Guide The Personal Development Group: The Students Guide

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  1. What are we aiming for?
  2. Personal development - Wikipedia
  3. Personal Development Groups for Trainee Counsellors: An Essential Companion

These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are derived from outcomes of social interactions from infant to adult development. Alignment is important. If the way that I am the actual self is aligned with the way that I want to be the ideal self , then I will feel a sense of mental well-being or peace of mind. If the way that I am is not aligned with how I want to be, the incongruence, or lack of alignment, will result in mental distress or anxiety. The greater the level of incongruence between the ideal self and real self, the greater the level of resulting distress.

Personal development modules ultimate aim is greater self-knowledge that will lead to higher alignment between these two personality domains. Tell students that the best way to develop oneself is to express their talents and gifts in a way they enjoy. Give them minutes to prepare for the Talent or Variety Show. Hold a Talent or Variety Show where students can exhibit their talents and abilities. Remind the class they will be given a minimum of 7 minutes and a maximum of 10 minutes to perform.

Students have to give qualitative comments too. Tell them that the key to effective feedback is the sandwich formula. Identify and tell their strong points, then be honest by suggesting areas for improvement and sandwich it with O another strength that you can see in their performance. Discuss Reading on Personal Effectiveness to help synthesize this session. Ask the students to identify two 2 skills they already have and two 2 they want to develop. Write three 3 ways for them to improve on each of their identified skill.

The class groups perform at the Talent or Variety Show. Audience gives feedback on the performances. EP Portfolio Output No. Each student computes the D average rating for their group and records it in their journal. Your knowledge of yourself and how you manage yourself impacts directly on your personal effectiveness. Being self-aware, making the most of your strengths, learning new skills and techniques and behavioral flexibility are all keys to improving your personal performance.

Our personal effectiveness depends on our innate characteristics — talent and experience accumulated in the process of personal development. Talents first are 5 All rights reserved. Experience includes knowledge and skills that we acquire in the process of cognitive and practical activities.

Knowledge is required for setting goals, defining an action plan to achieve them and risk assessment. Skills also determine whether real actions are performed in accordance with the plan. If the same ability is used many times in the same situation, then it becomes a habit that runs automatically, subconsciously. Here are some skills that will greatly increase the efficiency of any person who owns them: 1. It allows you to focus only on achieving a specific goal without being distracted by less important things or spontaneous desires. It may be developed with the help of self-discipline exercise.

It appears in the process of personal development, as a result of getting aware of yourself, your actions and their consequences. Self- confidence is manifested in speech, appearance, dressing, gait, and physical condition. To develop it, you need to learn yourself and your capabilities, gain positive attitude and believe that by performing right actions and achieving right goals you will certainly reach success. It makes you keep moving forward regardless of emerging obstacles — problems, laziness, bad emotional state, etc.

It reduces the costs of overcoming obstacles. It can also be developed with the help of self- discipline exercise. Managing stress. It helps combat stress that arises in daily life from the environment and other people. Stress arises from the uncertainty in an unknown situation when a lack of information creates the risk of negative D consequences of your actions. It increases efficiency in the actively changing environment.

Problem-solving skills. They help cope with the problems encountered with E a lack of experience. It increases efficiency by adopting new ways of achieving goals when obtaining a new experience. It allows you to find extraordinary ways to carry out a specific EP action that no one has tried to use. It can lead to a decrease or an increase of costs, but usually the speed of action is greatly increased when using creative tools. Generating ideas. It helps you achieve goals using new, original, unconventional ideas. Idea is a mental image of an object formed by the D human mind, which can be changed before being implemented in the real world.

For generating ideas you can use a method of mental maps, which allows you to materialize, visualize and scrutinize all your ideas, which in turn contributes to the emergence of new ideas. These are just some, but the most important personal effectiveness skills which make the achievement of any goal easier and less costly.

This could be a weakness in communications, personality or ability. Instead of giving up or indulging in self-pity, E take action. Go for speech lessons, get skills upgrading, attend personality development sessions or whatever appropriate remedies to your perceived EP weakness. Instead of simply focusing on your weaknesses, recognize your own talents and abilities, build on them, utilize them to your greatest advantage. This is where you can build your name and popularity. Physically challenged people like Jose Feliciano and other blind singers did not brood over their physical disabilities.

They recognize that they have a golden voice so they search for ways to enrich that talent D and now they have won international fame in the field of music. Portfolio Output No. What do you consider as your weaknesses, abilities and talents? What are the remedies you will take to improve or compensate for your weakness? How can you further enrich your assets and strengths? Where and how do you use it to your best advantage? Ask the students to read the story and the reading found in their Reader. Ask students to write answers to the processing questions in their journal. Encourage students to write in their journal.

Researchers say that handwriting can make our brain be more flexible, open and expressive. Comment more on the content of their writing than their penmanship or even grammar to prevent them from being self-critical that will impede their personal PY growth. This person watches the movie of their lives, admires some parts and criticizes others. Aside from that, they do nothing else. Moviegoers are the most pathetic, miserable people in the world.

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C The second is the Actor. This person does not only watch the movie of her life. She can actually make or break the movie — by how well she delivers her lines and how she portrays her character. But many times, they wish the movie would end in another way — but realize that they have no say in such things. The third is the Scriptwriter.

She determines what she will say, what she will do, and how the movie will end. She realizes she has enormous control over her life, and sees to it that the movie of her EP life will turn out beautiful. Who are you among these three people? Do you merely watch your life goes by?

Or do you act out a script that you feel has been handed to you?

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Or do you write the script and make your life beautiful? D By the way, the Producer of the movie is God. There are four 4 practical reasons to maintain a journal: 1. It is cost-efficient and available. Emotional stress can be dealt in many ways like talking to a friend over a cup of coffee, eating, travelling, shopping, 8 All rights reserved. Notebook and pens are easy to find, available and do not cost so much. It is preventive and pro-active. Writing yields self-awareness. When you write, you can discover your strengths and limitations.

You will know what your reactions are in different situations and what better ways to prevent, avoid, or face your fears. It is creative and productive. Journal writing expounds your imagination. You can see various dimensions of your problem, different points of view and better solutions.

Lastly, it is personal and private. Unless you want to share your stories, you have the choice to keep them to yourself. Writing is your time alone.

It is my way of loving yourself. You will not be judged by your writing. PY You just need one 1 notebook to maintain a personal journal. You may use these questions as you write in your journal: 1. How do you find this day? What are the positive things that happened? What are those things that made you irritated or upset? As you reflect on the ups and downs of your day, what may be the greatest lesson you can learn from them?

What actions have you done well and what O actions you can do better? What do you really want in life? What do you want to achieve for yourself, your family, your community, your country? As you close the day, what are the small and big things you are thankful of? Who are the people that made your day extra special? What have you discovered in yourself? What are your core strengths? What are the qualities you want to hone and improve on?

Objectives: At the end of this module, learners will be able to: 1. Discuss the relationship among the physiological, cognitive, psychological, spiritual and social aspects of development, to understand their thoughts, feelings, and behaviors; 2. Evaluate their own thoughts, feelings and actions, and 3. Show the connection of their thoughts, feelings and actions to actual life situations. Assess your own beliefs about holistic development.

You need to honestly answer this question as this may interfere with how you discuss this topic to students. You may find one aspect important and the other one least important and this must be dealt with an open mind. Remind students that holistic development is not an overnight project but instead PY it must be seen as a lifelong project a person has to undertake. Lead the class in the activity of assessing the different aspects of their O development by writing descriptors for the 8 segments of themselves. As they complete this inventory, assist them by giving them possible words to describe the different aspects.

Explain the expected Portfolio Output No. Give a lecturette on Aspects of the Self. In each segment they will write some descriptions of the different aspects of themselves as follows: EP 1. Physical Self: Describe yourself. Try not to censor any thoughts which come to your mind. Include descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions of body areas such as your neck, chest, waist, legs. Intellectual Self: Include here an assessment of how well you reason and D solve problems, your capacity to learn and create, your general amount of knowledge, your specific areas of knowledge, wisdom you have acquired, and insights you have.

Emotional Self: Write as many words or phrase about typical feelings you have, feelings you seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and present, and feelings which are associated with each other. Sensual Self: Write how you feel as a sensual person. What sense do you use most — sight, hearing, speaking, smelling, touching?

How do you feel about the different ways you take in information - through the eyes, ears, mouth, nose, and skin. In what ways do you let information in and out of your body? Interactional Self: Include descriptions of your strengths and weaknesses in intimate relationships and relationships to friends, family, classmates and strangers in social settings. Describe the strengths and weaknesses which your friends and family have noticed.

Describe what kind of son or daughter, brother or sister you are. Nutritional Self: How do you nourish yourself? What foods do you like and dislike? What do you like and dislike about these? Contextual Self: Descriptors could be in the areas of maintenance of your living environment: reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the environment.

Spiritual Self or Life Force: Write words or phrases which tell about how you feel in this area. This could include your feelings about yourself and organized religion, reactions about your spiritual connections to others, PY feelings about your spiritual development and history, and thought about your metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or routine.

What are the words or phrases which represent aspects about yourself which you like. What are the items which you consider to be weaknesses or areas for improvement? Do some categories have more minus than plus areas? The larger proportion of minus to plus areas you have, the more effort will be needed to achieve positive self-esteem.

If the vast majority of your minus responses are in one or two areas, your self-esteem is D likely to be good but has a few self-estimates which need to be improved. Name some ways in which you can improve the minus areas and further enhance the positive aspects. It is conceived EP as collection of multiple, context-dependent selves. This construct believes that context activates particular regions of self-knowledge and self-relevant feedback affects self-evaluations. A deeper look on the different aspects of self can identify specific areas for self-regulation, stability and improvement.

In a nutshell, an individual is composed of three basic, but very different D aspects of the self. They are the physical or tangible aspects as they relate to the body, the intellectual and conscious aspects as they relate to the mind, and the emotional and intuitive aspects as they relate to the spirit. All three aspects of the self work together in perfect harmony when attention is paid to all three simultaneously.

Many individuals put a strong emphasis on the physical aspect of the self.

What are we aiming for?

The body is tangible, obvious, and we respond to it easily. More time and money is spent on enhancing the physical component than either of the other two aspects. This does not mean, however, that the body is healthy or strong. The body provides a place to house the spirit often experienced as feelings and the mind often experienced as thought. It may be important to some that their mind can be prominent and well educated. The mind is important, as it is the part of the self that directs the other two aspects.

The mind learns what to do and communicates the information to the body and the feelings. What the mind believes, the body manifests or acts on, and the emotions feel, or respond with. People store both healthy and destructive thoughts and beliefs and responds to life's circumstances in the most prominent manner. The mind provides access creativity and serenity which are necessary for such processes as prayer, forgiveness, acceptance, and passion. The human emotions are the most feared aspect of the self, as individuals are reluctant and unprepared to manage them.

Managing feelings is like trying to hold water in the palm of your hand. They are illusive and deceptive. A decision made under emotional stress and strain usually impacts emotions negatively. Negative emotions that are not managed are stored and repressed. Repression is PY destructive to a content self since all feelings, not only negative ones are stored away. Accessing feelings when they are needed now becomes difficult, leaving the individual numb and hopeless. For instance, a girl realizes that she is giving much attention on the physical aspects and less attention on her intellectual self.

In this way, she can discover how much money and time spent maintaining her physique and its consequences in her O grades. By this honest evaluation of herself, she can plan effective actions to improve her study habits. She can start seeking for help and for related books to read or browse articles to help her improve her study habits.

Real life success stories are very powerful tool in inspiring students to win in life. E Read with the students the three success stories below. Use the stories to help students identify the factors that may lead a person to succeed. If videos are available, you may use these. Ask the processing questions and obtain varied answers from the class. Be aware of your own judgments and remember that these successful people are not perfect but they have strived to be the best version of themselves.

Highlight the good qualities by letting the students identify the characteristics, right decisions and perspectives these individuals exemplify. Focus on the process rather than the rewards. Remember that these individuals have devoted much hard work, focus and time in order for them to be the persons they are now. Lastly, students must realize that even though there is no single key to success, it is achievable and it is not magical. Success is about right mindset, emotional resilience and proper behavior.

Manny Pacquiao is 12 years old. Pacquiao often speaks of his debt to his maternal uncle, Sardo Mejia, who introduced him to boxing after he dropped out of school. It was this moment that would spark an unforeseen passion and drive in Pacquiao to be one of the best boxers in the entire world.

He was well on the road of transforming himself from a lanky school dropout to a junior boxing champion. Despite his success, his family was still living in extreme poverty and hunger. They became so desperate to the point that his father had to kill his pet dog for dinner.

He soon got a job at a local gym doing gardening, cleaning and construction while boxing on the side. He trained crazily all day and all night when possible, waking up O the earliest and leaving the gym at the latest possible time. Early on, his perseverance and determination to be a part of the boxing world swayed him to cheat and add on some weights to meet the featherweight class requirements.

C As the fights got more serious, Pacquiao started getting more famous as well. After that fight, he was recognized internationally as a force to be reckoned with. E Today, at 37, he is one of the most respected boxers. Despite his loss during the Mayweather match, he still has won the hearts of many boxing fans both in the Philippines and worldwide. His one-of-a-kind story will continue to inspire and it will EP always portray the journey of what millions of Filipinos continue to aspire for.

She is an actress and model of German-Philippine origin. She is Miss Philippines She symbolizes the deadly combination of beauty with brains. Pia is a beauty-writer, chef and make-up artist. Her father is a German and mother is a Filipino. She has a younger sister. She was named in keeping with the Philippines' tradition. Her middle name 'Alonzo' is her mother's maiden name. Pia ventured into the world of glitz and glamour at the tender age of fourteen. She joined an acting and modelling agency for children, 'Star Magic Talent'. She was the brand ambassador for 'Avon Teen' for a period of five years.

She has graced the cover of several prestigious fashion magazines. She writes for the 2bU column of 'Inquirer Lifestyle'. She is popular as Pia Romero, her screen name. Pia is a pageant title-holder. Her first beauty contest was the 'Binibining Pilipinas '. She was the 'first runner-up'. She participated in the 'Binibining Pilipinas ' as a representative of Cagayan de Oro and won the title, paving the path for bigger victories.

The year old beauty set the stage ablaze with her poise, incredible class and talent in her exotic gorgeous ball gown and costumes. She was crowned by her predecessor, Paulina Vega. My husband Leo knows that I am also engaged in another love affair, a sweet and enduring one. And he approves, so do my sons.

This love affair is with research, and it started during my pediatric residency D training. I can still remember vividly the excitement and the long nights, the discovery of meaningful developments, the joy of reading medical journals, the eagerness to prepare something thorough and relevant. The excitement I felt continued up to my E postgraduate internship, my fellowship in infectious diseases and it has lasted until now.

My husband was never jealous and my relationship with my sons never soured despite this other ongoing and never-ending love affair. I could not ask for more. This EP is the best life. Being included as one of the 15 finalists for the coveted Dr. Jose P. Rizal Memorial Awards is a proud moment for my family. With them around, I was the proudest wife, mom, D and doctor.

While individual citations were being read on stage for the top awardees for Community Leadership Dr. Purisima A. Bueno , Government Service Dr. Maria Victoria M. Abesamis , Clinical Practice Dr.

Personality Development: Remove Stage Fear: Group Activity Part 4

Bonaleth M. De Vera and Academe Dr. Estrella B. Paje-Villar , I never expected that the final citation was all about the fruits of my other love affair, with research. My love affair with research did not happen overnight. It was a journey that began with a case presentation as a first-year pediatric resident, and a prospective study on how to prevent early jaundice in newborns.

This did not happen once. It was a back-to-back win for three straight years. I got hooked. Who would not be? Year was my first immersion in dengue research. The title comes with a specially designed trophy in the image of Dr. Rizal by National Artist Napoleon V. Abueva, a gold medallion, free trip to the United States to attend the convention of the American Academy of Family Physicians and P, worth of medicines that I can share with a civic organization of my choice.

Was it just a coincidence or pure fate that it is also the 23rd year of the O presentation of the prestigious Dr. Rizal Memorial Awards? If this is destiny, let me accept it with gratitude. For more than three decades, I have never felt happier and accomplished than when doing medical research. It is tiring but exciting, demanding yet humbling, EP intimidating but empowering, exacting yet fulfilling. My work is my loving tribute to a great Filipino and a fellow doctor, Jose P. Rizal, MD. Rose Zeta Capeding is the 23rd Dr.

Rizal Memorial Awardee for Research. Rose Zeta Capeding? In what ways? What lessons can you learn from the character you have chosen? How would you like your life story to be told? Development can be more purposeful if they are directed to the achievement of goals. A D student will just see these stories out of context and not relatable. Personal recipe for success is about assisting students to identify what they need in order for them to win in life. They need to see them in their own E context. Encourage them to feel every phrase or ingredient they will include in their recipe.

They must feel goose bumps or excitement in their stomach as they read each ingredient. The subconscious mind may not be working yet. Be patient with these students. Explain the two samples of recipes for success. Students will have to make their own recipe for success as their Portfolio Output No.

Give time for students to read The Story of the Two Wolves and lead the discussion on the meaning of the story and the processing questions. Assignment: ask to students to bring bond paper and coloring materials for next meeting.

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Identify your goal you may refer to the previous activity of aspects of self inspired by the success stories and break it down into a recipe. Rose Zeta-Capeding. What do you think was the recipe for the success of these well- featured individuals? Now make your personal recipe for achieving personal goals. D One evening an old Cherokee told his grandson about a battle that goes on E inside people.

He said, "My son, the battle is between EP two wolves inside us all. One is evil - he is anger, envy, sorrow, regret, greed, arrogance, self-pity, D guilt, resentment, inferiority, lies, false pride, superiority, and ego. The same fight is going on inside you - and inside every other person, too. Knowing which wolf to feed is the first step towards recognizing you have control over your own self.

Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but felt powerless to control? The purpose of this story is to help you find ways to manage your mind so that you can live your life more in accordance with what your own judgment says is best for you. As we grow up, we gradually become aware of the many things in the external world which are largely beyond our ability to control. These include other people in general and most events in our lives.

Initially this is difficult to accept, but a more shocking realization is that there are many things about ourselves that we seem powerless to control. Some of these are our own thoughts, feelings, and actions which unfortunately can be the source of much distress. The results of psychological research indicate that there are at least four important concepts or ideas implied by the answer: 1. The mind is not the unitary entity it seems to us but consists of different parts. Let us share our thoughts, feelings and opinions on the following questions. By taking time to do this, you will learn to better manage your mind, feelings, and D actions and consciously feeding the good wolf in you.

Classify various developmental tasks according to developmental stage, 2. Evaluate their development in comparison with persons of the same age PY group, and 3. List ways to become responsible adolescents prepared for adult life.

Personal development - Wikipedia

Use the Motivation to introduce the topic on developmental stages and tasks. Remind students that things have progression or certain patterns. Life also has developmental stages. Activity on Personal Timeline can be a sensitive activity especially for students who are quite emotional. So before you start the activity, give a very positive introduction by orienting them about the purpose of the activity. E Remind students that this activity is not just about placing all their experiences, both the positive or negative but it is about seeing their transitions and developments as they go through life.

They need to plan their EP personal timeline carefully and be mindful of the events that made them grow, that they have learned important wisdom in life and where they rise from the challenges besides the topic is on developmental stages. Focus on the resiliency rather than the downfall. In this way, they can see the future progressively and full of hope. If there are students whom you observe highly D sensitive or apathetic, refer them to the guidance counselor. Explain the Developmental Stages, and concentrate on the developmental tasks during Adolescence and Early Adulthood.

Entertain questions and discussions on the issues of this developmental stage. Motivation: LINE-UP Tell the students that you want them to line up in the order of their birthdays, so that the order goes from oldest to youngest. However, they cannot speak to one another to figure out when their birthdays are. The students will try different things like charades and writing to figure out the order.

This teaches them to cooperate with 19 All rights reserved. In very large groups, you can choose to have them go from tallest to shortest or by largest to smallest shoe size to save time. Be creative with your categories and you may include category with a twist where you will just disclose the qualifier after they formed their line. After the icebreaker, ask how they feel and the process they underwent.

It helps to plan the future in a better constructive way. Using a bond paper, write the major events in your life and the significant people in your life. You may add your age, specific dates and places. You may draw PY the timeline horizontally, vertically, diagonally or even using ups and down depending on your imagination. Be creative in your representations. You may also use symbols, figures and drawings. Think of a title for your personal timeline. You may use crayons or art materials depending on the available resources or just a simple paper and pen may be fine. You can also go for the O personal timeline website template samples available online.

Answer the following questions: 1. If you will give a D title for your timeline what would it be and why? Identify the turning points in your timeline. What were the thoughts, feelings and actions that you experienced? What would you change or add, if you could? Also, how would each of these changes or additions affect your life, or even change its present course? Continue to your future, where do you want to be in a year, 5 years, 10 years? What do you expect your future timeline will be? The study of human development is essential to understanding how humans learn, mature and adapt. Throughout their lives, humans go through various stages of development.

The human being is either in a state of growth or decline, but either condition imparts change. Some aspects of our life change very little over time, are consistent. Other aspects change dramatically. By understanding these changes, we can better respond and plan ahead effectively. Developmental Stage Characteristics 1.

Pre-natal Age when hereditary endowments and sex are fixed and all Conception to birth body features, both external and internal are developed. Infancy Foundation age when basic behavior are organized and Birth to 2 years many ontogenetic maturation skills are developed. Pre-gang age, exploratory, and questioning. Language and 3. Early Childhood elementary reasoning are acquired and initial socialization is 2 to 6 years experienced.

Late Childhood Gang and creativity age when self-help skills, social skills, 6 to 12 years school skills, and play are developed. Transition age from childhood to adulthood when sex 5. Adolescence maturation and rapid physical development occur resulting to puberty to 18 years changes in ways of feeling, thinking and acting. Early Adulthood Age of adjustment to new patterns of life and roles such as PY 18 to 40 years spouse, parent and bread winner.

Middle Age Transition age when adjustments to initial physical and 40 years to retirement mental decline are experienced. Old Age Retirement age when increasingly rapid physical and mental Retirement to death decline are experienced. Havighurst elaborated the Developmental Tasks Theory in the most C systematic and extensive manner. His main assertion is that development is continuous throughout the entire lifespan, occurring in stages, where the individual moves from one stage to the next by means of successful resolution of problems or performance of developmental tasks.

These tasks are those that are typically D encountered by most people in the culture where the individual belongs. This E success provides a sound foundation which allows the individual to accomplish tasks to be encountered at later stages. Conversely, if the individual is not successful at accomplishing a task, he is unhappy and is not accorded the desired approval by EP society, resulting in the subsequent experience of difficulty when faced with succeeding developmental tasks.

This theory presents the individual as an active learner who continually interacts with a similarly active social environment. Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc. Initiate the first activity on Developmental Tasks of Being in Grade The students form triads. Each triad discusses and writes similarities and differences of their own assessment. Volunteer triads make a short oral report to the class on the results of their discussion.

Teacher summarizes the findings of the triads, using the processing questions. Lead students to do the second activity on Mindfulness. Lead short discussion following the processing questions and the reading on Living Mindfully. Explain the requirements for Portfolio Output No. Use the worksheet below: What are the expected tasks What are the expected tasks What are the expected tasks you have successfully you have partially you have not accomplished?

Processing Questions: 1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 10 as the highest whether you have accomplished those expected tasks? As you are in Grade 11, you are in transition from high school to college, from being an adolescent to young adult.

How do you feel about this transition? What is your turning point? Do you think you are ready in this transition which may mean more responsibilities and greater accountability? If no, what are the expected tasks O you need to work on? If yes, what are the ways so you can better plan for the future? C For each of the following situations, decide whether the person followed these guidelines for mindful speech: Is what I want to say True?

D Is what I want to say Helpful? Am I the best one to say it? Is it necessary to say it Now? E Is it Kind to this person and others? There could be more than one 'correct' answer. The purpose of this activity is to reflect on the situations and whether you've witnessed or experienced something similar in your own life.

I did really well on an exam. What did you get? One of my friends was bragging about getting a good score on a test, and I didn't want to tell him I failed. I said, "Congratulations! Did I T. People kept telling me about this strange color Mrs. Jenkins dyed her hair. A woman with a big belly was about to enter the building. I saw a couple of kids cheating on a test. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him she was cheating. I called PY Maria and said her boyfriend was cheating on her. Before You Speak.

Have Mindful Speech. C Portfolio Output No. Has someone ever asked you a question that you really didn't want to answer? How did you respond? How did you feel afterwards? Did you ever do something to be helpful that turned out badly? What happened? E What do you wish had happened? Did you say anything? Why or why not? Have you ever gotten in trouble because someone caught you cheating or thought you were cheating?

What do you wish had happened? In what other situations have you seen someone T. In the same way, using the present moment tools below will help you to hone a consistent mindfulness practice that will in time lead to a more aware, compassionate and fulfilling way of life. Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring your focus back to the present moment. Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and focus on understanding how they think and feel.

Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity for learning. Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let tenderness, kindness and empathy be your guides. Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause, breathe, and choose a skillful response based on thoughtful speech and non- violence under every condition. Tool 6: Express Gratitude.

Practice gratitude daily and expand it outward, appreciating everyone and everything you encounter. Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different perspectives as well as your own. Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect, honesty and kindness. Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique PY talents and generosity so that others can also be inspired. Tool Be Peace. Cultivate your own inner peace, becoming an agent for compassionate action and social good.

Which of the tools do you use most often? Which tools do you use least often? Can you think of ways to incorporate those tools into your life? Which one could you try today? O Source: info mwithoutborders. E Objectives: At the end of this module, learners will be able to: EP 1. Discuss how to face the challenges during adolescence, they may able to clarify and manage the demands of teen years, 2.

Express their feelings on the expectations of the significant people around them, such as their parents, siblings, friends, teachers, community leaders, and D 3. Make affirmations that help them become more lovable and capable as an adolescent. Have the entire group stand in a circle, shoulder to shoulder.

Tell the students to get a small item from their own bag, for example, a key, an ID, or a small wrapped candy. Start reading the story slowly. After a few passes, stop reading the story and ask them how they are doing. Now continue to read the story, getting faster as you go. Stop the story a couple of more times to check on how they are doing. After reading the story, tell the students to return the item in their hand to the owner.

Ask the following questions: How much of the story can you PY remember? What does this activity tell us about communication? What does this activity tell us about listening skills? Similarly, in our everyday lives, we often have tasks that pull us in many directions, but we should always remember what is important - the health of O young people.

Divide the class into four groups. Each group will think of one developmental challenge and discuss specific situations where this particular challenge is seen in their everyday living. Presentation must be a maximum of 10 minutes per group. The group will be given 10 minutes to plan and write a script. Then, they will be given another 10 minutes to rehearse for the role play.

The group will present a minute role play and at the end of each presentation, the rest of their classmates will suggest ways on how to E effectively manage these challenges. The objective of this session is for students to express how they feel about the expectations of the significant people parents, siblings, friends, teachers, D community leaders in their lives.

The activity aims to assist students to realize that the opinions of other people are important but they need to classify the effects of those opinions to their over-all well-being. They have the power to accept or negate it. Being an adolescent, opinions of their peers are often considered as their highest priority but they often realized how powerful the expectations of other significant people in their lives especially their parents or even grandparents. If you notice that a student has difficulty giving and receiving affirmations, you may refer him or her to the guidance counselor.

Give assignment: Bring bond paper and coloring materials for the slogan making next session. The first thing they had to decide was who would be left at home since there was not enough room in the Wright family car for all of them. Wright decided that Aunt Linda Wright would be the one left at home. Of course this made Aunt Linda Wright so mad that she left the house immediately yelling "It will be a right cold day before I return". Unfortunately, as they turned out of the driveway someone had left a trash can in the street so they had to turn right around and stop the car.

They told Tommy Wright to get out of the car and move the trash can so they could PY get going. Tommy took so long that they almost left him in the street. Once the Wright family got on the road, Mother Wright wondered if she had left the stove on. Father Wright told her not to worry he had checked the stove and she had not left it on. As they turned right at the corner, everyone started to think about other things that they might have left undone.

No need to worry now, they were off on a right fine vacation. When they arrived at the O gas station, Father Wright put gas in the car and then discovered that he had left his wallet at home. So Timmy Wright ran home to get the money that was left behind. After Timmy had left, Susan Wright started to feel sick. She left the car saying that she had to throw up. This of course got Mother Wright's attention and she left the car in a hurry. Shelly Wright wanted to C watch Susan get sick, so she left the car too.

Father Wright was left with Tommy Wright who was playing a game in the backseat. With all of this going on, Father Wright decided that this was not the right time to take D a vacation, so he gathered up all of the family and left the gas station as quickly as he could. When he arrived home, he turned left into the driveway and said "I wish the Wright family had never left the house today! This session will portray these challenges and reflect on the most D effective way to face these situations.

Plan a role play on a specific situation in which a developmental challenge of middle adolescence is seen in your everyday living. Practice your role play with your group mates. Perform your role play in class. Include this report and the script. Evans, Ph. Encouragement is the key ingredient for improving your relationships with D others. It is the single most important skill necessary for getting along with others — so important that the lack of it could be considered the primary cause of conflict and misbehavior.

Encouragement is the lifeblood of a relationship. And yet this simple concept is often very hard to put into practice. You also may like to try some of these bookshops , which may or may not sell this item.

Personal Development Groups for Trainee Counsellors: An Essential Companion

Separate different tags with a comma. To include a comma in your tag, surround the tag with double quotes. Please enable cookies in your browser to get the full Trove experience. Skip to content Skip to search. Published London : Karnac Books, Language English View all editions Prev Next edition 2 of 2. Also Titled Ebook library collection. Medium [electronic resource] Physical Description 1 online resource p.

Subjects Group counseling -- Handbooks, manuals, etc. Psychotherapy -- Study and teaching. Group counseling. Maturation Psychology Summary "Chris Rose charts the course of a PD group through various stages, dealing with fundamental themes such as conflict, authority, resistance and difference. The task is always to keep in focus both the individual experience and the group process.

This dual perspective provides group members with important resources to understand and make better use of their own PD group. Any course that has a PD group will benefit from the understandings that the book can offer, irrespective of theoretical model. This book encourages students to engage with their own development in a pro-active and informed manner.

It invites them to challenge attitudes and assumptions in a thoughtful self-reflexive style. Notes Includes index. Bibliography: p. Original version vii, p.