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Libros sobre el tema "Emotional sharing"

Autor: Grafiati
Publicado: 11 de marzo de 2023

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1

Sharing the blue crayon: How to integrate social, emotional, and literacy learning. Portland, Maine: Stenhouse Publishers, 2015.

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2

Lloyd, Gwynedd. Sharing good practice: Prevention and support concerning pupils presenting social, emotional and behavioural difficulties. Edinburgh: Moray House Publications, 1997.

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3

Grainger, Roger. Suspending disbelief: Theatre as context for sharing. Brighton [England]: Sussex Academic Press, 2010.

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4

Suspending disbelief: Theatre as context for sharing. Portland, Ore: Sussex Academic Press, 2010.

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5

I Can Cooperate!: The Best Me I Can Be. New York, USA: Scholastic Inc., 2004.

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6

Woodson, Jacqueline. Pecan pie baby. New York: G.P. Putnam's Sons, 2010.

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7

Woodson, Jacqueline. Pecan pie baby. New York: G.P. Putnam's Sons, 2010.

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8

Woodson, Jacqueline. Pecan pie baby. New York: G.P. Putnam's Sons, 2010.

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9

Ong, David Parker; Illustrator-Cristina. I Am Generous!: The Best Me I Can Be. New York, USA: Scholastic, Inc., 2004.

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10

I Am Generous!: The Best Me I Can Be. New York, USA: Scholastic Inc., 2004.

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11

Arnold, Lobel. Frog and Toad treasury: Three books. New York: HarperCollins, 1996.

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12

Arnold, Lobel. Adventures of Frog and Toad. 2a ed. New York: Barnes & Noble Books, 2008.

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13

Arnold, Lobel. Kaeguri wa tukkŏbi ka hamkke. [Seoul]: Piryongso, 1996.

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14

Arnold, Lobel. Frog and Toad Together. New York: HarperFestival, 1999.

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15

Arnold, Lobel. Frog and Toad Together. New York: Scholastic Inc., 1999.

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16

Arnold, Lobel. Sapo y Sepo, inseparables. Miami, FL: Alfaguara/Grupo Santillana, 2004.

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17

Arnold, Lobel. Sapo y Sepo, inseparables. 7a ed. Madrid: Ediciones Alfaguara, 1989.

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18

Arnold, Lobel. Sapo y Sepo, inseparables. Miami, Fl: Santilla, 1996.

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19

Arnold, Lobel. Qing wa he chan chu hao huo ban. Taibei Shi: Shang yi wen hua shi ye gu fen you xian gong si, 2001.

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20

Arnold, Lobel. Frog and Toad together. New York: HarperCollins, 2007.

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21

Woods, Jackie. Four-Way Mental Communication and Emotional Sharing. Adawehi Press, 2001.

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22

Smyth, Joshua M. y James W. Pennebaker. Sharing One’s Story. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195119343.003.0004.

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This chapter discusses the use of translating emotional experiences into words as a coping tool. It outlines the basic paradigm and research findings, factors related to the efficacy of story sharing (writing versus talking, disclosure, duration, social factors, and individual differences), the clinical benefits of emotional writing, and the central questions of why writing or talking about emotional experiences influence health and coping.
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23

Carter, Shannon y Beatriz Reyes-Foster. Sharing Milk. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529202083.001.0001.

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The feeding of human milk to socially and biologically unrelated infants is not a new phenomenon, but the Euroamerican values of individualism have generated expectations that mothers are individually responsible for feeding their own infants. Using a bio-communities of practice framework, this dynamic new analysis explores the emotional and material dimensions of the growing milk-sharing practice in the Global North and its implications for contemporary understandings of infant feeding in the United States. Ranging widely across themes of motherhood, gender and sociology, this is a compelling empirical account of infant feeding that stimulates new thinking about a contentious practice.
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24

Delafield-Butt, Jonathan. The emotional and embodied nature of human understanding: Sharing narratives of meaning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0004.

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This chapter explores the emotional and embodied nature of children’s learning to discover biological principles of social awareness, affective contact, and shared sense-making before school. From mid-gestation, the fetus learns to anticipate the sensory effects of simple, self-generated actions. Actions generate a small ‘story’ that progresses through time, giving meaningful satisfaction on their successful completion. Self-made stories become organized after birth into complex projects requiring greater appreciation of their consequences, which are communicated. They are mediated first by brainstem conscious control made with vital feelings, which motivates a more abstract, cortically mediated cognitive and cultural intelligence in later life. By tracing the development of meaning-making from simple projects of the infant to complex shared projects in early childhood, we appreciate the embodied narrative form of human understanding in healthy affective contact, how it may be disrupted in children with clinical disorders or educational difficulties, and how it responds in joyful projects to an understanding teacher’s support for learning.
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25

Rosen, Marvin y Michele Alpern. Let's Talk: Sharing Our Thoughts and Feelings During Times of Crisis (Focus on Family Matters). Chelsea House Publications, 2002.

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26

Walton, Marsha D. y Alice J. Davidson. Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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27

Walton, Marsha D. y Alice J. Davidson. Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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28

Walton, Marsha D. y Alice J. Davidson. Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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29

Walton, Marsha D. y Alice J. Davidson. Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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30

Walton, Marsha D. y Alice J. Davidson. Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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31

Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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32

Walton, Marsha D. y Alice J. Davidson. Conflict Narratives in Middle Childhood: The Social, Emotional, and Moral Significance of Story-Sharing. Taylor & Francis Group, 2017.

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33

WHITE, Ricky W. Benefits of Having Sex More Often: Sharing Emotional, Physical and Relationship Benefits of Frequent Sexual Intercourse. Independently Published, 2019.

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34

Billings, Patricia. Sharing. Milet Publishing, 2020.

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35

Orr, Tamra. Sharing Economy. Cherry Lake Pub, 2019.

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36

Orr, Tamra. Sharing Economy. Cherry Lake Publishing, 2019.

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37

Orr, Tamra. Sharing Economy. Cherry Lake Publishing, 2019.

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38

Shared Reality: What Makes Us Strong and Tears Us Apart. Oxford University Press, Incorporated, 2019.

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39

Kilpatrick, Karen y Germán Blanco. Monster Emotions: A Story about Sharing Feelings. Genius Cat Books, 2023.

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40

Guidotti-Hernández, Nicole M. Archiving Mexican Masculinities in Diaspora. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021469.

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In Archiving Mexican Masculinities in Diaspora, Nicole M. Guidotti-Hernández challenges machismo—a shorthand for racialized and heteronormative Latinx men's misogyny—with nuanced portraits of Mexican men and masculinities along and across the US-Mexico border. Guidotti-Hernández foregrounds Mexican men's emotional vulnerabilities and intimacies in their diasporic communities. Highlighting how Enrique Flores Magón, an anarchist political leader and journalist, upended gender norms through sentimentality and emotional vulnerability that he performed publicly and expressed privately, Guidotti-Hernández documents compelling continuities between his expressions and those of men enrolled in the Bracero program. Braceros—more than 4.5 million Mexican men who traveled to the United States to work in temporary agricultural jobs from 1942 to 1964—forged domesticity and intimacy, sharing affection but also physical violence. Through these case studies that reexamine the diasporic male private sphere, Guidotti-Hernández formulates a theory of transnational Mexican masculinities rooted in emotional and physical intimacy that emerged from the experiences of being racial, political, and social outsiders in the United States.
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41

Baraz, Yelena. Reading Roman Pride. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197531594.001.0001.

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Pride is pervasive in Roman texts, as an emotion and a political and social concept implicated in ideas of power. This study examines the Roman discourse of pride from two distinct complementary perspectives. The first is based on scripts, mini-stories told to illustrate what pride is, how it arises and develops, and where it fits within the Roman emotional landscape. The second is semantic, and draws attention to differences between terms within the pride field. The peculiar feature of Roman pride that emerges is that it appears exclusively as a negative emotion, attributed externally and condemned, up to the Augustan period. This previously unnoticed lack of expression of positive pride in republican discourse is a result of the way the Roman republican elite articulates its values as anti-monarchical and is committed, within the governing class, to power-sharing and a kind of equality. The book explores this uniquely Roman articulation of pride attributed to people, places, and institutions and traces the partial rehabilitation of pride that begins in the texts of the Augustan poets at a time of great political change. Reading for pride produces innovative readings of texts that range from Plautus to Ausonius, with a major focus on Cicero, Livy, Vergil, and other Augustan poets.
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42

Maynard, Senko K. Expressive Japanese: A Reference Guide for Sharing Emotion and Empathy. University of Hawaii Press, 2005.

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43

Maynard, Senko K. Expressive Japanese: A Reference Guide For Sharing Emotion And Empathy. University of Hawaii Press, 2005.

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44

Maynard, Senko K. Expressive Japanese: A Reference Guide for Sharing Emotion and Empathy. University of Hawaii Press, 2005.

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45

Coleman, Mary Ruth, Lois Baldwin y Daphne Pereles. It Takes a Team. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0010.

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Meeting the needs of students who are twice exceptional (2e), those with gifts and talents as well as areas of disabilities, can feel daunting. Responding to the complexities of strengths and challenges of 2e students requires flexibility, innovation, and most especially teamwork. This chapter explores how the needs of 2e students change across the lifespan, sharing the role of the problem-solving team from early childhood through postsecondary planning. The chapter includes (a) problem-solving guidelines that foster collaboration to address academic, social, and emotional success; (b) examples of instructional strategies using universal design for learning and differentiated instruction for pre-K though postsecondary; and (c) family partnership approaches to support the students’ success.
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46

Vaughn, Tom y Maria Vaughn. Erotic Emotions Entertaining Fantasies and Sharing Sexual Fulfillment Beyond the Bounds. Buy Books on the web.com, 1999.

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47

Fivush, Robyn, Widaad Zaman y Natalie Merrill. Developing Social Functions of Autobiographical Memory within Family Storytelling. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0003.

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We examine the developing social functions of autobiographical memory across childhood from a sociocultural perspective. We focus on family storytelling, and argue that reminiscing facilitates social and emotional bonds among family members. We delineate both the process of reminiscing, sharing our past with others in conversation, and the content of reminiscing, reminiscing about people, and reflecting on the value of those relationships. Elaborated family reminiscing, both about shared experiences and intergenerational narratives told by the older generation to the younger generation, emerges from more secure early parent–child attachment relationships, and facilitates the maintenance of family bonds through adolescence. Intriguingly, females may use autobiographical narratives to create and maintain socioemotional bonds with others to a greater extent than do males.
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48

Young, Zoe. Women's Work. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781529202021.001.0001.

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What's it really like to be a mother with a career working flexibly? Drawing on over 100 hours of interview data, this book is the first to go inside women's work and family lives in a year of working flexibly. The private labours of going part-time, job sharing, and home working are brought to life with vivid personal stories. Taking a sociological and feminist perspective, the book explores contemporary motherhood, work–life balance, emotional work in families, couples and housework, maternity transitions, interactions with employers, work design and workplace cultures, and employment policies. It concludes that there is an opportunity to make employment and family life work better together and offers unique insights from women's lived experiences on how to do it.
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49

Krauter, Cheryl. Taking Care of Each Other. Editado por Cheryl Krauter. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190636364.003.0007.

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This chapter discusses the acceptance of professional competence that allows for compassion toward oneself as well as toward other professionals. This chapter addresses how to recognize distress in others, offer support and assistance to those in distress, validate the setting of appropriate boundaries—for one’s self and for others—and reduce the conflict that arises between work and family life. This chapter promotes dialogue between providers by challenging the stigma that providers should be wary of sharing their emotional concerns and by supporting an open dialogue between colleagues as well as advocating for the request for help and support. A primary focus is on open communication and teamwork, and readers are supported to create a viable plan that supports clarity in cancer navigation.
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50

Divine, Miss Jill. Miles Smiles. Lulu Press, Inc., 2008.

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