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[null,"1.","Record Nr.",null,"UNINA9910141379903321"]
[null,null,"Autore",null,"Cayoun Bruno A"]
[null,null,"Titolo",null,"Mindfulness-integrated CBT : principles and practice / / Bruno A. Cayoun"]
[null,null,"Pubbl/distr/stampa",null,"Chichester, West Sussex, U.K. ; ; Malden, MA, : Wiley-Blackwell, 2011"]
[null,null,"ISBN",null,"9786613280114"]
[{"$nulls":4},"9781283280112"]
[{"$nulls":4},"1283280116"]
[{"$nulls":4},"9781119993162"]
[{"$nulls":4},"1119993164"]
[{"$nulls":4},"9781119993179"]
[{"$nulls":4},"1119993172"]
[{"$nulls":4},"9781119996255"]
[{"$nulls":4},"1119996252"]
[null,null,"Descrizione fisica",null,"1 online resource (551 p.)"]
[null,null,"Disciplina",null,"616.89/1425"]
[null,null,"Soggetti",null,"Meditation - Therapeutic use"]
[{"$nulls":4},"Mindfulness-based cognitive therapy"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; Title page; Copyright page; About the Author; Acknowledgments; Preface; Abbreviations; Introduction; Part I: Theoretical Foundation; Chapter 1 Operationalization of Mindfulness; Definition of MiCBT; Case Illustration with Generalized Anxiety Disorder; Western Understanding of Eastern Conceptualization; Changes in Western Clinical Psychology; Summary of Main Points; Chapter 2 The Co-emergence Model of Reinforcement: A Rationale for Mindfulness Integration; Integrating Essential Components of Behavior Change; Role and Phenomenology of the Four Functional Components"]
[{"$nulls":4},"Widening the Scope of Learning TheoryA Dynamic Systems Explanation of Intrusive Thoughts; Maintaining Mental Illness; Recreating Balance in the System; Summary of Main Points; Part II: Internalizing Skills; Chapter 3 Suitability and Rationale for MiCBT: Practical Guidelines for Therapists; A Transdiagnostic Assessment; Contraindications; Assessing Motivation to Change: A Proposed Script; Developing and Delivering an Appropriate Rationale; An Experiential Rationale for "]
[{"$nulls":4},"Mindfulness with Breathing; Modeling Acceptance and Equanimity in the 1st Interview; Summary of Main Points"]
[{"$nulls":4},"Chapter 4 Stage 1 of MiCBT - Part I: How to Generalize Metacognitive and Interoceptive ExposureSet Up; Relaxation as a Preparatory Measure; Practice Overview: Description and Operationalization; Summary of Main Points; Chapter 5 Clinical Relevance; Confounding Factors; Relaxation and Equanimity; Summary of Main Points; Chapter 6 Stage 1 of MiCBT - Part II: Explaining Difficulties and Facilitating Shifts; Lost in Thoughts; Dealing with Pain; Other Typical Difficulties; Promoting Adherence; Completion of Stage 1; Summary of Main Points; Part III: Externalizing Skills"]
[{"$nulls":4},"Chapter 7 Stage 2 of MiCBT: Mindful Exposure and Cognitive ReappraisalAim of Stage 2; Basic Notion of Graded Exposure in Behavior Therapy; Exposure in Imagination; Overcoming Imagery Limitations; \"Bi-polar Exposure\"; Basic Notion of Cognitive Restructuring in Cognitive Therapy; Some Limitations; The Concept of Irrationality; Cognitive Reappraisal as a Consequence of Mindfulness; Re-evaluating the Self-Concept; Summary of Main Points; Chapter 8 Stage 3 of MiCBT: Interpersonal Mindfulness; Social Identity Theory; Stage 3 and the Theory of Social Identity"]
[{"$nulls":4},"Using Stages 1 and 2 to Understand OthersSummary of Main Points; Chapter 9 Stage 4 of MiCBT: Relapse Prevention with Grounded Empathy; Empathy as Part of the MiCBT Model; Consequences of Mindfulness; Empathy as a Function of \"Egolessness\"; Self-Esteem; Two Bases for Self-Acceptance; Training in Stage 4; Reappraising Relapse; Summary of Main Points; Part IV: The Benefits; Chapter 10 MiCBT with DSM-V Axis 1 and Axis 2 Disorders; Developmental versus Situational Causes of Psychopathology; Early Cue Detection versus Experiential Avoidance; Case Example 1: Social Phobia; Case Example 2: PTSD"]
[{"$nulls":4},"Case Example 3: PTSD and Dysthymic Disorder"]
[null,null,null,"Sommario/riassunto","Mindfulness-integrated CBT: Principles and Practice represents the first set of general principles and practical guidelines for the integration of mindfulness meditation with well-documented and newly developed CBT techniques to address a broad range of psychological dysfunctions.The first book to provide a strong rationale and general guidelines for the implementation of mindfulness meditation integrated with CBT for a wide range of psychological difficultiesIncorporates ancient Buddhist concepts of how the mind works, while remaining firmly grounded in well-d"]
[null,"2.","Record Nr.",null,"UNINA9910842279703321"]
[null,null,"Autore",null,"Comblain A. (Annick)"]
[null,null,"Titolo",null,"Bilinguisme et apprentissage précoce des langues : entre idées reçues et fausses croyances / / Annick Comblain"]
[null,null,"Pubbl/distr/stampa",null,"ULiège Library"]
[{"$nulls":4},"Liège : , : Presses universitaires de Liège : , : ULiège Library, , 2023"]
[null,null,"ISBN",null,"978-2-87019-307-5"]
[{"$nulls":4},"978-2-87019-308-2"]
[{"$nulls":4},"978-2-87019-309-9"]
[{"$nulls":4},"2-87019-308-4"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 ressource en ligne (299 pages)"]
[null,null,"Disciplina",null,"404.2083"]
[null,null,"Soggetti",null,"Bilingualism in children"]
[{"$nulls":4},"Language acquisition"]
[{"$nulls":4},"Bilinguisme"]
[{"$nulls":4},"Acquisition du langage"]
[{"$nulls":4},"Enfants - Langage"]
[null,null,"Lingua di pubblicazione",null,"Francese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","En 2022, nous sommes près de 7,7 milliards d’individus sur la planète dont plus de la moitié utilise quotidiennement plus d’une langue. Si la nécessité d’être bilingue tend à s’imposer dans un monde de plus en plus globalisé et en prise avec d’importants mouvements migratoires, les interrogations restent nombreuses dans le grand public quant à l’impact de l’apprentissage de deux langues chez le jeune enfant. Cet ouvrage aborde les principales questions que se posent les parents et les professionnels du langage au sujet du bilinguisme précoce, familial ou non et du bilinguisme scolaire, volontaire ou non. Comment apprendre/enseigner les langues efficacement aux enfants ? Quand commencer cet apprentissage ? Que faire avec les enfants issus de l’immigration ? Parler la langue d’origine à la maison ? En faire un sujet tabou ? Y a-t-il des risques à introduire une langue étrangère très tôt dans la vie de l’enfant ? Le bilinguisme précoce peut-il provoquer un retard, voire des troubles dans le développement du langage et dans les apprentissages scolaires ? Ce sont là quelques-unes des questions "]
[{"$nulls":4},"auxquelles l’autrice tente de répondre. Au travers d’un parcours en dix points d’intérêt et une trentaine de questions. Elle égraine également une série d’idées reçues concernant le bilinguisme, ses avantages ou ses inconvénients et les analyse sous le prisme des recherches scientifiques contemporaines. Cet ouvrage s’adresse à un large public désireux d’obtenir une information objective sur les avantages mais aussi les inconvénients potentiels d’une éducation bilingue."]
[{"$nulls":4},"In 2022, there are nearly 7.7 billion people on the planet, more than half of whom use more than one language daily. While the need to be bilingual is becoming increasingly important in an increasingly globalized world experiencing significant migration flows, many questions remain among the general public regarding the impact of learning two languages ​​on young children. This book addresses the main questions that parents and language professionals have about early bilingualism, whether in the family or not, and school-based bilingualism, whether voluntary or not. How can languages ​​be taught/learned effectively to children? When should this learning begin? What should be done with children from immigrant backgrounds? Should the native language be spoken at home? Should it be a taboo subject? Are there any risks in introducing a foreign language very early in a child's life? Can early bilingualism cause delays or even disorders in language development and academic learning? These are just some of the questions that the author attempts to answer, through a journey covering ten key points and about thirty questions. She also examines a series of common misconceptions about bilingualism, its advantages and disadvantages, and analyzes them in light of contemporary scientific research. This book is aimed at a wide audience wishing to obtain objective information on the advantages, but also the potential disadvantages, of a bilingual education."]