LEADER 00998nam a22002531i 4500 001 991003126359707536 005 20040607191852.0 008 040624s1992 uik|||||||||||||||||eng 035 $ab13027931-39ule_inst 035 $aARCHE-098561$9ExL 040 $aDip.to Beni Culturali$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a069.5 100 1 $aWalsh, Kevin$0223814 245 14$aThe representation of the past :$bmuseums and heritage in the post-modern world /$cKevin Walsh 260 $aLondon ;$aNew York :$bRoutledge,$c1992 300 $aVIII, 204 p. ;$c24 cm 440 4$aThe heritage : Care, Preservation, Management 650 4$aMusei$xOrdinamento 907 $a.b13027931$b02-04-14$c12-07-04 912 $a991003126359707536 945 $aLE001 MU 14 8$g1$i2001000135585$lle001$nC. 1$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13642364$z12-07-04 996 $aRepresentation of the past$9288391 997 $aUNISALENTO 998 $ale001$b12-07-04$cm$da $e-$feng$guik$h4$i1 LEADER 03990nam 2200577 450 001 9910822029403321 005 20230126214027.0 010 $a1-62491-010-6 035 $a(CKB)3710000000610620 035 $a(EBL)4428979 035 $a(MiAaPQ)EBC4428979 035 $a(Au-PeEL)EBL4428979 035 $a(CaPaEBR)ebr11169410 035 $a(OCoLC)945135645 035 $a(EXLCZ)993710000000610620 100 $a20160329h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aDancing at the crossroads $ea guide for practitioners in at-risk youth programs /$fLorna MacDonald Czarnota ; with collaborations by Diana Koch 205 $aFirst edition. 210 1$aMarion, Michigan :$cParkhurst Brothers Publishers,$d2014. 210 4$d©2014 215 $a1 online resource (199 p.) 300 $aDescription based upon print version of record. 311 $a1-62491-015-7 320 $aIncludes bibliographical references and index. 327 $aContent; Foreword: Understanding At-Risk Youth; Preface; Introduction; Chatpter 1: How Storytelling Works for Healing At-Risk Youth; Chapter 2: Understanding How Story Heals; Metaphor; Character Events; Commonality of Subject; Unlocking the Power of Story; Discovering Goldilocks; Chapter 3: Designing Sessions; Chapter 4: Hansel and Gretel: Sample Session; Chapter 5: Rituals & Coming of Age Ceremonies; Openings; Closings; Rites of Passage; Initiation into the Adult Circle; Chapter 6: Crossroads Program Curriculums; Mommy and Me: A Curriculum for Teens with Toddlers 327 $aSession I: Getting to Know YouSession II: Continue Session I and Begin Story Work; Session III: Storytelling Basics; Session IV: Continued Storytelling Basics; Session V: Reasons for Storytelling; Session VI and VII; Session VIII; Bibliography for Mommy and Me; Stories of Choice and Empowerment; Session One: Trust Building; Session Two: Pre Evaluation and Discussion of Metaphor; Session Three: Game ""The Battle of Evermore""; Session Four: Begin Story Development; Session Five: Share our Stories; Session Six & Seven: Story and/with Art Activity 327 $aSession Eight: Last Session, Rite of Passagge CeremonyMy Story/My Poem: A Club for Youth Voices; Session One: Introduction and Trust Building; Session Two: Where Stories and Poems Come From; Session Three: How are Poems and Stories Different or Alike?; Session Four: Putting our Own Events Into Poem and Story; Session Five: Developing our Stories; Session Six: A Youth-Driven Session; Session Seven: The Power of Imagination: Wearing the Mask; Session Eight: Celebrate the Final Session With Stories, Poems, Masks, and Food; HeroQuest: The Hero's Journey; Session One: Introduction 327 $aSession Two: A Hero's TimelineSession Three: Reflecting the Hero, Defininig the Villain; Session Four: Defining the Other Players; Session Five: The Hero's Mentor and Tools; Session Six: Celebration; Additional HeroQuest Sessions; Chapter 7: Conclusion; Appendix I: Archetypes; Appendix II: Archetype Worksheets; Appendix III: Youth Issues and Story List; Appendix IV: Examples of Questionnaires and Personal Survey Tools; Appendix V: Materials Resource List; Appendix VI: Activities List with Materials; Appendix VII: Hansel and Gretel: The Full Experimental Conversation; Bibliography; Index 327 $aAbout the Author 606 $aSocial work with youth 606 $aDance therapy 606 $aAt-risk youth$xCounseling of 615 0$aSocial work with youth. 615 0$aDance therapy. 615 0$aAt-risk youth$xCounseling of. 676 $a362.716 686 $a362.716 CZA 700 $aCzarnota$b Lorna MacDonald$01689956 702 $aKoch$b Diana 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822029403321 996 $aDancing at the crossroads$94065372 997 $aUNINA LEADER 04790nam 2201285z- 450 001 9910557760003321 005 20210501 035 $a(CKB)5400000000045762 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/68271 035 $a(oapen)doab68271 035 $a(EXLCZ)995400000000045762 100 $a20202105d2021 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aVirtual Reality in the Assessment, Understanding and Treatment of Mental Health Disorders 210 $aBasel, Switzerland$cMDPI - Multidisciplinary Digital Publishing Institute$d2021 215 $a1 online resource (316 p.) 311 08$a3-03943-775-5 311 08$a3-03943-776-3 330 $aIn the computer sciences, virtual reality (VR) is usually described as a set of fancy technologies. However, in medicine and neuroscience, VR is instead defined as an advanced form of human-computer interface that allows the user to interact with and become present in a computer-generated environment. The sense of presence offered by VR makes it a powerful tool for personal change because it offers a world where the individual can stay and live a specific experience. For this reason, the use of VR in mental health shows promise: different types of research support its clinical efficacy for conditions including anxiety disorders, stress-related disorders, obesity and eating disorders, pain management, addiction, and schizophrenia. However, more research is needed to transform VR according to a clinical standard for mental health. 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