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[null,"1.","Record Nr.",null,"UNINA9910452223403321"]
[null,null,"Autore",null,"Iveson Chris."]
[null,null,"Titolo",null,"Brief coaching : a solution focused approach / / Chris Iveson, Evan George and Harvey Ratner"]
[null,null,"Pubbl/distr/stampa",null,"Hove ; ; New York : , : Routledge, , 2012"]
[null,null,"ISBN",null,"1-136-50310-2"]
[{"$nulls":4},"0-203-14441-4"]
[null,null,"Descrizione fisica",null,"1 online resource (210 p.)"]
[null,null,"Collana",null,"Essential coaching skills and knowledge"]
[null,null,"Disciplina",null,"616.89/147"]
[null,null,"Soggetti",null,"Brief psychotherapy"]
[{"$nulls":4},"Personal coaching"]
[{"$nulls":4},"Counseling psychology"]
[{"$nulls":4},"Counseling psychologist and client"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Front Cover; Brief Coaching; Copyright Page; Contents; Preface; Acknowledgements; 1. Introduction; 2. Basic principles; 3. Establishing the contract; 4. Preferred futures; 5. What is already working?; 6. Scales; 7. Closing a session; 8. Second and subsequent sessions; 9. Back to work; 10. The manager-coach; 11. Last words; Appendix: Solution focused questions; References; Index"]
[null,null,null,"Sommario/riassunto","Brief Coaching offers a new approach to coaching by considering how the client will know when they have reached their goal, and what they are already doing to get there. The coach aims to work towards the solution rather than working away from the problem, so that the client's problem is not central to the session, but instead the coach and the client work towards the client's preferred future.This book employs case examples and transcripts of sessions to offer guidance on:looking for resources rather than deficitsexploring possible and preferr"]
[null,"2.","Record Nr.",null,"UNINA9910784013203321"]
[null,null,"Autore",null,"Newcombe Lynda Pritchard"]
[null,null,"Titolo",null,"Social context and fluency in L2 learners [[electronic resource] ] : the case of Wales / / Lynda Pritchard Newcombe"]
[null,null,"Pubbl/distr/stampa",null,"Clevedon, UK ; ; Buffalo, NY, : Multilingual Matters, c2007"]
[null,null,"ISBN",null,"1-280-93507-3"]
[{"$nulls":4},"9786610935079"]
[{"$nulls":4},"1-85359-996-4"]
[null,null,"Descrizione fisica",null,"1 online resource (153 p.)"]
[null,null,"Collana",null,"New perspectives on language and education"]
[null,null,"Disciplina",null,"306.4409429"]
[null,null,"Soggetti",null,"Language and languages - Study and teaching - Social aspects - Wales"]
[{"$nulls":4},"Welsh language - Study and teaching - Social aspects"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. 119-133) and index."]
[null,null,"Nota di contenuto",null,"Front matter -- Contents -- Acknowledgements -- Glossary -- Foreword -- 1. Introduction -- 2. Adult Language Learners -- 3. The Learner’s Experience in the Community -- 4. Issues of Culture and Identity -- 5. Anxiety and Lack of Confidence -- 6. Time and Opportunity -- 7. Sustaining Motivation -- 8. Conclusions and Recommendations -- Appendix A: Instructions to Participants for Journal Writing -- References -- Index"]
[null,null,null,"Sommario/riassunto","Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety."]