At Be Your Best Academy, courses have activities that challenge you to consider an alternate view point. You may reflect on a case study, or on how your childhood has shaped the person you are today.
By giving these kinds of meaningful activities to explore topics - even those as 'boring' as time management, goal-setting or professionalism - we feel the student can develop a more holistic learning experience of their world.
In addition, most of our courses offer 'homework'. While this idea may fill you with dread, a study into depression and anxiety discovered, even if completed homework lacks accuracy, when it is attempted, benefits are long-lasting and positive (Rees, McEvoy & Nathan, 2005).
Also, from our research into Cognitive Behavioural Therapy and other evidence-based modalities, we understand homework plays an important role in personal growth. You can learn new skills, rehearse and reflect on those skills, release emotions, and restructure ‘unfavourable’ beliefs (Mausbach, Moore, Roesch, Cardenas, & Patterson, 2010; Freeman & Rosenfield, 2002; Kazantzis, Deane & Ronan, 2000). Without therapeutic homework, individuals can struggle to put their reflections into practice, making any strides in learning ‘useless’.
There is indeed nothing worse than studying hard and then having no transferable skills at the end of it!
This is why we have approached the teaching, writing and researching of our courses in way we hope you will appreciate. The "voice" we use is similar to a kind therapist or friendly teacher. We also have thought very hard about the context of the lessons and how you might be able to derive valuable knowledge that is practical (and relatable) to your daily needs.
Although many neurodiverse individuals experience setbacks in life, education is empowering. It can create positive change. We believe if you follow along with the activities and homework provided, you will become more confident in managing yourself and managing your life, no matter what challenges life may throw you.
Freeman, A., & Rosenfield, B. (2002). Modifying therapeutic homework for patients with personality disorders. Journal of clinical psychology, 58(5), 513-524.
Kazantzis, N., Deane, F. P., & Ronan, K. R. (2000). Homework assignments in cognitive and behavioural therapy: A meta‐analysis. Clinical Psychology: Science and Practice, 7(2), 189-202.
Mausbach, B. T., Moore, R., Roesch, S., Cardenas, V., & Patterson, T. L. (2010). The relationship between homework compliance and therapy outcomes: An updated meta-analysis. Cognitive therapy and research, 34(5), 429-438.