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There are seasons in life when everything seems to happen at once. Deadlines pile up. Family responsibilities increase. Work becomes more demanding. Unexpected changes arrive without invitation. The to-do list grows faster than the hours available in the day. During seasons like these, people often say, "I'm just stressed." Sometimes they apologise after speaking harshly to a spouse. Sometimes they become impatient with their children. Sometimes they withdraw from friends, respond abruptly to colleagues, or carry their frustration into places that once brought them joy. Stress becomes the explanation. Eventually, it becomes the excuse. But does it have to? Stress Is Real. So Is Choice. Counselling psychology has long recognised that stress is not simply about what happens to us. It is also about how we interpret and respond to what happens. Psychologists Richard Lazarus and Susan Folkman proposed the Transactional Model of Stress and Coping , explaining that people do not...

Imagine that, after months of watching their child struggle, a family finally decides to seek professional help. Appointments are booked. Assessments are completed. Reports are written, and recommendations are made. For the first time in a long while, the parents feel they have direction. Then they visit another specialist. The report is glanced through, gently set aside, and a familiar statement follows: "I'd rather conduct my own assessment." Sometimes, that decision is entirely appropriate. Other times, it leaves parents confused, emotionally drained, and wondering whether they are starting the journey all over again. It raises an important question: When professionals disagree, who speaks for the learner? Why Another Assessment May Be Necessary Before we criticise professionals who request a fresh assessment, it is important to understand their responsibility. Assessment is more than administering tests. It involves selecting appropriate tools, interpreting evidence, ...

  Every educator has one. That lesson that didn't go as planned. That presentation they wish they could deliver all over again. That interview where the right words never seemed to come. That training session where confidence slowly gave way to self doubt. If you've taught or trained long enough, chances are you've experienced one of these moments. What fascinates me, however, is not the performance itself. It is what many people do afterwards. When One Experience Begins Defining Who We Are Recently, I heard about an educator who was invited to facilitate a webinar. She wanted to deliver an excellent session, so she used a generative AI tool to help prepare her presentation slides. The final presentation looked professional, organised, and visually appealing. She felt ready. Then the webinar began. As she progressed through her slides, she realised there were concepts she struggled to explain confidently. On a few occasions, she quietly blamed network interruptions to buy h...