Helpful phrases to discuss the Bridge include “snapshot in time,” “roadmap to your goals,” “help to prioritize and organize information,” and “life is a journey, your Bridge will change over time.” As the assessment process concludes, mentors should thank the clients for the opportunity to work with them, and encourage them to reflect on the process by asking if they learned anything new about themselves, and if there are any concerns moving forward. They should also take the time to highlight clients’ strengths and discuss their challenges, while connecting both to the goals that were collaboratively set. The trainers then asked the attendees to break into pairs and practice introducing the Bridge concept, the assessment tool, and reviewing …show more content…
1-2 pillars. They provided the attendees with a “Guidelines for Opening Up Conversation about the Bridge Pillars” document, which included sample introductory statements and follow-up questions for each pillar. After an exercise debrief, the training closed for the day. Mobility Mentoring® Essentials Training – Day Two Upon opening, the trainers conducted a quick debrief of the previous day and then announced the group would be focusing on the second fundamental component of Mobility Mentoring®. Key Elements: Goal Setting and Outcomes Measurement In discussing clear goal setting and outcomes measurement, the trainers noted that Mobility Mentoring® goals should: • Lead towards economic mobility outcomes • Strengthen each pillar of the Bridge, but not in isolation • Be SMART goals • Allow for the collecting and utilization of data to measure individual client progress • Help measure program progress and effectiveness, resulting in iterative innovation over time The trainers reviewed the goal setting process and stressed that it should not be introduced in the first client meeting, because goal setting is difficult. Mentors must serve as motivators to counteract the “demotivators” that often inhabit their clients’ lives. A common starting question is, “Where do you want to be in five years?” The process is circular and ongoing, and includes the following steps: 1. Assessment – Use the Bridge assessment to reflect on client’s current position and determine how the Bridge pillars interconnect 2. Tune In – Ask client to review his/her strengths and challenges, and identify what values are most important to him/her. Is he/she excited? Afraid? 3. Identify Potential Goals – Brainstorm possible goals to help client get to where he/she wants to be. 4. Prioritize and Refine Goals – Help client narrow list to a few high-priority items, and refine them using SMART criteria. Also organize as short-term goals feeding into longer-term goals. 5. Identify Supports and Challenges – Help client identify personal and professional supports, and internal and external challenges. Collaborate on developing strategies for utilizing supports and overcoming obstacles. 6. Identify Action Steps – Work with client to break down each goal into specific, manageable, time-limited steps. 7. Work on Goals – While client works towards goals, check in with him/her and revise action steps and timelines if necessary. If client wishes to change or eliminate a goal, engage in thorough discussion and exploration of rationale. 8. Reflect on Process – Ask client what did or did not work, and what lessons were learned? How did it feel to work towards and accomplish your goals? Are you ready for higher-level goals? The process would then return to Step 1, and begin all over again. The trainers provided the participants with a document detailing the goal setting process for their use, as well as a “Developing A SMART Mobility Goal” document, which they used to review the definition of SMART goals – Specific, Measurable, Attainable, Relevant, and Time-bound. To further illustrate the process, the trainers utilized a Goal Setting Case Study that described “Lauren” and the challenges she faces. The trainers roleplayed a discussion between Lauren and her mentor, and then provided the participants with a copy of Lauren’s Bridge Assessment, which indicated her progress thus far on each of the five pillars, a Mobility Mentoring® Goal Setting Guide, and a Mobility Mentoring® Goal Action Plan. The participants broke up into small groups to review Lauren’s assessment and set SMART goals for her, including action steps for each. The larger group then reconvened to share the goals they set. Key Elements: Incentives After a goal setting debrief, the trainers continued with the third fundamental component of Mobility Mentoring®, which is incentives.
The trainers shared that research supports using early incentives to inspire long-term achievements or outcomes. Incentives also encourage small steps that may not present immediate outcomes, but have value for achieving long-term goals, such as working to pay off debts, which improves credit and allows for purchasing of future assets. They discussed providing financial resources to support behavioral change, which can include paying a babysitter while studying for a test, and/or paying for a licensing exam, additional transportation, or clothing for …show more content…
interviews. Mobility Mentors offer incentives such as cash, gift cards, and savings matches. Additional incentives include recognition by not only the mentors, but also ensuring that clients receive acknowledgement from peers, family members, and the public at large for accomplishments like earning a diploma, reaching a certain savings level, and/or purchasing a home. Even simply tracking movement up the pillars and across the Bridge can depict acknowledgement and provide incentive. Key Elements: Coaching The trainers then reviewed the fourth fundamental component of Mobility Mentoring®, which is coaching.
The first responsibility of Mobility Mentors is to introduce their clients to the concept that their environments can, in fact, be changed. This change comes from containing crisis stimuli long enough to begin to grow alternative skills and behaviors, and overcoming the struggle with self-regulations and impulse control. In coaching, the mentor must first see the client as successful; they then help him/her to consider and prioritize options, contextualize crises, and maintain focus on agreed upon pathways to change. The intent is to show over time that clients can practice these skills on their own.
To help support EF skills through coaching, the trainers provided the participants with a document entitled, “Tips for Engaging in Conversations Using an Executive Function Framework,” which included suggestions for supporting and collaborating with clients regarding metacognition (thinking about how we think), impulse control/inhibition, working memory, cognitive flexibility, planning and organization, and agency throughout the entire Mobility Mentoring® process.
The group then engaged in a final discussion and Q&A session, and closed for the
day. Next Steps At the conclusion of the training, OFA PeerTA staff reviewed next steps in completing the KCTCS TA request, along with who was responsible for completing each task: • Schedule a follow-up conference call in July 2015 to review progress and discuss any other needed TA (Steve McLaine – OFA PeerTA). • Compile and share evaluations of the training with KCTCS (Steve McLaine – OFA PeerTA; Jennifer Lowe – Crittenton Women’s Union). • E-mail additional resources to training participants, including O*NET and U.S. Bureau of Labor statistics (Jennifer Lowe – Crittenton Women’s Union).
This method is grounded in the strengths perspective, a perspective in which the worker center’s their sessions around the clients’ abilities, gifts, and strengths (Shulman, 2016). Instead of focusing on what is wrong with the client, the worker highlights what is right with the client building on their strengths instead of emphasizing their deficits: the client already has what they need to get better or solve their problem (Corcoran, 2008). The role of the worker in this model is to help the client recognize their potential, recognize what resources they already have, and discuss what is going well for the client and what they have been able to accomplish already (Shulman, 2016). Techniques commonly used in this model, although they are not exclusive to this model, include an emphasis on pre- and between-session change, exception questions, the miracle question, scaling questions, and coping questions (Shulman, 2016). These questions are used for many reasons: for example, the miracle question is used because “sometimes asking clients to envision a brighter future may help them be clearer on what they want or to see a path to problem-solving.” (Corcoran, 2008, p. 434) while coping questions are used to allow the client to see what they are already accomplishing, rather than what they are transgressing (Corcoran, 2008). All
The one skill that I used more of was empathy; I wanted the client to know that I understood her situation as well her feelings. At the end of our conversation, I summarized everything that we talked about, especially her want to open up to her parents and express herself to them. She mentioned that she wants them to fell empathy towards her, because the lack of parental empathy that she felt when she was younger, has even affected her in her adult life (Kilpatrick,2005).
The counseling session should be centered on the client and their understanding of their world and/or problems not heavily weighted on the counselor interpretation of the client’s situation. The role of the counselor is to examine a problem needs changing and discover options in overcoming their problem. Bringing about change can help change the client’s narrative on their problem in the future and/or on life in the process.
Establishing a theoretical counseling orientation is an important step in developing professional identity. Theories provide counselors with explanations of human nature, help with conceptualizing clients’ problems and deliver procedural guidance in predicting clients’ change. Contemporary counselor is expected to be integrative and eclectic, drawing inspiration from many approaches. It is also my hope to synthesize a variety of concepts and a diversity of strategies from different theories and integrate them into a coherent, comprehensive perspective.
The counselor accomplishes the above by expressing empathy, developing discrepancies, going along with resistance and supporting self-efficacy. Moreover, the counselor guides the client toward a solution that will lead to permanent posi...
79). Over the last few years I have been working on educational research projects. My tasks involve meeting with the client to identify the needs of the project. Then I work with a team of course designers on developing a training program that meets the needs of the project to be provided to field staff. I am responsible for doing extensive review of debriefing reports, meeting with the client to discuss issues and identify solutions that can be included as part of the training program. I consider myself an expert in this area of business skill since I have extensive experience with working with the client and identifying the needs.
...p their own solutions to problems. Clients may need some guidance, education, or direction depending on their abilities and how the therapy is going. It is then that I want to be able to help them feel more empowered and recognize that they can make changes with effort on their part.
People inherently have the power to solve their own problems and come to their own solutions. Clients are expected to play and active role in their own change by being open to expressing their problems,creating goals and ultimately evaluating their progress. Clients often use stories to explore their problems in preparation for deciding which goals they want to set and subsequently accomplish. Each client has specific issues and life experiences which the goal should reflect. Clients are expected to put great effort into discovering a desire that the client has deep convictions about and will commit to putting in the work it takes to change behaviors that are no longer working in their life. When the client discovers what they want to be changed it can become their goal. The goal needs to be important to the client and not something that someone else wants them to change. When ...
In order to successfully complete therapy, the author feels the client should be better at the end of therapy than the beginning. The client sees the counselor in order to gain insight and get better at handling their problems. From an empiricist point of view, the environment of the individual has to change. This change may be tricky at first, but in the end it will be for the better. If the environment changes, then the behavior will possibility change, if the behavior changes then the story of the person will change. During this cycle, the individual has realization moments that foreshadow a better life ahead. Also, for change to happen the individual has to have a grasp on the different relationships they are in, and their roles within each relationship. This will allow the individual to reauthor their story a
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
Although learning has its own rewards, some students respond better to money. This essay explains how students will be paid and the reasons that they should receive money for getting good grades. Some reasons that students should be paid are: if students received rewards for having good grades, fewer students would drop out, graduates would be better educated, people would seek higher education, less crime would be committed, less people would rely on the government, and graduates would be more qualified for better jobs. In 2009, an experiment by MDRC was conducted in two community colleges in Louisiana State for low-income students. One group of students was offered $1,000 each semester if they could attend college at least half time, and maintain an average above a C while another group did not receive the supplement.
Transitioning from one situation to another is no easy task and finding your place in that new situation is nearly impossible if you don’t have the right skills or support. Through my service projects, I have helped provide
The incentive theory is one of the major theories of motivation and suggests that behavior is motivated by a desire for reinforcement. Good grades are one type of incentive. Getting regard and awards from your instructors and guardians might be another. Money is also an excellent example of an external reward that motivates behavior. In numerous cases, these rewards can motivate you to do things that you might otherwise avoid such as chores, work, and other tasks you might find unpleasant. Although the theory explains why we may succumb to an incentive even though we lack internal cues, it does not provide a full understanding of motivation because people sometimes seek to fulfill needs even when there are no incentives such as
During this time, I gave the client enough time to talk about the problem without interrupting. This time gave me an opportunity to undertake reflective listening through active listening which ac...
Cichelli, D. (Jul/Aug 2006) Incentives that really motivate. Sales and marketing management, 158 (6), 25.