Enhancing teaching relationships through therapeutic use of self

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.Bronwen Williams is a Mental Health Training Team Leader, based at Training and Education Department, 2gether NHS Foundation Trust, Gloucester, UK. AbstractPurpose -The purpose of this paper is to examine how the skills involved in building therapeutic relationships, especially the therapeutic use of self, in clinical work can transfer in to teaching, making reference to the supporting education theory. Design/methodology/approach -A review of relevant education and health literature was undertaken. Findings -Mental health practitioners' skills transfer with good effect to the classroom, therefore clinicians who deliver teaching to mental health colleagues can be seen to be highly effective in promoting excellent learning environments. The teacher, and their teaching, needs to be student focused in the same way that the clinician needs to be patient centred to build the best possible relationships to support development and change.Originality/value -The therapeutic relationship is a fundamental element of mental health work and similarly, the relationships that the teachers develop with students are essential to the promotion of learning environments. However, what creates the teacher-student relationship has been little examined in the literature and this paper suggests that the core elements of the therapeutic relationship, especially therapeutic use of self, transfer to the teaching relationship to impact on learning for mental health staff.

The Moderating Effect of Time Management on the Relationship between Quality of Work Life and Personal Effectiveness of Junior High School Teachers in Davao Region

“…This means that teachers oftentimes communicate with their students, friends, and colleagues about their personal concerns and matters and express their feelings to their principal without hesitation. This is congruent with the idea of Williams (2015) [51] which stressed that teacher self-disclosure is an important tool to develop trust and confidence among learners. Similarly, the study of Song et al (2016) [45] revealed that the mutual relationship between student and teacher was increased through teacher self-disclosure which eventually leads to a more productive learning environment and improved class satisfaction.…”