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1. |
Record Nr. |
UNINA9910460835503321 |
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Autore |
Myers Neely Laurenzo <1979-> |
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Titolo |
Recovery's edge : an ethnography of mental health care and moral agency / / Neely Laurenzo Myers |
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Pubbl/distr/stampa |
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Nashville, Tennessee : , : Vanderbilt University Press, , 2015 |
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©2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (209 p.) |
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Disciplina |
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Soggetti |
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Community mental health services - United States |
Community mental health services - Social aspects - United States |
People with mental disabilities - Rehabilitation - United States |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Orientation -- No direction home -- Step one : take your medication -- Step two : self-advocate -- Step three : work for intimacy -- Recovery's edge -- Over the edge. |
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Sommario/riassunto |
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"In 2003 the Bush Administration's New Freedom Commission asked mental health service providers to begin promoting "recovery" rather than churning out long-term, "chronic" mental health service users. Recovery's Edge sends us to urban America to view the inner workings of a mental health clinic run, in part, by people who are themselves "in recovery" from mental illness. In this provocative narrative, Neely Myers sweeps us up in her own journey through three years of ethnographic research at this unusual site, providing a nuanced account of different approaches to mental health care. Recovery's Edge critically examines the high bar we set for people in recovery through intimate stories of people struggling to find meaningful work, satisfying relationships, and independent living. This book is a recipient of the Norman L. and Roselea J. Goldberg Prize from Vanderbilt University Press for the best book in the area of medicine"--Provided by publisher. |
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2. |
Record Nr. |
UNINA9910396236103321 |
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Titolo |
Studia iberystyczne |
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Pubbl/distr/stampa |
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Kraków, Poland : , : KSIĘGARNIA AKADEMICKA Sp. z o.o. |
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Soggetti |
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Spanish philology |
Portuguese philology |
Polish philology |
Iberians - History |
Iberians |
History |
Periodicals. |
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Materiale a stampa |
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Livello bibliografico |
Periodico |
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Note generali |
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3. |
Record Nr. |
UNINA9910639899203321 |
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Autore |
Rudling Emily S. |
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Titolo |
Education and Equity in Times of Crisis : Learning, Engagement and Support / / by Emily S. Rudling, Sherridan Emery, Becky Shelley, Kitty te Riele, Jessica Woodroffe, Natalie Brown |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 |
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ISBN |
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Edizione |
[1st ed. 2023.] |
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Descrizione fisica |
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1 online resource (182 pages) : illustrations (black and white) |
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Disciplina |
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Soggetti |
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Schools |
Social justice |
Educational technology |
School and Schooling |
School Research |
Social Justice |
Digital Education and Educational Technology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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1. Facing a Crisis: Foregrounding the Future -- 2. Lessons from Past and Present Crises and from COVID-19 Literature -- 3. Educational Vulnerability During COVID-19 -- 4. The Broader Role of Schools -- 5. Impacts on School-Based Learning -- 6. New Ways of Learning -- 7.Strategies to Advance Equitable Learning Outcomes into the Future. |
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Sommario/riassunto |
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This book examines how educational equity is affected during crises – specifically the COVID-19 pandemic. Three key concerns emerge for children’s and young people’s education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the book’s foundation. Then, drawing on empirical research from Australia and |
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extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage. Emily S. Rudling is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Sherridan Emery is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Becky Shelley is a Deputy Director at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Kitty te Riele leads the research portfolio at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Jessica Woodroffe is Coordinator of Partner Programs and a Senior Lecturer at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Natalie Brown is Director of the Peter Underwood Centre and Chair of Academic Senate at the University of Tasmania, Australia. |
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