...“A personalised induction will always be more effective.” Discuss. Base your answer on theoretical concepts and techniques presented in class. | There are many different ways in which a hypnotic screed can be personalised to suit the individual that they are being tailored for; just as there are many different types of personalities and experiences to be taken into account when doing so. Because in hypnotherapy we are working with the clients subconscious mind we need to make sure that it is as accessible as is possible, and there are a number of ways of doing this. Hadley and Staudacher write that, “The language of an induction is designed to communicate opinions, thoughts, and feelings. It focuses your attention on yourself, your inner experiences, and your body. It helps you to become absorbed into the realm of imagination and to communicate below the level of consciousness.”[1] Much of the way that human beings communicate with each other is in ways other than the spoken word; body language, facial expressions,gestures, tone of voice and intonation and so on make up some of the non verbal ways of getting information across. In contrast to this during hypnosis the therapist has very few of the above techniques available; the client would usually have their eyes shut and so non verbal communications are not possible; it is solely about the voice, the words used and how they are used. It is because of this that some may believe that using a personalised screed...
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...clients eyes are generally shut, therefore body language is more often than not, inappropriate to use. It is also unlikely a therapist is going to use particularly exuberant or expressive tone of voice due to the process requiring relaxation. Therefore a therapist must be extremely selective with what they say to a client, in order to achieve the desired results. Many humans can appear to be the same. Some may look alike; have similar body shapes, similar physical characteristics, similar preferences or the same taste in things. In fact, it can be quite astonishing to learn just how unbelievably unique every single person is. Every person has their own likes, dislikes, opinions, preferences, outlooks and values that make them up to be an individual. Each person has been brought up with different families, cultures, religions and backgrounds. “A human being is a single being. Unique and unrepeatable” Dr. Alfred A Barrois considered this when attempting to determine the success rates of Hypnosis, and what made them more (or less) effective. He discovered the following: Home Study Self Help Hypnosis: Success Rate 2-5% Group Hypnosis: Success Rate 2-5% Single Individual Session: Success Rate 17-20% Three Individual Sessions: Success Rate 45-50% Five + Individual Sessions: Success Rate 85-90% These success rates show the obvious increase in success rates when a session is individual; and therefore personalised. The reason group hypnosis doesn’t score as having a high...
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...“A personalised induction will always be more effective”. Discuss. Base your answers on theoretical concepts and techniques presented in class. Introduction When a person decides to undergo hypnotherapy, an induction is required to ensure they are sufficiently relaxed to experience the process completely. Various formats are used depending on why the hypnosis is being undertaken eg giving up smoking, weight loss. Some hypnotherapists use a standard format while others personalise the script to each individual. There are many techniques a therapist can adopt to suit the client and their personality, but this must be based on first impressions and using the techniques to better define that person. It is these techniques that will be addressed in further detail. This essay will attempt to describe the advantages and disadvantages of using a personalised induction. It will discuss the methods and techniques that are used to personalise screeds when working with different clients by looking at modalities and different types of scripts and, finally, give a conclusion. Each client is unique and different in many ways, and no two assessments will give the same results. This is because all people are different eg different backgrounds, the way they are brought up, different opinions, different likes and dislikes, fears and phobias, different alcohol and drug use etc Through changing simple terminology and language, screeds can be individualised to suit a...
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...“A personalised induction will always be more effective” Discuss. Base your answer on theoretical concepts and techniques presented in class Module 2 Nicola Pepper Tutor: Jaswinder Challi Word count:2106 Introduction This paper will discuss methods and techniques used to personalise screeds to suit clients that we are working with. How we decide which modality to use on our clients, how important an initial consultation can be and my argument for using personalised screeds. I will discuss the factors involved in creating personalised screeds, and the benefits of creating a personalised screed for clients. Using different modalities and whether a script should be authoritative or permissive. The more personalised hypnotherapy is the more effective it will be, as whilst all of us appear quite similar, we are different in many ways. We have different likes and dislike; come from different cultural backgrounds; and will have been brought up in environments that have provided us with different outlooks, values and perspectives. If the best possible results are to be obtained in a hypnotherapy session there is a need to work closely with individuals in order to identify their likes and dislikes as well as their personality. In this way we can gain their trust and assist them in reaching a deep state of hypnosis. When we communicate with people we do not only use words but body language, with tone also playing a large part in what...
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...in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/i ndex.aspx Sections from this publication can be supplied as: • a Word document with enlarged type — sent by email or supplied on a CD or memory stick • printed copy with enlarged type • printed copy on non-white paper • as Braille Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. PGCE Secondary Programme Handbook 2015-16 Purpose and status of your student programme handbook The purpose of this handbook is to provide you with information about your programme of study and to direct you to other general information about studying at Middlesex University, the majority of which is available on UniHub. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) with the name of the handbook to Eddie Ellis e.ellis@mdx.ac.uk The University Regulations and Student Charter As a student of Middlesex University you agree to abide by the University Regulations when you enrol and therefore you should read this handbook in conjunction with the Regulations which are available online at; www.mdx.ac.uk/regulations. Some of the key...
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...SECTION - I 1 INTRODUCTION TO MARKETING PART I Unit Structure 1.0 Objectives 1.1 Introduction 1.2 Meaning & Definitions of marketing 1.3 Importance of marketing 1.4 Scope of marketing 1.5 Concepts of marketing 1.6 Role of marketing manager in changing environment 1.7 Summary 1.8 Exercise 1.0 OBJECTIVES After studying this chapter students will be able to: Understand the meaning and definition of marketing. Explain the nature of marketing Discuss the importance of marketing Know the scope of marketing Explain the concepts of marketing 1.1 INTRODUCTION The emergence of ‗marketing‘ as a business discipline is of relatively recent origin. Though it has been practiced from the time of barter through money economy to today‘s modern complex marketing system, exchanges have been taking place. The ideas associated with marketing have undergone a great deal of change over centuries. Even after marketing became a full–fledged business discipline. Marketing, more than any other business function, deals with customer. It revolves around the customer. Building relationship based on customer value and satisfaction is at the very heart of modern marketing. The pricing strategies adopted the promotional tools selected; the design, shape and size of the product and the place of sales etc. are all decided after finding out the lifestyle, culture, buying habits and media consumption habits etc of all customers Marketing links producers and consumers together for mutual...
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...the thesis and no information derived from it may be published without the prior written consent of the author’. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References 234 Vol 1.2 Appendices Appendix 1 An Historical Account of Development and Synergy of School Effectiveness and School Improvement 262 Appendix 2 Yr 11 Mentoring Report 286 Appendix 3 Soft Indicator Tool 291 Appendix 4 Raising Achievement Working Party 295 Appendix 5 My Personality as Seen by Others 300 Appendix 6 The History of My Teaching 306 Appendix...
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.... ReseaRching and WRiting a disseRtation a guidebook foR business students Colin Fisher second edition . Researching and Writing a Dissertation: A Guidebook for Business Students . We work with leading authors to develop the strongest educational materials in management, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high-quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing, please visit us on the World Wide Web at: www.pearsoned.co.uk . Researching and Writing a Dissertation: A Guidebook for Business Students Second edition Colin Fisher with John Buglear Diannah Lowry Alistair Mutch Carole Tansley . Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 2004 Second edition 2007 © Pearson Education Limited 2004 © Pearson Education Limited 2007 The right of Colin Fisher to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical...
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...student feedback and leadership a report on the 2006 leadership for excellence in learning and teaching project (le67) developing Multi-level leadership in the use of student feedback to enhance student learning and teaching practice http://emedia.rmit.edu.au/altclgp/ 2009 Project Leader Professor James Barber – Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak ISBN 978-1-921426-36-0 Student Feedback and Leadership A Report on the 2006 Leadership for Excellence in Learning and Teaching Project (LE67): Developing Multi-Level Leadership in the Use of Student Feedback to Enhance Student Learning and Teaching Practice 2009 Project Leader Professor James Barber - Deputy Vice-Chancellor (Academic) Project Manager Associate Professor Sandra Jones – Director Learning & Teaching Unit Project Officer Brenda Novak Report written by: Associate Professor Sandra Jones and Brenda Novak. Case studies written by: Dr Mali Abdollahian, Ian McBean, Geoff Outhred, Dr Kate Westberg. Photographs - Copyright © 2009 RMIT University Photographers Margund Sallowsky and Kate Ebbot unless otherwise stated. ISBN 978-1-921426-36-0 Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect...
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...Throughout the composition of this Masters Dissertation I was blessed to have the support and encouragement of some very special people. I hereby wish to acknowledge the contribution of the following persons: • To my family, friends and Eskom colleagues for supporting me through all my years of study. Thank you for believing in me, even when I did not believe in myself. Thank you for all of the unconditional love and support you gave me. What I have done, I have done to make you proud. • Large amounts of gratitude to professor TC Du Plessis and professor DF Du Plessis from the Department of Communication at the University of South Africa for always remaining optimistic in the face of numerous rewrites. Thank you for all your guidance and helping hands through the writing of this Dissertation. Without your help I would not have been able to put the finishing touches to my Dissertation. 3 ABSTRACT This research study is qualitative exploratory in nature, trying to gain insight into integrated communication at Eskom. The...
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... CHANDOS KNOWLEDGE MANAGEMENT SERIES Series Editor: Melinda Taylor (email: melindataylor@chandospublishing.com) Chandos’ new series of books are aimed at all those individuals interested in knowledge management. They have been specially commissioned to provide the reader with an authoritative view of current thinking. If you would like a full listing of current and forthcoming titles, please visit our web site www.chandospublishing.com or contact Hannah Grace-Williams on email info@chandospublishing.com or telephone number +44 (0) 1993 848726. New authors: we are always pleased to receive ideas for new titles; if you would like to write a book for Chandos, please contact Dr Glyn Jones on email gjones@chandospublishing.com or telephone number +44 (0) 1993 848726. Bulk orders: some organisations buy a number of copies of our books. If you are interested in doing this, we would be pleased to discuss a discount. Please contact Hannah Grace-Williams on email info@chandospublishing.com or telephone number +44 (0) 1993 848726. Coping with Continuous Change in the Business Environment Knowledge management and knowledge management technology ANTONIE BOTHA DERRICK KOURIE AND RETHA SNYMAN Chandos Publishing Oxford · England Chandos Publishing (Oxford) Limited TBAC Business Centre Avenue 4 Station Lane Witney Oxford OX28 4BN UK Tel: +44 (0) 1993 848726 Fax: +44 (0) 1865 884448 Email: info@chandospublishing.com www.chandospublishing.com First...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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