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191.
192.
Eugene V. Gallagher 《Teaching Theology & Religion》2010,13(3):241-242
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J J Gallagher 《The American psychologist》1989,44(2):387-391
Past legislation related to children and families has been used to improve services to specific target groups of children and families in need (i.e., poor, handicapped, etc.) Current legislation, notably Public Law 94-142, the Education for All Handicapped Children Act, and Public Law 99-457 (Part H), Services for Infants and Toddlers with Handicapping Conditions, also includes elements of mandated reform of certain professional practices (i.e., inclusion of parents in planning and requirements for multidisciplinary cooperation). Such a mandate has the effect of putting into practice changes that many professionals have said were needed but were unable to achieve, but it also makes the implementation of these policies more difficult. 相似文献
195.
The aim of this study was to determine the validity of role play as a method for assessing counsellor skill. Video recordings of twelve counsellors' performance in both real and simulated counselling interactions were analysed. Skill assessment included molar ratings of eight skill areas and molecular measures of 28 behaviours. A comparison of counsellor performance between conditions indicated that there was little difference between the real and role-play situations. It is concluded that the modified extended role-play format employed in the present study might be a valid technique for assessment of counselling skills. 相似文献
196.
Continental Philosophy Review - We explore relationships between phenomenology and developmental psychology through an in-depth analysis of a particular problem in social cognition: the most... 相似文献
197.
Custodial suicide is a foundational concern for correctional systems. The incarcerated population is at an increased risk for suicide as compared with people living in the community. Sufficient suicide prevention is a critical component of a constitutionally adequate system of correctional mental health care. The remedial phases of class action litigations have animated improvement in suicide prevention in many correctional systems across the United States. In the current climate, many legal obstacles make it more difficult for plaintiffs to prevail in such cases, but it is expected that advocates will find novel approaches in response to these legal hurdles, such as greater reliance on state law remedies, and will seek to expand the scope of potential actions in emerging areas such as immigration detention. Defendants and courts will, in turn, need to respond to these changes. This article explores the history of relevant litigations, and the legal obstacles currently faced by plaintiffs, as well as future directions the authors consider will likely be taken. Practical issues such as appropriate measurement of improvement in the area of suicide prevention are also explored. 相似文献
198.
Jill DeTemple Eugene V. Gallagher Kwok Pui Lan Thomas Pearson 《Teaching Theology & Religion》2019,22(3):223-234
This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity. 1 1 The authors would like to dedicate this article to the memory of Ruel W. Tyson, Jr., a champion of collaborative scholarship and intellectual community. The research referenced in this article was supported by a subaward agreement from the University of Connecticut with funds provided by Grant No. 58942 from the John Templeton Foundation. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of UCONN or the John Templeton Foundation.
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199.
Philosophical Studies - In this essay, I respond to the critical remarks of Louise Barrett, Amanda Corris and Anthony Chemero, and Daniel Hutto on my book Enactivist Interventions. In doing so, I... 相似文献
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Lynn S. Neal Eugene V. Gallagher Pui Lan Kwok Thomas Pearson 《Teaching Theology & Religion》2018,21(2):142-157
This conversation between the 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and the 2016 Teaching award winner Joanne Maguire Robinson. The exchange takes as its point of departure the AAR teaching statement that Professor Neal submitted. Topics discussed include introductory courses, active learning assignments, religious intolerance and privatization, student learning outcomes, different levels of student skills and preparation, augmenting assignments through the production of video interviews with scholars, and finding conversation partners for reflecting on teaching under the life balance stresses of the academy today. 相似文献