农历二十四节气

This was un-planned, but because I chanced upon the clip when randomly browsing through the clips in Facebook (however, it disappeared when I returned from its pause).

It was made so easy to understand and quite easy to remember 😃  - the explanation is like an animated clip which one can follow and visualise. Well done, the creator! 

Also, just learned it is: 国家级非物质文化遗产代表性项目名录 LINK 

 

OPAL Online Module: Basic Counselling Skills - Some Key Takeaways

Module 1

Part 1: Myths & Facts about Counselling

• Counselling is a process to build one's resilence (as the end product, hopefully!)
• It's not a quick fixed to issues, but a means to enable one to learn what it is through (probably) seeing it more clearly (some analysis) in a more objective manner(?) hence knowing where the issue lies. With this heightened self-awareness (and maybe then can feel the reality ground), one is guided through find means to manage it.

Part 2: Role of Teacher

It's about creating the psychological safety net

• Being "trusted" is not a given, but it's built through actions when students now feel safe and comfortable to share and disclose, to open their 'doors'. It also enables us, teachers, to be able to detect potential issues earlier, hence addressing it before it aggravates. 
• Being a trusted does not mean hold info in total confidentiality but being able to discern when it has to be disclosed for the student's (or others') safety and well being.

Module 2 Attending Skills

• Non-verbal attending skills - body language matters and helps to (create the) bridge to the conversation
• SOLER
• Sit squarely to show that we are giving attention to the student
• Open posture shows care and the want to help
• Lean forward to show interested; which also helps us listen more attentively
• Eye contact to show we are listening, but also to notice any non-verbal cues from the students
• Relaxed to reduce students' anxiety and fear

Module 3 Clarification and Open/ Closed-ended Questions

To gain better understanding of the concerns and issues

• CROPS
• Clarify to prevent judgement or making wrong conclusions
• Reflection of feelings
• Ask both open and closed questions. 
• Closed questions help to obtain facts quickly but should not be too many, else it prevents students from thinking and talking
• Open questions get students to talk and give details of their stories
• Paraphrase to check for understanding
• Summarise

Module 4 Reflection of Feelings

It is about the teacher paying attention and listen attentively to the emotion and what the student has expressed - giving the student the observation to help student to focus on the issues surfaced.

• Give silence time for student to process and express (emotional release)
• Do not offer advice

Module 5 Paraphrasing

It shows that one is listening and helps students to know that he/ she has been heard; and it allows continuation of the flow of thoughts. 

• It focuses on re-stating the content, what's being said. 
• It is important not to add own viewpoint. 
• One should also avoid coming in too early, to avoid judgement 

Module 6 Summarising

It gives students assurance that the teacher has been listening and have a clear and better understanding of the 'story' in an organised way.

• Focus on the main points shared
• Do not add own viewpoints
• Check for accuracies - do not assume what's shared is accurate
• It helps to close the session - summary can be done by either teacher or student

Module 7 Problem Solving Model PADI

• PADI model
• Problem Definition - help student to identify and focus on one problem to work on (do not propose/ select on behalf)
• Attempted Solutions - listen to what has been tried
• Desired Change - get student to establish a goal 
• Intervention Plan - work out a plan that one can work on to deal with the issue; starting with something that can do right from the start (small milestones may help)

Reading: (Twin pack) (1) The Dot (2) Ish

Another set of "twin" books - both stories are linked though similar yet different. 

From "the dot" - it reminds us the feedback we give matters... but it definitely does though may not always. On the other hand, it depends who gives the feedback. For the young ones, the significant ones those whom they spend most time with, not just parents, but also their teachers. The acknowledgement, the criticism from any of these significant ones matters a lot to them. It frames their mental models of things, even their own self-worth.

Through this heartwarming story, the teacher's creative response sent an encouraging push towards developing greater confidence because her acknowledgement changes his negative self-perception. 

The positive push encourages him to hone his skills and perspective, and creativity! More importantly, he learnt (through his teacher) and applied (his experience) to others who needed that magically tweak to their perspective. 

In "Ish", it illustrates how, a small discouraging remark or criticism could be detrimental, and even destroy. However, it also reminds one not to be too tunnel vision and think it's the end! Look around... while most people may not appreciate or agree...  look out for the one (among many) who may share the same view and appreciate what one does. Well, if you think what's seemingly of no value is appreciated by someone, would you want to give up? 

... food for thought.... 

Margaret Heffernan: Why it's time to forget the pecking order at work

LINK to clip

Key Practical Takeaway: Social Capital takes time to build - it compounds over time, it builds trust and value. all these come with consistency in the way we demonstrate and exhibit our beliefs and values. 

TIM MINCHIN: 9 Life Lessons

Direct LINK

What I heard, What I think, and what I resonate with...