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首页> 外文期刊>Social Work Education: The International Journal >Integrating Mindfulness and Reflection in the Teaching and Learning of Listening Skills for Undergraduate Social Work Students in Singapore
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Integrating Mindfulness and Reflection in the Teaching and Learning of Listening Skills for Undergraduate Social Work Students in Singapore

机译：在新加坡社会工作专业的学生听力技能的教与学中融入正念与反思

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This paper illustrates how mindfulness and reflection exercises can be integrated into the teaching and learning of active listening skills, an integral component of relationship skills training. This pedagogy was first trialled on a small cohort of 15 students and the improved version was applied with a second cohort of 53 students. Through the mindfulness and reflection exercises which were built in throughout the module, students identified the three most prominent ‘bad habits’ that hindered active listening as ‘mind wandering’, ‘multi-tasking’ while listening and ‘thinking ahead’. The mindfulness and reflection exercises appeared to bring the usually-unnoticed ‘bad habits’ into awareness so that a conscious effort could be channelled into preventing them from interfering with relationship building. This expanded awareness facilitated the strengthening of ability to observe oneself in interactions. This paper proposes a combination of exercises that expand students' awareness of their own habitual listening styles, together with skills training through conventional methods of role play, video-taping and skills drilling, in order to strengthen motivation to change and bring about deeper learning.View full textDownload full textKeywordsPedagogies, Reflection, Skills Teaching, Expanded Awareness, MindfulnessRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02615479.2011.579094
机译：本文说明了如何将正念和反思练习融入到主动聆听技巧的教学中，主动聆听技巧是关系技巧训练的组成部分。此教学法首先在15名学生的一小部分中试用，改进的版本在53名学生的第二名中应用。通过在整个模块中进行的正念和反思练习，学生可以识别出三种最主要的“不良习惯”，它们阻碍了积极的聆听，即“边走边游”，“多任务处理”。和“超前思考”。正念和反思练习似乎使通常不为人知的“不良习惯”带入了意识，因此可以进行有意识的努力来防止他们干扰建立关系。这种扩大的意识促进了在互动中观察自己的能力的增强。本文提出了一些练习组合，以增强学生对自己的习惯性聆听风格的认识，并通过常规的角色扮演，录像带和技能钻研方法进行技能培训，以增强改变的动力并带来更深的学习。查看全文下载全文关键词教学法，反思，技能教学，扩展意识，正念相关变量var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，services_compact：“ citlikelike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google ，more“，pubid：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02615479.2011.579094

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