Das Reflektierende Team als Methode des „Peer-Coaching“

The Reflecting Team as method of ?peer coaching“ Presented is the employment of coaching in leadership training to grant for the participants a ?peer coaching“ method (collegial case study) for the day by day operations. The scope is the expansion for the problem solving capability. As methodical procedure is a ?reflecting team“, which originally was developped in the systemic psychotherapy and is applied as well as supervisory tool in a modified form. Application possibilities and methodical procedures as frame conditions are described. The feed back by the participants refering to usefullness and practical results are in general of positiv relevance.     

Older Adolescents’ Understanding of Participant Rights in the BlackBerry Project,a Longitudinal Ambulatory Assessment Study

For a long‐term, longitudinal study that used BlackBerry smartphones for passive ambulatory assessment among older adolescents, this study focused on three areas of ethical concern: (1) adolescents’ competence to give assent; (2) understanding of confidentiality, the protection of information, and project goals; and (3) awareness of procedures and benefits, and comfort with the research design. One hundred and seventy‐eight participants were 17 and 18 years old (84 girls). Results suggested that participants freely gave consent and understood most, but not all of the informed consent information. Participants reported a high level of satisfaction. Participants showed less understanding of when their confidentiality would be broken and how data would be protected.     

Attachment Repair in Couples Therapy: A Prototype for Treatment of Intimate Relationships

This paper describes a prototype for the treatment of intimate relationships that takes into account how to evaluate attachment styles in the couple relationship and in psychotherapy, and how to integrate this understanding into clinical practice. It is important for the couple’s therapist to understand attachment, its neurobiological underpinnings, and its origins in early development. Secure attachment in an adult relationship may be challenged if one or both partners have experienced disruption of a primary attachment relationship. The goal of successful treatment is to restore the normative growth of intimacy, empathy, understanding, healthy dependency, and connection.

Enhancing Competence in Health Social Work Education Through Simulation-Based Learning: Strategies From a Case Study of a Family Session

ABSTRACT

Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings. In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or clinical practice settings. This article highlights the importance of SBL in the development of the clinical competencies of graduate social work students enrolled in a Social Work Practice in Health course. The development and implementation of an educational initiative using a family-based simulation scenario to enhance classroom learning for health social work practice is described, and recommendations for future educational initiatives using SBL are provided.     

Remaking Self After Domestic Violence: Mongolian and Australian Women's Narratives of Recovery

My feminist, narrative research comprises a cross‐cultural narrative analysis of 11 Mongolian and 11 Australian women's stories of survival, recovery and remaking of self, following intimate partner violence. With a major focus on narrative identity, the research process involved me as researcher, as well as the participants themselves, bearing witness to and reflecting on their stories. While similarities between the Mongolian and Australian stories stood out above differences, there was some evidence that the Mongolian women had moved further away from the violence and its effects than their Australian counterparts. Perhaps the cohesive nature of the Mongolian women's family supports strengthened their narrative identities, enabling their greater resilience.     

Innere Kündigung — ein Thema in der Supervision

Giving notice internally — a topic in supervision The problem of giving notice internally is reported by members of group-, teamand individual supervision and can be treated in different settings. An analysis of the consciously or unconsciously taken attitude towards the own professional work may help to uncover such phenomena, to interprete and to assess them concerning their effects on the involved persons and their social surroundings. The process of Internal notice can be reversed by the involved persons themselves if the conditions of work are changed. By conclusion, it is obvious to understand phenomena of Internal notice as an indication of bad conditions in a working system and to examine the possibilities of change     

Unsettling the 'learning community': From 'dialogue' to 'difference'?

The focus of this article is adult learning theory and the concept of ‘communities of learning’. Drawing on the authors' experiences as educators, it offers a critique of liberal-humanist and critical ideas about pedagogy, and draws on feminist poststructuralism to disrupt notions of ‘dialogue’, ‘community’and ‘difference’. The aim is to interrupt critical pedagogies through recognition of partial knowledges, exclusionary practices, and differences and similarities within learning communities. The article argues the need for an understanding which acknowledges both the universal and the particular, and engages with the discursive and the material realities entailed. El foco de este artículo es la teoría de aprendizaje para adultos y el concepto de ‘comunidades de aprendizaje’. Recurriendo a las experiencias de los autores como educadores, ofrece una crítica de las ideas liberales-humanistas e ideas críticas acerca de pedagogia, y recurre tambien al postestructuralismo femenista para trastocar nociones de ‘diálogo’, ‘comunidad’ y ‘diferencia’. El objectivo es interrumpir pedagogias críticas mediante el reconociemto de conocimientos parciales, prácticas exclusionarias y diferencias y similitudes entre comunidades de aprendizaje. El artículo sostiene la necesidad de un entendimiento que reconoce tanto lo universal como lo particular, y que aborda las supuestas realidades materiales y discursivas.