What are some of the nonverbal examples of basic listening skills that you saw used by the therapist in the video? So Amanda, what would you like to talk about today? So I think I told you about Joaquin a couple sessions ago, the guy I've been seeing for about five months now. And we've got into a huge fight, and we're basically not talking. So what happened was the other day, I got picked up from work. He picked me up from work, because I don't have a car right now, because I can't afford a car right now. So he picked me up from work, and we went back to his place. And we ordered food. And he was going to take a shower until the food came. So he hopped in the shower. And I was waiting for the food to come. And I was starving, because I hadn't eaten all day, because my boss doesn't let me to go to lunch. So I was like, when is the food coming. So I checked on his phone to see when the food was coming. And I see a message in his texts. And I had a feeling. I had some sort of a feeling that it was bad. So I checked it, and it was from Mila, the girl that is one of his clients who him and I have had a conversation about. And we've gone back and forth. And we've landed on the agreement that he's not going to talk to her, because it makes me uncomfortable. Because she's a female client, and I know that she flirts with him. And it makes me uncomfortable. And you've told him this? And I've told him this. Yes. And we've discussed in length about this. And we've decided that he's not allowed to talk to her, because I don't trust her. So she texted him, and he responds to her. And so he comes out of the shower. And obviously, as you could guess, I'm livid. You were furious. Yeah, because I've-- have told him this makes for uncomfortable. If this person is reaching out to you, let me know. Come to me. Right. Make me your partner. Right. Don't do things behind my back that could be hurtful to me. So he comes out of the shower. And this is maybe where I freaked out on him. And he starts yelling at me, you're looking through my phone. And so I threw the phone at him. And I stormed out. And I slammed the door. And I broke his door, which he was obviously mad about. Well, you were so angry. Yeah. You were so hurt. Yeah, and that's the hardest part is if you're in a relationship with someone that-- and I get it. I get it. Maybe this isn't the most rational thought process. But it's hurtful to me. And yeah, I've told him that. And I guess it's just hurtful that he doesn't care enough. So it's an issue of trust for you. You explained to him how you felt. And he ignored it. And if you hadn't looked, it would have not even come to your attention. Yeah. So you were just feeling that this is unacceptable. Yeah. You were so upset. Yeah. And had he have responded to me in a way that was like, listen, Amanda, calm down. You're jumping to conclusions. Right. You needed reassurance. Yeah. You wanted him to really care about how you felt. Yeah. And you had every right to look at his phone. You were concerned about the food. You were hungry. You wanted the food to come. And he's acting as if that's a big violation, whereas he's the one who violated what you really thought was important. Yeah. Yeah. And I mean so I've-- So what's going on right now? How are you feeling right at this moment? What feelings are coming up? I'm feeling like-- I don't know. I guess in a way, silly, because I don't want to have these types of fights. Of course not. I don't want to talk about this. Of course not. And he hasn't spoken to me for three days. And I'm trying to call him. And I'm trying to apologize, because I get where maybe I jumped the gun. But he won't even talk to me. So it's like how am I supposed to-- I don't know. How am I supposed to apologize if you won't even talk to me? Well, we can talk about that and come up with a strategy for you and help you deal with these feelings. So should we put that on the agenda for next time? Yeah, probably. OK. 

Example of the assignment will be attached to this assignment. Also, a rubric is attached at the bottom to guide you. Choose a learning situation. Something simple and easy.To help you develop a coherent understanding of the course contents, you will create a knowledge base that describes your understanding of the Behavioral Learning Theory. Your knowledge base should contain three pieces: content presentation, example learning situation, and reflection. All three components should be submitted as a single packet, (Microsoft PowerPoint file). A grading rubric is attached below. The content presentation for each theory component should include (at a minimum):description of the learning theories, including a description of what learning is according to the theorybrief history of the major learning theorists and their contributions to the theories,critical components/ principles/ terminology of the theories, andlist of principles drawn from the theory that inform instruction i.e., explain how the instructional theory is based on the principles of the learning theory.The content presentation (PowerPoint) for each theory component should be NO LONGER than 15 slides be visually appealing, and technically correct in content and grammar/punctuation.The learning situation (SAME situation used for all 3 theories) should include:brief description of a learning activity, including recommended instructional approach (1-3 slides or 1 page). For example, describe how a child learns to use a toothbrush. It is strongly suggested that you seek professor approval for your learning situation. This part will remain the same in three knowledge bases.brief description of how the learning situation is described by the behavioral learning theory (1-3 slides). For example, explain how a child learns to use a toothbrush from the Behavioral Learning Theory’s You would explain the learning situation in stimulus, response terms and suggest a behavioral-informed instructional approach.The reflection for each theory component should be:a written narrative about your thoughts on the theory responding at a minimum to the following questions: (1–3 slides)How does this learning theory inform the design of instruction?What questions do you still have about the theory?How were the activities in this unit reflective of the learning theory, or not?How have your ideas about learning and instruction changed, or not, and why?Knowledge Base Grading RubricCRITERIAExplanationPoints PossiblePoints EarnedContent PresentationAll components in the requirements are included. Contents of the theory well organized and logically ordered. Generally assists the reader in following the logic. Content presentation includes:o description of the learning theories, including a description of what learning is according to the theory,o brief history of the major learning theorists and their contributions to the theories,o critical components/ principles/ terminology of the theories, ando list of principles drawn from the theory that inform instruction i.e., explain how the instructional theory is based on the principles of the learning theory.55Learning ScenarioLearning situation is clearly presented with instructional approach suggested. Learning behaviors are described by the learning theory. Learning scenario includes:o Brief description of a learning activity, including recommended instructional approach (1-3 slides or 1 page).o Brief description of how the learning situation is described by the learning theory (1-3 slides or 1 page).25ReflectionAll reflection questions answered. Your reflection should base on what you learn and reflect your original thoughts of the theory. Your reflection is a written narrative about your thoughts on the theory responding at a minimum to the following questions: (1–3 slides or 1-2 pages)§ How does this learning theory inform the design of instruction?§ What questions do you still have about the theory?§ How were the activities in this unit reflective of the learning theory, or not?§ How have your ideas about learning and instruction changed, or not, and why?25Interest LevelVocabulary varied, supporting details vivid, generally well written with smooth and consistent transitions, etc.; graphics are a plus, but not required; the same for color.15Grammar & SpellingAll grammar and spelling are correct, that is, no errors.15FormatFollows closely APA formatting/style as well as the specific instructions contained in the Syllabus.15Total150

Discussion Motivation can be defined as an individual's willingness to exert and maintain an effort towards organizational goals in the workplace. Keeping health workers satisfied and motivated helps the entire health system work smoothly. Why is Motivation Important in Healthcare?