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981.
Colin Kirkwood 《Psychodynamic Practice》2013,19(4):521-531
To illustrate how difficult endings are, this paper first cites an Italian therapist's experience of the use of time with university students in Naples and then associates to contrasting examples in the novel, art, music and the cinema. It uses a dialogue about ending in the film Brief Encounter as a possible paradigm for what is needed in brief therapy. It then refers to the work of James Mann on different experiences of time which underlie the resistance to brief work. How can brief therapy contain the paradox between finite and infinite time? Incorporating another model of therapeutic intervention with the use of Milton Erickson's attitude to time and the unconscious, the paper then moves on to a clinical example, where treatment consisted of an assessment and five sessions. Here the practice of not interpreting the transference is challenged, along with an exploration of the concept of transference to the organization and the use of pre-treatment ‘maternal reverie’ associations. Using the combination of informal trance-like states with a clear focus on the ‘here and now’, the process of the therapeutic relationship is then worked with in the case material. 相似文献
982.
Onel Brooks 《Psychodynamic Practice》2013,19(4):600-612
Abstract This paper is concerned with anaesthesia, loss of feeling or state of lifelessness, including numbness, helplessness and paralysis in the university counsellor, and explores briefly contributions to such states in a university counsellor. 相似文献
983.
Gertrud Mander 《Psychodynamic Practice》2013,19(3):291-301
Abstract Consecutive BAC Codes of Ethics and Practice of the Supervision of Counsellors have emphasised the importance of supervisory consultations for supervisors, and the need of evaluating and monitoring supervision work. Supervision of supervision work has also been an integral part of the training of supervisors, in order for them to learn supervision by actually supervising and receiving feedback on their work. The paper attempts to define and conceptualise the task of the supervisor of supervision in comparison with and by contrast to ordinary supervision and covers such areas as function, format, focus, presentation. 相似文献
984.
Mark Jennings 《文化与宗教》2013,14(2):161-174
This paper is based on ethnography of the ‘worship time’ at ‘Breakfree’ Church, a Pentecostal congregation in suburban Perth. I begin by exploring the ritualistic ways in which music is used to catalyse an ecstatic experience. Making use of the metaphor of ‘break free’, borrowed from a popular worship song, I demonstrate that music is used in deliberate ways to assist people in leaving behind the profane and encountering the sacred. Drawing on the thought of theologian Friedrich Schleiermacher and philosopher Paul Ricoeur, I explore the ways music facilitates and symbolises this experience. I demonstrate that for church members, the ecstatic divine-human encounter is the centre of their church worship and the antidote to difficult experiences such as grief or illness. 相似文献
985.
Karla F. C. Holloway 《The American journal of bioethics : AJOB》2013,13(3):7-17
This article focuses on emergency medical care in black urban populations, suggesting that the classification of a “community” within clinical trial language is problematic. The article references a cultural history of black Americans with pre-hospital emergency medical treatment as relevant to contemporary emergency medicine paradigms. Part I explores a relationship between “autonomy” and “community.” The idea of community emerges as a displacement for the ethical principle of autonomy precisely at the moment that institutionalized medicine focuses on diversity. Part II examines a clinical trial for the blood substitute PolyHeme® (Northfield Laboratories, Inc., Evanston, IL). It illustrates the ways in which bias in research paradigms and Institutional Review Board decisions attach to the notion and utility of the language of “community.” The conclusion's contemporary anecdote makes apparent the vitality of the issues of prehospital emergency medical care and the ways in which decisions and practices fall too easily into a narrative of culturally biased treatment. 相似文献
986.
Edmund D. Pellegrino 《The American journal of bioethics : AJOB》2013,13(2):65-71
At the center of medical morality is the healing relationship. It is defined by three phenomena: the fact of illness, the act of profession, and the act of medicine. The first puts the patient in a vulnerable and dependent position; it results in an unequal relationship. The second implies a promise to help. The third involves those actions that will lead to a medically competent healing decision. But it must also be good for the patient in the fullest possible sense. The physician cannot fully heal without giving the patient an understanding of alternatives such that he or she can freely arrive—together with the physician—at a decision in keeping with his or her personal morality and values. In today's pluralistic society, universal agreement on moral issues between physicians and patients is no longer possible. Nevertheless, a reconstruction of professional ethics based on a new appreciation of what makes for a true healing relationship between patient and physician is both possible and necessary. 相似文献
987.
《Journal Of Applied School Psychology》2013,29(2):127-149
SUMMARY School psychologists involved in the delivery of psychological and educational interventions face the challenge of identifying interventions that will work within their schools. The evidence-based intervention (EBI) approach has received attention as a promising way to identify effective interventions. The national Task Force on Evidence Based Interventions in School Psychology (sponsored by the American Psychological Association Division 16 and the Society for the Study of School Psychology, and endorsed by the National Association of School Psychologists) has developed coding criteria to review, evaluate, and identify efficacious interventions. This paper expands the work of the Multicultural and Diversity Committee of the EBI Task Force and offers direction for school psychologists in selecting and implementing interventions appropriate for their settings. We explore the meaning of EBIs in the context of a diverse world and discuss the cultural considerations that are necessary to responsibly adopt an EBI perspective. The paper is organized into three sections where we (a) examine EBIs from a multicultural perspective, (b) describe recent advances in infusing a multicultural perspective into EBI work and the Procedural and Coding Manual for Review of EBIs, and (c) offer a set of guidelines for making decisions about implementing an EBI in a new setting. 相似文献
988.
《Journal Of Applied School Psychology》2013,29(1-2):73-108
Summary In a growing number of schools in the United States, it now is possible to walk into elementary, middle, and secondary classrooms and observe students who could be identified as having moderate and severe cognitive, physical, and emotional disabilities successfully receiving their education together with similar-aged classmates who have no identified special education needs (Falvey, 1995; Lipsky & Gartner, 1997; Schrag, 1998; Villa & Thousand, 1995). This practice of welcoming, valuing, and supporting the diverse learning needs of all students in shared general education environments is referred to as inclusive education, inclusive schooling, or inclusion. This article examines inclusive education along a number of dimensions. First, the evolution of the inclusion moment is briefly examined. After the construct of “severe disability” is considered in the context of inclusive education, various rationale for inclusion are examined along with outcome data, legislation, and legal and U.S. Department of Education decisions which forward inclusive policy. Next, eight factors most frequently associated with successful inclusive education are described and discussed. In describing the factors, examples are provided of specific assessment, planning, and communication processes that support the inclusion of students with intensive cognitive, physical, and emotional disabilities. The article ends with a discussion of the implications of inclusive education for a 21st Century democracy. 相似文献
989.
《Journal of Creativity in Mental Health》2013,8(2):81-92
Abstract This study surveyed 28 graduate students in counseling on the meaning of lyrical music in their lives in a CACREP accredited program at an independent, southeastern university. Results showed that some songs were more popular or better remembered than others. It also showed that while some lyrics are personally meaningful and others convey important messages, a number of lyrics are just relaxing, joyful, and entertaining without a deeper level of significance to them. 相似文献
990.