1 / 22

Research and Learning

Research and Learning. Jane McNicholas M.Sc. MIAAAC MEAPA. Communication & Learning. 9.30 – 10.00 Introduction 10.00 – 11.30 Communication: Principles & processes Cultural factors Status and role factors 11.30 – 12.00 Coffee 12.00 – 12.30 Learning Styles

dalia
Download Presentation

Research and Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research and Learning Jane McNicholas M.Sc. MIAAAC MEAPA

  2. Communication & Learning • 9.30 – 10.00 Introduction • 10.00 – 11.30 Communication: Principles & processes Cultural factors Status and role factors 11.30 – 12.00 Coffee • 12.00 – 12.30 Learning Styles • 12.30 – 1.00 Reflective Practice 1.00 – 2.00 Lunch • 2.00 – 3.30 Presentation Skills • 3.45 – 4.45 Assignment titles, essay writing, Q& A Counselling & Psychotherapy: Year 1: Research & Learning

  3. Principles & ProcessesModels • The transmission model (Shannon & Weaver (1949) is concerned with the transfer of meaning from the sender to the receiver. Communication is a one way process. Counselling & Psychotherapy: Year 1: Research & Learning

  4. Principles & ProcessesModels • The transmission model subsequently adapted to the process models in which people transmit, receive, interpret and respond to messages with feedback (Dwyer 2005). The process models have seven main elements: • Sender • Message • Receiver • Feedback • Channel • Context or setting (environment) • Noise or interference Counselling & Psychotherapy: Year 1: Research & Learning

  5. Models More recent models and theories: • Berlo's Model Berlo's focus introduced more of the human elements, such as the relationship between the message channel and the five senses • Schramm's Model Schramm proposed that each person is both an encoder and decoder as each one provides feedback to the other • Barnlund's Transactional Model Barnlund proposed six assumptions. Communication is a process that is: • Continuous Dynamic Circular • Unrepeatable Irreversible Complex Counselling & Psychotherapy: Year 1: Research & Learning

  6. Models The process models of communication emphasise that communication is: • a shared responsibility Effective communication involves both the sender and the receiver. • involves both content and relationship elements Content = message, idea Relationship = emotions, power, status • personal Encoding and decoding are based on a person's perception of the world. Counselling & Psychotherapy: Year 1: Research & Learning

  7. Models More recent models emphasise a 'meaning-centered' view of communication. The communication process is seen as the creation and negotiation of meaning (Kaye 1994). Each person brings to the communication process their own perceptions, prejudices, skills, competencies etc. (Russian matouschka doll) Counselling & Psychotherapy: Year 1: Research & Learning

  8. Robert T Craig ‘Communication Theory as a Field’ Tried to unify disparate ideas about communication: All communication theories are practical, so the discussion on them can focus on the ‘what’ and ‘how’. Describes 7 traditional standpoints: • Rhetorical • Semiotic • Phenomenological • Cybernetic • Socio-psychological • Socio-cultural • Critical Counselling & Psychotherapy: Year 1: Research & Learning

  9. Cultural Factors Culture can be defined as shared ways of seeing, thinking and doing. Guirdham (1999) ‘a historically transmitted system of symbols, meanings and norms’. Culture gives us a framework for making sense of our experiences. Shared ideas, assumptions, beliefs, values and unwritten rules. Counselling & Psychotherapy: Year 1: Research & Learning

  10. Cultural Factors • We communicate through cultural signs and symbols. • Communication can only be understood in the context of the culture in which it occurs. Discourse refers to forms of conversation which affect how we think and act. (Foucault) Eg. If I refer to someone as being mentally ill – the discourse is of the medical model. Problems occur when have different starting points in discourse. (Bourdieu) Counselling & Psychotherapy: Year 1: Research & Learning

  11. Status and Role Factors • Power Is generally manifested in asymmetry. Those who exercise power in dialogue, tend to: • Control turn-taking • Interrupt • Control the topic being discussed • Control the degree of directness Counselling & Psychotherapy: Year 1: Research & Learning

  12. Application Avoiding language that: • Excludes • Depersonalises • Stigmatises • Reinforces stereotypes • Legitimises discrimination Also: Humour? Offensive language? Counselling & Psychotherapy: Year 1: Research & Learning

  13. Language ‘He would as soon have thought of carrying an odour in his net as of attempting to convey the intangibilities of his feeling in the coarse meshes of language.’ Thomas Hardy, Far from the Madding Crowd Counselling & Psychotherapy: Year 1: Research & Learning

  14. Lev Vygotsky(1896-1934) Social Development Theory - Constructivism Russian psychologist who lived during Russian Revolution. Vygotsky’s work was largely unknown to the West until it was published in 1962. Language starts as a tool external to the child used for social interaction. Gradually self-talk is used more as a tool for self-directed and self-regulating behavior. Self-talk develops along a rising curve; becoming inner speech. External speech is the process of turning thought into words. Inner speech is the opposite; it is the conversion of speech into inward thought. Counselling & Psychotherapy: Year 1: Research & Learning

  15. Language Study of how language is learned. Perhaps more of relevance to counselling and psychotherapy – what may be learned along with the language. How might this be addressed in therapy? Perspectives: • Psychodynamic • Narrative • Humanistic • Cognitive Behavioural Counselling & Psychotherapy: Year 1: Research & Learning

  16. Psychodynamic Language can be symbolic expression. Symbols = stand in for something else. The repressed item they stand in for, is unknown. Task to uncover it. Symbols posses meaning unique to the individual; certain symbolic themes are ubiquitous. Example: (Winnicott) 7-year old boy, used string to illustrate separation anxiety relating to mother, winding string around tables and chairs to tie them together. When he was enabled to put his anxieties into words; no longer needed the string. Jacques Lacan Counselling & Psychotherapy: Year 1: Research & Learning

  17. Jacques Lacan Language is essentially duplicitous. A person believes they are the author of their language, but instead it is the language that creates them and their world. Just as an artist can’t make a real person by drawing a portrait; the word cannot equal the thing it describes. The acquisition of language necessitates a loss of unity with the world. It is this gap that is held in the unconscious – and is the basis for difficulties in life. Counselling & Psychotherapy: Year 1: Research & Learning

  18. Humanistic Understanding of how clients understand and construct themselves through the use of language – client’s ‘personal language’ (Mearns & Thorne, 1988). This view of self often protected by ‘veneer’, so client not fully engaging with others. Specific language (Gestalt): Confluence Introjection • Projection • Retroflection • Egotism Counselling & Psychotherapy: Year 1: Research & Learning

  19. Cognitive BehaviouralCBT CBT uses language as a cognitive tool. Looks at how the client interprets their experience Identifies the distortions or unhelpful thinking patterns Eg use of ‘shoulds’, ‘musts’, etc Emphasis on opening up, clarifying and making explicit clients goals Counselling & Psychotherapy: Year 1: Research & Learning

  20. Narrative 1980’s, 1990’s – explosion of interest (linked to post modernism and emphasis on deconstruction) Controversy as whether a stand-alone therapy or just building on other schools. Brings social constructionist view to therapy. ‘Personal identity is a product of the history of the culture, the position of the person in society and the linguistic resources available to the individual’ (McLeod, 2003) Re-authoring your story e.g. vocabulary, narrow viewpoint Counselling & Psychotherapy: Year 1: Research & Learning

  21. In summary…. All therapies pay close attention to client’s communication, both verbal and non-verbal. Speech connects the inner world to the outer one, and by putting something into words, the client readies themselves for that connection. There will be no fixed or complete meaning, but movement and shaping. The therapist keeps a safe environment in which words can be spoken, heard and responded to. Genuine dialogue (I-thou) values the difference of ‘the other’, and wants to meet them in relationship. Counselling & Psychotherapy: Year 1: Research & Learning

  22. References • Barden, N & Williams, T (2007) Words & Symbols. Buckingham: Open University Press • Bourdieu, P (1991) Language and Symbolic Power. Cambridge: Polity • Foucault, M (1979) The History of Sexuality. Vol 1: An Introduction. London: Allen Lane • Guirdham, M (!999) Communicating across Cultures. London: Macmillan • Lacan, J (1979) The Four Fundamental Concepts of Psychoanalysis. Harmondsworth: Penguin • McLeod, J (2003) An Introduction to Counselling. Buckingham: Open University Press • Mearns, D. & Thorne, B (1988) Person Centered Counselling in Action. London: Sage Publications • Thompson, N (2003) Communication & Language. Hampshire: Palgrave • Vygotsky, L.S. (1978). Mind and Society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Counselling & Psychotherapy: Year 1: Research & Learning

More Related