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Books on the topic 'Personal emotional learning'

To see the other types of publications on this topic, follow the link: Personal emotional learning.

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Ensing, Jean. Children Learning: Personal, social and emotional development. Walton on Thames: Spencer, 2002.

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2

Ensing, Jean. Children learning: Personal, social and emotional development. Walton on Thames: Spencer Publications, 2002.

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3

The personal intelligences: Promoting social and emotional learning. Thousand Oaks, Calif: Corwin Press, 2001.

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4

Hughes, Marcia. Emotional intelligence in action: Training and coaching activities for leaders and managers. 2nd ed. San Francisco, CA: Pfeiffer, 2012.

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5

Vaughn, Sharon. Strategies for teaching students with learning and behavior problems. 7th ed. Boston: Pearson/Allyn and Bacon, 2009.

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6

Ellison, Launa. The Personal Intelligences: Promoting Social and Emotional Learning. Corwin Press, 2000.

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7

Ellison, Launa. The Personal Intelligences: Promoting Social and Emotional Learning. Corwin Press, 2000.

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8

(Illustrator), Cathy Hughes, ed. Personal, Social and Emotional Development (What Learning Looks Like). 2nd ed. Step Forward Publishing Ltd, 2002.

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9

Al-Yagon, Michal, and Malka Margalit. Hope and Coping in Individuals with Specific Learning Disorder. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.29.

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This chapter reviews and integrates empirical findings regarding hope as a major personal resource among individuals with specific learning disorder (SLD). First, it describes the Diagnostic and Statistical Manual of Mental Disorders (fifth edition; DSM-5) diagnostic criteria for SLD and briefly illustrates the major difficulties that individuals with SLD may experience in the academic, social, emotional, and behavioral domains. Next, it presents an overview of the empirical literature regarding hope as reported by children and adolescents with SLD in different age groups and its relations with additional personal resources such as the sense of coherence and coping with age-appropriate academic and social challenges. Possible factors that may contribute to the lower resources found in SLD and their implications are explored, as well as future research directions and interventional implications.

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10

Greene, Ida. Autoestima, tu esencia/Self-Esteem The Essence of You: Aprenda a moverse a traves de las barreras mentales y emocionales hacia su exito personal/ Learning ... beyond the mental and emotional barriers t. Panorama Mexico, 2004.

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11

Sappok, Tanja, Sabine Zepperitz, and Mark Hudson. Meeting Emotional Needs in Intellectual Disability: The Developmental Approach. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00589-000.

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Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment-informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailored interventions, which complement existing models of care, practitioners can help to facilitate maturational processes and reduce behavior that is challenging to others. As a result, the ‘fit’ of a person within his or her individual environment can be improved. Case examples throughout the book illuminate how this approach works by targeting interventions towards the person’s stage of emotional development. This book will be of interest to a wide range of professionals working with people with ID, including: clinical psychologists, psychiatrists, occupational therapists, learning disability nurses, speech and language therapists, and teachers in special education settings, as well as parents and caregivers.

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12

Smart but Stuck: Emotional Aspects of Learning Disabilities and Imprisoned Intelligence. Haworth Press, 2001.

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13

Orenstein, Myrna. Smart but Stuck: Emotional Aspects of Learning Disabilities and Imprisoned Intelligence. Haworth Press, 2001.

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14

Duffy, Karen G. Annual Editions: Personal Growth and Behavior 00/01. 2nd ed. Dushkin Pub Group, 1999.

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15

Duffy, Karen G. Annual Editions: Personal Growth and Behavior 01/02. 2nd ed. Dushkin/McGraw-Hill, 2001.

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16

(Foreword), Reuven Bar-On, ed. Emotional Intelligence In Action: Training and Coaching Activities for Leaders and Managers. Pfeiffer, 2005.

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17

Kaufman, Scott Barry, ed. Twice Exceptional. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.001.0001.

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This book is dedicated to supporting children who simultaneously have areas of giftedness (i.e., have exceptional capacities, competencies, creativity, and commitments) while also having exceptional disability. So many of these “twice exceptional” (2e) kids are falling between the cracks in an educational environment that does not nurture and support all different kinds of learners and innovators and does not help them truly realize their potentialities as a whole person. The book, written by experts in the field, covers an array of cutting-edge, evidence-based issues and approaches dealing with twice exceptional students, including identification, advocacy, collaborative partnership with families, special populations (including autism, dyslexia, and attention deficit hyperactivity disorder), cultural diversity, social-emotional development, and models of programs designed explicitly to support twice exceptional children. While the focus of this volume is on the unique learning and social-emotional needs of this population, the methods and scientific findings presented in this volume are applicable to bringing out the best in all students.

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18

Conoley, Collie W., and Michael J. Scheel. Goal Focused Positive Psychotherapy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.001.0001.

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Goal Focused Positive Psychotherapy presents the first comprehensive positive psychology psychotherapy model that optimizes well-being and thereby diminishes psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, positive emotions, and goals. The book provides the foundational premises, empirical support, theory, therapeutic techniques and interventions, a training model, case examples, and future directions. A three-year study is presented that reveals that Goal Focused Positive Psychotherapy (GFPP) was as effective as cognitive-behavioral therapy and short-term psychodynamic therapies, which fits the meta-analyses of therapy outcome studies that no bona fide psychotherapy achieves superior outcome. However, GFPP was significantly more attractive to the clients. Descriptions are provided of the Broaden-and-Build Theory, therapy goals based upon clients’ values and personal meaning (i.e., approach goals and intrinsic goals), identification and use of clients’ personal strengths (including client culture), centrality of hope and hope theory, the implicit theory of personal change or the growth mindset, and finally Self-Determination Theory. The techniques and interventions of GFPP as well as the importance of the therapist’s intentions during therapy are presented. GFPP focuses upon the client and relationship while not viewing psychotherapy as a set of potent scripted treatments that acts upon the client. Goal Focused Positive Supervision is presented as a new model that supports the supervisee’s strength-based self-definition rather than a pathological one or deficit orientation. Training that includes the experiential learning of GFPP principles is underscored.

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19

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2008.

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20

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2020.

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21

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2012.

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22

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2020.

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23

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2014.

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24

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2011.

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25

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems. Pearson Education, Limited, 2012.

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26

Hermans, Hubert J. M. Inner Democracy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197501023.001.0001.

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This book investigates the psychological background of contemporary societal problems such as hate speech, authoritarianism, and divisive forms of identity politics. As a response to these phenomena, the book presents the basic premise that a democratic society needs citizens who do more than just express their preference for free elections, freedom of speech, and respect for constitutional rights. Democracy has vitality only if it is rooted in the hearts and minds of its participants who are willing to plant it in the fertile soil of their own selves. In the milieu of tension created by societal power clashes and absolute-truth pretensions, the book investigates how opposition, cooperation, and participation work as innovative forces in a democratic self. Democracy is understood as a personal learning process and as a dialogical play between thought and counter-thought, between imagination and counter-imagination, and between emotion and reason. The book is written for social scientists, teachers, and journalists.

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27

Vaughn, Sharon R., and Candace S. Bos. Strategies for Teaching Students with Learning and Behavior Problems: International Edition. Pearson Education, Limited, 2011.

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28

Strategies for Teaching Students with Learning and Behavioral Problems (7th Edition) (MyEducationLab Series). 7th ed. Allyn & Bacon, 2008.

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29

Hagen, Benjamin D. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.001.0001.

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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptualize problems of teaching and learning as problems of sensation, emotion, or intensity. The “sensuous pedagogies” Woolf and Lawrence depict and enact are not limited to classroom spaces or strategies; rather, they pertain to non-institutional relationships, developmental narratives, spaces, and needs. Friendships and other intimate relationships in Lawrence’s fiction, for instance, often take on a pedagogical shape or texture (one person playing the student; the other, the teacher) while Woolf’s literary criticism models a novel approach to taste-training that prioritizes the individual freedom of common readers who must learn to attend to books that give them pleasure. Sensuous Pedagogies also reads Lawrence’s literary criticism as reparative, Woolf’s fiction as sustained feminist pedagogy, and their respective theories of life and love as fundamentally entangled with pedagogical concerns.

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