LEADER 02360nam 2200625 a 450 001 9910452397703321 005 20170814172846.0 010 $a9781412911567 010 $a1-4462-4070-3 010 $a1-283-88036-9 010 $a1-4462-6627-3 010 $a1-4129-1989-4 035 $a(CKB)2550000000106317 035 $a(EBL)1024066 035 $a(OCoLC)823717156 035 $a(SSID)ssj0000697431 035 $a(PQKBManifestationID)12226077 035 $a(PQKBTitleCode)TC0000697431 035 $a(PQKBWorkID)10692239 035 $a(PQKB)10034163 035 $a(MiAaPQ)EBC1024066 035 $a(OCoLC)797836091 035 $a(StDuBDS)EDZ0000071596 035 $a(EXLCZ)992550000000106317 100 $a20120405d2005 fy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aYoung buddies$b[electronic resource] $eteaching peer support skills to children aged 6 to 11 /$fMargaret Collins ; illustrated by Philippa Drakeford 210 $aLondon $cPaul Chapman$dc2005 215 $a1 online resource (115 p.) 225 1 $aLucky Duck Books 300 $a"A lucky duck book." 311 $a1-4462-1262-9 311 $a1-4129-1156-7 320 $aIncludes bibliographical references. 327 $aCover; Contents; Introduction; How to Use This Training Scheme; Section 1 - The Role of the Buddy; Section 2 - Aims, Skills and Techniques; Section 3 - Responsibilities; Section 4 - Buddying, not Friendship; Section 5 - Positive Action; Section 6 - A Successful Buddy; Section 7 - From the Pal's Perspective; Appendix 330 8 $aPeer buddy systems have been demonstrated as very successful with older students. This text develops a programme for use with younger children for use at the stage when they are learning the skills of friendship & co-operation. 410 0$aLucky Duck Books 606 $aHelping behavior in children 606 $aChild psychology 608 $aElectronic books. 615 0$aHelping behavior in children. 615 0$aChild psychology. 676 $a371.4047 700 $aCollins$b Margaret$f1934-$0850907 701 $aDrakeford$b Philippa$0850908 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910452397703321 996 $aYoung buddies$91899854 997 $aUNINA LEADER 05292nam 2200613 450 001 9910788083703321 005 20230807204533.0 010 $a0-8261-2518-2 035 $a(CKB)2670000000577725 035 $a(EBL)1866500 035 $a(SSID)ssj0001381020 035 $a(PQKBManifestationID)12500359 035 $a(PQKBTitleCode)TC0001381020 035 $a(PQKBWorkID)11393210 035 $a(PQKB)10230330 035 $a(MiAaPQ)EBC1866500 035 $a(Au-PeEL)EBL1866500 035 $a(CaPaEBR)ebr10989923 035 $a(CaONFJC)MIL664477 035 $a(OCoLC)899248972 035 $a(EXLCZ)992670000000577725 100 $a20141211h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCommunication case studies for health care professionals $ean applied approach /$fMichael P. Pagano 205 $aSecond edition. 210 1$aNew York :$cSpringer Publishing Company,$d2015. 210 4$dİ2015 215 $a1 online resource (450 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-2517-4 311 $a1-322-33195-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Title; Copyright; Contents; Preface; How to Use This Book; For the Classroom; For a Small Group; Individually; Share Communication Case Studies for Health Care Professionals, Second Edition: An Applied Approach; Section I: Provider Communication; Communication Theory-Interpersonal Communication; Bibliography; Chapter 1: Learning to Talk Like a Health Care Provider; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points 327 $aTake-Away ConsiderationsChapter 2: See One, Do One, Teach One; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 3: The Biomedical Model; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 4: The Biopsychosocial Model 327 $aInitial InteractionRole Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 5: Autonomy Is a Myth; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 6: Bad News; Initial Interaction; Role Play and/or Analyze the Following Example 327 $aDiscussion QuestionsInteractive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 7: Closings; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 8: Follow-Up; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite 327 $aEnhanced Interpersonal CommunicationFollow-Up Discussion; Key Points; Take-Away Considerations; Chapter 9: I've Got the License, So We're Doing It My Way; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 10: I Just Need to Put Your Information in the Computer; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite 327 $aEnhanced Interpersonal Communication 330 $aPraise for the first edition:. "". . . allows students and faculty to explore real-life health communication behaviors through role-playing, interactive exercises, and examples . . . easily adapted for use in many situations, sensitivity and diversity training . . . very worthwhile book for every medical faculty member working to instill professionalism . . . in students."". - Vincent Carr , DO, MSA, FACC, FACP. Uniformed Services University of the Health Sciences. The importance of good communication between health professionals and patients has been well documented. Not only does it foster p 606 $aCommunication in medicine 615 0$aCommunication in medicine. 676 $a610.69/6 700 $aPagano$b Michael P.$01535172 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788083703321 996 $aCommunication case studies for health care professionals$93783169 997 $aUNINA