Promotion of Personal Well-being – 4 Power Topics

Categories: Well-being
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Curriculum

About Course

The purpose of this Skills Programme is:

Well-being

US244611: Apply problem-solving techniques to make a decision or solve a problem in a real-life context In this unit standard learners should acquire basic problem-solving skills and be able to use those skills in dealing with problems or making decisions in their own lives. The focus is on authentic situations that may require a decision or be a problem for the learner. The qualifying learner is capable of:
  • Distinguishing between problems, challenges and matters requiring a decision.
  • Investigating techniques for solving problems and making decisions.
  • Identifying…
The purpose of this Skills Programme is:

Well-being

US244611: Apply problem-solving techniques to make a decision or solve a problem in a real-life context In this unit standard learners should acquire basic problem-solving skills and be able to use those skills in dealing with problems or making decisions in their own lives. The focus is on authentic situations that may require a decision or be a problem for the learner. The qualifying learner is capable of:
  • Distinguishing between problems, challenges and matters requiring a decision.
  • Investigating techniques for solving problems and making decisions.
  • Identifying a problem in a real-life situation.
  • Applying a problem-solving process or technique to propose a solution or make a decision.
US244589: Identify the causes of stress and techniques to manage it in the workplace This Unit Standard is intended for supervisors, team leaders, managers, peer counsellors, community counsellors and employee lay counsellors who are in a position to create an environment where stress is managed so as to create a healthy and productive workplace where people's problems are recognised and assistance is available. A manager in the context of this Unit Standard is the manager of small business and first-line managers of business units, team leaders and supervisors in medium and large organisations. The term business unit implies a small business, cost centre, section or department. The Unit Standard was developed as a means of contributing to change in leadership focus and empowering managers to look at people issues. The qualifying learner is capable of:
  • Explaining stress and its role in daily living.
  • Explaining different ways in which people react to stress.
  • Identifying stressors in the workplace and their relationship to work performance.
  • Identifying stressors related to home and the greater environment.
  • Investigating techniques to manage stress in the workplace.
US252513: Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing This Unit Standard is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith-Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client. It should enable learners to identify risky behaviour, take steps to minimise risk behaviour and promote wellbeing in themselves and clients. The qualifying learner is capable of:
  • Explaining risk behaviour.
  • Explaining the promotion of well-being.
  • Explaining human motivation and behavioural change.
  • Using accepted strategies and techniques to facilitate behavioural change
US117860: Apply knowledge of interpersonal relationships to enhance the effectiveness of the counselling process  This Unit Standard is intended to meet the needs of learners who interact with individuals and groups in a counselling context where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It should develop learners who are able to manage themselves in relation to others, interact with other people and behave ethically in a counselling context. It will be useful for learners who counsel clients in a variety of contexts including, but not limited to, schools, Non-Governmental Organisations, Faith-Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health facilities. The qualifying learner is capable of:
  • Explaining different types of relationships.
  • Investigating factors that impact on interpersonal relationships.
  • Developing skills and techniques for managing interpersonal relationships.
  • Demonstrating the ability to manage self in relation to others.
  • Exploring aspects of intercultural communication that have implications for relationships
  Well-being is especially important in this time in history. If you enrol for this training for personal development or to work towards a professional qualification, nobody can take away the intended outcome of improving your own well-being! [caption id="attachment_394" align="aligncenter" width="300"]well-being Creatividad - Well-being[/caption]  

What Will You Learn?

  • Well-being is especially important in this time in history. If you enrol for this training for personal development or to work towards a professional qualification, nobody can take away the intended outcome of improving your own well-being!

About the instructor

Course Curriculum

MODULE 1: Apply problem-solving techniques to make a decision or solve a problem in a real-life context.
Apply problem-solving techniques to make a decision or solve a problem in a real-life context. Unit Standard # 244611 NQF Level: 03 Credits: 2

1: DISTINGUISHING BETWEEN PROBLEMS, CHALLENGES AND MATTERS REQUIRING A DECISION.
The learner will upon completion of this module have the knowledge and skill to: • Distinguishing between problems, challenges and matters requiring a decision. • Investigating techniques for solving problems and making decisions. • Identifying a problem in a real life situation. • Applying a problem solving process or technique to propose a solution or make a decision.

  • 1.2 THE CONCEPT OF A CHALLENGE.
  • 1.3 THE DIFFERENCE BETWEEN A PROBLEM, CHALLENGE AND A MATTER REQUIRING A DECISION
  • 1.1. THE CONCEPT OF A PROBLEM
  • Self-Reflection
  • The Challenge:
  • The difference

2. INVESTIGATING TECHNIQUES FOR SOLVING PROBLEMS AND MAKING DECISIONS.
At the end of this Unit, learners will have the knowledge of: • The role of brainstorming in problem solving and decision-making and the power of group decision-making and accountability for personal decisions. . • Brainstorming for group and personal decisions • Different techniques for solving problems or making decisions when each is appropriate • The impact of own attitude on problems and challenges how own attitude can help or hinder solutions

  • 2.3. THE IMPACT OF OWN ATTITUDE ON PROBLEMS AND CHALLENGES
  • 2.1. THE ROLE OF BRAINSTORMING IN PROBLEM SOLVING AND DECISION-MAKING AND THE POWER OF GROUP DECISION-MAKING AND ACCOUNTABILITY FOR PERSONAL DECISIONS.
  • 2.2. DIFFERENT TECHNIQUES FOR SOLVING PROBLEMS OR MAKING DECISIONS.
  • Solving Problems
  • Attitude

3. IDENTIFYING A PROBLEM IN A REAL-LIFE SITUATION
At the end of this Unit, learners will have the knowledge of: • A real-life situation or issue the source/origin and extent of the problem or challenge. At the end of this Unit, learners will have the ability to: • Analyse the identified problem or challenge to determine the actual problem.

  • 3.1. IDENTIFYING A REAL-LIFE SITUATION OR ISSUE, THE SOURCE/ORIGIN AND EXTENT OF THE PROBLEM OR CHALLENGE.
  • 3.2 ANALYSING THE IDENTIFIED PROBLEM OR CHALLENGE TO DETERMINE THE ACTUAL PROBLEM
  • Analyse a problem

4: APPLYING A PROBLEM-SOLVING PROCESS OR TECHNIQUE TO PROPOSE A SOLUTION OR MAKE A DECISION
At the end of this Unit, learners will have the skills to: • Gather information relating to the problem, challenge or decision to inform the decision-making process • Apply a problem-solving technique or process to identify potential solutions • Compare ppotential solutions and decide as to which is the most appropriate in a specific situation.

  • 4.1. GATHERING INFORMATION RELATING TO THE PROBLEM, CHALLENGE OR DECISION TO INFORM THE DECISION-MAKING PROCESS
  • 4.2. APPLY A PROBLEM-SOLVING TECHNIQUE OR PROCESS TO IDENTIFY POTENTIAL SOLUTIONS
  • 4.3. COMPARING POTENTIAL SOLUTIONS AND DECISION MAKING.
  • Problem Solving

MODULE 2: Identify causes of stress and techniques to manage it in the workplace.
Identify causes of stress and techniques to manage it in the workplace. Unit Standard # 244589 NQF Level: 03 Credits: 2

1: STRESS AND ITS ROLE IN DAILY LIVING.
At the end of this Unit, learners will have the knowledge of: • The concept of stress • The difference between positive and negative stress. • Commonly recognised events that trigger intense stress and why each situation is generally stressful

  • 1.1. THE CONCEPT OF STRESS.
  • 1.2. THE DIFFERENCE BETWEEN POSITIVE AND NEGATIVE STRESS.
  • 1.3. COMMONLY RECOGNISED EVENTS THAT TRIGGER INTENSE STRESS
  • Stress

2: DIFFERENT WAYS IN WHICH PEOPLE REACT TO STRESS.
At the end of this Unit, learners will have the knowledge of: • The relationship between individual differences and reactions to stress. • Physiological responses to stress and behaviour that may be associated with the response • Emotional reactions to stress and behaviour that may be associated with each reaction. • Behavioural reactions to stress

  • 2.1. THE RELATIONSHIP BETWEEN INDIVIDUAL DIFFERENCES AND REACTIONS TO STRESS.
  • 2.2. PHYSIOLOGICAL RESPONSES TO STRESS AND BEHAVIOUR THAT MAY BE ASSOCIATED WITH THE RESPONSE
  • 2.3. EMOTIONAL REACTIONS TO STRESS AND BEHAVIOUR THAT MAY BE ASSOCIATED WITH EACH REACTION.
  • 2.4. BEHAVIOURAL REACTIONS TO STRESS.
  • 2.5. EMOTIONAL REACTIONS TO STRESS AND BEHAVIOUR THAT MAY BE ASSOCIATED WITH EACH REACTION.
  • 2.6. BEHAVIOURAL REACTIONS TO STRESS.
  • Differences

3. STRESSORS IN THE WORKPLACE AND THEIR RELATIONSHIP TO WORK PERFORMANCE
At the end of this Unit, learners will have the knowledge of: • Physical stressors in a workplace with reference to ergonomics and individual reactions to the physical situation in the workplace • Management practices that can cause stress in the workplace • The role of interpersonal relationships in workplace stress with examples • The interrelationship between the individual and the demands of the job with reference to training and self-concept • The impact of stress on work performance with reference to the relationship between home, work and the wider environment.

  • 3.1. PHYSICAL STRESSORS IN A WORKPLACE WITH REFERENCE TO ERGONOMICS AND INDIVIDUAL REACTIONS TO THE PHYSICAL SITUATION IN THE WORKPLACE
  • 3.2. MANAGEMENT PRACTICES THAT CAN CAUSE STRESS IN THE WORKPLACE
  • 3.3. THE ROLE OF INTERPERSONAL RELATIONSHIPS IN WORKPLACE STRESS
  • 3.4. THE INTERRELATIONSHIP BETWEEN THE INDIVIDUAL AND THE DEMANDS OF THE JOB WITH REFERENCE TO TRAINING AND SELF-CONCEPT.
  • 3.5. THE IMPACT OF STRESS ON WORK PERFORMANCE WITH REFERENCE TO THE RELATIONSHIP BETWEEN HOME, WORK AND THE WIDER ENVIRONMENT.
  • Relationship

4. STRESSORS RELATED TO HOME AND THE GREATER ENVIRONMENT
At the end of this Unit, learners will have the knowledge of: • Non-workplace related factors that may be the cause of stress. • The interrelationship between different causes of stress and how each may impact on the other

  • 4.1. NON-WORKPLACE RELATED FACTORS THAT MAY BE THE CAUSE OF STRESS.
  • 4.2. THE INTERRELATIONSHIP BETWEEN DIFFERENT CAUSES OF STRESS AND HOW EACH MAY IMPACT ON THE OTHER.
  • Causes of Stress

5: INVESTIGATE TECHNIQUES TO MANAGE STRESS IN THE WORKPLACE.
At the end of this Unit, learners will have the knowledge of: • The relationship between stress and healthy lifestyle • The role of attitudes, behaviour and management style in creating an environment in which stress is managed. • Measures that can help to minimise stress in the workplace for a specific organisation or business unit. • Techniques that can help to reduce or manage prolonged individual stress in terms of reasonable accommodation and referral. • Techniques to deal with a specific event and when it is necessary to refer an individual for assistance.

  • 5.1. THE RELATIONSHIP BETWEEN STRESS AND HEALTHY LIFESTYLE
  • 5.2. THE ROLE OF ATTITUDES, BEHAVIOUR AND MANAGEMENT STYLE IN CREATING AN ENVIRONMENT IN WHICH STRESS IS MANAGED.
  • 5.3. MEASURES THAT CAN HELP TO MINIMISE STRESS IN THE WORKPLACE FOR A SPECIFIC ORGANISATION OR BUSINESS UNIT.
  • 5.4. TECHNIQUES THAT CAN HELP TO REDUCE OR MANAGE PROLONGED INDIVIDUAL STRESS IN TERMS OF REASONABLE ACCOMMODATION AND REFERRAL.
  • 5.5. TECHNIQUES TO DEAL WITH A SPECIFIC EVENT AND WHEN IT IS NECESSARY TO REFER AN INDIVIDUAL FOR ASSISTANCE.
  • Healthy Lifestile and Stress

MODULE 3: Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing.
Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing. Unit Standard # 252513 NQF Level: 04 Credits: 3

1: RISK BEHAVIOUR
At the end of this Unit, learners will have the knowledge of: • The concept of risk behaviour • Causal factors that underlie risk behaviour and their potential effects or consequences

  • 1.1. THE CONCEPT OF RISK BEHAVIOUR.
  • 1.2. CAUSAL FACTORS THAT UNDERLIE RISK BEHAVIOUR AND THEIR POTENTIAL EFFECTS OR CONSEQUENCES IN SELECTED CONTEXTS
  • Risk Behaviour

2: THE PROMOTION OF WELL-BEING.
At the end of this Unit, learners will have the knowledge of: • The role of self-awareness in personal well-being. • The components that are important in promoting well-being.

  • 2.1. THE ROLE OF SELF-AWARENESS IN PERSONAL WELLBEING.
  • 2.2. THE COMPONENTS THAT ARE IMPORTANT IN PROMOTING WELLBEING.
  • Self-awareness

3. HUMAN MOTIVATION AND BEHAVIOURAL CHANGE
At the end of this Unit, learners will have the knowledge of: • Factors that motivate behavioural change with reference to an individual's personal insight, social factors and readiness to change. • Genetic predispositions that mitigate against change with reference to own scope of practice. • Steps in a process of behavioural change with reference to a particular form of risk behaviour.

  • 3.1. FACTORS THAT MOTIVATE BEHAVIOURAL CHANGE WITH REFERENCE TO AN INDIVIDUAL’S PERSONAL INSIGHT, SOCIAL FACTORS AND READINESS TO CHANGE.
  • 3.2. GENETIC PREDISPOSITIONS THAT MITIGATE AGAINST CHANGE WITH REFERENCE TO OWN SCOPE OF PRACTICE.
  • 3.3. STEPS IN A PROCESS OF BEHAVIOURAL CHANGE WITH REFERENCE TO A PARTICULAR FORM OF RISK BEHAVIOUR.
  • Behavioural Change

4. STRATEGIES AND TECHNIQUES TO FACILITATE A BEHAVIOURAL CHANGE.
At the end of this section, learners will have the knowledge of: • A behavioural model with due regard for gender, sexual orientation, cultural diversity, stigma, faith, age and class. • Solution focused strategies and techniques for dealing with risk behaviour. At the end of this Unit, learners will have the ability to: • Use solution focused strategies and techniques for dealing with risk behaviour to facilitate change

  • 4.1. CONTEXTUALISING A BEHAVIOURAL MODEL WITH DUE REGARD FOR GENDER, SEXUAL ORIENTATION, CULTURAL DIVERSITY, STIGMA, FAITH, AGE AND CLASS.
  • 4. 2. SOLUTION FOCUSED STRATEGIES AND TECHNIQUES FOR DEALING WITH RISK TO FACILITATE CHANGE.
  • Draft Lesson
  • Contextualise

MODULE 4: Apply knowledge of interpersonal relationships to enhance the effectiveness of the counselling process
Apply knowledge of interpersonal relationships to enhance the effectiveness of the counselling process Unit Standard ID: 117860 NQF Level 04 Credits=8

1: DIFFERENT TYPES OF RELATIONSHIP
At the end of this programme, learners will have the knowledge of: • Intrapersonal, interpersonal and group relationships in terms of the implications for the counselling context. • The dynamics that manifest in different relationships.

  • 1.1. INTRAPERSONAL, INTERPERSONAL AND GROUP RELATIONSHIPS.
  • 1.2. THE DYNAMICS THAT MANIFEST IN DIFFERENT RELATIONSHIPS.
  • Relationships

2: FACTORS THAT IMPACT ON INTERPERSONAL RELATIONSHIPS
At the end of this Unit, learners will have the knowledge of: • Positive factors that enhance a relationship. • Barriers to a relationship. • Factors that can enhance the development of a relationship.

  • 2.1. POSITIVE FACTORS THAT ENHANCE A RELATIONSHIP.
  • 2.3. BARRIERS TO A RELATIONSHIP.
  • 2.4 FACTORS THAT CAN ENHANCE THE DEVELOPMENT OF A RELATIONSHIP.
  • Relationships

3: SKILLS AND TECHNIQUES FOR MANAGING INTERPERSONAL RELATIONSHIPS
At the end of this Unit, learners will have the knowledge of: • The effect of communication in a relationship with reference to verbal and nonverbal communication. • Skills for improving relationships for different contexts • Skills for managing the effect of others on self with reference to spill over. At the end of this Unit, learners will have the skills to: • Observe communication used in a relationship in order to infer information about the relationship. • Demonstrate skills for improving relationships for different contexts

  • 3.1. THE EFFECT OF COMMUNICATION IN A RELATIONSHIP WITH REFERENCE TO VERBAL AND NON-VERBAL COMMUNICATION.
  • 3.2. OBSERVING COMMUNICATION USED IN A RELATIONSHIP IN ORDER TO INFER INFORMATION ABOUT THE RELATIONSHIP.
  • 3.3. SKILLS FOR IMPROVING RELATIONSHIPS FOR DIFFERENT CONTEXTS.
  • 3.4. SKILLS FOR MANAGING THE EFFECT OF OTHERS ON SELF WITH REFERENCE TO SPILL OVER.
  • Emotions
  • Communication
  • Roleplay
  • Roleplay 2

4: SELF MANAGEMENT
At the end of this Unit, learners will have the knowledge of: • Own responses and emotions in different situations. • The effects of own attitudes and values on different relationships in order to enhance or minimise their potential impact on other relationships. • The nature of personal boundaries in order to determine whether they are appropriate and to implement acceptable boundaries. • Blind spots and red flags that trigger uncontrollable responses in self and how these can be managed effectively • A plan for continuous personal development that includes self-monitoring of behaviour and adjustment where necessary At the end of this Unit, learners will have the ability to: • Design a plan for continuous personal development that includes self-monitoring of behaviour and adjustment where necessary

  • 4.1. IDENTIFYING OWN RESPONSES AND EMOTIONS IN DIFFERENT SITUATIONS.
  • 4.2. IDENTIFYING THE EFFECTS OF OWN ATTITUDES AND VALUES ON DIFFERENT RELATIONSHIPS IN ORDER TO ENHANCE OR MINIMISE THEIR POTENTIAL IMPACT ON OTHER RELATIONSHIPS.
  • 4.3. ANALYSING THE NATURE OF PERSONAL BOUNDARIES, DETERMINING WHETHER THEY ARE APPROPRIATE AND IMPLEMENTATION OF ACCEPTABLE BOUNDARIES.
  • 4.4. BLIND SPOTS AND RED FLAGS THAT TRIGGER UNCONTROLLABLE RESPONSES IN SELF AND HOW THESE CAN BE MANAGED EFFECTIVELY
  • 4.5. DESIGNING A PLAN FOR CONTINUOUS PERSONAL DEVELOPMENT THAT INCLUDES SELF-MONITORING OF BEHAVIOUR AND ADJUSTMENT WHERE NECESSARY
  • Relationships
  • Relationships 3
  • Own Response

5: ASPECTS OF INTER-CULTURAL COMMUNICATION THAT HAVE IMPLICATIONS FOR RELATIONSHIPS
At the end of this Unit, learners will have the knowledge of: • How culture influences relationships and communication. • Stereotypes in a community with reference to their link between prejudice, discrimination and victimisation. At the end of this Unit, learners will have the ability to: • Research the culture of a community in order to recognise and acknowledge how culture influences relationships and communication. • Devise a strategy to address aspects of interpersonal relationships emanating from cultural practice.

  • 5.1. HOW CULTURE INFLUENCES RELATIONSHIPS AND COMMUNICATION.
  • 5.2. STEREOTYPES IN A COMMUNITY WITH REFERENCE TO THEIR LINK BETWEEN PREJUDICE, DISCRIMINATION AND VICTIMISATION.
  • 5.3. DEVISING A STRATEGY TO ADDRESS ASPECTS OF INTERPERSONAL RELATIONSHIPS EMANATING FROM CULTURAL PRACTICE. 
  • Culture
R350

Material Includes

  • PDF downloadable content manual
  • Online course material

Requirements

  • This is a self-guided online course

Audience

  • Lay Counsellors
  • Anybody