EMOTION REGULATION RESEARCH AND PRACTICE
Dr. Alena Prikhidko's Website
My amazing advisor, Dr. Jacqueline Swank. We finally have pictures together. I am thinking about mentoring a lot and I am blessed to have Dr. Swank, who truly enjoys mentoring students, who is my role model not only professionally, but also personally. She is one of the most generous people I have ever met. Always there to support her mentees and colleagues! At the same time fun to be around, excellent balance of challenge and support, superb researcher and practitioner, this is our Dr. Swank!
Teaching Philosophy of Alena Prikhidko
Counselor education requires a teacher to provide instruction in both theory and practice, which are intertwined and influence one another. When learning about a counseling theory, one needs to be able to use the new knowledge to grasp the reality of implementation of particular counseling strategies and techniques. Therefore, I see my responsibilities in creating a learning environment that will provide students with the opportunity to implement new knowledge into practice. I do this through experiential learning, which is related to learning through involvement and focused on authentic understanding in the classroom (Bjork, Dunlosky, & Kornell, 2013).
I align with Constructivist pedagogy, in which the truth is not definite, and the learner is highly influenced by the social context. Therefore, the student is seen as an active participant in the pedagogical dialogue, who builds upon existing knowledge and develops new skills in collaboration with the teacher. I share with my students that we all have 100% of the responsibility for what will happen in the classroom as we influence one another through our cognitive and emotional states. However, as an instructor, I model appropriate attitudes and behavior in the face-to-face or online learning environment.
I agree with McCaughan, Binkley, Wilde, and Allen (2013, p. 96), who stated that students being “the experts of their learning is reflective of the postmodern perspective in counseling practice. When taking a postmodern approach to counseling, practitioners refrain from the role of an expert so clients may be empowered to direct their success”. Constructivists view learning as a dialogue, which is in contrast to a positivist teaching approach in which the teacher is seen as a sender and the student as a passive recipient of the information, resulting in a monologue. In a dialogue, the teacher and students engage in transactional communication where both share and receive information. This type of teaching and learning encompasses several processes that I believe are pivotal to student learning (i.e., regular feedback, active implementation, empowerment, personalization of knowledge).
Regular feedback encompasses the teacher’s reflections of what students have completed in a classroom or have written in a paper that highlights the strengths and weaknesses of the performance through supportive comments, along with grading rubrics, which give precise instruction about the grading scale. Active implementation of knowledge is connected with the activities students engage in, practicing what they have learned through individual, small, or large group exercises. The rationale for this approach is related to how people store new information. “We have to be an active participant in the learning process— by interpreting, connecting, interrelating, and elaborating, not simply recording” (Bjork, Dunlosky, & Kornell, 2013, p. 420)
I also believe that personal responsibility empowers students and motivates them more than the absence of liability. Therefore, I implement leadership activities when a student is teaching part of a class (giving presentations during class) using a plan which we develop in collaboration. The most remarkable feature of student-leaders in the classroom is that as a teacher, I continually learn from my students and communicate to them that they each have something unique to offer. This interactive learning process is one of the best illustrations of the constructive pedagogy perspective, as it shows how new knowledge is constructed for all participants in the learning process. Personalization of learning means making the learning material personal through looking at it in regards to one’s life and interests. I have noticed that the more a student can attach the concept to his life, the better he remembers it. Moreover, if a class project can be further used for his benefit, the student may become more motivated to participate in the project and produce outstanding work.
My teaching philosophy aligns with Bloom’s Taxonomy of learning tasks. I strive to use all six domains of learning when creating a syllabus (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001). I believe that some of the learning tasks are especially important for counselors-in-training, including applying, analyzing, evaluating, and creating. When a counselor is working with a client, he needs to be able to use a concept in a new situation of unprompted use of an abstraction and apply what was learned in the classroom or the workplace (i.e., using the Diagnostic and Statistical Manual of Mental Disorders [DSM] to make a diagnosis or implementing the American Counseling Association [ACA] Code of Ethics Code to make an ethical decision). I would achieve the goal of teaching students to use the knowledge they obtain through collaborative learning or creating a process – make a role play with a scenario. Analyzing is another important skill to be learned. It pertains to separating material or concepts into parts so that its organizational structure may be understood along with distinguishing between facts and inferences. For example, a counselor educator might have to recognize logical fallacies in a client’s reasoning or gather information from a department and selects the required tasks for training. I would achieve the goal of teaching students to analyze through debates and have discussions to question what happened.
Evaluating reflects one’s ability to make judgments about the value of ideas or materials (i.e., selecting the most efficient solution or hire the most qualified candidate). This task is pivotal in the counseling profession, as practitioners constantly need to evaluate the mental state of their clients. Students can learn evaluation procedures through the use of surveys, tests, and case studies, which they use to conduct evaluations.
Creativity helps a student build a structure or pattern from diverse elements and put parts together to form a whole, with an emphasis on creating new meaning or structure. Counselors are continuously planning interventions to use in their work with clients. Therefore, students need to integrate training from several sources to solve a problem. I would facilitate the creating learning strategies through assignment such as creating a new model and writing an essay. I would also include group work to give students the opportunity to brainstorm together.
I also focus on my students’ learning styles and use this information to engage them into the learning process. Additionally, I devote attention to the self-managed learning process that occurs beyond the formal educational setting. I believe that it is imperative to embrace professional ethical codes such ACA (2014) Code of Ethics, American Association for Marriage and Family Therapy (AAMFT, 2015) Code of Ethics. It is also important to integrate professional standards (i.e., Council for Accreditation of Counseling and Related Educational Programs [CACREP] 2016 standards). As a counselor educator, I will serve as a gatekeeper for the counseling profession; and therefore, it is my responsibility to ensure that students are becoming reliable, knowledgeable, professional, and competent counselors.
References:
American Association for Marriage and Family Therapy. (2015). AAMFT code of ethics. Retrieved from http://www.aamft.org/resources/lrm_plan/ethics/ethicscode2001.asp
American Counseling Association. (2014). ACA code of ethics. Retrieved from http://www.counseling.org/knowledge-center/ethics/code-of-ethics-resources
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., Wittrock, M. C. (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives. New York, NY: Pearson, Allyn & Bacon
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. doi: 10.1146/annurev-psych-113011-143823
Council for Accreditation of Counseling and Related Educational Programs (2016). CACREP standards. Retrieved from http://www.cacrep.org/for-programs/2016-cacrep-standards/
McCaughan, A.M., Binkley, E. E., Wilde, B. J., Parmanand, S. P., & Allen, V. B. (2013). Observing the development of constructivist pedagogy in one counselor education doctoral cohort: A single case design. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 1, 95-107
Teaching is one of the most fulfilling experiences in my life.
You can read some of my students’ evaluations here
[pdf-embedder url=”http://prikhidko.com/wp-content/uploads/2017/09/Teaching_evaluations_Prikhidko.pdf”]http://prikhidko.com/wp-content/uploads/2016/07/SDS4410_Fall_2015-2.xlsx
Interpersonal Communication Skills
Course Instructor: Alena Prikhidko
Section 8573
Mode of instruction: online Canvas website: http://lss.at.ufl.edu
3.0 Credit hours
Catalog description: The application of basic principles of interpersonal communication with emphasis on the affective dimensions. Attention is given to using basic counseling strategies and psychological techniques as an aid to effective communication.
| Examine the elements and dynamics of interpersonal, intrapersonal, and small group communication | 1 |
| Facilitate personal reflection and increase awareness of self, in order to enhance conscious, deliberate communications | 2 |
| Analyze how technology and media influence communication | 3 |
| Increase their ability to relate in a multicultural world | 4 |
| Create more effective and healthy communities through empathic communication | 5 |
Textbook: Adler, R.B., Rosenfeld, L.B., & Proctor, R.F. (2014). Interplay: The process of interpersonal communication (13th ed.) New York: Oxford University Press. ISBN: 978-0-19-939048-9 (Note: There have been substantial changes since the 12th edition; please make sure you have the correct edition of the textbook.)
Instructional Methods: Due to the nature of the course, technology will be utilized in a variety of ways. Student will be expected to participate in online discussion board prompts with frequent dialogue and discussion. Another component of this course is personal reflection. Students will be expected to critically analyze their own behaviors and those of others to promote self-development and awareness. Video reflection is a powerful form and allows for you to demonstrate some communication skills. This form will be used, in addition to written personal reflections. Each module will also have a culminating activity that encompasses the content covered throughout the course.
Course Format: There are no class meetings on campus. You work independently, at the time and place of your choosing and at your own pace, but must follow the identified due dates. You must be online to see announcements, submit the assigned work, take assessments/quizzes, and participate in class discussion boards.
Time management is crucial to your academic success, especially in an online course. So be prepared to create a schedule that works for you and stick to it. Please note that NO late work will be accepted. However, I understand that life happens. Should you find yourself not able to meet a deadline, please contact me prior to the deadline, so that we can discuss a resolution.
Course Communications: Since this is an online course, most of our communication will be through the Canvas website. Submission of all assignments, quizzes, and discussions will take place here. If a personal problem or concern arises, please email me directly at alenagraduate@gmail.com
Otherwise, if you have a question that is related to course content, please pose it in the Student Lounge area for an answer, or use the chat room. I will do our best to communicate with you in a timely manner; however, since there are typically more than 100 students enrolled in this course, please allow up to 48 hours for a response.
Netiquette Expectations: All students are expected to follow rules of common courtesy in all email messages, threaded discussions and chats.
Online Discussion Boards: For your weekly online discussions, you are required to write an initial posting of at least 300 words, into your assigned discussion group (organized by student last names). These are typically your own thoughts and/or applications of the concepts presented. Additionally, you are required to respond to at least TWO other classmates post (100 words minimum).
Note: If you do not respond to your classmates’ posts, you will not be eligible to earn any points, even if you make your own initial post. Initial postings are due on Thursday, while responses to at least TWO classmates are due by Sunday.
Expectations:
Try to avoid messages that simply agree with the discussion like Great job! or Totally agree! Although supportive comments are ALWAYS encouraged, build on your affirmation by expressing your point of view or reasoning behind your agreement. Introduce related concepts, expand examples, or refine a point.
As you consider discussion questions and others’ observations, can you identify where concepts from our readings would help support or clarify points made? Use the readings and lectures to help validate your point. Your response might begin with “On page 97, the author highlights…”
Try to see where subtle points might be overlooked and bring those points out in your discussion. Bring in content from your personal/professional experience that you feel really adds clarity to a point or issue.
Provide details that illustrate your point of view. Adding narrative to your point adds interest and can clarify theories and concepts that might not otherwise be clear. Remember, your words are communicating your thoughts, feelings, and reactions.
Grade Breakdown: Please note grades are based on points not percentages. Additionally, I do not use minus grades. See the grade distribution below:
| A | 647-720 points | 89.81% or above |
| B+ | 633-646 points | 87.81-89.80% |
| B | 575-632 points | 79.81-87.80% |
| C+ | 561-574 points | 77.81-79.80% |
| C | 503-560 points | 69.81-77.80% |
| D+ | 489-502 points | 67.81-69.80% |
| D | 432-488points | 60.00-67.80% |
| F | 431 points or below | Below 60% |
Please email me directly to let me know that a problem has arisen and provide me with the tracking number.
Policy on Accommodating Students with Disabilities: Students requesting accommodation for disabilities must first register with the Dean of Students Office (http://www.dso.ufl.edu/drc/). The Dean of Students Office will provide documentation to the student who must then provide this documentation to the instructor when requesting accommodation. You must submit this documentation prior to submitting assignments or taking the quizzes or exams. Accommodations are not retroactive, therefore, students should contact the office as soon as possible in the term for which they are seeking accommodations.
Policy on Academic Misconduct: Academic honesty and integrity are fundamental values of the University community. Students should be sure that they understand the UF Student Honor Code at http://www.dso.ufl.edu/students.php.
The University of Florida Honor Code: As students of the University of Florida, you have accepted the honor code, which governs all students. For clarification or further explanation, please consult your undergraduate catalog or the University of Florida Student Guide (at www.dso.ufl.edu).
Preamble: In adopting this honor code, the students of the University of Florida recognize that academic honesty and integrity are fundamental values of the university community. Students who enroll at the university commit to holding themselves and their peers to the high standard of honor required by the honor code. Any individual who becomes aware of a violation of the honor code is bound by honor to take corrective action. A student-run Honor Court and faculty support are crucial to the success of the honor code. The quality of a University of Florida education is dependent upon community acceptance and enforcement of the honor code.
The Honor Code: We, the members of the University of Florida community, pledge to hold our peers and ourselves to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.”
The University of Florida recognizes that pursuit of an online degree requires just as much student support as pursuit of a traditional on-campus degree and therefore, each online program is responsible for providing the same student support services to both students who are in residence on the main campus and those who are seeking an online degree through distance learning. Resources are available at http://www.distance.ufl.edu/getting-help and at the following:
Online Computing Help Desk- e-Learning Support Services: The UF Computing Help Desk is available to assist students when they are having technical issues.
Online Library Help Desk: The help desk is available to assist students with access to all UF Libraries resources.
Disability Resource Center: If you have a physical, learning, sensory or psychological disability, please visit our Disabilities Resource Center.
Counseling and Wellness Center: Would you like to speak to a counselor about a problem that you are having? Please visit our counseling and wellness center.
Dean of Students Office: Do you need help resolving a conflict or would you like access to the student code of conduct? Visit the Dean of Students site.
Student Complaints: If you have an unresolved administrative issue while enrolled in a distance learning program, please contact us at distance@dce.ufl.edu
This syllabus represents my current plans and objectives. As we go through the semester, those plans may need to change to enhance the class learning opportunity. However, such changes will be clearly communicated to all students through online announcements on Canvas, and updated in the course syllabus.
Course Structure:
Module 1: Fundamentals of Interpersonal Communication (Objectives 1-5)
May 9 – June 5 2015
Chapter 1—About Communication
Chapter 2—Culture & Interpersonal Communication
Chapter 3—Interpersonal Communication and the Self
Chapter 4—Perceiving Others
Module 2: Interpersonal Communication Skills in Action (Objectives 1-5)
June 12- July 10, 2015
Chapter 5—Language
Chapter 6—Nonverbal Communication
Chapter 7—Listening: Receiving and Responding
Chapter 8—Emotion
Module 3: Dimensions of Interpersonal Relationships (Objectives 1-5)
July 12 – August 4, 2015
Chapter 9—Dynamics of Interpersonal Relationships
Chapter 10—Communication in Close Relationships: Friends, Family, and Romantic Partners
Chapter 11—Communication Climate
Chapter 12—Managing Conflict
Task descriptions:
Chapter Quiz: Each week, you will have a 10 point quiz on the content for that particular week. Quizzes are due on Wednesdays.
Discussion Board: Initial postings are due on Thursdays; Responses to classmates are due on Sundays.
Thought Question: You will earn class participation points for your involvement in various activities, exercises, and critical thinking questions. Responses are due on Tuesdays.
Assignments: For each chapter, you will have a small assignment. At the end of each module, there is a larger assignment that encompasses all of the material for that particular module. These are due on Sundays.
Exams: 3 exams (1 per module), which are cumulative of all chapters within the module and will consist of true/false and multiple choice questions. Please look at the due dates on Canvas.
Assessing Your Communication: For each chapter, you will complete a personal assessment about an aspect related to the content covered in that particular chapter.
Fall 2015 Course Syllabus, Section # 4833
Instructor: M.S. Doctoral Student, Alena Prikhidko Office: 1313C Norman Hall
Berk, L. E. (2013). Development through the lifespan (6th ed.). Boston: Allyn & Bacon.
Welcome! Human Growth and Development (EDF3110) examines human growth and development across the lifespan, focusing on the biological, cognitive, and socio/emotional processes that shape development.
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