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Reflective listening takes practice. [2] Reflective listening is one of the skills of motivational interviewing, a style of communication that works collaboratively to encourage change. [3] Failure to understand the needs of the person speaking can result in errors in work, such as problems being unresolved, or decisions not being quickly made. [4]
The Ontario Ministry of Education (2007) [38] describes many ways in which educators can help students acquire the skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of ...
The model is based on 71 skills and techniques that improve patient interviews. [2] These include maintaining eye contact , active listening (not interrupting , giving verbal cues), summarizing information frequently, asking about patient ideas and beliefs, and showing empathy .
Attention to parallel process first emerged in the nineteen-fifties. The process was termed reflection by Harold Searles in 1955, [1] and two years later T. Hora (1957) first used the actual term parallel process – emphasising that it was rooted in an unconscious identification with the client/patient which could extend to tone of voice and behaviour. [2]
An objective structured clinical examination (OSCE) is an approach to the assessment of clinical competence in which the components are assessed in a planned or structured way with attention being paid to the objectivity of the examination which is basically an organization framework consisting of multiple stations around which students rotate and at which students perform and are assessed on ...
Motivational interviewing (MI) is a counseling approach developed in part by clinical psychologists William R. Miller and Stephen Rollnick.It is a directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence.
Solution-focused (brief) therapy (SFBT) [1] [2] is a goal-directed collaborative approach to psychotherapeutic change that is conducted through direct observation of clients' responses to a series of precisely constructed questions. [3]
Video-based reflection is a reflective practice technique in which video recordings, rather than one's own memory, is used as a basis for reflection and professional growth. Video-based reflection is used with moderations in various professional fields, e.g. in the field of education and pedagogy .