Clinical Mastery

Mastery

In a social or clinical setting, Mastery involves cultivating both the individuals highest “Cognitive” and “Technical” abilities. That is, to master a clinical vocation (avocation) one must know the “what”, know the “how” and know the “why” of their chosen profession.

Procedural Memory is an Unconscious type of memory that is linked with certain types of activities that we do not require conscious thought to perform. These memories are automatically retrieved and utilized for the execution of the integrated procedures in both “Cognitive” and “Motor Skills”.

We acquire Procedural Memory through Procedural Learning or the repeating of a complex activity over and over until all of the relevant neural systems work together to automatically produce the activity. Through experience we develop procedural memory.

 

Clinical Skill Mastery

Components

Non-Traumatic Learning: volitionally, deliberate, and with a consciously intended awareness one Is drawn to learn and master a skill set.

Time, Repetition, Intentional and Experiential, Awareness

Traumatic Learning: difficult, challenging and psychically painful experiences, when filtered through honest and deliberate introspection, and/or mentor based guidance, can link important lessons semantically allowing for the growth through these experiences.

Social Interactive Skill Mastery (Clinical/Socially): ones technical skill is very important but absent ones ability to connect with, discern and integrate ones overall experience ones technical acumen will not be made manifest in an appreciable way. One must foster the ability to communicate with people in such a way to motivate them to accept what a Master recommends and advocates for them.

Metacognition (Beyond Knowing): knowing about knowing. This is a self-motivated, self-representational, self-regulated, memory monitoring, meta-reasoning, consciously aware, and a self-aware mentality. This fully self-responsible posture regulates and manages ones own study skills, memory capabilities and monitors and adjusts ones own ability to learn. These capacities are used to regulate ones own cognition.

Metacognitive Knowledge: ones own cognitive process and understanding of how to regulate those processes to maximize learning.

Meta cognitive Regulation: the regulation of cognition and learning experiences through a set of activities that help one control their own learning.

Metacognitive Experiences: those experiences that have something to do with ones current and on-going cognitive endeavor.

Schema (self-managed and guided repair): schema are an organized pattern of thought and behavior that organizes categories of information and the relationship among them. They are a mental structure of preconceived ideas, a framework representing some aspect of the world, a system of organizing and perceiving new information.

Because people are more likely to notice and be attracted to things that fit into their Schema, they will reinterpret discordant information into their experiences by distorting them to fit with their current Schema. To accurately assimilate beneficial information and to learn an internalized deliberate motivation, or inspiration, and to consider conflicting information and experience It is initially requisite to increase ones “Awareness” by:

Employing an acceptable mentor.

Possessing an open and vulnerable posture to new modes of thinking and behaving

Possessing a willingness to put Truth before preference or personal opinion(s).

A willingness to learn experientially, sensually and contextually.

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