Academic literature on the topic 'Pedagogia clinica'
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Journal articles on the topic "Pedagogia clinica"
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Cipolli, Carlo, and Pio Enrico Ricci Bitti. "La nascita e lo sviluppo della Psicologia nell'Università di Bologna dal 1950." RICERCHE DI PSICOLOGIA, no. 2 (October 2021): 61–84. http://dx.doi.org/10.3280/rip2021oa12597.
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Renzo Canestrari (1924-2017) è stato uno dei più prestigiosi psicologi italiani del XX secolo. È stato professore ordinario di Psicologia (poi Psicologia generale) nella Facoltà di Medicina e Chirurgia dal 1960 al 1999. Laureato in Pedagogia nel 1946 e in Medicina e Chirurgia nel 1951, ha effettuato un'attività di ricerca in vari ambiti della psicologia sperimentale ed evolutiva, ovvero la percezione visiva (utilizzando paradigmi della psicologia della Gestalt e del funzionalismo) e il funzionamento dei processi cognitivi ed emozionali nei bambini e negli adolescenti. Ha esercitato anche un ruolo importante nella promozione di studi collaborativi (condotti con metodiche diagnostiche, psicometriche e strumentali) tra psicologi e clinici medici sulle relazioni tra stress e sintomi di varie patologie psicosomatiche, favorendo in tal modo la crescita della Psicologia Clinica nelle Facoltà italiane di Medicina e Chirurgia. Fin dagli ultimi anni '60 ha fornito a molti giovani ricercatori collaboratori l'opportunità di fare ricerca nel suo Istituto di Psicologia, nel quale vi era un numero rilevante di laboratori per la ricerca sperimentale e di ambulatori per attività diagnostiche e psicoterapiche su bambini e adolescenti. Il risultato più importante della sua lunga attività didattica è stato l'inserimento della Psicologia generale e della Psicologia clinica nel core curriculum della laurea magistrale in Medicina e Chirurgia e nelle lauree delle professioni sanitarie.
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De Farias, Teresa Mara Pontes, and Regina Marques De Souza Oliveira. "Les émotions n’ont pas de frontière: la compétence culturelle dans les soins solidaires." Odeere (UESB), no. 4 (December 31, 2017): 179. http://dx.doi.org/10.22481/odeere.v0i4.2360.
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Trata-se de relato de experiência sobre a rede de atençao psicossocial com populaçoes vulneraveis, populaçoes de imigrantes africanos e estrangeiros em geral que vivem no contexto francês através do Centro de Acolhimento a Refugiados. A reflexao busca estabelecer um eixo de consideraçao sobre a realidade do nordeste brasileiro (populaçao de favelas) com as perspectivas da epistemologia da Terapia Comunitaria criada pelo professor e médico psiquiatra Adalberto Barreto (UFC-Universidade Federal do Ceara), e consideraçoes da pedagogia de Paulo Freire a fim de exercer o cuidado em saude mental para pessoas expostas a extremas violências de ordem étnica, cultural, psiquica, econômica, social e moral. O relato revela que os conhecimentos e experiência brasileira estao sendo aprofundados e desenvolvidos por profissionais da saude mental no contexto francês através da clinica da antropologia médica, junto ao Polo de Pesquisa Médica Psicologica Associaçao Minkoviska em Paris com apoio do Ministerio da Saude da França.
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Cipolli, Carlo, Vincenzo Natale, Pio Enrico Ricci Bitti, and Nicolino Rossi. "Le radici del Dipartimento di Psicologia "Renzo Canestrari": documenti per una memoria collettiva." RICERCHE DI PSICOLOGIA, no. 2 (October 2021): 9–13. http://dx.doi.org/10.3280/rip2021oa12568.
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Renzo Canestrari (1924-2017) è stato uno dei più illustri psicologi italiani ed ha dato un contributo decisivo alla rinascita della psicologia in Italia nel secondo dopoguerra. Laureato in Pedagogia e in Medicina e Chirurgia, è stato professore ordinario di Psicologia nella Facoltà di Medicina e Chirurgia dell'Università di Bologna dal 1960 al 1999. Ha fondato l'Istituto (poi Dipartimento) di Psicologia negli anni '60, all'interno del quale ha promosso lo sviluppo di molteplici aree di ricerca di psicologia sperimentale, clinica e applicata. Queste linee sono state successivamente sviluppate dagli allievi, molti dei quali hanno raggiunto posizioni importanti in numerose università italiane. In occasione dell'intitolazione del Dipartimento di Psicologia a suo nome, numerosi allievi hanno progettato di ricordare gli esordi e i successivi sviluppi dei suoi contributi in molteplici aree di ricerca. Questo numero di Ricerche di Psicologia intende essere sia un segno di gratitudine sia uno stimolo per la raccolta di ulteriori documentazioni e per approfondimenti storiografici sulla diffusione e affermazione della psicologia in ambito universitario e in altri ambiti della società italiana nella seconda metà del XX secolo.
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Putra, Kuswantoro Rusca, Alfrina Hany, and Rustiana Tasya Ariningpraja. "The Effect of Clinical Learning Environment on Nursing Student Satisfaction in East Java Province." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 6, no. 1 (September 23, 2020): 64. http://dx.doi.org/10.24990/injec.v6i1.393.
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Introduction: The clinical learning environment is a situation for the implementation of student practical learning. Satisfaction with the clinical learning environment is very important to foster a positive learning experience. This study aims to analyze the influence of the clinical learning environment on nursing student satisfaction. Methods: The study design used was an observational analysis with a cross-sectional approach to clinical nursing students in East Java Province with 451 student respondents. A consecutive sampling method was conducted. The Clinical Learning Environment Supervision Teacher (CLES T) instrument was used to assess learning environment variables and Clinical Learning Environment Inventory (CLEI), in particular, the satisfaction dimension was used to assess the satisfaction variable. Data analysis used the Spearman rank test and multiple linear regression. Results: There is a relationship between the clinical learning environment (pedagogic learning, leadership style, nursing care in the ward, the relationship of supervision, the role of nurse teacher) and the satisfaction of nursing clinic students (p = 0.000). Multiple linear regression analysis showed that the dimensions of pedagogic learning (t = 3.261; p = 0.001) and the role of the nurse teacher (t = 2.693; p = 0.007) had an effect on nursing student satisfaction. Conclusion: Student satisfaction is an important factor in the implementation of student clinical learning, so it is necessary to carry out good management by educational institutions and practice fields regarding the learning environment and improving the pedagogic atmosphere and the role of nurse teachers in clinical learning.
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Vatskel, Elizaveta A., and Veronica A. Denishenko. "Peculiarities of forming pedagogic position in resident physicians." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 276–83. http://dx.doi.org/10.34216/2073-1426-2021-27-4-276-283.
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The article describes the peculiarities of the formation of the pedagogic position of resident physicians (young medical personnel who receive medical specialty after graduating from the specialist programme). The role of the Pedagogy course in the resident physicians' training programme and the process of formation pedagogic position is grounded. The pedagogic position is necessary for implementing the activities in the spheres of health literacy promotion, patient education, adherence to treatment development; broadly speaking for forming health-protecting behaviour in patients in all its forms. The peculiarities of the trainees (resident physicians) and typical pedagogic problems they face while starting a clinical practice are described. Pedagogic tasks set in the process of formation of pedagogic position and ways of its solving are outlined. Relying on the principles of andragogical approach, system and activity approach and reflective approach as well as raising personal agency, reflective analyses of one’s professional activities, and pedagogic tryouts within the clinical practice are considered to be the most effective ways of forming the pedagogic position of young resident physicians.
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Maimunah, Ariani, and Rohiat Rohiat. "HUBUNGAN SUPERVISI KLINIS DAN KOMPETENSI PEDAGOGIK GURU DENGAN KINERJA GURU." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 2 (November 27, 2019): 133–40. http://dx.doi.org/10.33369/mapen.v13i2.9666.
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This research determined and analyzed the relationship of clinical supervision, pedagogic competence of teachers with the performance of teachers in the learning process at junior high school in Pinang Raya subdistrict, North Bengkulu Regency. This research is a correlational research with quantitative approach, by using questionnaire which is distributed to 53 sample of teachers at SMPN se Pinang Raya Sub-district, North Bengkulu Regency. Data analyzed with correlation method to determine relationship between variables. The results showed that 1) there was a positive significant correlation on clinical supervision with teacher performance; 2) there was a positive significant correlation on pedagogic competence with teacher performance; 3) there was positive significant correlation on clinical supervision, pedagogic competence together with teacher performance. The conclusion states there is very strong relationship on clinical supervision, pedagogic competence with teacher performance at junior high school on Pinang Raya Subdistrict North Bengkulu Regency.
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Surdo, E. S., V. G. Galonsky, N. V. Tarasova, and A. V. Gradoboev. "The “Brainstorming” method in teaching the “Prevention and public dental health” discipline at a medical school exemplified by development of “dental health” lessons for children with sensory deprivation of vision." Stomatology for All / International Dental review, no. 2019 3 (88) (September 2019): 52–59. http://dx.doi.org/10.35556/idr-2019-3(88)52-59.
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The article presents experience of implementation of interactive teaching method “brainstorming” in teaching the “Prevention and Public Health” discipline to medical students. The goal and the step-by-step methodology of practical implementation of the aforesaid teaching method for the audience of future dentists are revealed. Advantages and disadvantages of the method from the point of pedagogic efficiency in teaching at a clinical department have been determined. Positive results of usage of this pedagogic technology, its creative potential exemplified by the learning process associated with development of correctional “Dental Health Lessons” for children with sensory deprivation of vision have been demonstrated. The direction and possibility of implementation in practical activity have been pointed out for dentistry students’ ideas acquired through brainstorming within the framework of work of the students’ scientific society at the Paediatric Dentistry and Orthodontics clinic-department at the KrasSMU.
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Stone, D. H. "The clinico-epidemiological conference: a proposed new pedagogic tool for the integration of epidemiology and clinical practice." Journal of Public Health 36, no. 1 (September 4, 2013): 178. http://dx.doi.org/10.1093/pubmed/fdt094.
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Gorbul', Yuliya Aleksandrovna, and Larisa Anatol'evna Yur'eva. "SERVICE-LEARNING AS A TECHNOLOGY OF PROFESSIONAL LEGAL TRAINING ON THE BASIS OF HIGHER SCHOOL JURIDICAL CLINICS." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 145–51. http://dx.doi.org/10.30853/pedagogy.2019.4.26.
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Buoso, Giane de Souza, Ercília Maria Angeli Teixeira de Paula, Marcos Antonio dos Santos, and Lucas Tagliari da Silva. "A DISCUSSÃO SOBRE INCLUSÃO PARA PESSOAS COM DEFICIÊNCIAS NA PERSPECTIVA DA EDUCAÇÃO SOCIAL, PEDAGOGIA SOCIAL E EDUCAÇÃO NÃO FORMAL: UMA REVISÃO DE LITERATURA." Olhar de Professor 19, no. 1 (February 21, 2019): 107–21. http://dx.doi.org/10.5212/olharprofr.v.19.12098.
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Este estudo teve como objetivo principal analisar as produções acadêmicas sobre as práticas educativas de inclusão para pessoas com deficiências em projetos sociais que atendem crianças, adolescentes, jovens e adultos em condição de vulnerabilidade social. [1]Os referenciais teóricos de análise utilizados foram os fundamentos da Educação Social, da Pedagogia Social e da Educação Não Formal. As diferenças dessas áreas também serão aprofundadas neste estudo. Nos cursos de Pedagogia e Licenciaturas no Brasil, nas últimas décadas, têm sido inseridas discussões sobre atuação dos educadores sociais em contextos escolares e em ambientes considerados “não escolares”. Estes contextos são: o Terceiro Setor, as Organizações Não Governamentais, os Hospitais, os Assentamentos, os Presídios, as Instituições de Atendimento aos Adolescentes em Conflito com a lei, as Clinicas Psiquiátricas, as Casas de Acolhimento, os projetos de Contra Turno em escolas formais, dentre outros espaços. A metodologia desse projeto de pesquisa foi revisão de literatura sobre produções acadêmicas que abordam a questão da inclusão de pessoas com deficiências em projetos sociais na perspectiva da Educação Social, Pedagogia Social e Educação Não Formal. Espera-se que esse trabalho possa discutir as potencialidades da inclusão nos projetos sociais nessas diversas áreas.
Dissertations / Theses on the topic "Pedagogia clinica"
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PALMA, MANUELA LAURA. "Il soggetto e la pratica. Tematizzazione di un implicito della clinica della formazione." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14338.
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Questo percorso di ricerca ha come oggetto di indagine l’approccio della Clinica della formazione. L’obiettivo è stato quello di cogliere la specificità di questa proposta considerandola non solo nel suo aspetto di strategia di formazione e di metodo di ricerca sul campo in educazione, ma anche e soprattutto come tentativo di ridefinizione del profilo epistemologico della pedagogia.
In questo studio si è scelto di procedere tramite l’esplicitazione di un elemento riconosciuto come impensato, come a-priori che sostiene latentemente l’intero impianto teorico e metodologico della pratica: il concetto di soggetto.
Solo presupponendo un soggetto con specifiche caratteristiche risulta possibile intendere lo statuto del dispositivo latente dissotterrato dalla Clinica della formazione e chiarire la natura del percorso di ricerca e di formazione da essa attivati. Si è promosso pertanto un lavoro “clinico” sulla Clinica della formazione.
Il concetto di soggetto è stato ricavato come precipitato di un’indagine sul funzionamento della pratica. Si è trattato di considerare come ogni pratica crei i suoi oggetti e parimenti i suoi soggetti. Sono quindi state analizzate le condizioni di visibilità dello sguardo clinico (oggettivazione) e ci si è soffermati sul dispositivo clinico e sul suo modello formativo (soggettivazione) in modo da considerare la pratica nei suoi effetti di sapere e in quelli di potere.
È stato così possibile tratteggiare il profilo del soggetto clinico. Si è riconosciuto come l’immagine del soggetto a quo la pratica prende le mosse si configuri nei termini di soggetto “pedagogico”, “contro-natura”, “trans-individuale” e “spossessato” fino a individuare nel carattere “non-indentitario” la qualificazione del soggetto ad quem la pratica formativa mira.
Il soggetto emerso dallo studio della pratica è apparso con caratteristiche molto diverse dall’immagine sostanzializzata cui il discorso pedagogico ci ha abituato, tanto da indurre a riconoscere nella Clinica della formazione una prospettiva che non solo accoglie le critiche mosse dalla filosofia del Novecento al soggetto, ma che può offrire delle indicazioni preziose sul profondo ripensamento a cui la pedagogia è chiamata alla luce della “morte dell’uomo”.
Una volta illuminato questo ingranaggio al cuore del congegno è stato possibile ricostruire l’intero meccanismo e riconoscere la specificità della Clinica della formazione come proposta epistemologica interna al discorso pedagogico. Si è avuto quindi modo di leggere questo approccio come risposta originale e attualissima rispetto a una serie di questioni e nodi problematici del dibattito pedagogico contemporaneo come la questione relativa alla dimensione valoriale e normativa insita nel gesto educativo, il problema della definizione dell’oggetto specifico del sapere pedagogico e del rapporto tra pedagogia e scienze umane, la ricerca di metodi e di paradigmi adeguati a cogliere la complessità di dimensioni proprie dell’accadere educativo, la questione del rapporto tra teoria pedagogica e prassi educativa.
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SARTORI, DANIELE. "Genesi e sviluppo della clinica della formazione: il pensiero di Riccardo Massa tra riflessione e sociomaterialismo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/47430.
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This dissertation aims to trace the origin and evolution of Massa’s thought. The latter is also placed within the current debate on learning theories, and further developed thanks to Fook’s critical reflection and Latour’s actor-network theory.
Firstly, Massa’s writings are discussed. The influence of Marxism, Althusser, Foucault, and psychoanalysis on Massa’s socio-materialistic understanding of the learning process is investigated. Particular attention is given to the Foucauldian notions of ‘micro-physic of power’, ‘apparatus’, and ‘clinic’. On that basis, Massa’s ‘educational apparatus’ and ‘Clinica della formazione’ [Foucauldian clinic applied to the learning process] are debated, together with their mutual relationships.
Educational apparatus is proved to be the core of Massa’s thought. Thanks to this notion, Massa simultaneously granted agency to materiality, and depicted education as a complex phenomenon underpinned by both human and non-human elements in interactions between each other. The ‘educational apparatus’ also acts as a theoretical grid to be projected on the learning process under scrutiny in order to reveal its hidden complex structure. Clinica della formazione consists in the set of techniques which makes this procedure possible; hence, it is Foucauldian.
Clinica della formazione is presented and placed within the Italian educational debate of the 80’s-90’s. Moreover, its goals and methods are debated. Clinica della formazione is proved to be anthropocentric: it does not grant agency to non-human and it is based on a reflective process.
In order to highlight the gap between Clinica della formazione and Massa’s original socio-materialistic epistemological background, the notions of reflection and reflexion are discussed, together with the works of Dewey, Kolb, Schön, Mezirow, Sheppard, Brookfield, and Fook. In order to further develop Clinica della formazione as a consultancy and supervision methodology, a contamination between Clinica della Formazione and Fook’s critical reflection is suggested.
Latour’s actor-network theory (ANT) is identified as the most suitable research methodology to investigate the learning process according to Massa’s original materialistic epistemology. History and key aspects of ANT are presented; its position within Science and Technology Studies debated. The impact of ANT on educational research is discussed.
Massa’s work is lastly compared to Latour’s one: the notion of ‘educational apparatus’ is compared to Latour’s notion of ‘network’ and Massa’s learning theory is reread taking into consideration Latour’s concepts of ‘translation’, ‘mediation’, and ‘assemblage’.
Finally, Massa’s ‘theatrical deixis’ is discussed. This notion clearly suggests that Massa was moving away from Clinica della formazione methodological apparatus to fully embrace his original materialistic background. It also shows Massa’s attempt to plan and implement a consultancy process in line with the socio-material understanding of the learning process.
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LUCCHESINI, FEDERICA. "Immagini del cambiamento: una ricerca-formazione sulle immagini della preadolescenza nella sua scuola." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/77217.
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Il lavoro di ricerca presentato ricostruisce l’apprendimento e la messa in opera di una metodologia di ricerca educativa situata, dialogica, interpretativa, relazionale, partecipativa in istituzione. La motivazione iniziale si riconduce alla constatazione dell’urgenza di un cambiamento nell’assetto istituzionale della scuola “media”. Innanzitutto si è voluta collegare tale questione pedagogica all’individuazione di una metodologia di ricerca educativa idiografica, situata e partecipativa che consentisse una rielaborazione critica della propria esperienza da parte di coloro che praticamente lavorano come educatori e formatori nella scuola. L’incontro con il pensiero e l’epistemologia pedagogica, critica e radicale, di Riccardo Massa e soprattutto con il suo libro Cambiare la scuola ha permesso di riconoscere nella proposta della Clinica della formazione un approccio alla ricerca situata in istituzione che unisse il rigore metodologico al rispetto delle istanze pedagogiche e politiche del cambiamento. Riconoscere il nesso tra come si pensa la scuola e come se ne parla; pensare la scuola come dispositivo pedagogico; interrogare le rappresentazioni delle docenti e le loro latenze attraverso un lavoro sul setting e il linguaggio sono possibilità offerte dalla proposta di ricerca e formazione messa a punto da Riccardo Massa e dalla sua scuola. Nella Parte I del lavoro si dà conto di un primo attraversamento di alcuni testi di Massa e della comprensione di concetti quali: competenza pedagogica; dispositivo pedagogico; materialità educativa; setting e mediazione pedagogica.
La scuola media è sempre stata definita “scuola del preadolescente”: sulle immagini che si hanno del soggetto educativo in questa età della vita (sue qualità, possibilità, desideri e bisogni ) si è deciso di fare ricerca con un gruppo di docenti. Nella Parte II del lavoro si descrive il percorso di apprendimento e di comprensione della proposta di ricerca e di formazione che è stata messa a punto sotto il nome di Clinica della formazione nel corso degli anni Novanta. Contemporaneamente si illustra come si è pensato di declinare la proposta clinica nello specifico contesto e situazione di ricerca. Si descrivono la messa a punto del congegno euristico e la progettazione dell’allestimento del setting. Viene dato conto del quadro di riferimenti multidisciplinari contro il quale la ricercatrice ha potuto pensare gli oggetti di ricerca: le rappresentazioni delle docenti; l’età della vita detta preadolescenza; il grado di scuola specificatamente dedicato a essa. Il lavoro di tesi è sotterraneamente percorso da una rete di rimandi analogici tra due temi. La prima questione epistemologica è quella delle latenze delle rappresentazioni e la loro interrogazione in un’attività (auto)riflessiva interattiva e sociale. La seconda questione pedagogica è quella del discorso sulla preadolescenza come area della risignificazione: tempo in cui sarebbe (im)possibile rigiocarsi e ri-conoscere i termini delle proprie differenze e predeterminazioni sia individuali che sociali. Dunque scuola media come scuola di tutti, scuola della cittadinanza attiva in quanto luogo dell’elaborazione culturale delle differenze. Nella Parte III della tesi si racconta infine l’esperienza di ricerca sul campo. Dopo la preparazione, illustrata nelle parti I e II, si narra lo svolgimento della ricerca-formazione in una determinata scuola e con un determinato gruppo di docenti: la pratica trova nel racconto la sua teoria. Nel resoconto sono centrali sia il tema dell’interrogazione ermeneutica dei testi prodotti e usati nelle ricerche idiografiche sia il tema del riconoscimento delle immagini e delle nominazioni di questi riconoscimenti. Il lavoro presentato è in definitiva soprattutto il racconto di un apprendistato ai metodi della ricerca educativa di taglio clinico, sulla scorta di un’urgenza concreta di natura pedagogica.
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HOLZKNECHT, ORNELLA. "Dalla scrittura autobiografica alla scrittura di introspezione: la prospettiva clinica della scrittura di se' nei linguaggi della cura." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/30153.
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Uno studio intriso di interrogativi linguistici, di significati semantici, di ricorrenze etimologiche che, muovendosi in un territorio intermedio tra riflessione pedagogica, filosofica ed etica, promuove la ricerca, la riflessione e l’analisi del ruolo pedagogico e del valore clinico della SCRITTURA DI SE’ nei linguaggi della cura. Nel delineare una cornice epistemologica della scrittura di sé che, nei processi educativi, formativi, evolutivi genera un incontro fecondo tra orientamento pedagogico, clinico e terapeutico, si rintracciano le radici del legame tra scrittura e cura. L’attenzione peculiare alla dimensione della soggettività, alla valorizzazione del pensiero e della sensibilità creativa individuale, svela la scrittura introspettiva e conduce ad esplorare le fragilità esistenziali nella parola scritta approfondendone lo studio teorico e la sperimentazione clinica. Attraverso la consulenza autobiografica, nella specificità di una relazione “dia-grafica” che favorisce processi di autoriflessione, autoanalisi, riprogettazione esistenziale conoscitiva e trasformativa, si condividono orizzonti epistemologici, ambiti di ricerca, direzioni di senso con campi disciplinari diversi, aperti al futuro dei nuovi linguaggi della cura.
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Florio, Eleonora (ORCID:0000-0002-2020-329X). "The operationalization of Adultcentrism and Black Pedagogy constructs to promote personal well-being in adult-child relationship: A first application in the context of teacher-student relationship and increase of Specific Learning Disorder diagnoses." Doctoral thesis, Università degli studi di Bergamo, 2019. http://hdl.handle.net/10446/128556.
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The present dissertation advances proposals of operationalization for the concepts of Black Pedagogy (Miller, 1980; Perticari, 2016; Rutschky, 1977, 2015) and Adultcentrism (Goode, 1986; Petr, 1992; Furioso, 2000; Mackay, 1973, 2003; Biancardi, 2002; Foti, 2004). The former is meant as a set of educational and disciplinary practices assimilable into those that nowadays are included in the frame of physical and psychological maltreatment, the latter refers instead to a paradigm of thought, prevailing within our social system, which would lead to provide inadequate or distorted responses to children’s needs (Furioso, 2000). The reflection on a possible legacy deriving from such educational forma mentis is discussed in the light of what is commonly deemed in society as included in the ius corrigendi justification in relation to the “Abuse of means of correction or discipline” (Art. 571, I.P.C.). A third measurement instrument has been developed (“Representations and Attitudes towards SLD diagnoses questionnaire” - RADSA) in order to implement a research representing the first application of Adultcentrism and Black Pedagogy scales in the context of teacher-student relationship and of the phenomenon of SLD diagnoses increase.
Four studies are therefore included in the present work: three validation studies of the new instruments and one main study involving the participation of 294 Italian primary school teachers belonging to the Territorial Area of Bergamo.
Results are in line with the importance, highlighted in the literature, of making an effort in recognizing the partiality of the adultcentric perspective since our biased understanding of adult-child relationship appears to prevent the acknowledgement of the deeply reciprocal and bilateral qualities of the encounter between those that can be seen as two cultures: the one of adults and the one of children. Moreover, it has been found that Adultcentrism significantly explains 30.4% of the variance in Black Pedagogy scores, thus providing the well-founded impression that an adultcentric perspective risks to deviate towards detrimental educational and disciplinary practices. Implications for teachers’ role in the context of the always increasing number of SLD diagnoses in our territory are also discussed.
One of the most important suggestions deriving from the presented results is that it seems more functional to work on the level of values, beliefs, and objectives connected to child-rearing, disciplinary and educational practices rather than intervening directly on practical methods in order to modify them.
The possible applications of Adultcentrism and Black Pedagogy scales could range from research fields of pedagogy, education, parenting, child advocacy to social-juridical psychology.
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RAMPOLDI, GIULIA. "DIDATTICA INNOVATIVA E PERCEZIONE DEI DOCENTI: IL COLT PROJECT NELLE SCUOLE DI MEDICINA." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/305232.
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Nell’era dello sviluppo tecnologico, della globalizzazione e di contesti lavorativi sempre più interdisciplinari diviene importante, se non necessario, recuperare e approfondire quei modelli educativi che fanno della relazione il centro del processo di apprendimento al fine di formare studenti che siano in grado di dare un senso agli strumenti acquisiti piuttosto che esserne agenti passivi.
Alla luce di questa necessità, il presente elaborato intende concentrarsi sull’innovazione della formazione universitaria nel particolare contesto della medical education italiana. Al fine di accompagnare i lettori nel progressivo avvicinamento a questo tema, l’articolazione dei capitoli procede dal generale al particolare. I lettori inizieranno il loro viaggio con la scoperta delle nuove teorie dell’apprendimento a cui sono associati innovativi metodi didattici, per poi incontrare le specifiche della nuova formazione universitaria influenzata da queste innovazioni ed infine il particolare mondo della formazione medica universitaria. Dopo aver acquisito una conoscenza del contesto innovativo all’interno del quale si sta muovendo la nuova formazione universitaria nel contesto medico, i lettori potranno procedere alla consultazione di due ricerche svolte all’interno di questo panorama pratico-teorico. Le ricerche sono presentate seguendo la struttura di articoli scientifici così da essere auto-consistenti. Alla luce della letteratura di riferimento gli obiettivi del primo studio sono: 1) tradurre, adattare e validare in italiano il Conceptions of Learning and Teaching (COLT) così che possa diventare uno strumento di promozione e monitoraggio in merito all’ implementazione di una didattica maggiormente student-centred nei diversi Atenei italiani ed 2) acquisire una prima rappresentazione campionaria in merito allo stato dell’arte dell’atteggiamento didattico dei docenti di diverse università italiane così da poter eventualmente implementare percorsi di formazione specifici rivolti ai docenti. Dal primo studio emerge che: 1) la versione italiana del questionario (COLT-IT) è composta da due sotto-scale (Teacher Centredness e Appreciation of Active Leraning) ciascuna di 5 items e 2) i docenti delle scuole di medicina italiane mostrano un atteggiamento maggiormente centrato sullo studente piuttosto che sul docente. In diretta continuità con il primo studio, la seconda ricerca ha lo scopo di 1) valutare la patient-centredness dei docenti di diverse scuole di medicina italiane e la presenza di eventuali differenze di genere e 2) la relazione statistica quantitativa tra le concezioni dei docenti sull’apprendimento/insegnamento (student-centred o teacher-centred) e la loro attitudine all’essere patient-centred o doctor-centred così da acquisire informazioni in merito alle variabili che potrebbero sostenere lo sviluppo di un atteggiamento centrato sul paziente degli studenti di medicina. Dal secondo studio emergono 1) delle differenze di genere nella patient centredness dei docenti, 2) un’associazione negativa tra l’atteggiamento centrato sul docente e le scale di Caring e Sharing e 3) un’associazione positiva tra l’atteggiamento centrato sullo studente e la scala del Caring. In conclusione, il presente elaborato permette di acquisire ulteriori evidenze scientifiche a sostegno dello sforzo nella promozione ed implementazione della didattica centrata sullo studente nelle scuole di medicina italiane.In the era of technological development, globalization and increasingly interdisciplinary work contexts, it becomes important, if not necessary, to recover and deepen those educational models that make relationships the centre of the learning process in order to train students who are able to give a sense of the tools acquired rather than being passive agents. Considering this need, this paper intends to focus on the innovation of university education in the context of Italian medical education. In order to accompany readers in the progressive approach to this theme, the articulation of the chapters proceeds from the general to the particular. Readers will begin their journey with the discovery of new learning theories associated with innovative teaching methods, to then meet the specifics of the new university education influenced by these innovations and finally the specific world of university medical education. After acquiring a knowledge of the innovative context within which the new university training in the medical context is moving, readers will be able to consult two research studies carried out within this practical-theoretical panorama. Research is presented following the structure of scientific articles. In light of the relevant literature, the objectives of the first study are: 1) to translate, adapt and validate the Conceptions of Learning and Teaching (COLT) in Italian so that it can become a tool for promoting and monitoring the implementation of a more student-centered approach in the Italian universities and 2) to acquire a first representation of the state of the art of the teaching attitude of the teachers of different Italian universities so as to be able to eventually implement specific training courses aimed at teachers. The first study shows that: 1) the Italian version of the questionnaire (COLT-IT) is composed of two sub-scales (Teacher Centredness and Appreciation of Active Leraning) each of 5 items and 2) the teachers of the Italian medical schools show more student-centered rather than teacher-centered approach. In direct continuity with the first study, the second research aims to 1) evaluate the patient-centeredness of teachers from different Italian medical schools and the presence of any gender differences and 2) the quantitative statistical relationship between teachers' conceptions on learning / teaching (student-centered or teacher-centered) and their aptitude to be patient-centered or doctor-centered so as to acquire information about the variables that could support the development of medical students’ patient-centeredness. The second study reveals 1) gender differences in teachers' patient centeredness, 2) a negative association between teacher-centeredness and the Caring and Sharing scales, and 3) a positive association between student-centeredness and the Caring scale. In conclusion, this thesis allows to provide further scientific evidence to support the effort in the promotion and implementation of student-centered teaching in Italian medical schools.
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TREVISANELLO, FEDERICA. "Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.
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This study concerns the strategy of lifelong and life wide learning as a form of "taking care of oneself". I assume, as Beck and Bauman say, that nowadays we live in a "risk society" and in a "liquid" society. In this context, the world has become more complex and the future more unpredictable in comparison with only few decades ago. The former collective agents (workers, women, social movements in general) seem to have vanished and the prospect of a public solution to the problems posed by the new/post modernity is very slim. It is the individual who has to undertake responsibility for his/her own future. There are at least two ways of considering lifelong learning: the first focuses on personal ability to purchase the skills, the competences, the capabilities required by the market, and become a "lifelong learner" in order to continuously respond to market-place challenges and remain employable. Somehow the person has always got to learn and can never consider himself/herself a complete professional, citizen, individual but is obliged to follow adaptive strategies just to stay afloat. The second way tries to see the "positive" side of an epoch of uncertainty: if social roles and status have become less solid, it should be possible, in adult life, to have the opportunity to seek for an autonomous form of satisfactory life, where lifelong learning links with experience and original, personal ways of elaborating experience. In this perspective, lifelong learning is a construct that has to give account of the situated, historical, economical, political role that education experiences play at the individual level but also in the individual's social context. I investigate the link between "necessity and possibility" in the process of "Bildung" of subjectivities. There are social, structural and cultural bonds that strongly condition access to education and to the opportunity to find one's place into society and there must be some possibility to overcome those bonds. What are the resources that individuals can count on to express their aptitudes and yearnings? What is the role of gender differences in such a need? I can say that lifelong learning may be only one of many different strategies to respond to deep and latent needs concerning identity, membership, self-planning, gender. As no dominion disposals are given without some resistance disposals, I look at experiences of existential re-definition that take place through a fracture, a crisis, a withdrawal, and lead to a new equilibrium, where the people experiencing them look for a "second chance" in their lives. I de-construct the idea of "second chance" pointing up notions of falling, risk, gain and loss, crisis and opportunity, freedom of choice. Also, the courage to look for something considered "second best" - or the courage to quit aiming for a first place in a competitive and individualistic society is to be valued. In the concept of "second chance" there is a redeeming dimension: the idea that learning throughout one's life does not mean to accumulate knowledge, skills, competencies in a linear and adaptive process, but - on the contrary - can be an evolutionary process similar to that found in nature, expressed by the concept of "exaptation". By the term "exaptation" I refer to the ability of individuals to learn, develop and self construct using in a creative form what they already possess. Maybe this is a particular kind of wisdom. It is also necessary to re-think the role of education in individual life stories, the different weight and the different meaning that people give to it depending on the moments in which they come into contact with educational systems. The role of those responsible for educational processes must also change: there is a need for a more circular way of defining educational requirements and knowledge. And so, the research, moving from a critical theory of society and from a Foucoultian perspective (with regards to the categories of power, resistance and freedom), makes use of the method devised in Italy by Riccardo Massa and by the Clinic of Education, because it allows investigation of the latent and hidden dimensions of everyday actions and beliefs while simultaneously constructing new forms of knowledge and self-knowledge. The research participants are individuals who have decided to give themselves a "second chance": they are adult students in Bicocca and many of them have abandoned previous studies, some have changed their lifestyles and have experienced a personal crisis. In this research, narrative and auto/biographical pedagogy play a substantial role: this approach, as a matter of fact, in the last fifteen years has gained full recognition in many context (Denzin & Lincoln; West; Josso; Ferrarotti; Pineau; Demetrio; Formenti; Gonzàlez Monteagudo, etc) and has proved to be a powerful research method in its own right for understanding subjectivity and making subjective experiences more visible and intelligible. Above all, this approach, with the aim of critiquing hierarchical models, has important implications for the change of roles. It is a way of acquiring knowledge and a social action, that promotes self-directed learning and the appropriation of one's own education. For these reasons I selected a small group of adults (aged 34 and up) who have decided to give themselves a "second chance", taking possession of their own lives, and by so doing taking care of themselves. I investigated together with these people their life history and the roots of the "turning point". To carry out this research I used face-to-face instruments, such as open and in-depth interviews, into a clinic perspective. The Clinic of Education as a method that brings to light the hidden dimensions of actions and decisions, in other words the symbolic, cognitive, emotional and procedural latencies related to education, is the theoretical frame in which the research is inscribed.
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Fonte, Valentina <1976>. "Una metodologia d'intervento olistico per il recupero delle dislessie in età evolutiva: esperienza sonoro-musicale e linguistica creativa quale approccio educativo-didattico integrato." Doctoral thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4607.
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Il progetto si snoda tra gli ambiti di ricerca della pedagogia speciale, delle neuroscienze e dell’educazione linguistica, muovendo da una positiva esperienza concreta e proponendo un approccio “olistico” al recupero delle abilità di base nelle dislessie in età evolutiva mediante esercizi di linguistica creativa ed esperienze sonoro-musicali, laddove l’azione delle frequenze sonore può stimolare il sistema percettivo-cognitivo e al contempo attivare per risonanza meccanismi di autoregolazione nel soggetto. Design. L’efficacia dell’azione della musica è indagata inizialmente su 4 individui “normodotati”, quindi su un panel di 5 soggetti con dislessia di tipo disfonetico e misto, misurando l’evoluzione dei principali parametri di benessere psico-fisico e i valori della coerenza emisferica cerebrale. I dati ottenuti e lo studio di caso su un soggetto adolescente con dislessia, lungo un follow-up di 2 anni, consentono di definire un modello di attività didattiche e proposte operative, valutandone gli effetti su altri 4 casi scelti in ambito scolastico (“embedded case study”), relativamente al potenziamento delle abilità di lettoscrittura e al rafforzamento del concetto di sé attraverso pre-, durante- e post-test (lettura di parole e non-parole con e senza crowding, prova MT di comprensione testuale, Test di valutazione multidimensionale dell’autostima e analisi della produzione testuale con il software “Èulogos”). Results. L’analisi delle evidenze empiriche attesta la valenza delle strategie utilizzate, rivelando effettivi miglioramenti nelle abilità di lettoscrittura, nella capacità espressiva, nelle componenti socio-emotiva e motivazionale, nella prassia e nell’integrazione spazio-temporale dei soggetti in esame. Ciò va in direzione della trasferibilità dell’approccio e del modello multimodale adottato.This project refers to various research areas, from special education to neuroscience and language education. It starts from a real and positive experience and develops into an “holistic” approach to the recovery of basic skills in developmental dyslexia. This goal is achieved by creative linguistic exercises and musical experiences, where the action of sound frequencies can stimulate the perceptual-cognitive system, activating at the same time self-regulation mechanisms by resonance. Design. The effectiveness of music is initially investigated on 4 “normal” subjects, then on a panel of 5 subjects with disphonetic and mixed dyslexia. The investigation is carried on by measuring the evolution of the main parameters of physical and mental wellbeing and the hemispheric coherence brain values. The collected data and the case study of a teenager with dyslexia, through a 2 years’ follow-up, are used to define a model of learning activities and operational guidelines. The effects of these guidelines are investigated on other 4 cases chosen in a secondary school (“embedded case study”), with reference to the implementation of reading and writing skills and the development of self-concept across pre-, during -and post –test: words and non-words lists with and without crowding effect, MT evidence of textual understanding, multidimensional self-esteem assessment test and analysis of textual production by the software “Èulogos”. Results. Analysis of empirical evidence shows the effectiveness of the used strategies to reveal the actual improvements of literacy skills, expressive capability, socio- emotional and motivational dimensions, praxia and space-temporal integration of the studied cases. This suggests the possibility of the transferability of the adopted multimodal approach.
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Cao-Nguyen, Vannee Thi. "Empathy is not enough clinical pedagogies in mental health counseling /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000094.
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Andersson, Frida, and Olivia Karlsson. "Nationella bedömningsstödet i läsutveckling för årskurs 1 : Ett värdefullt verktyg för pedagoger?" Thesis, Umeå universitet, Logopedi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159706.
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Bakgrund I svensk skola är ett av målenatt tidigt identifiera elever med nedsatt läsförmåga. För att underlätta identifieringen har ett nationellt bedömningsstöd arbetats fram. Nedsatt läsförståelse beror på nedsatt avkodningsförmåga eller nedsatt språkförståelse. Svårigheter med avkodning respektive språkförståelse kräver olika insatser i skolan. Syfte Syftet med studien var att undersöka om nationella bedömningsstödet för läsutvecklingi årskurs 1 identifierar andraelever änstandardiserade och normerade screeningtest genomfördai årskurs 2. Syftet var vidareatt undersöka om de elever som identifierats med nedsatt läsförmåga på nationella bedömningsstödet även uppvisar språkliga svårigheter samt hur pedagogerna använder resultatet på nationella bedömningsstödet för planering av vidare insatser. Metod Studien omfattade 41 elever i årskurs 2 som genomfört nationella bedömningsstödet i årskurs 1 och DLS läsförståelse i årskurs 2. Eleverna testades med avkodningstesten Vilket är rätt?och Vilket låter rätt?och språkförståelsetestet TROG-2.Studien inkluderade även en intervju med 4 pedagoger som har ansvar för genomförandet av nationella bedömningsstödet. Resultat Nationella bedömningsstödet identifierade 13 elever med nedsatt läsförmåga i årskurs 1, screeningtesten DLS läsförståelse, Vilket är rätt?och Vilket låter rätt?identifierade 16 elever i årskurs 2. Screeningtesten identifierade 7 elever (44%) som inte identifierats på nationella bedömningsstödet. Nationella bedömningsstödet identifierade 2 elever med nedsatt språkförståelse. Samtliga pedagoger använder resultatet från nationella bedömningsstödet för planering av insatser. Slutsatser Nationella bedömningsstödet fungerar till viss del i skolor där det utförs av pedagoger som är utbildade i nationella bedömningsstödet. Däremot identifierar nationella bedömningsstödet färre elever än standardiserade och normerade screeningtest och är mer tidskrävande.
Books on the topic "Pedagogia clinica"
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Pesci, Guido. Gonnelli-Cioni: Antesignano della pedagogia clinica in Italia. Roma: Edizioni scientifiche Magi, 1999.
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Saccà, Massimo. L' approccio clinico in pedagogia: Prospettive e temi di ricerca per la clinica della formazione familiare. Roma, Italia: Goliardiche, 1998.
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Jankowiak, Barbara. Socjoterapia jako forma pomocy psychologiczno-pedagogicznej: Teoria i praktyka = Sociotherapy as a form of psychological and pedagogical assistance : theory and practice. Poznań: Wydawnictwo Naukowe UAM, 2013.
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Plaksina, Lyubov', Liliya Druzhinina, and Larisa Osipova. Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1045009.
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The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.
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Lohaus, Arnold. Stressbewa ltigung fu r Kinder und Jugendliche. Berlin, Heidelberg: Springer Medizin Verlag Heidelberg, 2007.
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Shashkina, Gul'nara, Viktoriya Agaeva, Elena Krasnoperova, Ol'ga Pokrovskaya, Tat'yana Terent'eva, and Tat'yana Uvarova. Diagnosis and correction of phonetic and phonemic underdevelopment in preschoolers. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1679988.
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The teaching manual examines modern ideas about phonetic and phonemic underdevelopment (FFN): clinical typology and psychological and pedagogical characteristics of preschoolers with FFN are given; speech examination, structure and content of correctional work of a speech therapist with children with FFN in accordance with the training and upbringing program are presented; issues of interaction between teachers of a preschool educational organization and the work of a speech therapist with parents are revealed.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of higher educational institutions, graduate students, teachers, speech therapists, teachers of preschool educational organizations.
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Bizyuk, Aleksandr. Fundamentals of abnormal psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/974663.
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The textbook is a Supplement to the course of lectures given at the faculties of psychology, where one of the sections of this discipline is clinical psychology. This publication has been updated to reflect the 11th International classification of diseases, changes in which also affect the classification aspects of mental disorders.
In order to implement the principle of consistency in mastering knowledge of pathopsychology, the material is given in the context of General and clinical psychology, which facilitates the holistic assimilation of the specifics of this science and understanding its place among other related Sciences.
In accordance with the requirements of didactics, the structuring of the material is based on the principle "from simple to complex"; at the end of each paragraph, test questions are offered, finding answers to which in the text of the book forms the core knowledge of the reader.
The Chapter devoted to disorders of specific mental functions, in addition to General theoretical data, provides brief descriptions of psychodiagnostic techniques designed to assess the qualitative and quantitative parameters of recorded changes. When writing the book, we used a rich domestic and foreign material published in numerous sources.
Meets the requirements of Federal state educational standards of higher education of the latest generation.
It is intended for students of psychological, pedagogical and medical universities, primarily clinical psychologists, as well as for a wide range of specialists working in the information field of problems of the ratio of normal and altered psyche.
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Charon, Rita, Sayantani DasGupta, Nellie Hermann, Craig Irvine, Eric R. Marcus, Edgar Rivera Colsn, Danielle Spencer, and Maura Spiegel. The Principles and Practice of Narrative Medicine. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.001.0001.
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Narrative medicine is a clinical practice fortified by complex narrative skills that equip healthcare professionals to recognize, absorb, interpret, and be moved to action by patients’ and colleagues’ stories of illness. Founded in 2000 at Columbia University by the authors of this volume, narrative medicine provides rigorous conceptual frameworks and practical clinical methods to increase the accuracy and scope of clinicians’ knowledge of their patients and to deepen their therapeutic partnerships. This book presents the authors’ views, enriched by collaboration with a worldwide network of colleagues, of the workings of the narrative, relational, and reflexive processes of healthcare. Literary theory, narratology, continental philosophies, aesthetic theory, and cultural studies provide the intellectual foundations of narrative medicine, while primary care practice, patient-centered care, psychoanalysis, and interprofessional practice supply the clinical foundations.The book provides both principles and practices of the central tenets of the discipline—relationality and emotion, the philosophies of embodiment, ethicality, participatory pedagogy, close reading, creativity, and clinical practice. Each Part of this volume explains the conceptual foundations of its subject and demonstrates the pedagogic or clinical methods of putting those principles into action. Narrative medicine has grown since its inception into an international movement including many health professional disciplines, patients, families, and institutions.The overarching goal of narrative medicine is to improve the effectiveness of healthcare. This volume provides the standards of the field’s theory and practice as a guide to all who are now joining in this creative commitment to improve healthcare for all.
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Preocupări contemporane ale ştiinţelor socio-umane: Materialele Conferinţei Internaţionale, Chişinău, 1-2 oct. 2009. Chişinău, Republica Moldova: Universitatea Liberă Internaţională din Moldova, Institutul de Formare şi Cercetare Socială, 2010.
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Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0013.
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The conceptual framework for the Physicianship Curriculum is described in this chapter. The crucial participants are depicted in an “educational triangle,” a diagrammatic representation illustrating the roles and functional relationships of these participants. The chapter introduces the concept of the attending teacher, who is at once a clinician, teacher, and role model. We draw an explicit parallel between clinical care and medical education; it leads us to consider student-centered education as the pedagogical analogue to person-centered care. The text addresses the nature of medical judgment and the significant feature of uncertainty that is part of the experiences of all the relevant actors. The second half of the chapter explicates the constructs of epistēme, techné, and phronēsis, originating from Aristotle, whose framework underpins the philosophic armature of the Physicianship Curriculum.
Book chapters on the topic "Pedagogia clinica"
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Dieckmann, Peter, and Charlotte Ringsted. "Pedagogy in Simulation-Based Training in Healthcare." In Essential Simulation in Clinical Education, 43–58. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118748039.ch4.
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O'Shaughnessy, Tiffany, and Nicholas Ladany. "LGBTQ-affirmative training in clinical settings." In Teaching LGBTQ psychology: Queering innovative pedagogy and practice., 165–80. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000015-009.
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Drew, Marion, and Kathleen Stoop. "Designing Think Trails: Using the Multiliteracies Pedagogy to Reshape Academic Knowledge into Clinical Competence." In A Pedagogy of Multiliteracies, 115–26. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137539724_6.
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Blezza, Franco. "Clinical Method in Professional Pedagogy and in Social Sciences." In Recent Trends in Social Systems: Quantitative Theories and Quantitative Models, 387–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40585-8_34.
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Lapa, Fernanda, and Horácio Rodrigues. "Clinical Legal Education in Brazil: Insights from Paulo Freire's pedagogy." In Thinking About Clinical Legal Education, 69–85. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429299247-4.
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Willenbrink-Conte, Joy. "Nurturing Learning Through the Pre-clinical Music Therapy Supervision Relationship." In Diverse Pedagogical Approaches to Experiential Learning, Volume II, 153–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83688-7_11.
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Srichaiyarat, Panarairat, Lisa Radtke Bliss, and Withoon Taloodkum. "Clinical Legal Education in Thailand: A Pedagogy Whose Time Has Come." In Clinical Legal Education in Asia, 159–75. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137517531_9.
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Copeland, Susan R., and Megan M. Griffin. "Special education curriculum and pedagogy." In APA handbook of intellectual and developmental disabilities: Clinical and educational implications: Prevention, intervention, and treatment (Vol. 2)., 103–29. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000195-005.
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Karlsaune, Hanne, Therese Antonsen, and Gørill Haugan. "Simulation: A Historical and Pedagogical Perspective." In How Can we Use Simulation to Improve Competencies in Nursing?, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.
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Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning, reflection-on-action, and reflection-in-action. Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
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Irvine, Taylor J., Adriana C. Labarta, and Danna Demezier. "Examining Multicultural Pedagogy in Counselor Programs: Recommendations for Enhanced Clinical Competency." In Developing Anti-Racist Practices in the Helping Professions: Inclusive Theory, Pedagogy, and Application, 225–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95451-2_12.
Full textConference papers on the topic "Pedagogia clinica"
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Meinhold, Waiman, Evan Kaplan, Jun Ueda, Takayuki Mori, and Shin-ichi Izumi. "An Instrumented Medical Hammer With Diagnostic, Therapeutic and Pedagogical Applications." In ASME 2017 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dscc2017-5145.
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Medical hammers are a commonly used medical device with both diagnostic and therapeutic uses. Tendon tapping to elicit the T-Reflex is a widely used medical procedure that serves as a high level diagnostic tool for many neurological disorders. Previous work has also suggested the utility of the technique for therapeutic purposes. This work discusses the development and initial testing of an instrumented networked medical hammer. An accompanying scheme for wireless data collection and real-time clinical feedback is proposed and partially implemented. The work represents an important improvement to previous efforts in quantification of tendon reflex responses. Not only is intensity of the full impact measured, a method for determining the location of hammer impact is also presented. Stimulus location classification is done via Support Vector Machine (SVM). Variability between and within clinician tapping methods is confirmed, along with validation of SVM for differentiating between clinicians. The automated determination of impact location provides a foundation for work in both rehabilitation and clinical diagnostics.
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Bakmaganbetova, Bakhytgul N., and Zhanar A. Erzholova. "Supervision of specialists of the psychological, medical and pedagogical commission as the main tool for the development of professional competencies." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-306-310.
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The article discusses the experience of using the method of supervision at KSI "Karaganda regional psychological, medical and pedagogical consultation" as one of the ways to increase the level of professional competence of the organization's specialists. Some theoretical basics of this method are considered; it is known that supervision and intervision came to pedagogy from clinical psychology. The tasks, mechanisms of introduction and implementation of supervision for all specialists of the PMPC multidisciplinary team are indicated. The results of raising the level of qualifications of the organization's specialists are presented. The environmental friendliness of this method is described for all subjects.
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Galbusera, Barbara. "Person with Schizophrenia and Negative Symptoms in COVID-19 Era: A New Evolution for Treatments and Economy." In 8th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eraz.2022.325.
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In the last two years, the COVID-19 pandemic has become part of people’s lives, including those diagnosed with schizophrenia. Many have also exacerbated negative symptoms of the disease such as anxiety, increased hallucinations, and depressive symptoms. To overcome the illness, the wishes of the patients were investigated. Subsequently, starting from the personalism philosophy point of view, for a little group of the Day Care Service, a program (that has integrated pedagogical interventions, educational groups, psycho-educational interventions, social skills training and telephone support) has been created to decrease the negative symptoms of schizophrenia and improve the psychophysical well-being of each patient. This research shows that it is possible to introduce a clinical-pedagogy perspective for the care of schizophrenia patients and to mitigate the negative symptoms of schizophrenia.
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Craciun, Dana. "EDUCATIONAL TRENDS IN MEDICINE: COLLABORATIVE TECHNOLOGIES AND PEDAGOGICAL MODELS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-164.
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At present, most medical students belong to a generation raised with unlimited access to modern information and communication technologies, also named by researchers the Net-generation, Millennials, Y-generation or YouTube Generation. Collaborative internet-based applications are part of their day-to-day lives, dramatically changing how they communicate, interact or access information. This has led to a great change in how these future doctors interact with their educators, or with the learning resources and the entire medical knowledge available, resulting in a globalization of medical education and a transformation of the medical curriculum mainly due to the available e-learning solutions. In this context, medical education means not only teaching content knowledge and training specialised medical competencies, but also the diversification of teaching-learning methods and improving their efficiency through ICT, the understanding of new types of medic-patient relationships wherein the patient is empowered and informed, ensuring the active participation of students in clinical situations and case based reasoning. From a pedagogical point of view, the massive infusion of technology in education led to the shaping of new pedagogical models with the role of highlighting and explaining how technology supports, modifies and refines learning in the medical field. Examples of such pedagogical models include the Technology Pedagogy and Content Knowledge (TPACK) model and the Substitution Augmentation Modification Redefinition (SMAR) model. In this paper, we present educational trends and ICT based pedagogical models, highlighting the opportunities and the difficulties identified in this direction by the doctors who go through the teacher training program offered by the Teacher Training Department at the West University of Timisoara.
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Shevkova, Svetlana A. "Clinical, psychological and pedagogical study of a child with special educational needs of preschool age in the framework of "team counseling»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-220-225.
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The article is devoted to complex clinical and psycho-pedagogical study of children with disabilities of preschool age in the framework of "team consulting" in "Kuzbass regional center of psycho-pedagogical, medical and social care "Health and personal development."
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Janis, Sonia. "Making Learning Visible: Shaping Teacher Candidates' Pedagogical Judgement in Clinical Practice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683177.
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Achyar, Novriyanti, Rusdinal Rusdinal, Nurhizrah Gistituati, and Khairudin Khairudin. "Health Education Teachers Pedagogic and Personality Competencies in Guiding Practical Clinical Training of Nursing Students." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.31.
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Hillaire, Garron, Rick Waldron, Joshua Littenberg-Tobias, Meredith Thompson, Sara O'Brien, G. R. Marvez, and Justin Reich. "Digital Clinical Simulation Suite: Specifications and Architecture for Simulation-Based Pedagogy at Scale." In L@S '22: Ninth (2022) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491140.3528276.
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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.
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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).
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Smith-Bonahue, Tina. "Using Diverse Data Sources to Evaluate Pedagogy and Clinical Practice in an Educator Preparation Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580247.
Full textReports on the topic "Pedagogia clinica"
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.
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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.
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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.