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Clearly explaining the how to of stress management and prevention, STRESS MANAGEMENT FOR LIFE, 4th Edition emphasizes experiential learning and encourages students to personalize text information through practical applications and a tool box of stress-reducing resources, including activities and online stress-relief audio files. Michael Olpin and Margie Hesson offer more than just a book about stress; they offer students a life-changing experience. Well-researched and engaging, the Fourth Edition empowers students to experience personal wellness by understanding and managing stress, gives stress-related topics a real-life context, and motivates students to manage stress in a way that accommodates their lifestyle, values, and goals. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.
This book describes how to change the way in which educators conduct business in the classroom. Our current educational systems lack ways to reach today's learners in relevant, meaningful ways. The five approaches in this book inspire and motivate students to learn. The authors provide in-depth descriptions into these overlapping approaches for experiential learning: active learning, problem-based learning, project-based learning, service learning, and place-based education. Each of these five approaches includes an element of student involvement and attempts to engage students in solving problems. The chapters are presented in a consistent, easy-to-read format that provides descriptions, history, research, ways to use the approach, and resources. This book will help educators transform their classrooms into dynamic learning environments.
While much research has been done on experiential learning opportunities in study abroad settings, there are fewer publications devoted to experiential learning in the domestic context. This volume aims to fill that gap by providing a collection of chapters highlighting research-based innovations in experiential learning in domestic settings. The book focuses on three experiential learning contexts: community engagement experiences, professional engagement experiences and other unique experiential contexts such as language camps and houses. The collection focuses on the US context but the research projects and curricular innovations described here can serve as models for educators working in other local contexts and will encourage interested practitioners to explore experiential learning opportunities in their local areas. It will also provide the reader with a better understanding of this growing field of inquiry and should appeal to graduate students and researchers who are interested in experiential language learning.
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices. It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses. This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers. Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes. In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning. These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
They shift the emphasis from the more common prescriptive techniques that are essentially insensitive to different contexts, attitudes, and beliefs, and instead elaborate a theory of learning that is more social and interactive.
This topical new book provides an illuminating overview of enterprise education, and poses the question as to whether current establishments have adequate systems in place to prepare students for the world of work. Addressing the increasing need for graduates with practical skills and expertise in the labour market, this collection of insightful chapters analyses the opportunities that are available for aspiring entrepreneurs to develop enterprise skills and experience key aspects of starting and running a business, whilst in a supported environment such as an educational program or incubator scheme. With comprehensive discussion of higher education initiatives and empirical examples of experiential learning in the workplace, this book is an important and timely read for those researching business enterprise, entrepreneurship and higher education more generally.
Examining the actual moment-to-moment process of therapy, this volume provides specific ways for therapists to engender effective movement, particularly in those difficult times when nothing seems to be happening. The book concentrates on the ongoing client therapist relationship and ways in which the therapist's responses can stimulate and enable a client's capacity for direct experiencing and "focusing." Throughout, the client therapist relationship is emphasized, both as a constant factor and in terms of how the quality of the relationship is manifested at specific times. The author also shows how certain relational responses can turn some difficulties into moments of relational therapy.
"In Learning Process-Experiential Therapy: The Process-Experiential Approach to Change, the originators of process-experiential therapy describe in detail the various tasks and techniques of this theoretically grounded, empirically supported humanistic therapy, while emphasizing the importance of the therapeutic relationship. The authors, Robert Elliott, Jeanne C. Watson, Rhonda N. Goldman, and Leslie S. Greenberg, well-respected scholars and leading figures in the field, discuss theory, case formulation, treatment, and research in a way that makes this complex form of therapy accessible to all readers. Particularly valuable are their careful moment-to-moment exchanges in extended case examples, which show the reader how deliberate and skillful use of these techniques can bring about change. This informative book will be of great practical value to therapists and students learning process-experiential therapy as well as to those who teach this mode of psychotherapy."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
This edited volume focuses on best practices in experiential learning. Chapters address service-learning, community-based research, international efforts and other experiential methods, highlighting innovative approaches, successes, and issues of concern. Further, the book also demonstrates the interdisciplinary nature of experiential education, with authors hailing from psychology, sociology, education, social work, nursing, business and more. This timely and thorough volume will be useful to educators who are already involved in experiential education as well as those who are interested in the pedagogy and practice.