Intergroup dialogue has emerged as an educational and community building approach that brings together members of diverse social and cultural identities to engage in learning together'â€sharing and listening to each other's perspectives and stories, and exploring inequalities and community issues that affect them all, albeit differently'â€so that they may work collectively and individually to promote greater diversity, equality and justice. Focusing on facilitation training and preparation for intergroup dialogues, this is a comprehensive guide for practitioners, covering the theoretical, conceptual, and practical knowledge they need. It is intended for staff, faculty, and administrators in higher education, and community agencies, as well as for human resources departments in workplaces. Despite the growing interest in, and impact of intergroup dialogue, little has been written on the important role of facilitation. This book shifts the focus from learning outcomes, that is what students gain, to understanding how students gain what they do, and to determine what it is about the intergroup dialogue model and design that facilitates learning, and to identify the crucial role that facilitators play in this process. This book combines the theoretical and conceptual foundations of social justice education with training models for intergroup dialogue facilitation. It presents the work and insights of both academics and practitioners who train facilitators for intergroup dialogues, for applications of intergroup dialogue techniques, and for the related fields of dialogue and deliberation. It also includes research on facilitator learning outcomes from the time of training and intergroup dialogue facilitation, through their lives on campus post-training, and on to their post-graduate and professional careers. The expert chapter authors represent the breadth and depth of leaders in the field of intergroup dialogue. Contributors: Charles Behling, University of Michigan, Ann Arbor, The Program on Intergroup Relations Barry Checkoway, University of Michigan, Ann Arbor, School of Social Work Mark Chesler, University of Michigan, Ann Arbor, The Program on Intergroup Relations Keri De Jong, University of Massachusetts at Amherst, School of Education Roger Fisher, University of Michigan, Ann Arbor, The Program on Intergroup Relations Patricia Gurin, University of Michigan, Ann Arbor, The Program on Intergroup Relations Tanya Kachwaha, University of Massachusetts at Amherst, School of Education Christina Kelleher, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Ariel Kirkland, Occidental College, Student facilitator James Knauer, Lock Haven University of Pennsylvania, Democracy Lab Joycelyn Landrum-Brown, University of Illinois at Urbana-Champaign, Program on Intergroup Relations Shaquanda Lindsey, Occidental College, Student facilitator David J. Martineau, Washington University, St. Louis, School of Social Work Teddy Nemeroff, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Romina Pacheco, University of Massachusetts at Amherst, School of Education Taryn Petryk, University of Michigan, Ann Arbor, The Program on Intergroup Relations Priya Parker, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Jaclyn RodrÃguez, Occidental College, Department of Psychology Andrea RodrÃguez-Scheel, Occidental College, Student facilitator Michael S. Spencer, University of Michigan, Ann Arbor, School of Social Work Carolyn Vasques-Scalera, Independent Scholar Thomas Walker, University of Denver, Center for Multicultural Excellence Naomi Warren, University of Michigan, Ann Arbor, School of Social Work/The Program on Intergroup Relations Kathy Wong, Arizona State University/Western Michigan University, Int
This handbook describes in detail different contemporary approaches to group work with children and adolescents. Further, this volume illustrates the application of these models to work with the youth of today, whether victims of trauma, adolescents struggling with LGBT issues, or youth with varying common diagnoses such as autism spectrum disorders, depression, and anxiety. It offers chapters presenting a variety of clinical approaches written by experts in these approaches, from classic (play therapy and dialectical behavior therapy) to cutting-edge (attachment-based intervention, mindfulness, and sensorimotor psychotherapy). Because of its broad scope, the book is suitable for a wide audience, from students to first-time group leaders to seasoned practitioners.
This is an invaluable guide to making the most of helping relationships. It concentrates on the practicalities and explores how to structure the help practitioners give to young people.
Including case studies, reflective exercises, and dialogue examples that illustrate the model and use of skills, chapters cover:
Describing an accessible 'how-to' approach to engaging with young people, this book will be essential reading to all those working in information, advice, guidance and youth support settings, whether giving first-in-line or intensive support to young people.
Plato's Dialogues One by One interprets and contextualizes each of Plato's dialogues. Victorino Tejera analyzes and explains the content and intellectual quality of the dialogues, highlighting their dramatic aliveness and historico-political allusiveness. He treats each dialogue according to its own integrity, not imposing any system outside of their individual composition, and with an even-handedness that does not place too much emphasis on any aspect or neglect any included concept. With this approach, Tejera seeks to free Plato from the constraints constructed by Academia and to treat him as the open-minded intellectual son of Socrates, releasing the free-flying swan that in the myth became the home of the soul of the master.
Learn how Lemon Balm can boost your overall health. Learning about ways that you can supplement a healthy diet is a great step in the right direction towards a healthier you!
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