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Training
07.07.2020

LIFE PLAN

Partner: Guarani Association, Spain

 

UC TITLE: LIFE PLAN

Workload: 25 h

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OBJECTIVES

The unit is designed to help the learners to get to know better themselves, to reflect on their knowledge and skills, in order to plan better their personal and professional development. The exercises will serve as a knowledge and experience exchange between those who are taking part in the training. The participants will identify their own skills and will reflect on any changes that they could introduce in their lives. The unit aims to improve the decision-making process in the lives of young migrant women and other learners from all ages.

 

LEARNING OUTCOMES

 

Upon completion of this unit the learner will be able to:

ACTIONS

PERFORMANCE CRITERIA

KNOWLEDGE

SKILLS

RESPONSIBILITY AND AUTONOMY

Life Spiral – learners complete their own life spiral, making links with experiences.

 

Reflective Practice – the trainer presents the diagram to the learners and its relevance in one’s professional life

 

Legacy of experience and Legacy of oppression – the trainer uses the Cultural Identity theory to explore process of developing Non-Oppressive Practice

 

Learners complete the ‘How I learn Quiz’ and discuss the results first in pairs and then in a group

 

The trainer presents the attachment theory and learners analyse first individually, then in pairs and in a group

 

 

The trainer explains the counselling theories and discuss them with the group

Life experiences identified

Life spiral results shared in pairs

Group discussion on the life spiral results

 

Completed exercise in a worksheet

Linked the Reflective Practice model to personal self-awareness (from the Life Spiral)

Professional performance analysed

 

Established links between Life Spiral and Reflexive Practice and their impact on Personal Prejudice

Group discussion on the cultural identity

Identified tools for development of non-oppressive practices

 

Better knowledge achieved on the self-learning process

Results discussed in pairs

Conclusions made by the group

 

Analysed the need for boundaries in the life’s relationships

Individual reflection on each life’s attachments

Shared experiences in pairs and in a group

 

Use of counselling theories recognized

Ways of better life behaviour identified

 

• Identify a sense of developing awareness of oneself

• Identify some of those life experiences which may have influenced her/his own attitude and behaviour and those of others

• Acknowledge the need to develop Reflective Practice in order to form an appropriate relationship with others

• Know how to achieve perception of the effects of all forms of oppression

 

• Understanding on what may stop people learning

 

• Understanding on one’s own learning process

 

• Knows the basis of the Attachment theories

 

• Understanding on how behaviour influence one’s life relationships

• Explain the difference between personal self-awareness and Reflective Practice

• Explain the principles of Reflective Practice as a useful tool in one’s life

• Understand the Cultural Identity Theory and manage the effects of oppression

 

• Outlines different learning styles and identify own preferred styles

 

• Can identify clear routes of support and independence

 

• Can identify how attachment can influence ability to form relationships and triggers for violence

 

 

• Demonstrates appropriate and effective application of Reflective Practice

• Explores personal reactions to the effects of oppression

• Explores the levels and diversity of personal prejudice

• Can analyse how developing awareness can be applied in new and appropriate behaviours

• Can apply learning styles in her/his own learning process

• Can apply theories of attachment in practice

• Is able to demonstrate collaborative and democratic ways of working

 

 

EXTERNAL RESOURCES

Materials, specified in each sub-unit

Exercises and worksheets, provided in each sub-unit

References and additional literature available per sub-unit

 

 

 

 

 

Unit of Competence 5 – LIFE PLAN

 

The unit begins with a focus on one’s legacy of experience in order to understand the progress where the person finds him/herself at present. An analogy would be the preparation of the soil before planting the seeds. Skills and competences are added when the attitudes and qualities are reflected on.

Other elements include:

•             Learning Styles

•             Preferred ways of learning

•             Reflexive Practice

•             Anti discriminatory Practice

•             Identity

The learners will reflect on their knowledge and skills to plan better their personal and professional life development.

 

Workload

Face to face learning

6 hours

Online learning

18 hours

Evaluation/Self-assessment

1 hour

 

Sub-unit 1

1. Title of the sub-unit: SELF-AWARENESS

Total duration: 3 h

2. Objectives of the sub-unit:

  • To identify a sense of developing awareness of oneself
  • To identify some of those life experiences which may have influenced one’s own attitudes and behaviour and those of others
  • To understand the effects of all forms of oppression

3. Content

The learners will work on different exercises, guided by the trainer, in order to analyse their life experience and get to know better their personal skills, which could help them in their future life performance. The main topics to be discussed include:

•             Life Spiral, where learners can fill out significant events from their life, starting from the inside of the spiral, outwards. They can identify some themes that stand out from their spiral that might be important for them to reflect on and discuss.

•             Legacy of Experience, where learners can reflect on why they have chosen this area of work and can share any important events in their life that they feel may have contributed to working in this area.

•             Legacy of Oppression, where learners can think of an example of potential discrimination from their own experience (sexism/racism, etc. …) and how can they apply the discussed theories to get to a different outcome.

4. Resources:

  1. Pens, flip chart paper, scrap paper, internet access, art materials (play-do, colouring pens)
  2. Exercises, worksheets printed:
  • Life Spiral
  • Reflexive Practice Worksheet
  • Cultural Identity Theory
  • Legacy of Experience and Oppression

5. Learning Outcomes

Upon completion of this learning unit the learner will be able to:

Knowledge

Skills

Autonomy and Responsibility

• Identify a sense of developing awareness of oneself

• Identify some of those life experiences which may have influenced her/his own attitude and behaviour and those of others

• Acknowledge the need to develop Reflective Practice in order to form an appropriate relationship with others

• Know how to achieve perception of the effects of all forms of oppression

• Explain the difference between personal self-awareness and Reflective Practice

• Explain the principles of Reflective Practice as a useful tool in one’s life

• Understand the Cultural Identity Theory and manage the effects of oppression

• Demonstrates appropriate and effective application of Reflective Practice

• Explores personal reactions to the effects of oppression

• Explores the levels and diversity of personal prejudice

 

6. Methodological approach (worksheets available at the end of the sub-unit)

6.1.        Life and Education Spiral – trainer to complete own life spiral to the group, making links with experiences. Trainees to do their own and share in pairs and then present to the group (level of disclosure should be discussed and agreed upon)

6.2.        Reflective Practice – introduce the history of Reflexive Practice and its relevance in one’s work life – trainer to present the diagram and link the model to personal self-awareness (from Life Spiral). Complete exercise in worksheet

6.3.        Legacy of experience and Legacy of oppression – trainer to establish links between Life Spiral and Reflexive Practice and their impact on Personal Prejudice. Using Cultural Identity theory to explore process of developing Non-Oppressive Practice (ex 6.3)

7. References

Daly, Mary (Personal Comm. 1993) Self in Relation As opposed to Individual Self

PACE Personal Development Ltd (1994) London

Wilson, George (2007) Levels of Reflective Practice

8. Evaluation [self-reflection exercises]

       

 

Sub-unit 2

1. Title of the sub-unit: DEVELOPMENT SKILLS

Total duration: 3 h

2. Objectives of the sub-unit:

  • To build resilience and transformation skills in the learners
  • To improve one’s learning process
  • To analyse and manage better one’s life behaviour

3. Content

The learners will work on different exercises, guided by the trainer, in order to analyse their learning process and identify rooms for improvement. They will reflect on types of behaviour that influence their personal and professional relations and learn how to manage better their emotional and social life.

The main topics to be discussed include:

•             Management of Emotions, where learners will use a scoring system to find out how they learn and how to manage better the learning process.

•             Understanding of Relevant Theories, where learners will analyse their emotional bond to another person and its influence in the personal and professional life.

•             Learning Styles and Skills, where learners will discuss different MCT theories to help them understand and manage better their behaviour in life.

4. Resources (printed worksheets on):

  1. How I Learn Quiz
  2. Outline of learning styles
  3. Attachment Theory
  4. Counselling theories

5. Learning Outcomes

Upon completion of this learning unit the learner will be able to:

Knowledge

Skills

Autonomy and Responsibility

• Understanding on what may stop people learning

• Understanding on one’s own learning process

• Knows the basis of the Attachment theories

• Understanding on how behaviour influence one’s life relationships

• Outlines different learning styles and identify own preferred styles

• Can identify clear routes of support and independence

• Can identify how attachment can influence ability to form relationships and triggers for violence

• Can analyse how developing awareness can be applied in new and appropriate behaviours

• Can apply learning styles in her/his own learning process

• Can apply theories of attachment in practice

• Is able to demonstrate collaborative and democratic ways of working

6. Methodological approach (worksheets available at the end of the sub-unit)

6.1. Ask trainees to complete ‘How I learn Quiz’ and discuss results in pairs – how does this affect how we learn and how can we adapt our ways of learning to improve the process? How can we work on learning in other ways?

6.2. Hand out attachment theory and analyse the need for boundaries in the life’s relationships. Individual reflection first, then sharing of experiences in pairs, followed by group discussion.

6.3. Explain the counselling theories and discuss with the group – which ones do they know and use? How could these theories help them to perform better behaviour and relationships in life?

7. References

Main, M & Solomon, J., (1990). In Greenberg, M. T., Cicchetti, D., & Cummings, M. (Eds.). Attachment in the preschool years: Theory, research, and intervention (pp. 121-160). The University of Chicago Press: Chicago

Orbach, Susie (1999) Towards Emotional Literacy Virago Press

Schön, Donald (2009) How Professionals Think in Action

8. Evaluation

[self-assessment questionnaire]

       

 

 

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