A pilot study into the encounters of instructors in preparing

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A pilot study into the encounters of advocates in preparing. A conventional exposition submitted in fractional satisfaction of the prerequisites for the level of Mama Mental Treatments at Leeds Metropolitan College. Damien Haigh. Structure of a Conventional Thesis. Presentation

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A pilot think about into the encounters of instructors in preparing A customary exposition submitted in fractional satisfaction of the prerequisites for the level of MA Psychological Therapies at Leeds Metropolitan University Damien Haigh

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Structure of a Traditional Dissertation Introduction Aims and goals Literature Review Research Question/Hypotheses Methodology Results and Analysis

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Structure of a Traditional Dissertation Discussion Conclusions Recommendations Critical Appraisal and Reflection Referencing Appendices

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The Purpose of the Study A subjective review into advisors' encounters on their instructional classes Considering any contrasts between the encounters of male and female guides Considering if any parts of preparing are less useful to ladies or men Maximize the viable utilization of preparing by understudies

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The Rationale for the Study Following on from my own particular encounters on a Diploma-level course Men utilize directing not as much as ladies Only 30% of British Association for Counseling and Psychotherapy (BACP) individuals are men Do these variables affect upon men's capacity to draw in with preparing?

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Objectives of the Study Why ladies and men ponder directing If and how men and ladies encounter preparing diversely Which parts of courses are useful or unhelpful What the long haul advantages of preparing are and If courses are more suited to methods for working and self-expression which are seen as "female"

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Literature Review 1 Men's Low Uptake of Counseling Gender Splits in the Mental Health Field The Move Towards a Degree-Level Core Curriculum for Training and Possible Regulation of the Counseling Profession

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Literature Review 2 People's Motivations for Studying Counseling The Application Process and Initial Selection of Trainees Self-Exploration and Personal Development in Training Supervised Work with Clients Acquisition of Counseling Skills

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Literature Review 3 Counseling Theory and Academic Content Assessment and Initiation, and its Impact Upon Relationships on the Course Training Methods Outcomes and the Long-Term Value of Counselor Training Costs of Training

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Literature Review 4 Personal Distress Suffered via Trainees and the Impact of Counselor Training on Personal Relationships The Need for Further Research on Counselor Training

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Research Questions What was useful or unhelpful about instructional classes? What was simple or troublesome? Would they have transformed anything about their courses? How did preparing set them up forever and work as advisors?

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Methodology Design of the Study Research Sample: Characteristics, Inclusion and Exclusion Criteria, Access Procedures for Data Collection Method of Data Analysis Ethical Considerations

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Results and Analysis 1 Participants Reasons for Studying Counseling Participants' Initial Experiences on Diploma Courses Relationships with Other Students Valuing Previous Experience Relationships with Tutors Disruptions and Upheavals

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Results and Analysis 2 Course Ethos Course Criteria and Assessment Personal Development (PD) Skills Acquisition Academic Work Fitting In, Getting it Right, Being Liberated or Dropping Out

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Results and Analysis 3 Gender Age Other Areas of Diversity: Class, Financial lncome and Race/Ethnicity Advice for Future Students Suggestions for Improvements to Courses Benefits of Training

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Discussion 1 Benefits Misgivings Compared with Initial Motivations and Expectations Information given to potential understudies Grouping and Ungrouping – Relationships with Others Relationships with Tutors Self-Exploration and Personal Development (PD) in Training

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Discussion 2 Course movement in PD Personal Development – Group Dynamics and Mediation PD Group Facilitation and Assessment Contracting and Informed Consent in PD work Learning Goals Supervised Work with Clients

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Discussion 3 Acquisition of Counseling Skills and Skills Practice Counseling Theory and Academic Content Integration of Skills, Theory and Personal Development Course Length, Course Progression and Levels of Training

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Discussion 4 Knowing and Not-Knowing – Criteria and Assessment Costs of Training Initiation: Fitting In, Getting it Right, Being Liberated or Dropping Out Gender, and Men's Low Uptake of Counseling Other Areas of Diversity: Age, Class, Financial lncome and Race/Ethnicity

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Conclusions No unmistakable sex contrasts rose No distinctions were noted in inspirations or conduct that drove individuals to study directing Men and ladies alike announced numerous constructive long haul profits by preparing Both male and female understudies experienced abnormal amounts of clashing sentiments on courses

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Conclusions Disturbances go about as obstructions to learning Different understudies hold distinctive desires and suppositions Courses don't generally help understudies to address interpersonal issues, or their very own or scholarly challenges Courses may likewise not give adequate data about the requests of preparing to potential students

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Conclusions Students additionally needed more support from mentors Raised inquiries concerning guide accessibility and staff-understudy proportions Highlighted subsidizing troubles

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Conclusions Course conditions and working practices seemed to be considered as more suited to methods for working and self-expression saw as "ladylike" This was for the most part seen in a constructive light, and seen to influence men or ladies alike, and influence them in various ways

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Conclusions It is useful to consider understudies' individual needs based upon all parts of personality, as opposed to separating sex All people can possibly battle with various parts of courses Their battle might be found with regards to "start" into a specific method for working

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Conclusions Students may encounter strains between advising standards, and the need to substantiate themselves or fit in with a specific method for working Tensions may likewise emerge at hierarchical level in view of the polarity between advising standards and instruction techniques

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Recommendations Further research on instructor preparing will require 'different levels of examination' Training strategies have not been adequately broke down in the past and might not have changed because of understudies' needs

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Further Research Future research could: contrast understudies' underlying desires and ultimate results from guiding preparing consider diverse course approaches, giving more extensive correlations of understudies perspectives on various guiding models

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Further Research Future research could: investigate understudies' impression obviously structures, surveying the effect of various ranges of preparing and whether specific capacities could be done in various ways consider the significance of individual treatment for learners amid courses

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Further Research Future research could: investigate the centrality of self-awareness assembles in preparing, assembling more data about their prompt and long haul impacts evaluate whether different types of self-awareness action or gathering work could help a few understudies

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Further Research Future research could: distinguish how early on and authentication courses help understudies with self-improvement, and consider whether understudies are adequately arranged for the requests of confirmation courses pick up a more prominent comprehension of how coaches and facilitators' appraisal parts change different parts of their associations with understudies

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Further Research Future research could: consider whether distinctive assistance styles have diverse advantages or issues audit the nature obviously pamphlets and outlines consider whether guides can investigate troublesome course elements more

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Further Research Future research could: assess how well schools' evaluation strategies address understudies' issues; and consider the effect of individual contrasts or differences on take up rates of courses, advantages from preparing and drop-out rates.

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