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248 Using Adult Learning Theory to Improve Treatment Delivery and Planning
Adult Education & Teaching Skills to Improve Treatment/Service Planning
Dr. Dawn-Elise Snipes, PhD, LMHC
Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery
Find CEUs for this podcast on the Counselor Toolbox CEU spreadsheet
Objectives
~ Redefine treatment plans
~ Examine how adult learning theory can help us create more individualized plans and objectives
What are treatment plans?
~ Opportunities for teaching clients
~ Problem solving skills
~ Identifying and using personal strengths
~ Dynamic documents
~ Address client’s current functioning and needs
~ Evaluate client’s progress toward specified goals and objectives
~ Guide treatment for identified problems or issues
~ Enhance multidisciplinary team communication
What is Treatment Planning?
~ Process in which counselor and client:
~ Identify and rank problems needing resolution
~ Establish agreed upon immediate and long-term goals
~ Decide on treatment methods
~ Identify necessary resources
Treatment Plan Foundation
~ Biopsychosocial assessment
~ Current stressors
~ Coping skills
~ Self-esteem
~ Mental health
~ Substance abuse
~ Social network
~ Physical health
Treatment Plan Development
~ Individualized treatment plan
~ Structured
~ Goal-oriented
~ Schedule of services
~ Developed jointly with client
~ Written document
~ Treatment-related goals
~ Measurable objectives
~ Interventions grounded in client’s learning style
Adult Learning
~ Adults need to be involved in the planning and evaluation of their instruction.
~ Adults are most interested in learning subjects that are practical and have immediate relevance and impact to their job or personal life.
~ Adults are more engaged when there is a presenting crisis
~ Adult learning is problem-centered rather than content-oriented
~ Explain the reasons specific things are being taught
~ Instruction should be task-oriented instead of promoting memorization
~ Adult learners prefer collaboration and ability to think critically
~ Instruction should take into account the wide range of different backgrounds of learners
~ Since adults are self-directed, instruction should allow learners to discover things and knowledge for themselves without depending on people
~ Adults are juggling multiple responsibilities
Adult Learning Methods
~ Concrete learning (role play or activity)
~ Reflective observation (What did you learn? How does this change things for you?)
~ Abstract conceptualization (How might this apply to your life/other situations? How could you teach this to your kids?)
~ Active Experimentation
~ Apply it in a variety of contexts and discuss with group
~ Role play a variety of situations (applying ot or teaching it)
Learning
~ 3 parts to the learning process:
• Cognition
~ How people acquire knowledge
~ seeing, hearing or doing
• Conceptualization
~ How people process information
~ abstract, specific, memory pathways
• Affective
~ People’s motivation, decision-making styles, values and emotional preferences
~ how much does this information matter
Understanding Learning Styles
~ Active/Reflective
~ Processing information
~ Auditory/hearing, visual/seeing, or kinesthetic/doing
~ Receiving information
~ Attitudinal or Emotional (Thinking or Feeling)
~ Conceptualizing information
~ Global vs. Specific (Sensing vs. Intuitive)
~ Parts to whole or vice versa
Active/Reflective Learner Tips
~ Reflective learners
~ Think it
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By Dr. Dawn-Elise Snipes
4.7
2626 ratings
Adult Education & Teaching Skills to Improve Treatment/Service Planning
Dr. Dawn-Elise Snipes, PhD, LMHC
Podcast Host: Counselor Toolbox and Happiness Isn’t Brain Surgery
Find CEUs for this podcast on the Counselor Toolbox CEU spreadsheet
Objectives
~ Redefine treatment plans
~ Examine how adult learning theory can help us create more individualized plans and objectives
What are treatment plans?
~ Opportunities for teaching clients
~ Problem solving skills
~ Identifying and using personal strengths
~ Dynamic documents
~ Address client’s current functioning and needs
~ Evaluate client’s progress toward specified goals and objectives
~ Guide treatment for identified problems or issues
~ Enhance multidisciplinary team communication
What is Treatment Planning?
~ Process in which counselor and client:
~ Identify and rank problems needing resolution
~ Establish agreed upon immediate and long-term goals
~ Decide on treatment methods
~ Identify necessary resources
Treatment Plan Foundation
~ Biopsychosocial assessment
~ Current stressors
~ Coping skills
~ Self-esteem
~ Mental health
~ Substance abuse
~ Social network
~ Physical health
Treatment Plan Development
~ Individualized treatment plan
~ Structured
~ Goal-oriented
~ Schedule of services
~ Developed jointly with client
~ Written document
~ Treatment-related goals
~ Measurable objectives
~ Interventions grounded in client’s learning style
Adult Learning
~ Adults need to be involved in the planning and evaluation of their instruction.
~ Adults are most interested in learning subjects that are practical and have immediate relevance and impact to their job or personal life.
~ Adults are more engaged when there is a presenting crisis
~ Adult learning is problem-centered rather than content-oriented
~ Explain the reasons specific things are being taught
~ Instruction should be task-oriented instead of promoting memorization
~ Adult learners prefer collaboration and ability to think critically
~ Instruction should take into account the wide range of different backgrounds of learners
~ Since adults are self-directed, instruction should allow learners to discover things and knowledge for themselves without depending on people
~ Adults are juggling multiple responsibilities
Adult Learning Methods
~ Concrete learning (role play or activity)
~ Reflective observation (What did you learn? How does this change things for you?)
~ Abstract conceptualization (How might this apply to your life/other situations? How could you teach this to your kids?)
~ Active Experimentation
~ Apply it in a variety of contexts and discuss with group
~ Role play a variety of situations (applying ot or teaching it)
Learning
~ 3 parts to the learning process:
• Cognition
~ How people acquire knowledge
~ seeing, hearing or doing
• Conceptualization
~ How people process information
~ abstract, specific, memory pathways
• Affective
~ People’s motivation, decision-making styles, values and emotional preferences
~ how much does this information matter
Understanding Learning Styles
~ Active/Reflective
~ Processing information
~ Auditory/hearing, visual/seeing, or kinesthetic/doing
~ Receiving information
~ Attitudinal or Emotional (Thinking or Feeling)
~ Conceptualizing information
~ Global vs. Specific (Sensing vs. Intuitive)
~ Parts to whole or vice versa
Active/Reflective Learner Tips
~ Reflective learners
~ Think it
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