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1. |
Record Nr. |
UNINA9910450565303321 |
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Autore |
Sanderson Christiane |
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Titolo |
Counselling adult survivors of child sexual abuse [[electronic resource] /] / Christiane Sanderson |
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Pubbl/distr/stampa |
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London ; ; Philadelphia, : J. Kingsley, 2006 |
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ISBN |
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1-85302-045-1 |
1-280-73799-9 |
9786610737994 |
1-84642-532-8 |
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Edizione |
[3rd ed.] |
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Descrizione fisica |
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1 online resource (449 p.) |
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Disciplina |
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Soggetti |
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Adult child sexual abuse victims - Counseling of |
Psychology |
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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COVER; Counselling Adult Survivors of Child Sexual Abuse; CONTENTS; PREFACE TO THE THIRD EDITION; Chapter 1 Understanding Child Sexual Abuse; Myths; Defining CSA; Historical perspective of CSA; Cultural practices in CSA; Spectrum of CSA acts; Grooming of children and other adults; Incidence of CSA; Victims of CSA; Perpetrators of CSA; Dynamics associated with CSA; Conclusion; Chapter 2 The Impact and Long-term Effects of Child Sexual Abuse on Adult Survivors; Impact of CSA on the child; Factors associated with the impact of CSA; Long-term effects of CSA; Conclusion |
Chapter 3 Understanding Adult Survivors of Child Sexual AbuseIntroduction; Understanding the impact of CSA on the developing self; Understanding family dynamics in CSA; Understanding the fear of the cycle of abuse; Understanding difficulties surrounding disclosure; Understanding transference; Understanding counter-transference; Understanding the long-term effects of CSA; Understanding relationships with partners; Understanding power and control dynamics; Understanding behavioural effects; Understanding cognitive effects; Understanding physical effects; Understanding sexual effects |
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Recurring themes in the therapeutic processChapter 4 Working with Adult Survivors of Child Sexual Abuse; Introduction; Range of treatment modalities; Duration of treatment; Range of treatment approaches; Aims of treatment; Initial assessment of therapeutic needs; Therapeutic stance; Therapeutic setting; Transference and counter-transference; Phases of the therapeutic process; Conclusion; Chapter 5 Working with Child Sexual Abuse and Trauma; Introduction; Components of trauma; The body's way of coping with fear; Neurobiology and CSA; Post-traumatic stress disorder |
Traumagenic dynamics of the impact of CSAWorking with adult survivors of CSA and trauma; Conclusion; Chapter 6 Working with Child Sexual Abuse and Dissociation; Introduction; Relationship between trauma and dissociation; Relationship between dissociation and PTSD; Nature of dissociation; Continuum of dissociation; Diagnostic criteria for dissociative disorders; Somatoform disorders and CSA; Types of dissociation; Relationship between dissociation, trauma and CSA; Consequences of dissociation during and following CSA; Working with survivors with dissociative features; Aims of therapy |
The therapeutic relationshipGrounding techniques; Conclusion; Chapter 7 Working with Child Sexual Abuse and Memory; Introduction; The dynamic nature of memory; Factors implicated in forgetting; Autobiographical memory; The relationship between emotion and memory; The nature of traumatic memories; Working with memory and CSA; Therapeutic interventions to facilitate memory recall; Working with recovered memories; Conclusion; Chapter 8 Working with Child Sexual Abuse and Self-harm; Introduction; Range of self-harming behaviours; Self-injury; CSA and eating disorders; CSA and substance abuse |
Conclusion |
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Sommario/riassunto |
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This updated and expanded edition provides comprehensive coverage of the theory and practice of counselling survivors of child sexual abuse (CSA). In a reasoned and thoughtful approach, this book honestly addresses the complex issues in this important area of work, providing practical strategies valuable and new insights for counsellors. |
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2. |
Record Nr. |
UNINA9910820090503321 |
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Autore |
Heitmann Patricia |
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Titolo |
Bewertungskompetenz im Rahmen naturwissenschaftlicher Problemlöseprozesse : Modellierung und Diagnose der Kompetenzen Bewertung und analytisches Problemlösen für das Fach Chemie / / Patricia Heitmann |
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Pubbl/distr/stampa |
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Berlin : , : Logos, , 2012 |
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ISBN |
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Descrizione fisica |
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1 online resource (207 pages) : illustrations |
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Collana |
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Studien zum Physik- und Chemielernen |
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Disciplina |
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Soggetti |
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Chemistry - Study and teaching |
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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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PublicationDate: 20130131 |
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Sommario/riassunto |
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Long description: In dieser Studie stehen die Modellierung und Diagnose der Bewertungskompetenz von Lernenden der zehnten Jahrgangsstufe im Fach Chemie im Fokus. Die Bewertungskompetenz ist zentral für die Teilnahme an in der Gesellschaft oft kontrovers geführten Diskussionen, in denen naturwissenschaftliche Inhalte eine Rolle spielen. Das schließt die Teilhabe an den entsprechenden Entscheidungsfindungen mit ein. Die Kompetenzen in den fachwissenschaftlichen Aspekten von Bewertungssituationen werden mit Hilfe von Problemlöseaufgaben erfasst. Diese sind den Testaufgaben zum Bewerten innerhalb eines gemeinsamen Aufgabenblocks vorangestellt. Ein wesentlicher Schwerpunkt dieser Arbeit liegt daher in der Analyse des Zusammenhangs von Bewertungskompetenz und der Fähigkeit zur Auseinandersetzung mit der naturwissenschaftlichen Dimension gesellschaftsrelevanter Themen mit Hilfe von Problemlöseaufgaben. Rasch-Analysen zeigen, dass Bewertungs- und Problemlösekompetenz zwar miteinander korrelieren, diese aber als zwei empirisch trennbare Konstrukte betrachtet werden können. Die empirische Analyse der Einflussfaktoren stellt die Fähigkeit zum Problemlösen als bedeutsamsten Prädiktor für die Bewertungskompetenz heraus. Hingegen sind Faktoren wie beispielsweise die Intelligenz für die Testleistung nahezu irrelevant. |
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Neben einer Inhaltsvalidierung der Konstrukte Bewertung und Problemlösen kann die Anschlussfähigkeit der Bewertungskompetenz an das Modell des Problemlösens gezeigt werden. |
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