there are so many opportunities in California even if you don't have a higher education. There is Hollywood, there is the environmental non profit community, there are opportunities for starting your own tourism business, high-tech business, or restaurant. California really is the land of opportunity, So I had no intention of spending all of my time cooped up in school.
It isn't that higher education California isn't good – it is. California schools are among the best in the nation. Both California public universities and private schools are amazing. The UC system is so good that there is almost no point in going to a private university in California, and if you are a resident there, you can get significant deductions from your tuition. Even still, I didn't think that higher education in California was for me. I was sure that I would get that big break if I waited for it. I worked hard in my office, day in and day out, knowing that I was enjoying living in the real world more than I would enjoy chasing after a higher education California degree.
Now, I realize how silly I was being. I had not thought about all of the higher education employment opportunities that there were, but there were many of them. With higher education California, I would be able to make more money, have an easier life, and have more options available to me. Maybe California was the land of opportunity, but many of the opportunities were in academia. I decided to pursue higher education California By going back to get my Masters of arts. I wanted to be a writer, and I new higher education California would help me with that goal.
Looking back, I wonder why it took me so long to take advantage of the higher education California had to offer me. I guess I wasn't thinking clearly at the time. I was so busy enjoying myself that I never thought about where the real opportunities lay. With higher education California, I will be able to get a job at one of the University of California schools one day. I will be able to live my dreams, living easily and spending all my time writing and teaching. I can't think of a sweeter life!
It isn't that higher education California isn't good – it is. California schools are among the best in the nation. Both California public universities and private schools are amazing. The UC system is so good that there is almost no point in going to a private university in California, and if you are a resident there, you can get significant deductions from your tuition. Even still, I didn't think that higher education in California was for me. I was sure that I would get that big break if I waited for it. I worked hard in my office, day in and day out, knowing that I was enjoying living in the real world more than I would enjoy chasing after a higher education California degree.
Now, I realize how silly I was being. I had not thought about all of the higher education employment opportunities that there were, but there were many of them. With higher education California, I would be able to make more money, have an easier life, and have more options available to me. Maybe California was the land of opportunity, but many of the opportunities were in academia. I decided to pursue higher education California By going back to get my Masters of arts. I wanted to be a writer, and I new higher education California would help me with that goal.
Looking back, I wonder why it took me so long to take advantage of the higher education California had to offer me. I guess I wasn't thinking clearly at the time. I was so busy enjoying myself that I never thought about where the real opportunities lay. With higher education California, I will be able to get a job at one of the University of California schools one day. I will be able to live my dreams, living easily and spending all my time writing and teaching. I can't think of a sweeter life!
Educational Counselling To Become A Nurse
Being a nurse has long been considered to be the noblest of professions. In fact, even to this day, people from certain ethnic groups or communities look at nursing as the only viable career option. Apart form the tremendous satisfaction it brings from the sheer act of caring for and nursing people to good health, nursing is slowly but surely becoming a lucrative profession. Most nurses today in American hospital and private nursing homes earn reasonably good salaries. And hospitals continue to recruit scores of nurses from all over the world to cater to the demand for qualified nurses.
But becoming a nurse is not really inexpensive. Apart from the fact that the course itself is expensive, most nurses have to appear for certifying exams in order to get the necessary licenses or registrations that enable them to become full-fledged nurses. Which is why, a vast majority of nurses complete their basic nursing qualification (usually a diploma) before they enter the workforce.
Once inside, they realize that for nurses with better qualifications, there are tremendous growth opportunities. This usually puts them in a dilemma. If they quit their jobs to take up further courses of study, they not only stand to lose valuable income, but also run the risk of further students loans to pay for costly education. If on the other hand, they stay back in their jobs, they may never see a promotion or an opportunity for growth for a long time to come. The answer to such a dilemma is nursing continuing education.
Simply put, nursing continuing education is an “earn while you learn” scheme. When working nurses sign-up for nursing continuing education programs, they can continue to work at their regular hospitals while they improve their qualifications on the side. Most Diploma in Nursing holders can thus sign-up for a Degree program and work for their degree part-time while working as a regular nurse. Of course, such a course might be longer than a conventional full-time course, but the working nurse need not give up her job to pursue her education.
Most hospitals in the United States have a tie-up or affiliation with a college or university that provides nursing continuing education. Since the hospital itself administers the program, the nurses stand to benefit as they can schedule their rounds conveniently in order to accommodate the demands of the course. They also prefer hospitals which provide the option of nursing continuing education because this is a guarantee that they will have chances to grow in their chosen profession and consequently, earn more. And for the hospitals, it makes commercial sense because they have a steady pool of nurses guaranteed to undertake the course. Further, hospitals favor the nursing continuing education programs because it helps them retain staff in an industry that is always short of qualified nurses. It makes for better business sense to retain and train their existing nurses than to find new nurses.
Most American Nursing Associations like the American Nursing Association (ANA), American Nephrology Nursing Association (ANNA) and others are strong proponents of nursing continuing education. After all, it is a win-win situation for all concerned. And who would say not to happy, qualified nurses working in stress-free hospitals!
But becoming a nurse is not really inexpensive. Apart from the fact that the course itself is expensive, most nurses have to appear for certifying exams in order to get the necessary licenses or registrations that enable them to become full-fledged nurses. Which is why, a vast majority of nurses complete their basic nursing qualification (usually a diploma) before they enter the workforce.
Once inside, they realize that for nurses with better qualifications, there are tremendous growth opportunities. This usually puts them in a dilemma. If they quit their jobs to take up further courses of study, they not only stand to lose valuable income, but also run the risk of further students loans to pay for costly education. If on the other hand, they stay back in their jobs, they may never see a promotion or an opportunity for growth for a long time to come. The answer to such a dilemma is nursing continuing education.
Simply put, nursing continuing education is an “earn while you learn” scheme. When working nurses sign-up for nursing continuing education programs, they can continue to work at their regular hospitals while they improve their qualifications on the side. Most Diploma in Nursing holders can thus sign-up for a Degree program and work for their degree part-time while working as a regular nurse. Of course, such a course might be longer than a conventional full-time course, but the working nurse need not give up her job to pursue her education.
Most hospitals in the United States have a tie-up or affiliation with a college or university that provides nursing continuing education. Since the hospital itself administers the program, the nurses stand to benefit as they can schedule their rounds conveniently in order to accommodate the demands of the course. They also prefer hospitals which provide the option of nursing continuing education because this is a guarantee that they will have chances to grow in their chosen profession and consequently, earn more. And for the hospitals, it makes commercial sense because they have a steady pool of nurses guaranteed to undertake the course. Further, hospitals favor the nursing continuing education programs because it helps them retain staff in an industry that is always short of qualified nurses. It makes for better business sense to retain and train their existing nurses than to find new nurses.
Most American Nursing Associations like the American Nursing Association (ANA), American Nephrology Nursing Association (ANNA) and others are strong proponents of nursing continuing education. After all, it is a win-win situation for all concerned. And who would say not to happy, qualified nurses working in stress-free hospitals!
Wednesday, February 20, 2008
Education For College Planning Professionals
While it's true that college planning professionals have been around since the 1980's, no standards exist as to what education or criteria are deemed necessary to qualify as one. Almost anyone can hang out the proverbial shingle and say they are a 'college planner'. Consider the following information when looking to hire a college planning expert.
To state the obvious, the planner should be a college graduate. How else will they know and understand what your student is about to go through? Have they put their own student through this process as well? This type of experience is invaluable so the planner can empathize. Your planner should be able to demonstrate his/her ability to help you relative to funding strategies.
What this means to you is that the planner should have the necessary education, licenses, and credentials to address and solve financial issues related to funding strategies. You should require the planner to have one or more of the following designations: Chartered Financial Consultant (ChFC), Certified Financial Planner (CFP), Chartered Life Underwriter (CLU), or CPA. All of these designations demonstrate education and hands on experience in the financial world.
The experience factor needs to be evaluated on a couple of levels. In all likelihood, your planner will have available to him/her other experts to help in different parts of the process. For example, the planner you hire may be especially strong on the funding strategies but employ other experts to work with him/her for career planning, college search, and college selection. The minimum experience level for career planning, college search, and college selection should be ten years. Your student's future depends on getting this part of the process right. Today almost 50% of students who begin college do not finish. In contrast, about 85% of PCFS students graduate.
While not a large requirement, you may want to know if the planner has a website and if so, does it give you a good impression as to how the planner conducts the process?
Is the planner prepared to give you testimonials? Nothing says satisfaction like a happy client. He or she should also have a clean record with the regulatory agencies. You can check with the SEC and the CFP board to find out if past problems exist. If so, you may want to address these during the initial interview.
Go with your gut instinct when you first visit with your planner. Is this someone you want to entrust your student's future with? After all, the lifetime earning ability is approximately $1,000,000 more for a person with a bachelor's degree than for one who does not have one. You are looking for a person who will work in your best interest.
To state the obvious, the planner should be a college graduate. How else will they know and understand what your student is about to go through? Have they put their own student through this process as well? This type of experience is invaluable so the planner can empathize. Your planner should be able to demonstrate his/her ability to help you relative to funding strategies.
What this means to you is that the planner should have the necessary education, licenses, and credentials to address and solve financial issues related to funding strategies. You should require the planner to have one or more of the following designations: Chartered Financial Consultant (ChFC), Certified Financial Planner (CFP), Chartered Life Underwriter (CLU), or CPA. All of these designations demonstrate education and hands on experience in the financial world.
The experience factor needs to be evaluated on a couple of levels. In all likelihood, your planner will have available to him/her other experts to help in different parts of the process. For example, the planner you hire may be especially strong on the funding strategies but employ other experts to work with him/her for career planning, college search, and college selection. The minimum experience level for career planning, college search, and college selection should be ten years. Your student's future depends on getting this part of the process right. Today almost 50% of students who begin college do not finish. In contrast, about 85% of PCFS students graduate.
While not a large requirement, you may want to know if the planner has a website and if so, does it give you a good impression as to how the planner conducts the process?
Is the planner prepared to give you testimonials? Nothing says satisfaction like a happy client. He or she should also have a clean record with the regulatory agencies. You can check with the SEC and the CFP board to find out if past problems exist. If so, you may want to address these during the initial interview.
Go with your gut instinct when you first visit with your planner. Is this someone you want to entrust your student's future with? After all, the lifetime earning ability is approximately $1,000,000 more for a person with a bachelor's degree than for one who does not have one. You are looking for a person who will work in your best interest.
Higher Education In California
I had not planned on going on to get a graduate degree. Living in California higher education was not on the top of my list of priorities. You see, there are so many opportunities in California even if you don't have a higher education. There is Hollywood, there is the environmental non profit community, there are opportunities for starting your own tourism business, high-tech business, or restaurant. California really is the land of opportunity, So I had no intention of spending all of my time cooped up in school.
It isn't that higher education California isn't good – it is. California schools are among the best in the nation. Both California public universities and private schools are amazing. The UC system is so good that there is almost no point in going to a private university in California, and if you are a resident there, you can get significant deductions from your tuition. Even still, I didn't think that higher education in California was for me. I was sure that I would get that big break if I waited for it. I worked hard in my office, day in and day out, knowing that I was enjoying living in the real world more than I would enjoy chasing after a higher education California degree.
Now, I realize how silly I was being. I had not thought about all of the higher education employment opportunities that there were, but there were many of them. With higher education California, I would be able to make more money, have an easier life, and have more options available to me. Maybe California was the land of opportunity, but many of the opportunities were in academia. I decided to pursue higher education California By going back to get my Masters of arts. I wanted to be a writer, and I new higher education California would help me with that goal.
Looking back, I wonder why it took me so long to take advantage of the higher education California had to offer me. I guess I wasn't thinking clearly at the time. I was so busy enjoying myself that I never thought about where the real opportunities lay. With higher education California, I will be able to get a job at one of the University of California schools one day. I will be able to live my dreams, living easily and spending all my time writing and teaching. I can't think of a sweeter life!
It isn't that higher education California isn't good – it is. California schools are among the best in the nation. Both California public universities and private schools are amazing. The UC system is so good that there is almost no point in going to a private university in California, and if you are a resident there, you can get significant deductions from your tuition. Even still, I didn't think that higher education in California was for me. I was sure that I would get that big break if I waited for it. I worked hard in my office, day in and day out, knowing that I was enjoying living in the real world more than I would enjoy chasing after a higher education California degree.
Now, I realize how silly I was being. I had not thought about all of the higher education employment opportunities that there were, but there were many of them. With higher education California, I would be able to make more money, have an easier life, and have more options available to me. Maybe California was the land of opportunity, but many of the opportunities were in academia. I decided to pursue higher education California By going back to get my Masters of arts. I wanted to be a writer, and I new higher education California would help me with that goal.
Looking back, I wonder why it took me so long to take advantage of the higher education California had to offer me. I guess I wasn't thinking clearly at the time. I was so busy enjoying myself that I never thought about where the real opportunities lay. With higher education California, I will be able to get a job at one of the University of California schools one day. I will be able to live my dreams, living easily and spending all my time writing and teaching. I can't think of a sweeter life!
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