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The Therapeutic Frame in the Clinical Context
How does the therapeutic frame help therapists in their practice? The Therapeutic Frame in the Clinical Context examines some of the key issues inherent in the intimate and very often intense therapeutic relationship. It addresses and clarifies perspectives on the creation of a therapeutic environment that is conducive to therapy. The book addresses specific aspects of the therapeutic frame. How does a client feel about unexpectedly meeting her psychotherapist's son or daughter? How does a psychotherapist or counsellor practice within a 'frameless', often intrusive environment, in acute hospital wards? How does a counsellor manage the frame in the face of a life-threatening illness? Using a wealth of examples from clinical practice, The Therapeutic Frame in the Clinical Context examines these issues and more, in a range of settings including the NHS, private practice, and the workplace, and provides valuable guidelines from a range of theoretical perspectives, including Jungian and psychoanalytic.
Facilitating Reflective Learning Through Mentoring and Coaching
What is the difference between a 'coach' and a 'mentor'? How can practitioner's and clients assess their benefits if there is little or no general understanding as to their meaning? This book offers answers by describing the different theoretical models available for coaching and mentoring and by looking at how these models are applied in practice. Robust theory is backed up by practical advice. Numerous practical exercises, case studies, templates - including a Training Workshop template - learning partner handouts and a questionnaire for selecting prospective mentors are included. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision and codes of practice.
Learning, Development and Education
In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together the selected works of Knud Illeris. Leaving a promising business career at age 27 to begin his higher education, Knud Illeris exemplifies the true spirit of youth and adult education that has resulted in him having published ...
Corporate DNA
For more than half a century the developed world has been chasing productivity. It's financed our wealth but that part of output on which our continued prosperity depends - productivity growth - is petering out. The traditional scapegoat has been the dearth of worker skills. But the worker skills base has never been higher! The other explanation is that it is managers who are not giving full value to their employers. The way they're making decisions is conferring virtually no upside potential, which means they're leaving us wide open for experience-poor competitors to step into our experience-rich shoes. Exactly as Japan did in the 1960s and the so-called BRICK countries - Brazil, Russia, In...
How We Learn
'How We Learn' deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also covers areas including modern research in learning and brain functions, self-perception, motivation and competence development.
Using Experience for Learning
Reflects the contemporary interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions. This book also emphasizes the role of personal experience in learning.
Assessment, Learning and Employability
What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part, Knight and Yorke argue that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. Improving the effectiveness of assessment depends, they claim, on a well-grounded appreciation of what assessment is and what may and may not be expected of it. The second part is about summative judgements for high-stakes purposes. Usin...
Managing the Learning University
This book debunks prevailing modern management theories and fashions as applied to higher education. At the same time it provides practical guidance for a clear and easily understood set of principles as to how universities and colleges can be re-energized and their staff mobilized to be effective in meeting the growing and changing needs of the global knowledge society. It is anchored in knowledge of management and organizational theory and in the literature about higher education which is critiqued from a clear theoretical perspective based on and tested through long experience of university management and leadership.Chris Duke offers challenging advice for managers in tertiary and higher ...
Women Returning to Higher Education
These later interviews focus on public and private views of the impact of education: accounts of subsequent careers, and re-assessments of the educational experience in terms of personal self-fulfilment.
Helping and Supporting Students
This is a critical review of the various kinds of help and support which institutions of higher education provide for their students. It looks at students, their problems, their development and the way they cope with transitions - all within an interpersonal and social context. The author examines the tutorial relationship, drawing out some of the difficulties and ambiguities in the tutor's role, offers an explanation for some of the uncertainty in this area, and sets an agenda for the future. His recurring theme is that helping students is not some kind of extra which may be tacked on as a supplement to the educational experience but is an integral element in the educational process.
