1. Being Aware of Emotions
Because the counselor’s work depends on emotional connecting with others, it is important to maintain strict vigilance of one’s own emotions, particularly emotions that correspond to those expressed by clients. … it is important to maintain strict vigilance of one’s own emotions, particularly emotions that correspond to those expressed by clients. Learning to read emotional cues in self and others is an essential emotional intelligence strategy I will incorporate into my work. Starting with myself, being aware of emotions means first tuning into the body. Emotions manifest … beyond what the person is saying in words—thereby allowing for a deeper active listening experience.
2. Identifying Own Emotions
Another critical component of emotional intelligence is learning how to identify emotions, naming them, and therefore having greater control over them. First, I need to develop a sort … learning how to identify emotions, naming them, and therefore……
Gutierrez, D., Mullen, P.R. & Fox, J. (2016). Exploring emotional intelligence among masters-level counseling trainees. Counselor Education & Supervision 56(2017): 19-32.
Martin, W.E., Easton, C., Wilson, S., et al. (2004). Salience of emotional intelligence as a core characteristic of being a counselor. Counselor Education and Supervision 44(2004): 17-30.
Prikhidko, A. & Swank, J.M. (2016). Emotion regulation for counselors. Journal of Counseling and Development 96(2018): 206-212.
development of Self-Esteem
As self-aware and self-reflective beings, numerous individuals instinctively identify the significance of self-esteem. Self-esteem is, therefore, more of perception instead of … impacts their self-esteem, for instance, being told that they are stupid, ugly, or deceitful. An escalation or decline in self-esteem usually generates significant emotional responses. Furthermore, these changes are usually corresponding with key successes and failures experienced in life. Therefore, self-esteem facilitates happiness, greater performances, and also ……
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.
Cosentino, B. W. (2020). Loving Yourself. How to raise your self-esteem.
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Criteria for Success
Communicate more effectively by:
· Engaging in active listening
· Obtaining feedback from workers
· … Success
Communicate more effectively by:
· Engaging in active listening
· Obtaining feedback from workers
· Communicating a vision
· Using social and emotional intelligence skills
· Gain cultural competence
· Ask for input from workers and listen attentively when it is given
· Establishing regular meeting … bought in to it
· Workers express more positive feedback as a result of leader’s use of EI and SI
Having a leadership development plan is essential for identifying the opportunities available for improving leadership skills, behaviors and styles. It enables one to see which competencies need … need to be acquired, what key behaviors should be developed, and what styles of leadership should be practiced. The aim of the leadership development plan is to promoted and……
Atkin-Plunk, C. A., & Armstrong, G. S. (2013). Transformational leadership skills and correlates of prison warden job stress. Criminal Justice and Behavior, 40(5), 551-568.
Doody, O., & Doody, C. M. (2012). Transformational leadership in nursing practice. British Journal of Nursing, 21(20), 1212-1218.
Leininger, M. (2008). Transcultural nursing: Its importance in nursing practice. Journal of cultural diversity, 15(1), 37-43.
Mikkelson, A. C., York, J. A., & Arritola, J. (2015). Communication competence, leadership behaviors, and employee outcomes in supervisor-employee relationships. Business and Professional Communication Quarterly, 78(3), 336-354.
Ruben, B. D., & Gigliotti, R. A. (2017). Communication: Sine qua non of organizational leadership theory and practice. International Journal of Business Communication, 54(1), 12-30.
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Warrick, D. D. (2011). The urgent need for skilled transformational leaders: Integrating transformational leadership and organization development. Journal of Leadership, Accountability and Ethics, 8(5), 11-26.
… they are vulnerable to experiencing negative reactions due to interactions with kids who have experienced trauma. A classroom setting presents children with different emotional needs, putting heightened demands on the education and the educator. Therefore, educators require enough knowledge and skills to proactively satisfy the needs of … with a student who has experienced trauma and showing signs of PTS.
An informed educator knows how to balance empathy display with strong emotional control. Experiencing a student’s pain as an educator’s own reduces the teacher’s effectiveness in the life of the learner. This can harm both … are vulnerable to effects of trauma such as compassion fatigue, “vicarious trauma” or stress, and burn out. They’re vulnerable to mental, physical, or emotional worn out and/or being overwhelmed……
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...Emotional development Etiology
Borderline Personality Disorder (BPD), as is the case with several psychiatric disorders, is viewed widely as a consequence of the complex interaction of many factors such as psychological, neuroanatomical, neurochemical, and genetic factors.
a) Genetic factors: There is growing evidence that BPD is genetic and can run in some families. A study of people with BPD has shown that the prevalence of BPD among the relatives of people suffering from the condition can be up to 20 times higher than the prevalence among people who don’t have a blood relative suffering from the condition. In Monozygotic twins, the concordance rate was 35% relative to a rate of 7% in dizygotic twins. This research was done by Torgersen and colleagues. This high concordance rate is linked to the role played by genetics in BPD etiology.
b) Neurochemical factors: Serotonin has been linked to impulsivity and aggression. If there is a……
Bateman, A., & Fonagy, P. (2009). Randomized controlled trial of outpatient mentalization-based treatment versus structured clinical management for borderline personality disorder. Am J Psychiatry, 166, 1355–64.
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… effect, make children feel disconnected from themselves and from reality, and totally sedated. Because children are going through an important phase of human development as adolescents, according to Erikson’s model of human development (Shriner & Shriner, 2014), they should be more fully aware, engaged, and actively participating in that development process so that they can resolve the important central conflict of the Identity vs. Role Confusion phase of development described by Erikson. If they are so sedated that they are stumbling through existence, this important conflict will not be resolved and they … but generally speaking the exceptions prove the rule.
By treating children with drugs there is the possibility that they will be cognitively and emotional impaired. Their cognitive and emotional development (as well as their in vitro and also the physical development) can be negatively impacted, stunted, or altered (Whitaker, 2001). Though medical doctors prescribe these drugs……
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… at risk of harm. Some of the common reasons that predispose young people and children to risk include family and domestic violence, sexual, emotional, and physical neglect. In Fiona's case, the important risk of harm is neglect (NSW Government, 2018b). Fiona burnt part of her feet on … constitutes a pattern of failing to care and provide a child with the necessary material and psychological needs for their proper growth and development and wellbeing; when the parent can provide the same such as:
· emotional development
· Shelter and secure living environment
In Australia, neglect warrants protection by the state (CFCA, 2016). Such cases present ……
Australian Law Reform Commission (ALRC). (2010). Family violence: A national legal response. Canberra: ALRC.
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NSW Government, (2018b). About child protection and wellbeing. Retrieved from https://www.health.nsw.gov.au/parvan/childprotect/Pages/default.aspx
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… when they reach a certain level of maturity. For instance, Katz and Webb (2016) also note that, “Pediatric practice is unique in that development maturation allows, over time, for increasing inclusion of the child’s and adolescent’s opinion in medical decision-making in clinical practice and research” (2016, p. ……
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… drugs. According to the 2011-2012 estimates, 7.5% of children in America between the age of 6 and 17 years were taking medication for emotional or/and behavioral challenges (Insel; Kazda et al.). According to the CDC reports, from 1988-1994 to 2007-2010 period, there was a five-fold increase in ……
Insel, T. R. "Post by former NIMH director Thomas Insel: Are children overmedicated." National Institutes of Mental Health (2014). Web.
Kazda, Luise, et al. "Evidence of potential overdiagnosis and overtreatment of attention deficit hyperactivity disorder (ADHD) in children and adolescents: protocol for a scoping review." BMJ Open 9.11 (2019).
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… been successfully utilized to improve learning skills, social communication, pragmatic functioning, and conversational competence over the years (Adams et al., 2012). The EBSST (emotional-Based Social Skills Training) intervention is also a good intervention. It has been shown to boost emotional competence significantly. The SCI (Social Competence Intervention) is also great social skills intervention for people with ASD. It has been proven to boost ……
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., ... & Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school?age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233-244.
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash, M., Green, J., Vail, A., and Law, J. (2011). An evidence-based program for school, & aged children: Social communication intervention project. Research report. Uppsala: Inst.
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