... aspx Re-Authoring Teaching: Creating a Collaboratory https://
reauthoringteaching.com/ Narrative Therapy: What's Your Story? https://
Author: Elaine Wittenberg
Publisher: Oxford University Press, USA
"The first edition of Communication in Palliative Nursing was published in 2012 and became the market leader for nurses wanting to learn more about how to improve and teach palliative care communication. For the last 8 years, it has remained the only text solely focused on the vital role of nurses in palliative care. During this time, the COMFORT model was taught to nurses nationwide who brought the curriculum back to their own institutions and taught components of the model to more than 10,000 healthcare providers across the United States (Wittenberg, Ferrell, Goldsmith, Ragan, & Buller, 2017). Numerous journal articles and research studies have been produced to highlight the principle components of the COMFORT model and test its effectiveness among healthcare audiences across a variety of clinical and educational settings. Through this all, as the model was disseminated to clinical audiences of bedside nurses, nurse leaders, nursing students, and interprofessional learners, feedback was captured about COMFORT. Comments revealed major components of the model that were working and weren't working for the nurses and other healthcare providers who utilized the strategies with patients and families, and began using curriculum tools for teaching and integrating palliative care communication instruction. So, much like the model's grounding in a transactional communication approach, which relies on the co-created interaction between parties, it was clear that the COMFORT model was also ebbing and flowing and had to change. More importantly, palliative care has been growing, changing, expanding, and becoming more sophisticated, more wide-spread! Now more than ever before, palliative care is provided in the home, clinic, or inpatient setting and serves patients who are seriously or chronically ill and their families. It became evident that in order to continue improvements to the model and to keep up with the changing landscape of palliative care and palliative patient populations, a new edition was necessary. Before we highlight the changes, it is never too early to overstate our steadfast commitment to the following principles: We believe that communication research and theory can shape palliative care practices, providing tools for a variety of contexts. We believe that palliative care, offering compassionate, holistic treatment for patients and their families, will not be possible without caring for the entire person (body and mind). We believe that communicating about palliative care must begin at diagnosis of serious illness, not just at end-stages. We believe in a patient-centered approach to communication that emphasizes the role of the family caregiver in the illness trajectory. We believe that intentional communication emphasizing team processes among physicians, nurses, social workers, chaplains, and other healthcare professionals improves palliative care practice. We believe that palliative care should be introduced early in the communication education of all health professionals. We believe that education about palliative care and communication must extend to patients and families who can then advocate for and partner more productively in such services. We believe that communication with the family caregiver is essential for the treatment of pain and symptom management. We believe that frequent conversations are needed across the disease/care trajectory, as patients and families encounter ongoing points of decision-making"--
teacher. He planned to flee the country on 25 October, and on the eve of running
away, he attended a funeral of one of the families in the neighbourhood, about 3
km from his home. The bereaved family also planned to flee because of the ...
Author: Charles B. Manda
Re-authoring Life Narratives after Trauma is an interdisciplinary, specialist resource for traumatic stress researchers, practitioners and frontline workers who focus their research and work on communities from diverse religious backgrounds that are confronted with trauma, death, illness and other existential crises. This book aims to argue that the biopsychosocial approach is limited in scope when it comes to reaching a holistic model of assessing and treating individuals and communities that are exposed to trauma. The holistic model must integrate an understanding of and respect for the many forms of religion and spirituality that clients might have (Pargament 2011). It will not only bring a spiritual perspective into the psychotherapeutic dialogue, but it will also assist in dealing with the different demands in pastoral ministry as related to clinical and post-traumatic settings. The book makes several contributions to scholarship in the disciplines of, although not limited to, traumatic stress studies, pastoral care and counselling, psychology and psychiatry. Firstly, the book brings spirituality into the psychotherapeutic dialogue; traditionally, religious and spiritual topics have not been a welcome part of the psychotherapeutic dialogue. Secondly, it underscores the significance of documenting literary narratives as a means of healing trauma; writing about our traumas enables us to express things that cannot be conveyed in words, and to bring to light what has been suppressed and imagine new possibilities of living meaningfully in a changed world. Thirdly, it proposes an extension to the five-stage model of trauma and recovery coined by Judith Herman.
It also opens the space for significant narrators, such as teacher educators, to
deliberately challenge existing negative stories and to reflect on their own
authoring of teacher identities. Reflection should lead to the re-authoring of
Author: Christopher Day
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.
Such therapy can be seen as a way of re - authoring one ' s life , co - authoring it
with a therapist . Mrs Jenny France , a speech therapist ? for many years at
Broadmoor Hospital in the UK , feels that therapy is teaching people new
Author: Elaine Chaika
Category: Language Arts & Disciplines
This book discusses current theories in linguistics and sociolinguistics as they relate to therapeutic situations, including uses of metaphor, slogans, and proverbs. It shows how people's empathies or feeling of alienation are displayed by the language they choose to describe or discuss events. Dysfunctions as different as depression, drug and alcohol additions, agoraphobia, schizophrenia and bulimia are examined in terms of the language used by clients or patients. It is shown that the way people encode life events influences their self-evaluations, evaluations of others, and their general behaviour, so that therapy becomes a process of learning to retell one's life story. Every chapter contains either actual narratives from clients or therapist/client interviews with thorough linguistic and sociolinguistic analyses of these speech activities. The therapist is shown how to listen and what to listen for in the client's speech, as well as what kinds of questions to ask.
But it is clear that financial pressures on social service agencies and teaching
institutes caused by the current economic ... The pedagogy of narrative practice
has been richly served by Peggy Sax, in her recent book, Re-authoring Teaching:
Author: Stanley L. Witkin
Publisher: Columbia University Press
Category: Social Science
Social construction addresses the cultural factors and social dynamics that give rise to and maintain values and beliefs. Drawing on postmodern philosophies and critical, social, and literary theories, social construction has become an important and influential framework for practice and research within social work and related fields. Embracing inclusivity and multiplicity, social construction provides a framework for knowledge and practice that is particularly congruent with social work values and aims. In this accessible collection, Stanley L Witkin showcases the innovative ways in which social construction may be understood and expressed in practice. He calls on experienced practitioner-scholars to share their personal accounts of interpreting and applying social constructionist ideas in different settings (such as child welfare agencies, schools, and the courts) and with diverse clientele (such as "resistant" adolescents, disadvantaged families, indigenous populations, teachers, children in protective custody, refugee youth, and adult perpetrators of sexual crimes against children). Eschewing the prescriptive stance of most theoretical frameworks, social construction can seem challenging for students and practitioners. This book responds with rich, illustrative descriptions of how social constructionist thinking has inspired practice approaches, illuminating the diversity and creative potential of practices that draw on social constructionist ideas. Writing in a direct, accessible style, contributors translate complex concepts into the language of daily encounter and care, and through a committed transnational focus they demonstrate the global reach and utility of their work. Chapters are provocative and thoughtful, reveal great suffering and courage, share inspiring stories of strength and renewal, and acknowledge the challenges of an approach that complicates evidence-based evaluations and requirements.
... use of the resources , the raw data determined by the constraints discussed
above . files will be archived in industry standard form ( .doc , .bmp ,
Development was decentralised , both to spread the .dbf ) , enabling their future re - authoring .
Release on 2003 | by American Educational Research Association
Betsy Jane Becker , Mary M . Kennedy , Steven Hundersmarck , Michigan State
University " Teacher Knowledge as a ... Amy Sloane , University of Wisconsin -
Madison Re - authoring the Struggling Student : Summer School , Bakhtin and ...
Re - Presenting the Subject : Problems in Personal Narrative Inquiry . "
Qualitative ... Women Re - Authoring Their Lives through Feminist Narrative
Therapy . " Women ... Lincoln , Yvonna S. “ The Ethics of Teaching in Qualitative
Author: Gian S. Pagnucci
Publisher: Hampton Press (NJ)
Category: Language Arts & Disciplines
This volume is an exploration of the future of narrative discourse. The authors have identified six potential paths, drawing patterns of narrative and visual, pedagogy and possibility. The volume begins with Tales of the Digital Self. By telling stories we define ourselves. This struggle to understand who and what we are is even more amplified on the Web where identity is almost liquid. The authors in the second section picture how stories will be told in the future. In Pixels of Heroes and Heroines, we reconnect the future of narrative discourse to its literary roots. Although it is important to consider the forms narratives will take in the future, it is equally important to consider how these stories will be taught. This is the issue authors take up in Stories from Wired Desktops. Chapters move into the realm of the political in Views of Techno-Identity and Virtual Spaces. The volume concludes with the chapters in Critical Reflections on Project UNLOC.
J. Coiro, M. Knobel, C. Lankshear, and D. J. Leu, eds. Pp. 635–670. New York:
Lawrence Erlbaum. Staples, Jeanine M. 2008 “Hustle and Flow”: A Critical
Student and Teacher-Generated Framework for Re-Authoring a Representation
of Black ...
Author: Bradley A. Levinson
Publisher: John Wiley & Sons
Category: Social Science
A Companion to the Anthropology of Education presents a comprehensive and state-of-the-art overview of the field, exploring the social and cultural dimension of educational processes in both formal and nonformal settings. Explores theoretical and applied approaches to cultural practice in a diverse range of educational settings around the world, in both formal and non-formal contexts Includes contributions by leading educational anthropologists Integrates work from and on many different national systems of scholarship, including China, the United States, Africa, the Middle East, Colombia, Mexico, India, the United Kingdom, and Denmark Examines the consequences of history, cultural diversity, language policies, governmental mandates, inequality, and literacy for everyday educational processes
This book provides a guide to narrative theory and practice; a form of therapy which views people as the experts on their own lives.
Author: Laura Beres
Publisher: Macmillan International Higher Education
Category: Social Science
This book provides a guide to narrative theory and practice; a form of therapy which views people as the experts on their own lives. Rooted in the ideas of Michael White and David Epston from the famous Dulwich Centre, it offers a rich source of thinking and techniques for counsellors, psychotherapists, social workers and others working in the people professions. Based on the author's teaching, practice and research experience, this book provides a bridge between theory and the basic principles and methods of narrative therapy. The book assists the reader in implementing the key ideas and techniques into everyday practice contexts, with the support of real-life case studies and conversation maps. Uniquely, it covers important subjects such as ethics and values, supervision and self-care.
The Teacher Resource Book is targeted for grades 9 - 12 , but can be adapted to
other grade levels Information on the ... to make a livresearch project that they ' re authoring ing , so they didn ' t immediately advocate themselves ; and they ' re ...
Collaborative writing groups are a good vehicle for that learning When teachers
engage students in co - authoring ... collaborative writing into the classroom
repertoire , we have to re - envision some aspects of teaching writing because we
Truth ' and narrative therapy In my written work , and in my teaching and
consultation , when discussing ... In these re - authoring conversations ,
alternative descriptions of personal and relationship identity are derived . As
these conversations ...
Author: Michael White
Category: Burn out (Psychology)
Today it is commonplace to hear therapists speak of experiences of demoralisation, burden, fatigue and despair. This book proposes that this is significantly an outcome of how therapy is conceived of and practised, and draws out alternative conceptions and practices of therapy, supervision and training that provide a powerful antidote to despair. Readers will be provided with options for taking narrative practices unto their own lives - options that will reinvigorate and renew.
[W]e may think we're teaching according to a widely accepted curricular or
pedagogic model, only to find, on reflection, ... This is very different from the view
that biography is always open to reinterpretation and re-authoring, as expressed
in the ...
Author: Mark Tennant
Publisher: John Wiley & Sons
PRAISE FOR THE LEARNING SELF "In this age of self-help, the 'self' is a term thrown around with abandon. For educators, the notion of self-directed learning is a key concept. Yet the notion of self is deeply problematic, even contentious. The world has needed a book that deftly and accessibly takes the idea of the self and looks at it in a sympathetic but critical way. Mark Tennant has written that book. It is a highly readable and fascinating deconstruction of this key idea that will be appreciated by all helping professionals." —STEPHEN BROOKFIELD, Distinguished University Professor, University of St. Thomas, Minneapolis-St. Paul "An excellent contribution to the field! This is a clearly written text that takes the reader far beyond much contemporary work in psychology and learning. It opens up new ways of thinking about the learning self and provides a significant contribution to transformative learning theory. This is a book that should be read by every student of psychology, learning, and the self." —PETER JARVIS, professor emeritus of continuing education, University of Surrey, United Kingdom
A Liberatory Approach to Cooperative Learning and Teaching Susan E. Roche.
strengths : A social work agenda for the twenty - first century ( pp . 211228 ) .
Binghamton , NY : Haworth . White , M . ( 1995 ) . Re - authoring lives : Interview
Author: Susan E. Roche
This book takes the discourse of cooperative learning to new territories. Susan E. Roche, Marty Dewees, and company take a critically reflective look at educational and global human rights philosophy, as well as social work's commitment to social justice. In liberatory teaching and learning, social work educators engage the mechanisms of privilege, power, and authority that inhabit the academic world no less than the practice world. The authors place social work education within a global framework and develop their postmodern educational philosophy around a set of five liberatory principles. These principles question the hierarchies and status-based roles and identities found in social work classrooms and field practica. BSW, MSW, and doctoral educators and students will find helpful case examples illustrating the principles at work. In the final section, the authors discuss the challenges of liberatory education as well as strategies to address them.
Culturally relevant practice : A framework for teaching the psycho - social
dynamics of oppression . Journal of Social Work Education ... The externalizing of
the problem and the re - authoring of lives and relationships . In Selected Papers
( pp .
The same could be said of ' special needs ' teaching practice which promotes '
normalization ' rather than education . Habermas ... Indeed , in the field of
disability studies , the social model is a classic example of re - authoring .
However , to ...
Author: Mairian Corker
Category: Social Science
Disability Discourse seeks to emphasize the multi-dimensional & multi-functional nature of disability language in an attempt to further inform our understanding of disability.
For example , in my first implementation , Randi was re - reading her work on the
computer screen and I asked what she was doing . ... Co - Authoring is the type of teaching environment — and therefore learning environment - it creates .
Storytelling and Re - Authoring Kids ' Stories Looking at substance abuse as a
relationship helps a youth create an external ... Decoding involves teaching
students to recognize specific thoughts and feelings that drive their inappropriate
Author: Nicholas James Long
Publisher: Pro Ed
Gone are the days when educating at-risk and troubled students are solely the responsibility of the Special Educator in a designated classroom. Presently, conflict exists in every classroom and each student's adversity comes in varying degrees - depression, defiance, violence, poverty, abuse, neglect, etc. For the staff member involved, theories from a textbook rarely provide the assistance and support their students need in effectively coping with the daily trials and tribulations. The sixth edition of Conflict in the Classroom provides this much-needed reality-based support. It's filled with practical strategies and advice from teachers, authors, and colleagues who have first-hand real life experience with the troubled student. Each meaningful chapter is woven together by the humanistic beliefs of psychoeducation, a concern for both the inner life and external behavior. It's a fusion of current and effective educational and mental health practices.