Livres sur le sujet « 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 et 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 et 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.
Texte intégralRésumé :
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 et Maura Spiegel. The Principles and Practice of Narrative Medicine. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.001.0001.
Texte intégralRésumé :
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 et 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.
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Todd, Gillian, et Rhena Branch, dir. Evidence-Based Treatment for Anxiety Disorders and Depression. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108355605.
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Written by internationally recognized experts, this comprehensive CBT clinician's manual provides disorder-specific chapters and accessible pedagogical features. The cutting-edge research, advanced theory, and attention to special adaptations make this an appropriate reference text for qualified CBT practitioners, students in post-graduate CBT courses, and clinical psychology doctorate students. The case examples demonstrate clinical applications of specific interventions and explain how to adapt CBT protocols for a range of diverse populations. It strikes a balance between core, theoretical principles and protocol-based interventions, simulating the experience of private supervision from a top expert in the field.
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Korabelnikov, Daniil, et Andrey Strahov. Arterial hypertension : guide on diagnostics, treatment, examination. Moscow Medical - Social Institute named after Friedrich Haass, 2018. http://dx.doi.org/10.35571/mmsi.2018.1.001.
Texte intégralRésumé :
The Guide is intended to systematize and update information on the diagnostics, treatment of arterial hypertension; examination of temporary disability, medical-social and military-medical examination of patients with arterial hypertension, for educational and practical assistance to students of medical universities in clinical residency, postgraduate and post-graduate programs, advanced training of specialist doctors; professors of medical universities in the process of their self-education and self-development, methodological and pedagogical activities.
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Spiegel, Maura, et Danielle Spencer. This Is What We Do, and These Things Happen : Literature, Experience, Emotion, and Relationality in the Classroom. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0003.
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The role of emotion in clinical education and practice is discussed, drawing upon thinkers such as Derald Wing Sue, John Dewey, Joanna Shapiro, and others. Focusing on Alice Munro’s short story “The Floating Bridge,” different themes of classroom discussion are described, as well as an in-class writing exercise including examples of participant responses. Several questions and themes are explored: How does exploration of judgment in readers’ response to a literary text offer insight into the role of judgment in a clinical context? What is the effect of hearing the various emotional responses of other readers in enhancing an appreciation of diverse perspectives? How might we understand this classroom/workshop in light of John Dewey’s description of an aesthetic “experience” of particular clarity and intensity? And finally, what are the consequences of such pedagogical approaches integrating attentiveness to emotion for healthcare training and practice?
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Hadley, Susan, et Nicole Hahna. Feminist Perspectives in Music Therapy. Sous la direction de Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.7.
Texte intégralRésumé :
This chapter presents an overview of the developments of feminist perspectives in music therapy. The authors outline the history of feminist thought in music therapy and how this framework applies to the discipline and profession of music therapy. Basic tenets of feminism are described including the importance placed on valuing women’s perspectives, egalitarianism, examining social constructs, examining discursive practices, and empowerment. Additionally, systems of oppression are considered with reference to inequalities that exist within the field of music therapy. The chapter ends with an examination of ways in which a feminist framework can inform assessment, clinical practice, research, ethics, and pedagogy in music therapy.
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Ustyukhina, Irina, et Daniil Korabelnikov. Forensic examination of living persons with malnutrition : a guide. Moscow Medical - Social Institute named after Friedrich Haass, 2018. http://dx.doi.org/10.35571/mmsi.2018.1.002.
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The Guide is devoted to one of the insufficiently studied problems of forensic medicine - forensic medical examination in case of insufficient nutrition. Recommendations are given on the examinations in case of nutritional deficiency based on the developed medical criteria for establishing the degree of severity to health caused by prolonged qualitative and quantitative malnutrition. Examples of the practice of conducting forensic medical examinations are given. The Guide is intended for educational and practical assistance to forensic pathologists, doctors, investigators and law enforcement officials; students in clinical residency and post-graduate programs, professional retraining and advanced training; senior students of medical and legal universities, professors of medical and legal educational organizations in the process of their career, self-education and self-development, methodological and pedagogical activity.
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Boudreau, J. Donald, Eric J. Cassell et Abraham Fuks. Medical EducationHighlights of the Past Two Centuries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0008.
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This chapter provides a historical overview of medical education in the Western world. It begins with a brief description of the “French school” that emerged out of the French Revolution. This model, with an emphasis on clinicopathologic correlation, has also been labeled “hospital medicine.” The discussion then moves to outline the contributions made by Abraham Flexner’s seminal 1910 report. Flexner is generally considered to be largely responsible for the traditional organizational framework of medical school curricula, one with two phases: preclinical and clinical. The perceived shortcomings of this pedagogical approach, sometimes called “university medicine” or the “2-plus-2” model are noted. The two major corrective strategies, systems-based or case-based teaching (originating in the 1950s) and problem-based learning (adapted to medical education in the 1970s), are then discussed.
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Emili, Enrico Angelo. Dislessia. Bononia University Press, 2020. http://dx.doi.org/10.30682/alph09.
Texte intégralRésumé :
Le persone con dislessia evolutiva hanno caratteristiche specifiche di apprendimento che le portano ad avere difficoltà di lettura permanenti e, in modo più evidente, nelle prime fasi di scolarizzazione. In passato tali difficoltà si imputavano, erroneamente, alla pigrizia dell’alunno e al suo scarso impegno, provocando ricadute emotive sullo studente e la sua famiglia. La Legge 170/2010 ha finalmente riconosciuto dislessia, disgrafia, disortografia e discalculia come Disturbi Specifici di Apprendimento (DSA) e, negli ultimi anni, sono stati emanati diversi provvedimenti al fine di garantire a tutti gli studenti che presentano difficoltà non ordinarie la piena partecipazione alla vita scolastica e di offrire adeguate e personalizzate risposte pedagogiche. È dunque fondamentale che gli insegnanti sappiano prontamente riconoscere i segnali di DSA, non certo per formulare diagnosi, ma per mettere in atto interventi di potenziamento didattico e, in caso di certificazione clinica, strumenti, misure, strategie specifiche e inclusive per favorire la realizzazione delle potenzialità e l’autonomia nello studio. Il volume, con uno sguardo pedagogico e didattico, approfondisce le problematiche legate alla dislessia, presentando le risorse a disposizione di studenti e insegnanti, gli strumenti compensativi e le forme di individualizzazione dei processi di insegnamento/apprendimento.
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Voigt-Zimmermann, Susanne, dir. Miteinander sprechen – verantwortlich, kompetent, reflektiert. Frank & Timme, 2021. http://dx.doi.org/10.26530//20.500.12657/49674.
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Speech science has a history of over 120 years. In addition to the self-image of the discipline, this book focuses on everything that makes the subject so attractive: With its vital research and teaching subject, speaking and people talking to each other, it is both application-oriented and up-to-date. This explains the continuing high level of interest among students, research partners, and practical professional fields in education, art, media, counseling, therapy, and prevention. With study locations in Halle, Jena and Marburg, Speech Science is represented throughout Germany. As an interdisciplinary research and working subject with links to linguistics, medicine, pedagogy, psychology, politics and sociology, among others, there are also diverse collaborations in research, teaching and practice. This volume offers surprising insights into the diversity of speech science – from its history to the present to an outlook on what will be possible in the future. Susanne Voigt-Zimmermann holds a degree in speech science. After scientific, speech-educational, and clinical-therapeutic activities at the universities of Jena, Heidelberg, and Magdeburg, she has been a professor of speech science at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg since 2017.
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Milcu, Marius, Saul Neves de Jesus et Michael Stevens. Rethinking applied psychology. Research paradigms vs. practical approaches. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062812195.
Texte intégralRésumé :
Rethinking Applied Psychology: Research Paradigms vs. Practical Approaches is the 2020 edition of proceedings drawn from the annual meeting of the Association for Qualitative and Intercultural Studies. Ordinarily held in Sibiu, Romania, this year’s conference was entirely online. By any measure, it was an outstanding success, due to the ingenuity and industry of conference President, Conf. univ. dr. habil. Marius Milcu. Given the demands and unpredictability of COVID 19, Rethinking Applied Psychology must be seen as a triumph, keeping intact the 14-year tradition of uninterrupted publication of conference proceedings that feature integrative and applied research. This year’s volume is the culmination interdisciplinary and interprofessional collaboration on a wide range of contemporary topics of interest to participants from Romania and elsewhere. These topics covered innovative research methods and practices in clinical psychology and psychotherapy; educational psychology and pedagogical science; work, organizational, and transportation psychology; forensic and military psychology; and social and transcultural psychology. The contributors to this book are highly regarded experts and aspiring young scholars in psychology and allied fields of sociology, education, and health sciences. Rethinking Applied Psychology is proof of the value of research with a social conscience, research that is of benefit to the individual and society.
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Gerc, Krzysztof, et Bogusława Piasecka, dir. Contextual Axiological Conditions of Mental Resilience and Health. Wydawnictwo Uniwersytetu Jagiellońskiego, 2020. http://dx.doi.org/10.4467/k7169.141/20.20.15535.
Texte intégralRésumé :
The metaphor in which the accumulation of life experiences by a human being is compared to the act of packing luggage before a long, difficult and unpredictable journey is well known. All negative, painful life experiences constitute the overwhelming weight of metaphorical luggage; while positive experiences are meant to make this load lighter, and the travel – safer and more predictable. The presented metaphor indirectly describes the basic premise of the monograph, illustrating how the greatest simplification can characterize the formation of self-esteem and resilience in man, identifying them with the synergistic effect of experience (including primarily the impact of family and social environment) and biologically conditioned features. “The reviewed texts offer a lot of interesting information, based on solid empirical studies, and introduce new, relatively little-known methods of psychological research. All texts also have a practical dimension (…). In particular, they relate to the issues of resilience, autism, coping with stress and quality of life. The edited collection may be of particular interest to psychologists dealing with health issues or working in the field of clinical psychology, but also to people associated with educational and developmental psychology. It may be helpful to psychology graduates, as well as to some students of social sciences – including psychology, health sciences and, in a way, pedagogy”. dr hab. Krzysztof Mudyń, prof. Jesuit University in Kraków
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Hukić, Mirsada, et Mirza Ponjavić. COVID-19 pandemic in Bosnia and Herzegovina : March – June 2020. Academy of Sciences and Arts of Bosnia and Herzegovina, 2020. http://dx.doi.org/10.5644/pi20.190.00.
Texte intégralRésumé :
At the end of 2019 the world became aware of the existence of a new virus stemming from the Coronaviridae family and causing a specific disease – COVID-19. In less than three months, the virus and its consequences, developed from being a local public health problem in China to a daunting global problem we all had to face. On March 11, 2020 the World Health Organization (WHO) declared a pandemic of COVID-19. On the international scale, even in Bosnia and Herzegovina (BiH), the response of the professionals and scientists has been rapid, although not always consistently efficient enough. Despite the selfless cooperation of scientists and practitioners worldwide, countries with developed economies, good public health and a strong scientific system have had the advantage in the fight against the disease over developing countries. Despite the fact that by these criteria BiH is not one of the most resilient countries, so far, its response to the pandemic has seemed to be satisfactory. The Academy of Sciences and Arts of Bosnia and Herzegovina (ANUBiH) was one of the first institutions of the science system to respond to the pandemic. On the initiative and under the leadership of academician Mirsada Hukić, on March 22, 2020 the development of the project "Epidemic Location Intelligence System (ELIS)" and its Geoportal began on a voluntary basis, with the task of permanently monitoring the spread of COVID-19. Theoretical and professional parts of the project in the areas of medicine, public health and informatics were completed by April 2, 2020. Thanks to the support to the project by the Chairman of the Presidency of Bosnia and Herzegovina, Mr. Šefik Džaferović, the expert system received additional hardware support and was filled in time with data from across the country. This enabled the system to become operational as early as on April 8, 2020. The results of all these efforts are visible in this publication. Initially, the ELIS project was important for the epidemiological and public health area. The abundance of collected data and obtained virus samples enabled the extension of the project idea to the sequencing of viruses found in BiH and their typology. The transition of research to the clinical aspects of COVID-19 is the next phase in the development of the ELIS project. ANUBiH has already started the work on examining the economic and pedagogical consequences of COVID-19 in order to look at this medical phenomenon in the broadest possible context. All the results of ANUBiH in response to the epidemic challenges of COVID-19 are achieved due to the synergistic action of numerous individuals and institutions in different fields of science and public health in cooperation with government. Therefore, I believe that the ELIS project has shown the way to go in solving the burning problems of our society which we will encounter in the future.