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Psychology in Education
Psychology’s contribution to education has produced a persuasive and burgeoning literature willing to measure (e.g. intelligence quotients), categorise (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they learn. There is however increased acknowledgement that contemporary practice demands alternate ways of working. As learning communities and educators endeavour to make a difference in peoples’ lives, they are critically questioning how their use of...
Real-life Dilemmas in Moral Education
The purpose of this book is to contribute to contemporary debates about alternative ways of teaching Moral Education in Malaysia by including the voice of students. Moral Education in the Malaysian setting is both complex and compulsory. This book explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems.
Intercultural Postgraduate Supervision
The impact of globalisation and aggressive marketing by universities has increased the flow of international or culturally diverse students enrolling in postgraduate research degree programs outside their own countries. As access to postgraduate education widens, more local culturally diverse and Indigenous students are also enrolling in higher degree studies. As a result, significantly more academics now engage in intercultural supervision or supervising students who are culturally different to themselves. This book argues that empowering intercultural supervision can result from more nuanced, critical and theoretically-based understandings of time, place and knowledge. It shows how a range...
The Handbook of Music Therapy
The Handbook of Music Therapy takes the reader on a journey through the historical and contemporary landscape of the field of music therapy, updated with the latest practical, sociocultural and theoretical perspectives and developments in music therapy. The second edition is divided into four parts: foundation and context; music therapy practice; learning and teaching; and professional life. This includes the trajectory of music therapy as a health, social and community-based discipline in the 21st century with an evolving evidence base that also acknowledges the growing edges in the field, such as perspectives around equity, inclusion and diversity. The editors have included practice-based ...
Ethics in Practice
This accessible guide locates ethical practice in the context of New Zealand's Treaty-based culture, law and legal systems, and the New Zealand Association of Counsellors' Code of Ethics. A wide range of practitioners discuss ethical dilemmas that challenge them in their daily work.
Descendants, 1763-1966 of John Thomas Klumph (no. 1) 1729-1818
John Thomas Klumph was born in Germany, 1729 and settled in New York.
Hearne on the Brazos
A story about Hearne, Texas and the lives of the men and women of that town.
Difference and Discrimination in Psychotherapy and Counselling
'Prejudice is, for good or ill, a part of our nature. It is instilled in us from birth onwards. All we can hope to do is to combat it, and the first tool in our armoury must be that of awareness. Without this, it is very difficult, perhaps impossible, for the psychotherapist or counsellor to explore how it might be influencing the psychotherapy relationship. Sue Marshall has, in this book, performed a valuable task in that direction, and has done in it very cogently in a most difficult area. I applaud her' - Joe Sinclair, Nurturing Potential Difference, prejudice and discrimination are issues which all counsellors and psychotherapists need to address as part of their personal and professiona...
Women Supervising and Writing Doctoral Theses
Walking on the Grass brings to life women’s experiences during their doctoral study and the experiences of women who supervise doctoral students. Sensations, reflections, and imaginations emerge through memories, histories, and different ways of narrating academic journeys. This book examines in depth, the emotional and embodied nature of writing, supervising, and inter-subjective learning. It makes visible ethics of care required in that liminal space in which supervisors and doctoral scholars work to shape and give confidence to the becoming academic. The book works through the politics of gender, sexuality, age, class, and ethnicity to understand meanings inherent in doctoral and supervisory relationships, reasons for entering academe, and how academic writing obtains form and content. The significance of the book is its contribution to understanding academic thesis writing as complex emotional and embodied gendered labor rather than an instrumental activity in which to earn the title of Doctor of Philosophy.
Consent in the Childhood Classroom
Consent in the Childhood Classroom challenges typical premises of social and emotional learning, self-regulation, and putative misbehavior by centering the theme of consent in the experiences of young children and their teachers. Early childhood and elementary teachers often face disruptions and acts of dissent from young students, without a helpful conceptual framework for understanding how these expressions may stem from social injustices, developmental nuances, and problematic assumptions about the nature of children’s agency. By posing complex yet relatable questions about the presumptions of authority, positivity, and routines in learning environments, and drawing on classroom anecdotes along with interviews with children and teachers, this book offers an accessible approach to cultivating expansive relationships in the classroom, a vision for a richer and more mutual education, and a clearer understanding of what school means from the perspective of the child.
