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Learning from Serial Winning Coaches: Caring Determination
by Cliff Mallett Sergio Lara-BercialLearning from Serial Winning Coaches provides performance coaches and directors, coach developers, and researchers with the knowledge and tools to affirm and challenge policy and practice and conduct further research to inform future policy and practice in the identification, recruitment, and development of performance coaches. Leading an athlete or team to an Olympic or world championship gold medal or professional league title is a great achievement for a coach; a dream that comes true for a small group of privileged coaches. This outstanding accomplishment can become the defining moment of their careers. Winning multiple golds and championships with different athletes or teams, and across multiple major events spanning decades, is the prerogative of an exclusive club of coaches. This book reveals the secrets, experiences, and practices of 17 of these coaches across 10 sports and 10 different countries. Through a combination of in-depth interviews with the coaches and their athletes and a detailed analysis of their personality and motivational profiles, Mallett and Lara-Bercial offer a unique portrait of the day-to-day workings of these coaches: who they are, how they operate, their leadership style, and their inimitable and often serendipitous journeys to the top of the sporting world. Learning from Serial Winning Coaches goes beyond the description of isolated coaching behaviours provided by previous research to explore the personal realities of these exceptional men and women, coaches, and athletes. The emerging multi-dimensional picture sheds light on the unique conditions and practices that lead to the unparalleled success of these true outliers. This book is key reading for researchers, coaching and coaching psychology students, performance coaches and directors, and coach developers, providing a novel evidence-based theoretical framework to conduct further research, shape and reshape coach development, and facilitate the identification and recruitment of the next generation of serial winners.
Learning from Shanghai: Lessons on Achieving Educational Success (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #21)
by Charlene TanThe Shanghai school system has attracted worldwide attention since its impressive performance in the International Programme for Student Assessment (PISA) in 2009. The system ranks as a 'stunning success' according to standards of the Organisation for Economic Co-operation and Development (OECD). Shanghai also stands out for having the world's highest percentage of 'resilient students' - students from socio-economically disadvantaged backgrounds who emerge as top performers. Learning From Shanghai: Lessons on Educational Success offers a close-up view of the people and the policies that have achieved such world-class performance. Based on research and personal observation gathered during the author's recent field work with school principals, teachers and students, this book explores the factors that explain Shanghai's exceptional success in education. The approach combines high standards of scholarly research and analysis with the author's unique personal insights, as evidenced by chapters entitled Education is Filling a Bucket and Lighting a Fire and Tiger Mothers, Dragon Children. Drawing on her experience as an education professional and a teacher of teachers, Charlene Tan thoroughly examines and analyzes the people, the policies and the practices that distinguish Shanghai educators. The contents include comprehensive details on the Shanghai approach to quality education, from discussion of the balance between centralization and decentralization, to school autonomy and accountability, to testing policy and professional development for teachers. The book includes detailed tables on curriculum and school performance targets, sample appraisal forms for teachers and students, and dozens of photographs. The author is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.
Learning from Video Games: The General Learning Model (Elements in Applied Social Psychology)
by Douglas A. Gentile J. Ronald GentileVideo games can have many effects on players, some of which could be intentional effects (e.g., games designed to train health compliance behaviors), and most of which are unintentional (e.g., violent games, stereotypes, gaming disorder). Some of these areas of research have been seen as controversial, but many of the controversies can be at least partially resolved by considering the learning mechanisms underlying the effects. We describe the General Learning Model in greater detail than has been provided elsewhere, including short-term and long-term mechanisms, processes of learning and forgetting, and moderators of learning. Video games use many of the best practices to train for both mastery and for transfer of learning. The implications for re-interpreting the literature on violent video games and gaming disorder, as well as for applied social psychology broadly defined, are discussed.
Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education (Suny Series, Second Thoughts)
by Sharon ToddHow does ethics influence the myriad ways we engage difference within educational settings?
Learning from the Science of Cognition and Perception for Decision Making: Proceedings Of A Workshop
by Engineering Medicine National Academies of SciencesBeginning in October 2017, the National Academies of Sciences, Engineering, and Medicine organized a set of workshops designed to gather information for the Decadal Survey of Social and Behavioral Sciences for Applications to National Security. The fourth workshop focused on the science of cognition and perception, and this publication summarizes the presentations and discussions from this workshop.
Learning from the Talk of Persons with Dementia: A Practical Guide to Interaction and Interactional Research (The Language of Mental Health)
by Trini StickleThis book offers an in depth analysis of the interactional challenges that arise due to various dementias and in a variety of social contexts. By assessing conversations between persons with dementia and their family members, caregivers, and clinicians, it shares insights into both the language and actions selected by the participants. Using several different research methods, authors highlight competencies and areas of struggle, as well as choices that ease interactions along with those that seem to complicate them. Each chapter provides practical strategies to help readers better navigate day-to-day interactions with persons with dementia. The book is part of a continuing effort to offer guidance and hope to those for whom such conversations have become part of their daily lives. It presents concrete recommendations for specific groups such as family members, caregivers, and clinicians; it will also be of interest to researchers in the field of dementia and early career scholars interested in the methodologies discussed.
Learning in Doing: Co-Operative Action (Learning in Doing: Social, Cognitive and Computational Perspectives)
by Charles GoodwinCo-Operative Action proposes a new framework for the study of how human beings create action and shared knowledge in concert with others by re-using transformation resources inherited from earlier actors: we inhabit each other's actions. Goodwin uses videotape to examine in detail the speech and embodied actions of children arguing and playing hopscotch, interactions in the home of a man with severe aphasia, the fieldwork of archaeologists and geologists, chemists and oceanographers, and legal argument in the Rodney King trial. Through ethnographically rich, rigorous qualitative analysis of human action, sociality and meaning-making that incorporates the interdependent use of language, the body, and historically shaped settings, the analysis cuts across the boundaries of traditional disciplines. It investigates language-in-interaction, human tools and their use, the progressive accumulation of human cultural, linguistic and social diversity, and multimodality as different outcomes of common shared practices for building human action in concert with others.
Learning in Information-Rich Environments
by Delia NeumanThe amount and range of information available to today's students--and indeed to all learners--is unprecedented. Phrases like "the information revolution", "the information (or knowledge) society", and "the knowledge economy" underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us that "The World Is Flat" and that we must devise new political and economic understandings based on the ceaseless communication of information from all corners of the world. The Bush administration tells us that information relating to the "war on terrorism" is so critical that we must allow new kinds of surveillance to keep society safe. Teenage subscribers to social-computing networks not only access information but enter text and video images and publish them widely--becoming the first adolescents in history to be creators as well as consumers of vast quantities of information. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing--among other things--it is logical to assume that they carry implications for education as well. In fact, a good deal has been written over the last several decades about how education as a whole must transform its structure and curriculum to accommodate the possibilities offered by new technologies. Far less has been written, however, about how the specific affordances of these technologies--and the kinds of information they allow students to access and create--relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This book explores these questions and suggests some tentative answers. Drawing from research and theory in three distinct but related fields--learning theory, instructional systems design, and information studies--it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The book is grounded in the work of such key figures in learning theory as Bransford and Anderson & Krathwohl. It draws on such theorists of instructional design as Gagne, Mayer, and Merrill. From information studies, it uses ideas from Buckland, Marchionini, and Wilson (who is known for his pioneering work in "information behavior"--that is, the full range of information seeking and use). The book breaks new ground in bringing together ideas that have run in parallel for years but whose relationship has not been fully explored.
Learning in Information-Rich Environments: I-LEARN and the Construction of Knowledge from Information
by Delia Neuman Mary Jean Tecce DeCarlo Vera J. Lee Stacey Greenwell Allen GrantThe amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
Learning in Organizations: An Evidence-Based Approach
by J. Kevin FordLearning in Organizations: An Evidence-Based Approach examines the variety of systematic approaches and strategies for learning and development used in the workplace through the implementation of formal training, guided instruction, developmental job experiences, and self-directed learning. The hallmark of Learning in Organizations is an emphasis on research evidence of what is and is not known about learning and learning strategies and the translation of that evidence to guide best practices in workplace learning and development. The book features evidence on learning principles, new learning technologies, and strategies for developing individual, team, and leadership capabilities. The content of the chapters is enhanced by the inclusion of key learning goals for each chapter, case studies, chapter summaries, best practice recommendations, and a hands-on project for use in the classroom. Learning in Organizations provides researchers with a detailed investigation of learning practices to help drive future research. For learning practitioners, research evidence is translated into best practices that can be applied to enhance workplace learning and development. For undergraduate and graduate students, the book provides an up-to-date review of the key concepts and ways of thinking about and studying learning in the workplace.
Learning in Work: A Negotiation Model Of Socio-personal Learning (Professional and Practice-based Learning #23)
by Raymond SmithThis book explores and progresses the concept of negotiation as a means of describing and explaining individuals’ learning in work. It challenges the undertheorised and generic use of the concept in contemporary work-learning research where the concept of negotiation is most often deployed as a taken for granted synonym for interaction, co-participation and collaboration and, hence, used to unproblematically account for workers’ learning as engagement in social activity. Through a focus on workers’ personal practice and based on extensive longitudinal empirical research, the book advances a conceptual framework, The Three Dimensions of Negotiation, to propose a more rigorous and work-learning specific understanding of the concept of negotiation. This framework enables workers’ personal work practices and their contributions to the personal, organisational and occupational changes that evidence learning to be viewed as negotiations enacted and managed, within contexts that are in turn sets of premediate and concurrent negotiations that frame the transformations on and from which on-going negotiations of learning and practice ensue. The book does not seek to supplant understandings of the rich and valuable concept of negotiation. Rather, it seeks to develop and promote a more explicit use of the concept as a socio-personal learning concept at the same time as it opens alternative perspectives on its deployment as a metaphor for individual’s learning in work.
Learning the Art of Helping: Building Blocks and Techniques (Sixth Edition)
by Mark E. YoungStudents and beginning counselors get step-by-step guidance for developing the skills and techniques they need to effectively help their clients. This sixth edition of the best-selling Learning the Art of Helping: Building Blocks and Techniques emphasizes the techniques and skills necessary to be effective in the art of helping, from basic building blocks to advanced therapeutic techniques. The text is practical, innovative, and focused on the relationship between helper and client. The author incorporates the latest research on effective treatments, while offering an integrative perspective. The author's conversational tone is appealing to students, yet the book is carefully referenced for instructors. The goal is to make beginning helpers become "reflective practitioners. " "Stop and Reflect" sections, exercises, homework, class discussion topics, and Journal Starters support this approach. The sixth edition includes new sections highlighting issues of culture in research, challenges related to gender differences, and helping skills specific to children.
Learning the Hard Way in Clinical Internships in Social Work and Psychology: Lessons for Safety, Boundary-Setting, and Deepening the Practicum Experience (ISSN)
by Susan A. LordIn this book, Susan A. Lord shares important stories and lessons from two undergraduate and two postgraduate clinical internships as colorful narratives that will augment texts in undergraduate and graduate practicum seminar classes. The chapters engage with fundamental issues, including the importance of safety and relationship-building, good supervision, the complexities of situationally determining what constitutes ethical practice, boundary-setting, suicide assessment, and professional identity development. Narratives about making mistakes, or "learning the hard way", include being robbed at gunpoint in Chicago, being stalked by a client, and sexual harassment. Each chapter concludes with a list of reflection, small group discussion, and class discussion questions designed to help the reader more deeply engage with the material on a personal, academic, and professional level. Written for students who are excited to begin their practicum experiences, this book explores how these experiences might be addressed and crucially stresses the importance of remembering that everyone is human and that clients are well-defended and resilient. A valuable resource for learning about the importance of safety, boundaries, and relationship development in any internship or practicum experience, it will appeal to students and scholars with interests in psychoanalysis, internship education, and relational psychotherapy.
Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education
by Edward W. MorrisAn avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a "boy crisis" in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools--one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially "smart"? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the "gender gap" in achievement.
Learning the Language of Addiction Counseling
by Geri MillerComprehensive and currentLearning the Language of Addiction Counseling, Third Edition introduces students to the field of addiction counseling and helps them develop the knowledge, understanding, and skills needed to counsel people who are caught in the destructive cycle of addiction.Drawing from her years of experience working in the addiction-counseling field, Geri Miller provides a balanced overview of the major theoretical underpinnings and clinical practices in the field, covering all of the essentials--from assessment and diagnosis of addiction to preparing for certification and licensure as an addiction professional.Fully revised and expanded, the Third Edition offers a positive, practice-oriented counseling framework and features:Revised chapters reflecting important changes in the fieldNew chapters on "Spirituality and Addiction Counseling" and "Pain and Substance Abuse"New case studies, interactive exercises, and suggested reading and resources at the end of each chapter"Personal Reflections" sections in each chapter illustrating the author's evolving views of addiction counselingNew online Instructor's Manual containing PowerPoint® slides, test bank questions, and syllabi
Learning the Language of Addiction Counseling
by Geri MillerFULLY REVISED, COMPREHENSIVE, AND PRACTICAL BOOK OF THE THEORY AND PRACTICE OF ADDICTION COUNSELING Learning the Language of Addiction Counseling, Fifth Edition introduces mental health professionals and students to the field of addiction counseling and helps them acquire the knowledge and develop the skills needed to counsel individuals who are caught in the destructive cycle of addiction. Drawing from her years of experience in working in the addiction counseling field as a counselor, trainer and educator, Geri Miller provides an engaging, balanced overview of the major theoretical foundations and clinical best practices in the field. Fully updated, the fifth edition offers a compassionate accountability, practice-oriented counseling framework and features: A research-based clinical application approach to addiction counseling that practitioners can turn to for fundamental, practical, clinical guidelines. Revised chapters that reflect important changes in research and practice, including new assessment instruments and new and expanded treatments. Additional case studies, interactive exercises, key points and other resources that facilitate the integration of knowledge into practice. A new chapter of "Supervision and Mentoring". Revised "Personal Reflections" section at the beginning of each chapter that provide an invaluable, unique perspective on the author's view of addiction counseling. Updated and expanded Instructor Resources that include brief video clips, PowerPoint slides, test bank questions for each chapter, and sample syllabi. From assessment and diagnosis of addiction to preparing for certification and licensure as an addiction counseling professional, this comprehensive book covers essential components required to work as a professional in the field of addiction counseling.
Learning the Language of Depression: Overcoming Communication Barriers so People with Depression Are Safe and Understood
by The Depression ProjectIn order for people with depression to feel safe and understood, it's essential to overcome depression's "language barrier" As The Depression Project hears every single day from members of their 3,000,000+ person social media community, a “language barrier” often exists between people with depression and those around them — in the sense that many words, everyday expressions and non-verbal forms of communication can take on a vastly different meaning than they otherwise would when they are coming from someone who has depression. And, as The Depression Project also continuously hears, this “language barrier” can result in people with depression being judged and criticized; having conflict with their loved ones; feeling alone, misunderstood and unsupported; and being more at risk of attempting suicide. Consequently, in order to overcome this “language barrier” and therefore help people with depression feel safe, understood, supported and much better as a result. This book will: Explain what people with depression are actually going through when they say “I have depression” (it is much more than sadness); when they say “I'm fine” (very often they are not); when they say “I'm tired” (“depression tiredness” is very different from “normal tiredness”); when they say “I can't” (which is often misinterpreted as “I won't”, and as that person with depression just being “lazy”); and when they say other commonly spoken phrases that are often misunderstood by people who have never experienced depression themselves before. Share a wide variety of suggestions to help make it easier for people with depression to put what they are going through into words. Highlight the language people with depression often use that can indicate they are feeling suicidal (which tragically, is often ignored, dismissed or not picked up on by the people around them). Look at depression's “facial language barrier”, and explain what people with depression are often actually going through when they smile, avoid eye contact, have muted facial expressions, or look tired or frustrated (when a person has depression, these facial expressions and interactions can often mean something very, very different than they otherwise would). Address depression's “touch language barrier” by clarifying the reasons why depression can cause someone to be much less tactile and physically intimate than they would otherwise be, and by explaining the steps that can be taken to help prevent this lack of physical intimacy from spiraling into long-term relationship problems. Learning The Language Of Depression is an ideal book for people with depression who would like some help communicating what they are going through so that they can be better understood, as well as friends and family of someone with depression who would like to better understand their loved one and effectively support them.
Learning to Be White: Money, Race and God in America
by ThandekaThandeka explores the politics of the white experience in America. Tracing the links between religion, class, and race, she reveals the child abuse, ethnic conflicts, class exploitation, poor self-esteem, and a general feeling of self-contempt that are the wages of whiteness.
Learning to Belong: Exploring Young Children's Participation at the Start of School
by Caroline BathBuilding on highly topical research surrounding young children’s participation, this book draws on a diversity of disciplines exploring the importance of participatory approaches to children’s early education and shows how fostering a sense of identity and belonging are essential to early learning. Taking young children seriously demands a high level of confidence and leadership in early years practitioners, and the author provides a convincing, well researched rationale for using this approach in early years contexts. The chapters • demonstrate the importance of listening to the voices of the children,• show how to help young children make sense of the rules and hierarchies they encounter in the classroom• explore ways of working that include the young children but also allow adults to shape approaches to collective decision making • use examples of the type of questions which children might ask when they first enter school, which are presented as ‘windows’ into children’s experiences via key moments or incidents in the school day• provide a framework and practical tools for planning This book is an important addition to debate about the politics and ethics of a highly prescribed and mainly developmentally-informed early years curriculum. Researchers and students of early childhood education will find much here of interest to them.
Learning to Breathe
by Priscilla WarnerPriscilla Warner has had a great life: a supportive husband, a flourishing marriage, two loving sons, and a bestselling book, The Faith Club. Despite all her good fortune and success, she suffers from anxiety and panic attacks so debilitating that they leave her unable to breathe. She's tried self-medicating--in high school, with a hidden flask of vodka--and later, with prescription medications--daily doses of Klonopin with a dark-chocolate chaser. After forty years of hyperventilating, and an overwhelming panic attack that's the ultimate wake-up call, Warner's mantra becomes "Neurotic, Heal Thyself." A spirited New Yorker, she sets out to find her inner Tibetan monk by meditating every day, aiming to rewire her brain and her body and mend her frayed nerves. On this winding path from panic to peace, with its hairpin emotional curves and breathtaking drops, she also delves into a wide range of spiritual and alternative health practices, some serious and some . . . not so much. Warner tries spiritual chanting, meditative painting, immersion in a Jewish ritual bath, and quasi-hallucinogenic Ayurvedic oil treatments. She encounters mystical rabbis who teach her Kabbalistic lessons, attends silent retreats with compassionate Buddhist mentors, and gains insights from the spiritual leaders, healers, and therapists she meets. Meditating in malls instead of monasteries, Warner becomes a monk in a minivan and calms down long enough to examine her colorful, sometimes frightening family history in a new light, ultimately making peace with her past. And she receives corroboration that she's healing from a neuroscientist who scans her brain for signs of progress and change. Written with lively wit and humor, Learning to Breathe is a serious attempt to heal from a painful condition. It's also a life raft of compassion and hope for people similarly adrift or secretly fearful, as well as an entertaining and inspiring guidebook for anyone facing daily challenges large and small, anyone who is also longing for a sense of peace, self-acceptance, and understanding.
Learning to Breathe Again: Choosing life and Finding Hope After a Shattering Loss
by Tammy TrentThis is the story of one young woman who copes with the devastating loss of her best friend and husband. She points to our true help, Jesus Christ.
Learning to Breathe Fire
by J. C. HerzThe absorbing, definitive account of CrossFit's origins, its explosive grassroots growth, and its emergence as a global phenomenon. One of the most illuminating books ever on a sports subculture, Learning to Breathe Fire combines vivid sports writing with a thoughtful meditation on what it means to be human. In the book, veteran journalist J.C. Herz explains the science of maximum effort, why the modern gym fails an obese society, and the psychic rewards of ending up on the floor feeling as though you're about to die. The story traces CrossFit's rise, from a single underground gym in Santa Cruz to its adoption as the workout of choice for elite special forces, firefighters and cops, to its popularity as the go-to fitness routine for regular Joes and Janes. Especially riveting is Herz's description of The CrossFit Games, which begin as an informal throw-down on a California ranch and evolve into a televised global proving ground for the fittest men and women on Earth, as well as hundreds of thousands of lesser mortals. In her portrayal of the sport's star athletes, its passionate coaches and its "chief armorer," Rogue Fitness, Herz powerfully evokes the uniqueness of a fitness culture that cultivates primal fierceness in average people. And in the shared ordeal of an all-consuming workout, she unearths the ritual intensity that's been with us since humans invented sports, showing us how, on a deep level, we're all tribal hunters and first responders, waiting for the signal to go all-out. From the Hardcover edition.
Learning to Breathe: My Yearlong Quest to Bring Calm to My Life
by Priscilla WarnerPriscilla Warner has had a great life: a supportive husband, a flourishing marriage, two loving sons, and a bestselling book, The Faith Club. Despite all her good fortune and success, she suffers from anxiety and panic attacks so debilitating that they leave her unable to breathe. She's tried self-medicating--in high school, with a hidden flask of vodka--and later, with prescription medications--daily doses of Klonopin with a dark-chocolate chaser. After forty years of hyperventilating, and an overwhelming panic attack that's the ultimate wake-up call, Warner's mantra becomes "Neurotic, Heal Thyself." A spirited New Yorker, she sets out to find her inner Tibetan monk by meditating every day, aiming to rewire her brain and her body and mend her frayed nerves. On this winding path from panic to peace, with its hairpin emotional curves and breathtaking drops, she also delves into a wide range of spiritual and alternative health practices, some serious and some . . . not so much. Warner tries spiritual chanting, meditative painting, immersion in a Jewish ritual bath, and quasi-hallucinogenic Ayurvedic oil treatments. She encounters mystical rabbis who teach her Kabbalistic lessons, attends silent retreats with compassionate Buddhist mentors, and gains insights from the spiritual leaders, healers, and therapists she meets. Meditating in malls instead of monasteries, Warner becomes a monk in a minivan and calms down long enough to examine her colorful, sometimes frightening family history in a new light, ultimately making peace with her past. And she receives corroboration that she's healing from a neuroscientist who scans her brain for signs of progress and change. Written with lively wit and humor, Learning to Breathe is a serious attempt to heal from a painful condition. It's also a life raft of compassion and hope for people similarly adrift or secretly fearful, as well as an entertaining and inspiring guidebook for anyone facing daily challenges large and small, anyone who is also longing for a sense of peace, self-acceptance, and understanding.
Learning to Change Lives
by A. Ka TsangThe Strategies and Skills Learning and Development (SSLD) system is an action-oriented model for enabling clients in social work, health, mental health, and human services settings to address their needs and life goals. In Learning to Change Lives, author A. Ka Tat Tsang introduces SSLD's powerful framework and practice, which has been developed based on three decades of experience in psychotherapy, counselling, education, training, consultation, and community service.Learning to Change Lives provides detailed, step-by-step guidelines for SSLD intervention - starting with engagement with the client, assessment, translating problems into intervention plans, systematic learning and development of appropriate strategies and skills. Key practice procedures are described clearly and illustrated by case examples, specific instructions, and sample worksheets. Aimed at clinical practitioners, mental health professionals, social workers, and other human service professionals, this book can be used as a manual by practitioners and as a textbook for courses and training programs.
Learning to Diagnose with Simulations: Examples from Teacher Education and Medical Education
by Frank Fischer Ansgar OpitzThis open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors. Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation. The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular.This is an open access book.