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1. |
Record Nr. |
UNINA9910456552903321 |
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Titolo |
Brief person-centred therapies [[electronic resource] /] / edited by Keith Tudor |
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Pubbl/distr/stampa |
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Los Angeles, [Calif.] ; ; London, : SAGE, c2008 |
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ISBN |
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1-84787-347-2 |
1-85702-318-8 |
1-282-56056-5 |
9786612560569 |
0-85702-318-7 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (217 p.) |
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Collana |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Brief psychotherapy |
Client-centered psychotherapy |
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 indexes. |
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Nota di contenuto |
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COVER; Praise for the book; Contents; Introduction; 1 Time, Limits, and Person-Centred Therapies; PART I - INTEGRATING PERSON-CENTRED AND EXPERIENTIAL THERAPIES; 2 Integrative Experiential Psychotherapy in Brief; 3 Getting the Most from the Therapy Hour:Integrating Experiential and Brief Therapy; 4 Traumatic Incident Reduction and Applied Metapsychology Techniques: Operationalising Rogerian Theory in a Brief Therapy Practice; PART II - PRACTICE IN CONTEXT; 5 Time-Limited, Client-Centered Psychotherapy: One Case |
6 Working Sensitively with Time: Person-Centred Therapy in a University Counselling Service7 'In the World, But Not of It': Person-Centred Counselling in Primary Care; 8 Expert Systems versus Moments of Volatility: A Person-Centred Therapist's Perspective of Employee Assistance Programmes; 9 Overcoming the Effects of an Aggravated Burglary:Traumatic Incident Reduction in Action; 10 This Could be the Last Time: Person-Centred Counselling with Young Men in a Young Offenders' Institution; 11Brief Encounters: Time-Conscious Person- |
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Centred Therapy with Couples |
12 A Process of Transformation: Time-Limited Group Counselling with Women Survivors of Childhood Sexual AbuseEpilogue; Appendix 1 - An Illustration of the Eight Communication Exercises in TIR Training in terms of Rogers'Six Conditions; Appendix 2 - Time-Limited Group Counselling with Women Survivors of Childhood Sexual Abuse: Weekly Log of Themes; Notes on Editor and Contributors; Author Index; Subject Index |
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Sommario/riassunto |
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Can the person-centred approach work in time-limited counselling and psychotherapy? This is a question that many practitioners grapple with as demand for brief therapy increases - particularly in the public sector. This title tackles this subject. |
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2. |
Record Nr. |
UNISA996397734803316 |
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Titolo |
Songes and sonettes, written by the right honorable Lorde Henry Haward late Earle of Surrey, and other [[electronic resource]] |
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Pubbl/distr/stampa |
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[London], : Apud Richardum Tottel. Cum priuilegio ad imprimendum solum., 1557 |
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Descrizione fisica |
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Altri autori (Persone) |
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SurreyHenry Howard, Earl of, <1517?-1547.> |
WyattThomas, Sir, <1503?-1542.> |
GrimaldNicholas <1519-1562.> |
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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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In verse. |
Includes index. |
Also known as "Tottel's miscellany." |
A₁v line 1: 'smal'. |
Colophon on Gg₄r reads: Jmprinted at London in fletestrete within Temple barre, at the signe of the hand and starre, by Richard Tottill, the .xxxi. day of July. Anno. 1557. Cum priuilegio ad imprimendum solum. |
Pages numbered on recto only, with numerous omissions and errors. |
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Imperfect: faded, broken type, and with print show-through. |
Reproduction of original in: Carl H. Pforzheimer Library. |
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Sommario/riassunto |
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3. |
Record Nr. |
UNINA9910783185603321 |
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Autore |
Ovens Peter |
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Titolo |
Reflective Teacher Development in Primary Science [[electronic resource]] |
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Pubbl/distr/stampa |
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Hoboken, : Taylor and Francis, 2013 |
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ISBN |
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1-135-70813-4 |
1-135-70814-2 |
1-280-16432-8 |
0-203-97931-1 |
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Descrizione fisica |
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1 online resource (241 p.) |
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Disciplina |
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372.3/5044/0941 |
372.35044 |
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Soggetti |
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Case studies |
In-service training |
Science |
Science-- Study and teaching (Elementary)-- Great Britain |
Study and teaching (Elementary) |
Teachers |
Teaching |
Theory & Practice of Education |
Education |
Social Sciences |
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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 contenuto |
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Cover; Title; Copyright; Contents; List of Illustrations; Preface; Acknowledgements; 1 Introduction; The Professional Context; The Personal Context; The Conceptual Context; 2 Stories of Teachers' |
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Development; Introduction; Angela; Brenda; Chris; Kay; Lesley; Steve; 3 Individual Characteristics of Development; Looking Closer at Individualities; Extracts from my Observational Notes of the Session; Issues Raised by this Vignette; Improved Scientific Learning and Changes in Chris's Teaching; Kay and the 'White Powders' Episode; An Early Aspect of Lesley's Development: Seeing is Believing |
Saying What you Mean and Meaning What you SayTowards a Better Understanding of Action Inquiry; Steve's Use of Zigzagging in his Action Research; Steve's Use of a Diary for Reflective Learning; Summary; 4 Common Characteristics of Development; Introduction; Searching for Commonalities; Starting Points for Personal Professional Development; Early Stages of Personal Professional Development; The Impact of the Tutor's Visit to the Course Member's Classroom; Developments During the Later Stages of the Course; The Concluding Stage of the Course; 5 Describing, Enabling and Assessing Development |
My Personal Professional DevelopmentProfessional Autonomy; Implications for Course Design; Assessing Personal Professional Development; 6 Development through Action Research; Epistemological Considerations; An Inquiry Model of Professional Development; Pedagogy and Course Design for Enabling Personal Professional Development; Assessment; Conclusion; References; Index |
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Sommario/riassunto |
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Dominant theories about primary science contend that knowledge is the key. Ovens challenges this view, showing, through case studies, that inquiry and reflection play a significant part in the learning process. This applies to pupils, teachers and teacher educators. Taking curiosity as a pre-condition for good learning, Ovens shows that it is possible to increase the desire to learn more and learn better, to improve confidence in the ability to inquire, to imbue pupils with the courage to seek improvement, to place trust in collaborative processes, to raise awareness of significant detail and |
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