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Sharing the burden : a study of teamwork and well-being in secondary health care teamsCarter, Angela Joy Wilhelmina January 2000 (has links)
No description available.
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The Use of Experiential Groups in the Training of Group Workers: Student Attitudes and Instructor ParticipationSt., Pierre Betsy 17 December 2010 (has links)
Both the Council for Accreditation of Counseling and Related Education Programs (CACREP) and the Association for Specialists in Group Work (ASGW) require counselor education programs to provide experiential training to group workers (CACREP, 2009; ASGW, 2000). However, no specific models are given to counselor educators to implement the experiential component. Only two research studies have examined the overall structure and type of instructor involvement commonly used in counselor training programs (Anderson & Price, 2001; Merta, Wolfgang, & McNeil, 1993). In addition, researchers have documented ethical concerns in the use of experiential training methods (Davenport, 2004; Furr & Barret, 2000; Riva & Korinek, 2004) including the role of dual relationships, confidentiality, and competency. Student experience of the experiential training is impacted by both the structure of the experiential group and the ethical pitfalls associated with each (Goodrich, 2008). Thus, the purpose of this study was to determine the current models of group work and how the structure of these models impacted student attitudes toward ethical concerns of dual relationships, confidentiality, and competency and overall student experience. Members of the American Counseling Association (ACA) who had graduated with their master's degree in the past five years were asked to respond to the Survey of Student Attitudes and Instructor Participation in Experiential Groups online survey. The findings of this study suggested that the most common group work training model is to have a full-time faculty member both instruct the group work course and facilitate the experiential group. In addition, concern over ethical issues was found to be an important component in student's comfort level and belief that the experiential group was instrumental in their development as a group counselor. These results do not support the findings of Anderson and Price (2001) which suggested a growing trend of group work instructors not being both the facilitator of the experiential group and the instructor of the course. However, the findings do support previous research which indicated that ethical concerns do negatively impact student involvement in the experiential group (Davenport, 2004; Hall, Hall, Harris, Hay, Biddulph, & Duffy, 1999).
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Countertransference reactions to psychotherapy group work with HIV positive childrenKuhn, Julia 28 March 2008 (has links)
Abstract
Powerful and diverse countertransference reactions in psychotherapy group work with HIV positive children can be understood to indicate a site of mourning in the life of the group. Data from six interviews with five individuals conducting broadly psychodynamic group work with HIV positive children was analysed according to Thematic Content Analysis. The countertransference responses of the participants are understood as communications of the group unconscious, as well as expressions of the participants’ own unresolved unconscious difficulties. Working with HIV positive children confronts the participants with mortality and activates their earliest losses. A sense of strangeness and displacement, denial, idealisation, feelings of persecution, fantasies of rescue, rage, despair and hopelessness emerge in the countertransference and can be considered indicative of defences against mourning. These defences alternate with an engagement with the work of mourning and are represented in the countertransference as the relinquishment of omnipotence, awareness of fusion, containment, the recognition of the child’s resilience and uniqueness and the promotion of the child’s autonomy and expression. These findings may facilitate containment for therapists working with HIV positive children by offering an explanation of powerful and diverse countertransference responses as indicating a site of mourning, thereby promoting increased receptivity to unexpressed grief in therapy with these children.
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The use of the group work process by 15 relatives of hospitalized psychiatric patients, Vetrans Administration Hospital, Coral Gables Florida, October 15 - November 5, 1957Engel, Joan Marie Unknown Date (has links)
No description available.
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An analysis of the training needs of 4-H community leaders as perceived by 4-H leaders, agents, and state specialistsRiat, Lawrence Dean January 2010 (has links)
Digitized by Kansas Correctional Industries
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The cell group church overcoming the transitions /Chan, Ann. January 1994 (has links)
Thesis (M.A.)--Trinity Evangelical Divinity School, 1994. / Abstract. Includes bibliographical references (leaves 109-117).
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Interpersonal trust and willingness to share knowledge among architects : a two-stage triangulation research /Ding, Zhikun. January 2007 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2007. / Also available online.
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Interpersonal trust and willingness to share knowledge among architects : a two-stage triangulation researchDing, Zhikun. January 2007 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.
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Reaching for the Accounting Education Change Commission's recommendations through cooperative learningSwanson, Janice M., 1944- 17 May 1994 (has links)
The Accounting Education Change Commission (AECC) is
a consortium of concerned accounting professionals and
accounting educators that advocates the redesigning of
accounting curriculums in higher education. Traditionally
accounting programs have focused on the technical aspects
of the profession. Although technical competence is
necessary for the profession, the AECC urges accounting
curricula to provide students with experiences that will
foster decision-making skills, communication skills and
interpersonal skills.
This study was an attempt to respond to the
recommendations of the Accounting Education Change
Commission through cooperative learning pedagogy. Related
research suggests that employing particular elements of
cooperative learning can improve intellectual skills,
communication skills, interpersonal skills, learning to
learn, active learning, achievement, attitudes and student
evaluations of teachers.
The data from this study indicate that while imposing
the AECC's recommendations through the use of cooperative
learning pedagogy most students attained high levels of
achievement on unstructured problems requiring high levels
of cognitive applications. However, student achievement
was not as high as expected on structured problems
requiring lower levels of cognitive applications.
In addition, students' reactions to cooperative learning
and implementation of the AECC's recommendations were
mixed. Team work was not perceived by many students to be
important in introductory accounting. However, learning
to learn and active participation in the learning process
were deemed important to students in introductory
accounting. Furthermore, students evaluated the
professor's teaching effectiveness significantly lower
than did previous students taking introductory accounting
from the same professor using traditional lecture-recitation
methods. Imposing the AECC recommendations
through cooperative learning techniques in introductory
accounting in higher education clearly calls for further
research and longer-term exposure to the changes in
classroom pedagogy. / Graduation date: 1995
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Occupational therapy students in the process of interdisciplinary collaborative learning, a grounded theory study /Howell, Dana M. January 1900 (has links)
Thesis (Ph. D.)--University of Idaho, 2006. / Also available online in PDF format. Abstract. "February 28, 2006." Includes bibliographical references (leaves 185-195).
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