Rick Houser's Book Counseling Questionnaire

Pages: 15 (6074 words)  ·  Bibliography Sources: ≈ 2  ·  File: .docx  ·  Level: Master's  ·  Topic: Psychology


They are men who have improved and consummated their physical, mental, spiritual, and psychic organizations to the extreme conceivable degree. With the vision they have picked up, have contemplated, and recorded the accurate Science of the Universe. In fact, present-day science tries to get closer and closer to this Knowledge. However, that Knowledge as of recently exists. It gave us a chance to recall that that this aged Knowledge can never show signs of change any more than immaculate math can change, in any event for our present earth-cycle. Current science must be judged with all considerations of Theosophy and not the other way round because science changes with time while Theosophy like everlasting truth is constant.

What is of true worth to us is the deductive state of mind; accepting nothing unless it might be demonstrated by us. This occurs via rational and sound judgment as demonstrated by others in such a path that we can also demonstrate it for ourselves when we have picked the important information. Meanwhile, we can acknowledge such realities, practice them, and prove them for ourselves.

What does Salkind suggest for quality research?

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From Salkind's perspective, quality research must show a causal association between the variables. It must also employ words such as populations, variables and result as part of its common vocabulary. He contends that this is one aspect of conducting a research. Broadly, Salkind claims that the focus of quality is about the validity of analytical instruments. The most important aspect of quality research is validity and reliability. This means that a research will only have quality if its findings are consistent over a period and its results are an accurate representation of the larger population under investigation. He further argues that a research must generate reliable findings meaning that the results can be regenerated under similar approach. Therefore, such a research will be viewed as quality research. Houser supports this premise when he writes, "There are different degrees to which a researcher can manipulate or control an event, and this affects the quality of the study…" (p.18)

How do we make decisions in our daily lives?

TOPIC: Questionnaire on Rick Houser's Book Counseling and Assignment

Decision-making might be viewed as the cognitive process bringing about the determination of a course of action around numerous elective situations. Each decision-making process produces a final decision. The yield could be an opinion of decision or an action. Every step in the process of making decisions might incorporate cultural, cognitive, and social deterrents to effectively negotiating dilemmas. It has been prescribed that becoming aware of these deterrents permits people to foresee and overcome them easily. The Arkansas Program presents seven steps of ethical decision making depend on the work of James Rest:

I. Creating a community-, this step involves making and nurturing the relationships, standards, and methodology that will shape how issues are comprehended and imparted. This stage happens before and during an ethical dilemma

II. Recognition: establishing that an issue exists

III. Translation: distinguishing contending explanations for the issue, and assessing the drivers behind those translations

IV. Judgment: filtering through different conceivable activities or responses and verifying which is more reasonable

V. Motivation: analyzing the contending commitments which might divert from a more ethical course of action and afterward prioritizing and devoting to ethical values over other social, institutional or personal values

VI. Action: embracing action that underpins the more justified decision. Honesty is underpinned by the capability to overcome impediments and distractions, improving executing skills, and conscience quality

VII. Reflecting on the action

What are the sources of knowledge?

Instinct - When an ant craws on a person's right arm, the left hand immediately moves towards the right arm to push the ant away. In this case, there is no mind reasoning. When a person sees a scorpion close to his own leg, he withdraws the leg immediately. This is called automatic or instinctive movement. As a person crosses a road, how instinctually he moves his body away from cars. There is no thought in the course of such a mechanical development. This is known as instinct.

Reason - Reason tends to be higher than instinct and it exists only in people. It gathers certainties, reasons out from cause to effect, generalizes, from premises to conclusions, from recommendations for evidence. It decides, concludes, and arrives to final judgment. It takes a person securely to the gate of intuition and abandons the person there (Houser, 2009, p.200).

Intuition - Intuition refers to an individual's spiritual experience. The skills acquired through the working of the causal body are intuited. It involves direct recognition of truth, or prompt information through the super cognizant State. In intuition, there is no thinking process whatsoever. It is immediate perception. Intuition transcends reasons and it does not disaffirm it. Intellect takes a person to the gate of intuition and returns. Intuition is the eye of wisdom. Spiritual sights and flashes of truth, revelation, inspiration, and spiritual understanding pass through intuition. The brain must be pure for an individual to realize that it is the intuition that is working at a specific moment.

What are the four types of knowledge according to Gall, Gall, and Borg?

According to Gall, Gall, and Borg, the four types of knowledge include:

1. Description - research studies describes the social or natural phenomena. It is imperative to have reliable and valid observation and instruments.

2. Prediction: researchers seek to predict a phenomenon that may occur at a given time using previous information.

3. Improvement -- improvement knowledge is whereby a researcher seeks to identify the usefulness of interventions (McLeod, 2003).

4. Explanation -- explanation knowledge refers to the explanation given about a phenomenon. This is vital in the long-term over the other types of knowledge. It enables researchers to explain educational phenomena, describe, predict, and identify interventions to improve it (Houser, 2009, p.4-5).

Explain knowledge from a descriptive approach

Descriptive knowledge also known as propositional knowledge is the form of knowledge that is communicated in definitive sentences or demonstrative propositions by its extreme nature. This recognizes descriptive knowledge from what is ordinarily regarded as knowhow, or procedural information and "knowing of," or knowledge by acquaintance. The distinction between beliefs and knowledge is that: A belief is an inner thought or memory, which exists in one's personality. Most individuals acknowledge that for a belief to be knowledge it must be, at any rate, accurate and supported. The Gettier issue in reasoning is the inquiry of if there are possible necessities before a belief can be accepted as knowledge (Houser, 2009, p.4-5).

Explain knowledge from a predictive approach

A predictive approach is a forecast of how things will occur in future. This is not always based on knowledge or experience. It is composed of statements suggesting an expected outcome. Although it guarantees information about the future, predictive approach enables researchers to plan about possible developments.

Explain knowledge from an improvement approach

Knowledge is an interior, unobservable methodology that brings about progressions of skills, attitude, and beliefs. By difference, Knowledge building is seen as making or adjusting open information. Knowledge building alludes to the methodology of making new cognitive antiquities because of normal objectives, team discussions, and amalgamation of thoughts. These endeavors may as well develop the present comprehension of people in a group, at a level past their initial level of knowledge, and ought to be regulated towards continuing the comprehension of what is known about the theme or thought. The hypothesis "includes the foundational studying, sub-skills, and socio-cognitive flow sought after in different approaches, on top of the extra profit of development along the trajectory to develop instruction.

Knowledge building is acknowledged as profound constructivism that includes making an aggregate request into a given subject and going to a deeper comprehension through intuitive addressing, discourse, and proceeding change of plans (McLeod, 2003). The instructor turns into a guide as opposed to a director, and permits learners to assume control over a noteworthy partition of the authority regarding their own particular studying, incorporating arranging, execution, and evaluation.

Explain knowledge from an explanation approach

Knowledge is characterized as "looking for truth or information - looking for data by questioning." Individuals conduct the procedure of analysis from the time they are conceived until they pass on. This is accurate although they may not reflect upon the methodology. Children start to comprehend the planet by asking. From conception, infants watch faces that draw close, they get a handle on the items, they put things in their mouths, and they respond to voices. The procedure of asking starts with assembling data and information through applying the human faculties - seeing, listening to, touching, tasting, and smelling (Houser, 2009).

Through the inquiry process, people develop much of their comprehension of the common and human-designed planets. Inquiries infer a "need or need to know" preface. Analysis is less looking for the right response - because regularly there is none - yet rather looking for fitting resolutions to inquiries and issues. For instructors, request suggests attention on the improvement of… [END OF PREVIEW] . . . READ MORE

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