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This book identifies the core competencies shared by expert therapists and helps clinicians—especially those providing brief dynamic/interpersonal therapy—to develop and apply them in their own work. Rather than being a cookbook of particular techniques, the book richly describes therapists' mental processes and moment-to-moment actions as they engage in effective therapeutic inquiry and improvise to help patients achieve their goals. The author integrates the psychotherapy and cognitive science literatures to provide a unique understanding of therapist expertise. Featuring many illustrative examples, the book offers fresh insights into how learning and interpersonal skills can be enhanced for both therapist and client.
The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.
This book constitutes the refereed proceedings of the IFIP TC 3 International Conference, KCKS 2010, held as a part of the 21th World Computer Congress, WCC 2010, in Brisbane, Australia, in September 2010. The 43 revised full papers presented were carefully reviewed and selected from numerous submissions. The range of issues cover many aspects of ICT in relation to competencies in the knowledge society; they present theory, research, applications and practical experiences on topics including but not limited to developing creativity, digital solidarity, e-management in education, informatics and programming knowledge technologies, lifelong learning, policy development, teacher(s) in a knowledge society, e-inclusion, AGORA: the IFIP initiative on lifelong learning, collective intelligence, digital literacy, educating ict professionals, formal and informal learning, innovations of assessment, networking and collaboration, problem solving teacher learning & creativity as well as teaching & learning 2.0.
This book is an exhilarating journey into the set of ideas known as the key competencies. The authors employ creative zeal and the collective wisdom of more than a decade of research on the subject as they dig deep into what the key competencies mean and their purpose within the New Zealand Curriculum. They lay out rich new possibilities for educators to explore in their own work. The multifaceted nature of each key competency goes under the spotlight and the authors also use them as a stepping-off point for conversations about how students learn and the future of schooling. Throughout they draw on actual examples from inspiring teachers. This very readable book is for teachers and school leaders wanting to get to a deeper understanding of the complexities of the key competencies and their potential to bring about real change in teaching and learning. It's also for anyone interested in wrestling with why education needs transformative change. The authors are a small team of researchers at the New Zealand Council for Educational Research (NZCER), who used a creative inquiry process to bring together this ground-breaking work.
This book features a selection of thoroughly refereed papers presented at two subconferences of the IFIP TC 3 Conference on Key Competencies in Informatics and Information and Communication Technologies: the IFIP WG 3.4 Conference on Key Competencies for Educating ICT Professionals, KCICTP 2014, and the IFIP WG 3.7 Conference on Information Technology in Educational Management, ITEM 2014, held in Potsdam, Germany, in July 2014. The 28 revised full papers were carefully reviewed and selected from numerous submissions. They are organized in the following topical sections: key competencies for educating ICT professionals; key competencies, learning and life transitions; key competencies and school management; and education stakeholders and key competencies.
This book presents presents the theory behind the development of the 2009 PISA survey.
Core Competencies of Relational Psychoanalysis provides a concise and clearly presented handbook for those who wish to study, practice, and teach the core competencies of Relational Psychoanalysis, offering primary skills in a straightforward and useable format. Roy E. Barsness offers his own research on technique and grounds these methods with superb contributions from several master clinicians, expanding the seven primary competencies: therapeutic intent, therapeutic stance/attitude; analytic listening/attunement; working within the relational dynamic, the use of patterning and linking; the importance of working through the inevitable enactments and ruptures inherent in the work; and the use of courageous speech through disciplined spontaneity. In addition, this book presents a history of Relational Psychoanalysis, offers a study on the efficacy of Relational Psychoanalysis, proposes a new relational ethic and attends to the the importance of self-care in working within the intensity of such a model. A critique of the model is offered, issues of race and culture and gender and sexuality are addressed, as well as current research on neurobiology and its impact in the development of the model. The reader will find the writings easy to understand and accessible, and immediately applicable within the therapeutic setting. The practical emphasis of this text will also offer non-analytic clinicians a window into the mind of the analyst, while increasing the settings and populations in which this model can be applied and facilitate integration with other therapeutic orientations. Core Competencies of Relational Psychoanalysis is inspired by Barsness’ students; he was motivated to create a primary text that could assist them in understanding the often complex and abstract models of Relational Psychoanalysis. Relevant for graduate students and novice therapists as well as experienced clinicians, supervisors, and professors, this textbook offers a foundational curriculum for the study of Relational Psychoanalysis, presents analytic technique with as clear a frame and purpose as evidenced based models, and serves as a gateway into further study in Relational Psychoanalyses.
Project Report from the year 2023 in the subject Communications - Intercultural Communication, grade: 1,7, Fresenius University of Applied Sciences Idstein, language: English, abstract: This project focuses on conducting a case study survey to investigate the intercultural competencies of a multinational company. The survey aims to identify the company's strengths and weaknesses in this area, as well as explore any potential challenges that the company may face in terms of intercultural communication and collaboration. By conducting this study, we hope to gain insights into the company's practices and develop recommendations to enhance its intercultural competencies. In today’s globalized economy, multinational companies have become an ubiquitous presence, operating across borders, cultures and languages. With the proliferation of international trade and business opportunities, there is an increasing need for employees who can navigate the complexities of working in a multicultural environment. To succeed in such an environment, it is obligatory for employees to have intercultural competence. Despite the importance of intercultural competence in multinational companies, many employees lack the necessary skills and knowledge to work effectively in a multicultural environment. The challenges of intercultural communication, such as missunderstand-ings, stereotypes and misinterpretations can result in conflicts, reduced productivity and missed business opportunities. Therefore, it is critical for companies to identify the key intercultural competencies that employees need to succeed in a multinational context.