Howard Gardner’s theory of multiple intelligences has yielded an abundance of research. Prior research has focused on multiple intelligences in the educational setting and also in career planning and development. Pearson, O’Brien & Bulsara (2015) contribute to the growing body of literature on multiple intelligences by applying the theory to a counseling or therapeutic setting. The authors predicted that the multiple intelligences training, which takes into account client preferences and cognitive orientations, would improve therapeutic outcomes. Using semi-structured interviews and multiple intelligences training for counselors, the researchers found that applying multiple intelligences to the therapeutic relationship helped to strengthen the therapeutic alliance, and help clients improve confidence and self-efficacy. Also, the multiple intelligences approach led to more solution-focused or positive orientations in the clinical setting. The Pearson, O’Brien & Bulsara (2015) research underscores the importance of understanding the theory of multiple intelligences, and applying the theory to the clinical setting to help clients reach their career and personal goals. When counselors start considering that each client will have different strengths and weaknesses, they are better able to understand and relate to clients and help clients reach their therapeutic goals. Multiple intelligences refer to the different predilections,...
Some people prefer to talk, others to listen to music, and others work with their hands. The implications of multiple intelligences have already transformed education and human resources. For example, emotional intelligence is especially important in the workplace environment and for career development (Bracket, Rivers & Salovey, 2011). Duckworth & Yeager (2015) discuss the importance of multiple intelligences in improving the accuracy, validity, reliability, and ethics of educational testing. Understanding multiple intelligences can promote self-awareness, in the same way that personality inventories can also help a person to recognize their strengths and weaknesses.References
Brackett, M.A., Rivers, S.E. & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass 5(1): 88-103.
Duckworth, A.L. & Yeager, D.S. (2015). Measurement matters. Educational Researcher 44(4): 237-251.
Pearson, M., O'Brien, P., & Bulsara, C. (2015). A multiple intelligences approach to counseling: Enhancing alliances with a focus on strengths. Journal of Psychotherapy Integration, 25(2), 128-142.
There are few intelligences that will serve one more consistently in life than the ability to understand and account for the perceptions, feelings and needs of others. Interpersonal intelligence is a dimension that is often unmeasured in the context of education, however, I have personally found that this intelligence has been instrumental in the development of my negotiating skills, my ability to meet the expectations of others and my
Particular institutions that I will target include: Peachford Hospital, the Atlanta Recovery Center, Mountainside Addiction Treatment Center, and St. Jude's Recovery Center. I expect to do at least three longer phone interviews and one face-to-face interview or shadowing day with a professional in my area. This process will unfold over the next three to six months. I have recently renewed my membership with the American College of Healthcare Executives
Students are complex creatures, volatile, complicated and paradoxical. No two students learn alike, and no two students are the product of the same biological and cognitive processing mechanisms. In modern society, educators have taken the standpoint that students should be taught utilizing one method, a verbal learning approach. In the traditional sense, this warrants one teacher standing in front of a large classroom of students, lecturing about a particular subject
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Hence, students love the idea of deciding the type of work they will showcase. The teacher should encourage them to keep work that demonstrates their level of progression within a given time period. This reveals diverse and special needs of students, as well as talents. It is important for them to feel comfortable with this process and to feel ownership for their own work. Furthermore, teachers should highly regard
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