Webda Shopping

＜p＞Responding to the growing number of psychologically-informed services for people experiencing social exclusion and, in particular, homelessness, this book gives professionals the information and understanding they need to be fully informed in their practice with this client group. It begins with theory, looking at the psychology of social exclusion and the processes that underlie it, and considers the relationship between trauma, complex needs, homelessness and social exclusion. Presenting practical interventions and case studies, the authors then reveal what makes an effective service in practice and a client perspective on social exclusion and recovery is provided.＜/p＞ ＜p＞This is essential reading for all those involved in developing services that meet the needs of socially excluded people with histories of complex trauma or presentations of complex needs, including those who are homeless, refugees and asylum seekers, Traveller and Roma communities and people involved with the criminal justice system.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Human influences create both environmental problems and barriers to effective policy aimed at addressing those problems. In effect, environmental managers manage people as much as they manage the environment. Therefore, they must gain an understanding of the psychological and sociopolitical dimensions of environmental problems that they are attempting to resolve. In ＜strong＞Environmental Problem Solving＜/strong＞, Alan Miller reappraises conventional analyses of environmental problems using lessons from the psychosocial disciplines. He combines the disciplines of ecology, political sociology and psychology to produce a more adaptive approach to problem-solving that is specifically geared toward the environmetal field. Numerous case studies demonstrate the practical application of theory in a way that is useful to technical and scientific professionals as well as to policy makers and planners. Alan Miller is Professor of Psychology at the University of New Brunswick.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞This greatly expanded, revised and updated new edition of the Guide comprehensively covers every aspect of the new membership examination of the Royal College of General Practitioners, the nMRCGP[registered]. It takes you through all the main medical topics fundamental to general practice, all relevant non-clinical areas, and practice for the examination itself. Use this book as a starting point, a guide, or for summing up to ensure you are as well read as you think you are. The aim is to save you the colossal amount of time you would otherwise need to cover the same ground and have all the information you need in one place. 'General Practice is a fantastic career and the MRCGP has always been a worthwhile exam to work for. You will get an incredible amount out of it that will form a solid base for your career, if you are willing to put in the time and effort. Enjoy, and good luck!' - Sarah Gear.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞The contribution of coaching psychology to educational fields is increasingly recognised. This timely book introduces coaching psychology as a facilitative method to support learning in different educational contexts.＜/p＞ ＜p＞＜em＞Coaching Psychology for Learning: Facilitating Growth in Education＜/em＞ is conveniently organised into three parts:＜/p＞ ＜ul＞ ＜li＞ ＜p＞Part One begins with a detailed account of educational paradigms, learning theories, and coaching psychology theories; it then reviews important studies of coaching applied to the educational field and identifies a number of gaps to which coaching psychology for learning can contribute;＜/p＞ ＜p＞Part Two presents two empirical participatory studies of coaching psychology for learning, which draw from both doctoral research conducted in the UK and educational work in Mainland China; two original and evidence-based coaching models are also illustrated;＜/p＞ ＜p＞Part Three consolidates the empirical evidence and original coaching models by exploring the nature of educational coaching, including the context, purpose, processes, and people and their interrelations.＜/p＞ ＜/li＞ ＜/ul＞ ＜p＞The review of learning theories and coaching psychology theories in Part One enables the reader to gain a quick understanding of coaching psychology and its role in education, while the empirical studies in Part Two are particularly useful for undergraduate and postgraduate students, providing practical examples of how to conduct coaching psychology research in the field of education, in both the West and the East. The book also offers advice on design and implementation issues, which will benefit educational psychologists and coaching psychologists who wish to focus their professional practice in education.＜/p＞ ＜p＞＜em＞Coaching Psychology for Learning＜/em＞ is essential reading for any teacher, student or practitioner who wishes to become an educational coach to facilitate learning. It will appeal to coaches and coaching psychologists, including those in training and at postgraduate level, as well as professionals in educational settings, such as school leaders, counsellors and coaches, and educational psychologists.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞Based on a two-year research project funded by the Economic and Social Research Council (ESRC), this book explores why many of those involved in racially motivated crime seem to be struggling to cope with economic, cultural and emotional losses in their own lives. Drawing on in-depth biographical interviews with perpetrators of racist crimes and focus group discussions with ordinary people living in the same communities, the book explores why it is that some people, and not others, feel inclined to attack immigrants and minority ethnic groups. The relationships between ordinary racism, racial harassment and the politics of the British National Party are also explored, as are the enduring impacts of deindustrialisation, economic failure and immigration on white working class communities. The book assesses the legacy of New Labour policy on community cohesion, hate crime and respect in terms of its impact on racist attitudes and racist incidents, and explores how it is that racist attacks, including racist murders, continue to happen.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞This book argues for the value and application of psychoanalytic thinking beyond, as well as within, the consulting room. Inspired by a Scottish psychoanalytic tradition that owes much to W.R.D. Fairbairn and J.D. Sutherland, the Scottish Institute of Human Relations has provided a valuable reference point for the work described in the book. It illustrates how the coming together of human beings into a shared space fosters opportunities to create loving, collaborative relationships in which to work and from which to grow. The book's first section explores how psychoanalytic thinking developed in Scotland, while section two focuses on work with children, families and couples, showing how psychoanalytic perspectives can be used to strengthen capacities for loving relationships. The chapters in section three show how psychoanalysis can be applied in such varied settings as psycho-social research, education, institutional development and organisational consultancy. The fourth section pursues this theme further, considering the potential of psychoanalytic concepts to enhance work in religious ministry, in medical and psychiatric services, and in understanding the processes of ageing.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞This book explores, in depth, the link between modern psychiatric practice and the person-centred approach. It promotes an open dialogue between traditional rivals ? counsellors and psychiatrists within the NHS ? to assist greater understanding and improve practice. Easy to read and comprehend, it explains complex issues in a clear and accessible manner. The author is a full-time psychiatrist and qualified counsellor who offers a unique perspective drawing on personal experience. Humanising Psychiatry and Mental Health Care will be of significant interest and help to all mental health professionals including psychiatrists and psychiatric nurses, social care workers, occupational therapists, psychologists, person-centred counsellors and therapists. Health and social care policy makers and shapers, including patient groups, will also find it helpful and informative.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞This book focuses on theoretical and clinical progress in psychoanalysis through various thematic proposals developed by authors from diverse geographical areas, in order to open possibilities of generating a productive debate within the psychoanalytic world and related professional circles.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞The upheavals of the NHS reforms have caused a great deal of stress and uncertainty in primary care, and professional development and support for general practitioners needs to take account of this. This book offers a group supervision model which can be used to develop the core competencies needed for GPs to make the new primary care organisations work. The book analyses how primary care professionals have dealt with the various reforms of the past decade, and picks apart the paralysing culture of politeness, conflict avoidance and rivalry for power, to reveal how at the core of reform is the struggle for each GP to construct a new professional identity which integrates medicine, management and politics. It proposes ways GPs can benefit from these experiences to become equipped with the necessary competencies to be active members or dynamic leaders in the new primary care organisations. The doctor-patient relationship is no longer one-to-one, but located within a group matrix, in the same way that a GP is now required to work within a group framework. This book enables GPs to develop the essential group skills they now need, and on which the success of the healthcare reforms ultimately depends.＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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＜p＞The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges as legitimised and authoritative; other knowledge is resisted or repressed. Psychosocial approaches highlight the unstable basis of knowledge, learning and research; of knowing and not knowing. How do we come to formulate knowledge in the ways that we do? Are there other possible ways of knowing that are too difficult or unsettling for us to begin to explore? Do we need the authority of legitimised institutions and regularized methods to build secure knowledge? What might it mean to build ＜em＞in＜/em＞secure edifices of knowledge? How might we trouble notions of knowledge in processes of teaching, learning and research?＜/p＞ ＜p＞This collection addresses these questions, drawing on a range of psychoanalytic and social theory, from Bion, Freud and Lacan, to Derrida, Kristeva and Zizek. Showcasing work from North America, Europe and Japan, contributors explore writing as a practice that can stabilise ＜em＞or＜/em＞ unsettle subjectivities; the unconscious relations between school practices, subjectivities, educational spaces and ideologies; implications of the productive energies and the deadening inwardness associated with mourning and melancholia for formal and informal learning; and the authority we invest in apparently rigid or ephemeral institutional spaces. Strongly empirical as well as theoretical in approach, this collection will be of interest to students and academics seeking ways to resist normative orders of legitimacy and coherence in education and research. This book was originally published as a special issue of ＜em＞Pedagogy, Culture & Society.＜/em＞＜/p＞画面が切り替わりますので、しばらくお待ち下さい。
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