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Record Nr. |
UNINA9910896569603321 |
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Titolo |
Arbeitsvorhaben der Fellows / Wissenschaftskolleg zu Berlin = Fellows' projects / Institute for Advanced Study |
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Pubbl/distr/stampa |
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Berlin, : Wissenschaftskolleg, 2005- |
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Descrizione fisica |
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Classificazione |
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Disciplina |
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Materiale a stampa |
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Livello bibliografico |
Periodico |
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2. |
Record Nr. |
UNINA9910969433303321 |
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Autore |
Draper Ros |
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Titolo |
Teaching Family Therapy / / by Ros Draper |
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Pubbl/distr/stampa |
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London, : Karnac Books |
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[New York, : Distributed in the U.S.A. by Brunner/Mazel, Inc.], 1991 |
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Boca Raton, FL : , : Routledge, , [2018] |
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©1992 |
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ISBN |
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1-78049-933-7 |
0-429-91985-9 |
0-429-90562-9 |
0-429-48085-7 |
1-283-11826-2 |
9786613118264 |
1-84940-120-9 |
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Edizione |
[First edition.] |
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Descrizione fisica |
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1 online resource (266 p.) |
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Collana |
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Systemic thinking and practice series |
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Altri autori (Persone) |
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GowerMyrna |
HuffingtonClare |
WhiffenRosemary |
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Disciplina |
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Soggetti |
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Family psychotherapy - 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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First published in 1990 by DC Publishing. |
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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; CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; EDITORS' FOREWORD; INTRODUCTION; CHAPTER 1: Teaching systemic thinking; CHAPTER 2: Systematic teaching preparation; CHAPTER 3: Teaching theory and skills practice; CHAPTER 4: Structural family therapy teaching exercises; CHAPTER 5: Strategic family therapy teaching exercises; CHAPTER 6: Milan Systemic Family Therapy; CHAPTER 7: Contrasting the models; CHAPTER 8: Other useful exercises; CHAPTER 9: Homework and course projects; CHAPTER 10: ""What can you do when...?"" First aid for stuck teachers; Conclusion; REFERENCES; APPENDIX 1: Reading lists |
APPENDIX 2: Course outlinesIndex |
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Sommario/riassunto |
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The teaching of family therapy has been the subject of serious scrutiny since the onset of training and accreditation many years ago, yet there are relatively few attempts to apply what we know about systems and the ways they change family therapy teaching as a two-way process. It is as though family therapy teachers were preoccupied with the content of what should be taught, and were not able to direct their attention to the process by which people learned. The authors began by describing the way they conceptualize the "learning context" which sets the frame for all the teaching they do. Then they discuss the process of setting up a family therapy course, e.g. "What is the best way to negotiate with a training officer to set up a course in a local area?". The book then moves to creating the course syllabus, and some of the practical problems-from lateness to mechanical failures-of getting the course off the ground. |
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