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Boyatzis' Theory Of Do it yourself Directed Learning

It was proven by Dr. Richard Boyatzis that therapeutic and rehabilitative answers to addictions do not previous permanently and just why addicts keep returning to treatment facilities time to time. What this theory shows is that individuals learn what they want to learn. Other things, even if attained briefly (i. e. , for a test), are soon forgotten. Students, patients and clients may become if they care about learning something, feel the motions, but they proceed to disregard it or ignore it-unless, it is something they want to learn. Even in situations where aperson is under hazard or coercion, a behavioural change shown will typically extinguish or revert to its original form after the risk is removed. This does not include changes induced, willingly or not, by substance or hormone changes in one's body. But even in such situations, the interpretation of the changes and behavioural comportment following it will be affected by the person's will, beliefs, and motivations.

Self-directed change can be an intentional change within an aspect of who you are (i. e. , the Real) or who you desire to be (i. e. , the Ideal), or both. Self-directed learning is self-directed change where you know about the change and understand the process of change.

The information and justification of the self-directed change process is prepared in five parts as shown in the amount below. Each section starts off with a point of discontinuity. The person's behaviour may seem to be jammed for extended periods of time and a change appears quite all of a sudden.

The First Discontinuity:Catching Your Dreams, Interesting Your Passion

Our dreams, dreams, and desired expresses are shaped by our principles, idea, life and job periods, motives, role models, and other factors. This means that that people can gain access to and engage profound emotional commitment and psychic energy if we indulge our passions and conceptually catch our dreams inside our Ideal Self-image.

The Second Discontinuity: Am I a Boiling Frog?

For normal reasons, the individuals psyche helps to protect itself from the computerized "intake" and mindful realization of most information about us. These ego-defence mechanisms provide to safeguard us. The "boiling frog syndrome" applies here. It is stated that if one drops a frog into a pot of boiling water, it will bounce out with an instinctive defence mechanism. But if you place a frog in a pot of cold water and gradually improve the temp, the frog will remain in the water until it is boiled to death. These slow changes to changes are satisfactory, however the same change made significantly is not tolerated.

Those forgiving the change, frightened than it, or who do not care, may allow it to complete unnoticed. Our human relationships and interpersonal context mediate and interpret cues from the environment. They help us interpret what things mean. You ask a pal, "Am I getting excess fat?" To which she responds, "No, you look great!" Whether this is reassuring to the listener or not, it is puzzling and may not be providing responses to the question asked. Needless to say, if she had said, "No, it is merely the spread of age or normal effects of gravity" you may well not have significantly more useful information either.

There are four major "learning details" from the first two discontinuities in the self-directed learning process:

Engage your enthusiasm and create your dreams; and

Know thyself!

Identify or articulate both your talents (those aspects of yourself you want to maintain) and your spaces or discrepancies of your Real and Ideal Selves (those aspects of yourself you want to conform or change); and

Keep your attention on both characteristics - forces or factors-do not let one end up being the preoccupation!

All of the learning points can be achieved by finding and using multiple sources for opinions about your Ideal Home, Real Self, Advantages, and Spaces.

The Third Discontinuity: Mindfulness Through a Learning Agenda

A learning orientation arouses a good opinion in one's capabilityand the expectation of improvement. A learning agenda helps a person focus on what they want to become. This results people arranging personal requirements of performance, somewhat than "normative" specifications that merely imitate what others have done.

The Fourth Discontinuity: Metamorphosis

Acting on the program and toward the goals entails numerous activities. They are often manufactured in the context of experimenting with new behaviour. Typically following a period of experimentation, the individual procedures the new behaviours in genuine settings within that they wish to utilize them, such as at work or at home. During this area of the process, self-directed change and learning starts to appear to be a "continuous improvement" process.

The Fifth Discontinuity: Interactions that Enable Us to Learn

Our romantic relationships are an important part of our environment. The most important relationships are often an integral part of groups which may have particular importance to us. These connections and groupings give us a sense of id, guide us as to what is appropriate and "good" action, and provide reviews on our action. In sociology, they are called reference categories. These relationships generate a "context" within which we interpret our progress on desired changes, the utility of new learning, and even add significantinput to formulation of the Ideal. Within this sense, our relationships are mediators, moderators, interpreters, sources of feedback, sources of support and permission of change and learning! They may also be the most crucial source of safeguard from relapses or time for our earlier types of behavior.

The major learning items from the fourth and fifth discontinuities critical in self-directed learning process are:

Experiment and practice and try to find out more from your experience!

Find settings in which you are feeling psychologically safe within which to test and practice! and

Develop and use your associations as part of your change and learning process!

The signposts on the path to self-direct learning are:

At the end of self-directed learning strategy that we used, we offered each participant to evaluate him/herself on the below 9 outposts to keep keep tabs on if they're progressing in the right direction.

Has the individual engaged their interest and dreams? Can they explain the person they would like to be, the life span and work they want to have in the future? Can they explain their Ideal Self?

Does the individual know himself or herself? Do they have a sense of their Real Personal?

Can the individual articulate both their advantages (those aspects he/she would like to protect) and spaces or discrepancies between their Real and Ideal Selves (those aspects he/she desires to change or change)?

Has the individual help their attention on both Talents and Spaces- not letting one become the preoccupation?

Does the individual have their own private learning agenda? Could it be really their own? Can the components of the plan fit into the structure of their life and work? Do the activities match their learning style and overall flexibility?

Is the individual experimenting and training new patterns and actions? Is the person using their learning plan to learn more using their experiences?

Has the individual found settings in which to experiment and practice in which he/she feels psychologically safe?

Is the individual producing and utilizing his/her relationships as part of their learning process? Do they have coaches, mentors, friends, and more with whomthey can discuss improvement on their learning agenda? Do they have interactions with that they can explore each their new action, practices, new Ideal Self, new Real Self applied, new advantages and gaps as the process unfolds?

Are they helping others take part in a self-directed learning process?

Cognitive behavioural therapy

This is a psychotherapeutic approach, a talking therapy that aims to solve problems regarding dysfunctional emotions, behaviours and cognitions through a goal-oriented, systematic method.

Patterns of Cognitive Distortions

All-Or-Nothing Considering - You see things in black-and-white categories. Should your performance falls lacking perfect, the truth is yourself as a complete failure.

Disqualifying the positive - You dismiss positive activities by insisting they "don't matter" for reasons uknown or other. In this manner you can maintain a negative notion that is contradicted by your everyday experiences.

Magnification (Catastrophizing) or Minimization- You exaggerate the value of things (such as your goof-up or somebody else's accomplishment), or you inappropriately reduce things until they appear small (your own attractive attributes or the other fellow's flaws). This is also called the "binocular strategy. "

Should Claims - You make an effort to inspire yourself with shoulds and shouldn'ts, just like you had to be whipped and punished before you could be expected to do anything. "Musts" and "oughts" are also offenders. The psychological effect is guilt. Once you direct should claims toward others, you feel anger, stress, and resentment.

Labelling and Mislabelling - This is an extreme form of overgeneralization. Rather than describing your problem, you attach a poor label to yourself: "I'm a loser. " When somebody else's behaviour rubs you the wrong manner, you attach a poor label to him: "He's a goddam louse. " Mislabelling requires describing a meeting with vocabulary that is highly coloured and psychologically loaded.

Personalization - You see yourself as the cause of some negative external event which in fact you weren't primarily in charge of.

Guard against these

Perfection Syndrome: Everybody must be and wants to reach your goals in life. Everybody in life would like to "make it. " Yet, in doing this, we overload, stretch the limitations of the body and return to the same stress levels that people wanted to triumph over initially.

Entitlement Symptoms: Those inflicted with Entitlement Symptoms show symptoms to be overly-pampered, completely dependent after others, frequently whining about trivial issues, filled with jealousy and trend, excusing themselves out to do anything difficult, struggling to lose or are unsuccessful gracefully, and they may actually resemble children in mature body. The Entitled consistently chuck tantrums when they don't really get what they need, particularly if what they want belongs to the Responsible-Minded. The Entitled will most likely sue those who disagree with them, especially if they think it'll fund their intricate lifestyles for a long time. The only solution for this disease is self-control. Plus the only way to obtain self-control is their God-given moral conscience, which can often be lost completely if the Entitled do not purge themselves of their enablers early in life.

Do's and Don'ts

Only meditation for first one year

become alert to your emotions first and, then, to the inner-most thoughts

Do not make an effort to describe or apply any of these things to someone else's life

Do not make an effort to read anything about psychology, say, for just one year

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