Personal and Proffessional Development
Essay Preview: Personal and Proffessional Development
Report this essay
Personal and Professional Development 2Part 2OUCNF1509NUC Support Service [pic 1]Student with DyslexiaI have been assessed for dyslexia and request that these guidelines are used when marking my assignments in line with NUC Regulatory Framework Document, section 113/4.5When marking the learner’s assignment please take into consideration the impact of dyslexia on:presentational features such as spelling, grammar and punctuation;unsophisticated language structures;omitted words or punctuation;excessive or misplaced punctuation;repeated information or phrases;simplified vocabulary;difficulties with sequencing or word-finding;homophone substitutions (e.g. there/their, effect/affect, course/coarse);phonetic equivalents (e.g. fernetic for phonetic, homerfone for homophone);incorrect word substitutions, (distance for disturbance);American spelling (e.g. colorful, fueling).Academic standards must be met and content should meet specific programme and module learning outcomes and demonstrate:understanding of the subject;utilisation of proper academic style (e.g. citation of references) relevance of material selected and of the arguments proposed;planning and organisation;logical coherence;critical evaluation;comprehensiveness of research;evidence of synthesis;innovation / creativity / originality.Using BACP framework and PPD seminar experiences, explore and discuss your overall personal development, in particular in relation to difference and diversity.Introduction Personal development is a life-long process with continuous evaluative practices. This concept reflects on establishing goals in order for individuals to recognise and make the most of their potential. In this assignment, I will be exploring and discussing my own personal development in light of difference and diversity, identifying areas that I would need to work on in order to become a more effective counsellor. Furthermore, personal development will allow me to go through metamorphosis, so I experience self-discovery and awareness which will create growth. My target areas include procrastination, self-esteem, complying with authority and vulnerability. At the beginning of this course, I was undergoing transition in my employment and education. I started a new job as a full time bus driver, which requires me to do shift work. I was uncertain about how I was going to cope, especially balancing shift work, attending lecture and completing my assignments. In addition, I felt various emotions such as anxiety; not knowing how I will manage it all. I felt excited at the same time because this transition would challenge me to develop new coping strategies, organisational skills and time management. Also, I had a lot of fear because I did not want to fail, as I have been trying to get my degree since 2006. Studying itself combined with the pressure to succeed educationally has been overwhelming and knowing that I would be the first male in my family generation to get a degree.
In particularly, this semester has been very challenging as I have tried to balance both work and studies. Despite missing out on some lectures, I have had to find time during my lunch time at work, days off, after work to read the literature in order for me to catch up on the lectures I missed. Every class I missed had a profound impact me emotionally, evoking senses of isolation, disconnectedness and loss. I felt as if I was an observer looking at a picture, but was not in the picture. I felt as if I was missing out on critical opportunities to learn and interact with other learners in lectures, as well as on my growth process. Furthermore, I felt more disconnected with my group as I was limited from building a continuous and meaningful relationship with my peers. It is as though they were growing whilst I stagnated. To resolve this dilemma, I took decisive actions of restructuring my approach towards work and education. Every time work conflicted with my group seminar, I tried to change my work shift accordingly, so I could attend learning sessions. This approach increased my confidence and productivity in class because I was able to attend and learn. Also I had the boost of hope that I will be able to do my assignments. Consequently, my days became longer and harder because I had to find extra time to do my assignments. As I reflect on this experience, I believe that if you cannot grow spiritually, personally or professionally, then one is unable to help another individual or client to grow. “You can only take a client as far as you have gone yourself” (Wilkins, 1997, p. 1). Under the circumstances, this personal development module has allow me grow personally and professionally. By providing me with the opportunity to work with different class mates during our sessions, I have become more self-aware and intuitive about what is happening internally within me and in understanding others (Lennie, 2007). ProcrastinationsTo begin with, during one of our seminar sessions a question was asked about the how one could develop as an individual? I began to ponder and reflect on what were my personal hindrances. After a few minutes of being honest with myself, I became frightened and felt as though an earthquake was occurring within me. I recognised that because I have always put others before me in the name of good service, this caused me to procrastinate and misplace my priorities. This was an area that I believe I had to improve upon, by not leaving things to the last minute. Surprisingly, procrastination was a habit that was part of my subconscious and it was brought to surface, when the activity was done in the seminar. According to Feltham (2010 pg. 171); “it’s never too late and you can always change the way you are”. I agree with this statement as I realise that to become a professional counsellor, it is crucial that I explore my inner world and accept by coming to terms with it. The issue is that how can a person expect to create a change in others, if he or she cannot change?