Seminars by Professor Windy Dryden. See the man live and in action. To find out more and to book your place go to www.cityminds.com ________________________________________ `It is a fairly well established clich[ac]e that while supervision is recognised as a crucial component of good practice in psychotherapy and counselling, there is correspondingly little written about it... [this book is] a good step in redressing the balance... It is a practical, didactic and generic view of how to do supervision... giving a fairly comprehensive account of 30 of the formal skills that all supervisors probably use whether consciously or not... The book discusses each of the skills, giving examples as well as practical suggestions as to how to approach difficult issues... directed principally at counsellors, it is a book to dip into when faced with a panic about a specific issue' - Therapeutic Communities Supervision is a professional and ethical necessity for all counsellors, providing them with consultative and supportive aid while protecting clients from potential abuse - yet relatively little has been written on the subject. This volume aims to redress that balance. Encouraging, yet sensitive to the difficult issues that frequently arise in supervision, the book contains practical suggestions, plus useful appendices, to help practising and trainee supervisors develop and enhance the skills they need to be successful in their work. The authors cover such key areas as creating a supervisory alliance, fostering the supervisory relationship, the use of tape-recording, highlighting supervisees' strengths and weaknesses, and protecting the client and counsellor.
Intended as a support for those who are involved in training Standardized Patients, from the art of coaching through preparing SP's for the physical exam, to encourage each coach to develop a system that will deliver the best results and, in the end, help train the most competent doctors.
`This book offers an insight into the structure and delivery of careers education, discusses the meaning and impact of vocational guidance, and provides a political and historical context. It is thorough and well researched, and will be of interest to those delivering, researching and participating in careers education and guidance' - Careers Guidance Today `This book is an important contribution to a discourse in which there have been too few voices' - British Journal of Guidance & Counselling Careers Education takes a critical look at policy and practice in the context of the new role of the privatized Careers, Education and Guidance Service. Suzy Harris places the present situation within the context of subordination to market principles; delineates the changing and uncertain relationship between schools and the Careers Service; shows how the politics of curriculum relevance marginalizes careers teaching; describes the downward path to complete exclusion from The National Curriculum and points the way for policymakers to eschew rhetoric and rebuild the Careers Service This book will be an essential resource to help careers and guidance practitioners make sense of their situation, for students and researchers seeking to understand current policy, and inform policy- making. `Essential for teachers doing courses in careers education and guidance' - Tony Watts, NICEC
This book presents a solid, research-based conceptual framework that demystifies organizational learning and bridges the gap between theory and practice. Using an integrative approach, authors Raanan Lipshitz, Victor Friedman and Micha Popper provide practitioners and researchers with tools for understanding organizational learning under real-world conditions. Key Features: Tackles the problem of mystification: A clear message is presented that organizational learning and related concepts have been mystified in a way that is unnecessary and dysfunctional to both theory and practice. This book provides a unique set of tools for understanding, promoting, and studying organizational learning. Introduces an integrative theme that addresses three key questions: How can organizations actually learn? What is the key for productive organizational learning? When is productive organizational learning likely to occur? Answering these questions is the key to clarifying the conceptual confusion that plagues the related fields of organizational learning, learning organizations, and knowledge management. Illuminates organizational reality: All of the concepts presented in the book are illustrated through concrete case examples. Detailed analyses are provided of both successful and unsuccessful applications of organizational learning. In addition, examples of interventions to develop organizational learning are included to help managers and consultants. Intended Audience: This book is designed for advanced undergraduate and graduate courses such as Organizational Learning, Knowledge Management, and Organizational Behavior in the departments of Management, Organizational Behavior, Psychology, and Sociology.
This book presents a solid, research-based conceptual framework that demystifies organizational learning and bridges the gap between theory and practice. Using an integrative approach, authors Raanan Lipshitz, Victor Friedman and Micha Popper provide practitioners and researchers with tools for understanding organizational learning under real-world conditions. Key Features: Tackles the problem of mystification: A clear message is presented that organizational learning and related concepts have been mystified in a way that is unnecessary and dysfunctional to both theory and practice. This book provides a unique set of tools for understanding, promoting, and studying organizational learning. Introduces an integrative theme that addresses three key questions: How can organizations actually learn? What is the key for productive organizational learning? When is productive organizational learning likely to occur? Answering these questions is the key to clarifying the conceptual confusion that plagues the related fields of organizational learning, learning organizations, and knowledge management. Illuminates organizational reality: All of the concepts presented in the book are illustrated through concrete case examples. Detailed analyses are provided of both successful and unsuccessful applications of organizational learning. In addition, examples of interventions to develop organizational learning are included to help managers and consultants. Intended Audience: This book is designed for advanced undergraduate and graduate courses such as Organizational Learning, Knowledge Management, and Organizational Behavior in the departments of Management, Organizational Behavior, Psychology, and Sociology.
Improvisation Games and Activities for Workshops, Courses and Team Meetings
Whether you are running a training session,workshop or a team meeting,Paul Jackson 's varied collection of games and activities will help you create an environment of improvisation and experiment,of imagination and energy,and of laughter and commiment. What better way to engage any one in the process of learning.Each of these games and activities ......
Psychology's Commitment to Excellence in Accreditation
This volume traces the history of accreditation of programmes in psychology, from the late 1940s to the turn of the century. In doing so, it puts accreditation into focus, examining the challenges of coming to consensus with a variety of groups, each one having its own definition of excellence.
Commissioned by the AACTE in the United States, this book examines the purposes of professional development schools - which collaborate to improve curriculum, instruction and structure - and the problems encountered and the evidence for success or otherwise.
For almost 20 years, the Journal of Management Education has clearly been the most authoritative and up-to-date forum for the improvement of management and organization studies education in both academic and professional settings. Charles M Vance has collected the best of the Journal in this anthology. He has organized the original articles into integrated chapters of lecture and discussion methods, case-study teaching, group-learning skills and managing learner diversity. There is also an annotated guide to many other key articles from the Journal's rich history.
