In this book Bion describes his use of the term "alpha-function" to conceptualize how the data of emotional experience is processed and digested.
Author: Wilfred R. Bion
Publisher: Jason Aronson
In this book Bion describes his use of the term "alpha-function" to conceptualize how the data of emotional experience is processed and digested. This includes his thinking on "contact barriers" and the bearing of "projective identification" on the genesis of thought. A Jason Aronson Book
Finally it illustrates the interrelationships between experiential and academic learning. This book also provides a wealth of practical strategies and tools enabling the reader to prepare for useful experiential learning.
Author: Edward Cell
Publisher: SUNY Press
Our success in life and living depends largely on our ability to learn from experience. Direct contact with things and persons affects every facet of our lives--behavior, perception, autonomy and creativity. This overview of experiential learning explores the process of learning from experience, showing how it affects one's personality and offers means to cope with feelings of powerlessness and insignificance. The book describes the conditions under which experiential learning results in personal growth and those in which growth is inhibited. It shows how we test the validity of our interpretations and how we resist such tests. Learning to Learn from Experience examines the learning process in various types of social relationships. It shows how learning in large groups differs from that in intimate circles. Finally it illustrates the interrelationships between experiential and academic learning. This book also provides a wealth of practical strategies and tools enabling the reader to prepare for useful experiential learning.
This book is about the development of teachers'professional knowledge.
Author: Miriam Ben-Peretz
Publisher: SUNY Press
This book is about the development of teachers'professional knowledge.
This is partly due to the increasing number of learners and the limited resources available to meet a wide range of various needs, backgrounds, expectations, skills, levels, ages, abilities and disabilities.
Author: Anil Aggarwal
Publisher: IGI Global
Successful use of information and communication technologies depends on usable designs that do not require expensive training, accommodate the needs of diverse users and are low cost. There is a growing demand and increasing pressure for adopting innovative approaches to the design and delivery of education, hence, the use of online learning (also called E-learning) as a mode of study. This is partly due to the increasing number of learners and the limited resources available to meet a wide range of various needs, backgrounds, expectations, skills, levels, ages, abilities and disabilities. The advances of new technology and communications (WWW, Human Computer Interaction and Multimedia) have made it possible to reach out to a bigger audience around the globe. By focusing on the issues that have impact on the usability of online learning programs and their implementation, Usability Evaluation of Online Learning Programs specifically fills-in a gap in this area, which is particularly invaluable to practitioners.
In an effort to aid younger clinicians in the daily struggle to "know thyself," Marilyn Charles turns to key ideas that have facilitated her own clinical work with difficult patients.
Author: Marilyn Charles
An important task facing all clinicians, and especially challenging for younger, less experienced clinicians, is to come to know oneself sufficiently to be able to register the patient's experience in useful and progressively deeper ways. In an effort to aid younger clinicians in the daily struggle to "know thyself," Marilyn Charles turns to key ideas that have facilitated her own clinical work with difficult patients. Concepts such as "container" and "contained," transitional space, projective identification, and transference/countertransference are introduced not as academic ideas, but as aspects of the therapeutic environment that elicit greater creativity and vitality on the therapist's part. In Charles's skillful hands, the basic ideas of Klein, Winnicott, and Bion become newly comprehensible without losing depth and richness; they come to life in the fulcrum of daily clinical encounter.
Using Experience for Learning reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning ...
Author: David Boud
Publisher: McGraw-Hill Education (UK)
Using Experience for Learning reflects current interest in the importance of experience in informal and formal learning, whether it be applied for course credit, new forms of learning in the workplace, or acknowledging autonomous learning outside educational institutions.
Where does the game stop and the learning start? The game provides an
opportunity to gain an experience. But how do we learn from experience? It is not
automatic. My favourite definition of inexperience is to continue to do the same
Author: John Sleigh
Publisher: Xlibris Corporation
This book has over fifty interactive training activities: —To start, enhance, or conclude a session or subject area —From ten minutes to two hours —Individual, pair, team, and seminar-wide involvement —Negotiation, problem-solving, planning, and reinforcement Suggestions and strategies: —Icebreakers, breakout sessions, role plays —Brainstorming —Learning styles
This strikingly original book provides eloquent analyses of such postmodernist feminists as Judith Butler, Donna Haraway, Norma Alarcón, and Chela Sandoval, and counters the assimilationist proposals of minority neoconservatives such as ...
Author: Paula M. L. Moya
Publisher: Univ of California Press
In Learning from Experience, Paula Moya offers an alternative to some influential philosophical assumptions about identity and experience in contemporary literary theory. Arguing that the texts and lived experiences of subordinated people are rich sources of insight about our society, Moya presents a nuanced universalist justification for identity-based work in ethnic studies. This strikingly original book provides eloquent analyses of such postmodernist feminists as Judith Butler, Donna Haraway, Norma Alarcón, and Chela Sandoval, and counters the assimilationist proposals of minority neoconservatives such as Shelby Steele and Richard Rodriguez. It advances realist proposals for multicultural education and offers an understanding of the interpretive power of Chicana feminists including Cherríe Moraga, Gloria Anzaldúa, and Helena María Viramontes. Learning from Experience enlarges our concept of identity and offers new ways to situate aspects of race, gender, class, and sexual orientation in discursive and sociopolitical contexts.
Background: Simulation enhances experiential learning through creating experience to form the basis of learning, and it has been recognized as an effective pedagogy in current health professions education.
Author: Hui Zhang
Publisher: Linköping University Electronic Press
Background: Simulation enhances experiential learning through creating experience to form the basis of learning, and it has been recognized as an effective pedagogy in current health professions education. As an integral element of simulation, debriefing contributes to transforming the created experience to new knowledge. Video-assisted debriefing (VAD) refers to adding audio-visual capture and review to traditional verbal debriefing (VD). Despite being regarded as ‘gold standard’ for simulation, evidence reporting educational effects of VAD is mixed and its best practice remains absent. Aims: The aims of this thesis were to develop a framework for VAD, to test and compare its effects on prelicensure nursing students’ debriefing experiences, reflective abilities and nursing competencies with VD without video, as well as to explore its potential impact on facilitators’ perceptions and practices following high-fidelity simulation. Design and methods: This thesis comprised of four studies with different research designs. Study I was a systematic review which synthesized the characteristics of existing VAD practices in health professions education and evaluated its effectiveness on learners’ reactions, learning and behaviors. Study II was a proof-of-concept study which developed of a three-phase framework for VAD and tested its preliminary effects on nursing students’ debriefing experiences, reflective abilities, and nursing competencies using a pretest-posttest design. Study III adopted a qualitative method to explore nursing students’ experiences and perspectives of a structured VAD using focus groups. Data were analyzed using thematic analysis approach. Study IV employed a mixed-method research design to investigate the impact of a three-phase VAD on nursing students’ debriefing experiences, perceived stress, as well as facilitators’ perceptions and debriefing practices. Results: Study I showed that existing VAD offered comparable educational effects as VD in terms of learners’ experiences, attitudes, and performance, except on knowledge acquisition. Video did not demonstrate its continuous advantage in debriefing, which informed the absence of best practice. The preliminary results of Study II reported that a three-phase VAD significantly improved students’ debriefing experiences (p<0.001), reflective abilities (p<0.01), and nursing competencies (p<0.001). Study III disclosed an emotional roller coaster experienced by nursing students in VAD, from unwillingness and fear of being judged, followed by stress and defensiveness, to sense of appreciation and satisfaction. Most students agreed that VAD provided a good learning experience with few preferred not to receive peer feedback after video review. Study IV demonstrated that VAD improved nursing students’ debriefing experiences (p=0.01) and caused comparable stress as VD. Repeated exposure to VAD significantly reduced stress levels. VAD also enhanced facilitators’ perceptions and debriefing practices. Conclusions: This project developed a three-phase framework for VAD, and affirmed its educational effects on improving nursing students’ debriefing experiences, reflective abilities, and competencies following high fidelity simulation, with comparable stress experienced as in VD. The finding of an emotional roller coaster experienced by nursing students in VAD challenged the snapshot of negative emotions reported in other studies, offering some clarity to the inconsistent evidence regarding learners’ experiences of VAD and contributing to its best practice. This thesis also proved that this three-phase VAD held the potential to enhance facilitators’ debriefing practices towards student-centered learning. Bakgrund: Att simulera olika vårdsituationer är idag en väl använd pedagogisk metod inom hälsoutbildningarna eftersom erfarenheten av att träna simulering kan förbättra inlärningen. Debriefing ingår som en integrerad del i simuleringen och bidrar till att omvandla erfarenheten till kunskap. Video-assisterad debriefing innebär att simuleringssituationen filmas och filmen används sedan i debriefingen. Trots att det är vanligt att använda video-assisterad debriefing är bevisen för att det är bättre än debriefing utan video oklara. Syfte: Syftet med denna avhandling var att utveckla en strukturerad video-assisterad debriefing att använda i samband med simulering på sjuksköterskeutbildningen. Att sedan testa den på sjuksköterskestudenter för att se om den påverkade deras debriefing erfarenhet, reflektionsförmåga och omvårdnadskompetens jämfört med sjuksköterskestudenter som erhöll debriefing utan video. Syftet var också att utforska handledarnas uppfattning och genomförande av video-assisterad debriefing i samband med simulering. Design och Metod: Avhandlingen består av fyra studier med olika design. Studie 1 var en systematisk litteraturstudie där 23 artiklar innehållande tidigare erfarenheter av videoassisterad debriefing från hälsoutbildningar granskades och syntetiserades. I studie 2 utvecklades en strukturerad video-assisterad debriefing i tre faser som sedan testades på sjuksköterskestudenternas (n=63) debriefing erfarenhet, reflektionsförmåga och omvårdnadskompetens genom en före-efter design. I studie 3 användes en kvalitativ design för att med hjälp av fokusgrupper utforska sjuksköterskestudenternas (n=27) erfarenheter av att använda video-assisterad debriefing. Studie 4 var en mixed-methods studie som undersökte betydelsen av en strukturerad video-assisterad debriefing jämfört med debriefing utan video på sjuksköterskestudenternas (n=145) debriefing erfarenhet och uppfattning av stress i samband med debriefingen. I studie 4 undersöktes även handledarnas (n=8) uppfattningar och genomförande av video-assisterad debriefing. Resultat: Studie 1 visade att video-assisterad debriefing var jämförbart med debriefing utan video vad det gäller erfarenheter, attityder och genomförande men var inte bättre vad det gäller förvärvande av ny kunskap. Resultaten från studie 2 visade att den strukturerade videoassisterade debriefingen signifikant förbättrade sjuksköterskestudenternas debriefing erfarenhet (p<0,001), reflektionsförmåga (p<0,01) och omvårdnadskompetens (p<0,001). Studie 3 visade att strukturerad video-assisterad debriefing var som en emotionell bergodalbana
Whilst much is known about teaching and being taught, far less attention has been given to learning in context - in particular, to learning outside the classroom. Yet this is in fact where most learning takes place.
Author: David Boud
Every day we are confronted with problems and challenges which we address by drawing on our experience and by using this experience to find ways of learning what to do in new circumstances. Learning through experience is the normal, commonplace approach to learning and we take it for granted. Whilst much is known about teaching and being taught, far less attention has been given to learning in context - in particular, to learning outside the classroom. Yet this is in fact where most learning takes place. One possibly neglected area is the role which people, other than the learner, play in facilitating learning. This role is undertaken not only by teachers, trainers, parents and counsellors, but also by managers, supervisors, care-givers and friends. This book brings together the experiences of a number of practitioners, who write from often strongly contrasting perspectives. Such perspectives include feminism, Marxism, critical pedagogy, post-modernism and Gestalt, humanistic, clinical and transpersonal psychology.
Brings together a series of detailed case studies undertaken to assess the key issues affecting the health workforce in a range of European countries.
Author: Bernd Rechel
Brings together a series of detailed case studies undertaken to assess the key issues affecting the health workforce in a range of European countries. Countries include: France, Germany, the United Kingdom, the Russian Federation, Spain, Poland, Norway, Lithuania and Malta.
Prepared by the Panel on Outcome Measurement in Early Childhood Demonstration Programs, this report attempts (1) to characterize recent developments in programs and policies for children and families that challenge traditional approaches to ...
Author: Division of Behavioral and Social Sciences and Education
Publisher: National Academies Press
Prepared by the Panel on Outcome Measurement in Early Childhood Demonstration Programs, this report attempts (1) to characterize recent developments in programs and policies for children and families that challenge traditional approaches to evaluation, and (2) to trace the implications of these developments for outcome measurement and for the broader conduct of evaluation studies. The report is divided into two parts. Part I begins by tracing the historical evolution of demonstration programs and their evaluations from 1960 to the mid-1970s. Next, the policy issues and programs that have evolved in recent years and that appear to be salient for the 1980s are examined in detail. Some important implications of these programs and policy developments for outcome measurement and evaluation design are then identified. Finally, implications of the evaluation process for the dissemination and utilization of results, for the organization and conduct of applied research, and for the articulation between applied research and basic social science are pointed out. Part II includes six background papers which were prepared by the panel members together with outside consultants to facilitate the panel's discussion of the evaluation of children's programs. Each paper covers a specific type of program: health, day care, family service, preschool compensatory education programs, and programs for the handicapped. In addition, a paper on the communication and dissemination of the results of evaluations is included. (MP)