Listening and Speaking Actively

discharge Head development SELF- AWARENESS 1 DEVELOPING SELF- AWARENESS 2 What is SELF? The definition of ego has intrigued many people throughout the ages. antediluvian conceptions defined ego in terms of a soul a vital, immaterial, life-principle, or essence of humans (Baldwin, 2000, p. 41). Today self-importance is defined as the total essential or particular being of a somebody the individual. But what re anyy is self? Gerry Fewster, (2001) argues that self exists at the core of our experiencing.Some major power recite that self is not only the core of our experience, but of our existence, the centrality of that which we be. ego has become central to the in force(p) helping process in all aspects of the system from service design to delivery (Garfat and Charles, 2006, p. 7). Self put up symbolize being self-aware, and that intimacy, awareness, and understanding all about self are mainstay (Ranahan, 2000 Ricks, 2006). Garfat and Charles (2006) state that knowing self is not a tool, a proficiency or a strategy. It is a way of being being in awareness, being present (p. 6).Garfat and Charles emphasize on knowing self, because our interpretations are influenced by our particular way of perceiving and experiencing. Traditional ideas of knowing self largely apply to the field of work, Seaton, (2003) declares that tellingness on knowing self as an active listener and speaker relies upon a workers ability to regulate, adjust, and fine descent themselves to the specific needs and situation of the client, to be conscious(p. 54). Frances Ricks (2001) had agreed that without these abilities, and without self, there is no such thing as other.Garfat and Charles (2006) and Mishna and Bogo (2007) expand on the comparative use of self. The focus is on self reflection and authenticity. ontogeny the skill of active awareness DEVELOPING SELF-AWARENESS 3 helps identify and check up on the exchanges between a pincer and youthfulness Care practitioner and h is/her client. Therefore, having intimacy behind their actions, they are aware and able to prevent the therapists own experiences or wants/needs from taking over his/her perceptions and interfering with actions.By practicing self awareness it allows the practitioner to be connected, which leads to being authentic and genuine as well as using the attitudes learned from Active Communication with others (Arnd-Caddigan and Pozzuto, 2008 Garfat and Charles, 2006 Westra, 1996). decorous aware of how our beliefs, values, and ethics impact on us personally we can also become aware of how they impact on our presentation to our clients (Eldson, 1998). taste self-awareness means to understand self and others when self is very clearly, obviously, present (Ricks, 2006 Baldwin, 2000, p. 9-30). Greene, Jensen, and Jones (1996) say skillful use of self is an integral part of developing an effective relationship, which in turn, can be put towards the understanding of becoming an effective Active Listener and Speaker. By having this ability to understand the roles of effective audience and speaking through active communication, self becomes to a greater extent and more primal as one progresses through various stages of development as a baby and Youth Care professional (Phelan, 1990 Westra, 1996).The professional use of self the use of ones own personal resources (including ones own emotions, as well as certain skills and techniques) achieve realistic communication. (Ward, 1998) Developing Self- Awareness as a Integral Part of fit an Effective Active Listener and Speaker allows familiarity to occur between knowledge of self, awareness of self, and understanding the role of self in relationships with others. Fewster, (2001) shares that in fullest DEVELOPING SELF- AWARENESS 4 form the word self is more than physical, more than emotional, and more than cognitive.It is the sum total of all our aspects, and even more. Self is active, constant, everlastingly present, and work ers bring self to the moment, to the now. (Kruger, 2007) References Arnd-Caddigan, M. & axerophthol Pozzuto, R. (2008). Use of self in relational clinical social work. Clinical Social Work Journal, 36, 235-243. Baldwin, D. C. (2000). Some philosophical and psychological contributions to the use of self in therapy. In M. Baldwin (Ed. ), The Use of self in therapy,(pp. 39-60). New York The Haworth press. Elsdon, I. (1998).Educating toward awareness self-awareness in ethical decision do for child and youth sustainment workers. Journal of babe and Youth Care, 12(3), 55-67. Fewster, G. (2001). bout myself inside out my personal theory of me. Journal of Child and Youth Care, 15(4), 89-108. Garfat, T. and Charles, G. (2006). How am I who I am? Self in Child and Youth Care institutionalize. Relational Child and Youth Care Practice, 20(3), 6-16. Greene, G. J. , Jensen, C. , & Jones, D. H. (1996). A constructivist perspective on clinical social work practice with ethnically diverse cl ients.Social Work, 41(2), 172-180. Kruger, M. (2007). Sketching Youth, Self and Youth Work. Rotterdam Sense Publishing. Phelan, J. (1990). Child care supervision the neglected skill of evaluation. In J. P. Anglin, C. J. Denholm, R. V. Ferguson and A. R. Pence (Eds. ). Perspectives in Professional Child and Youth Care. New York Haworth. Ranahan, P. (2000) Reaching beyond caring to loving in Child and Youth Care practice. Journal of Child and Youth Care, 13(4), 55-65. Ricks, F. (2006).Thus sense of right and wrong does make cowards of us all The need for moral courage in these times. Child and Youth Care Online, Available here http//www. cyc-net. org/cyc-online/cycol-0507-ricks. html. Rogerson, J. (2012) In signifier notes. Seaton, C. (2003) Empowered use of self in social work instinct personal narrative through guided biography. Social Work, 31(1), 53-77. Ward, A. (1998). Intuition is Not Enough Matching Learning with Practice in Therapeutic Child Care. New York Routledge. Westr a, M. (1996). Active Communication, Pacific Grove, CA Brooks/Cole.