By Lizbeth Barclay on Apr 13, Strategies for Teachers of Students with Visual Impairments Provide ample time for children to inspect any objects presented for exploration. This may be time spent in addition to circle time, either before or after, describing the salient features of the object as the student manually explores it. Before students participate in circle time, provide orientation to instructional materials that are regularly used, such as calendars, name charts, counting objects, and pointers.
Stage 1 is about providing a safe place for the speaker to tell their story in their own way, and to be fully heard and acknowledged. It is about a space where a person can hear and understand their own story. It is also about gently helping them lift their head to see the wider picture and other perspectives, and to find a point from which to go forward with hope.
For some, this is enough, for others Helping skills is just the beginning. What else is there about that? With the help of empathic reflections and challenges, the speaker uncovers blind spots or gaps in their perceptions and assessment of the situation, of others and of themselves - their patterns, the impact of their behaviour on the situation, their strengths.
Challenging; different perspectives, patterns and connections, shoulds and oughts, negative self-talk, blind spots discrepancies, distortions, incomplete awareness, things implied, what's not saidownership, specifics, strengths. Is there anything you've overlooked? What about all of this is a problem for you?
Any other way of looking at it? In this stage, the helper seeks to move the speaker from stuckness to hope by helping Them choose an area that they have the energy to move forward on, that would make a difference and benefit them.
Facilitating focussing and prioritising an area to work on.
What in all of this is the most important? What would be best to work on now? What would make the most difference?
Stage 1 can be 5 minutes or 5 years; it may be all someone needs.
Stage 2 - What do I want instead? People often move from problem to action, or problem to solution, without reflecting on what they really want, or in what way their problems might be opportunities. Stage 2 is about this, about helping the speaker to open up a picture of what they really want, and how things could be better.
This stage is very important in generating energy and hope.
For some people this is scary, for some liberating. Brainstorming, facilitating imaginative thinking, i. Quality Anything goes - have fun Write down ideas verbatim, don't analyse or judge Keep prompting - 'what else? What do you ideally want instead?
What would be happening? What would you have that you don't have now?
Goals which are demanding yet achievable are motivating. What exactly is your goal? How would you know when you've got there? Which feels best for you? Out of all that, what would be realistic?
When do you want to achieve it by? Is it worth it? What will be the benefits when you achieve this? How will it be different for you when you've done this? What will be the costs of doing this?
Stage 3 - How will I get there? This is the 'how' stage The speaker is helped to brainstorm strategies - ways to achieve the goal - again with prompting and encouragement to think widely. What people, places, ideas, organisations could help? The aim is to free up the person to generate new and different ideas for action, breaking out of old mind-sets.
Facilitation of brainstorming How many different ways are there for you to do this?
What about some wild ideas? Forcefield analysis can be used here to look at what internal and external factors individuals and organisations are likely to help and hinder action and how these can be strengthened or weakened respectively.
Skills for Stage 3b:MAX Teaching is a staff-development opportunity for schools to help students learn more efficiently & thoroughly thus improving their literacy skills. Preparation for one of the helping professions--counseling, health care, rehabilitation, education, social work, ministry, others--requires studying the curriculum of accumulated scientific knowledge and developing the skills to be an effective helper in the tradition of that .
Welcome Dogs Helping Kids is the UK’s unique charity dedicated to using highly trained dogs to help teach children non-violence, empathy, respect, kindness, love, responsibility, friendship and trust.
Running head: SPECIFIC HELPING SKILLS Specific Helping Skills that can be used with clients Audrey Horton University of Phoenix Abstract As a professional working in the field of Human Services, having specific helping skills are vital to the effectiveness of the services as .
Note: This article was adapted from two articles written by the U.S. Department of Education, and was compiled by Colorín Colorado. The article refers to the child in the female gender, but all activities and suggestions apply to both genders.
Demonstrate basic helping skills, including active listening, paraphrasing, clarifying, reflecting, and problem solving. Demonstrate the development of a helping relationship with the client characterized by warmth, respect, genuineness, congruence and empathy.