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CONTENTS/CONTENUTI ETHICAL LEADERS AND LEADERSHIP EFFECTIVENESS: THE MODERATING ROLE OF INDIVIDUAL DIFFERENCES IN NEED FOR COGNITIVE CLOSURE/ LEADER ETICI ED EFFICACIA DELLA LEADERSHIP: IL RUOLO MODERATORE DELLE DIFFERENZE INDIVIDUALI RELATIVE AL BISOGNO DI CHIUSURA COGNITIVA DI ANTONIO PIERRO, GIORGIA NEVIGATO,CLARA AMATO, DAAN VAN KNIPPENBERG LE RELAZIONI TRA FRATELLI IN FAMIGLIE CON UN FIGLIO ADOLESCENTE O GIOVANE ADULTO CON AUTISMO: UNA INDAGINE QUALITATIVA/ SIBLING RELATIONSHIPS IN FAMILIES WITH AN ADOLESCENT OR YOUNG ADULT WITH AUTISM SPECTRUM DISORDER: A QUALITATIVE SURVEY DI FIORENZO LAGHI, ALEXANDRA GRADILONE LA MISURA DELLA JOB INSECURITY: REVISIONE DELLA SCALA DI CHIRUMBOLO ET AL. (2015)/ THE MEASUREMENT OF JOB INSECURITY: A REVISION OF CHIRUMBOLO ET AL. (2015) SCALE DI GRETA CASTELLINI, EDOARDO LOZZA, CINZIA CASTIGLIONI, ANTONIO CHIRUMBOLO LA SUPERVISIONE COME STRUMENTO PER PROMUOVERE RECOVERY: UNA ESPERIENZA IN UN CENTRO DIURNO/ SUPER-VISION AS A TOOL TO PROMOTE RECOVERY: A CASE STUDY IN A DAY CARE CENTER DI BARBARA CORDELLA, ANNA CORREALE, FABIO MASSIMO CANDIDI MOTIVAZIONE AL SUCCESSO IN ATLETI DI ÉLITE: APPLICAZIONE DEL 2X2 A CHIEVEMENT GOAL FRAMEWORK NEL NUOTO/ ACHIEVEMENT MOTIVATION IN ELITE ATHLETES: APPLICATION OF 2X2 ACHIEVEMENT GOAL FRAMEWORK IN SWIMMING DI BEATRICE BONO, STEFANO LIVI SANTE DE SANCTIS E LUDWIG BINSWANGER: UN CARTEGGIO INEDITO TRA PSICOLOGIA, FILOSOFIA E PSICHIATRIA/SANTE DE SANCTIS AND LUDWIG BINSWANGER: A PREVIOUSLY UNPUBLISHED CORRESPONDENCE BETWEEN PSYCHOLOGY, PHILOSOPHY AND PSYCHIATRY DI ELISABETTA CICCIOLA, GIOVANNI PIETRO LOMBARDO, AURELIO MOLARO
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Since the mid-1980s, the psychology of liberation movement has been a catalyst for collective and individual change in communities throughout Latin America, and beyond; and recent political developments are making its powerful, transformative ideas more relevant than ever before. Psychology of Liberation: Theory and Applications updates the activist frameworks developed by Ignacio Martin-Baro and Paulo Freire with compelling stories from the frontlines of conflict in the developing and developed worlds, as social science and psychological practice are allied with struggles for peace, justice, and equality. In these chapters, liberation is presented as both an ongoing process and a core dimension of wellbeing, entailing the reconstruction of social identity and the transformation of all parties involved, both oppressed and oppressors. It also expands the social consciousness of professionals, bringing more profound meaning to practice and enhancing related areas such as peace psychology, as shown in articles such as these: Philippines: the role of liberation movements in the transition to democracy. Venezuela: liberation psychology as a therapeutic intervention with street youth. South Africa: the movement for representational knowledge. Muslim world: religion, the state, and the gendering of human rights. Ireland: linking personal and political development. Australia: addressing issues of racism, identity, and immigration. Colombia: building cultures of peace from the devastation of war. Psychology of Liberation demonstrates the commitment to overcome social injustices and oppression. The book is a critical resource for social and community psychologists as well as policy analysts. It can also be used as a text for graduate courses in psychology, sociology, social work and community studies.
First multi-year cumulation covers six years: 1965-70.
This book updates the information in the first two volumes of Teaching Psychology around the World, providing a current overview of teaching psychology internationally. Psychology curricula continue to become increasingly internationalised; the book includes relevant information about and research on teaching from secondary, undergraduate (baccalaureate) and post-graduate (MA, Doctoral and Post-Doctoral) psychology programs in Australia, Europe, South America, Asia, Africa and the US. It is a must-read for all instructors of psychology and university personnel engaged in building international programs, as well as psychologists and psychology students interested in the international aspects of the discipline. This book, like the earlier ones in the series, brings together current information on the teaching and practice of psychology collected by experts in the field from throughout the world.
Many factors in the world today, such as globalization and a rise in immigration, are increasing the need for mental health practitioners to acquire the ability to interact effectively with people of different cultures. This text will be the most comprehensive volume to address this need to date, exploring the history, philosophy, processes, and trends in counseling and psychotherapy in countries from all regions of the globe. Organized by continent and country, each chapter is written by esteemed scholars drawing on intimate knowledge of their homelands. They explore such topics as their countries’ demographics, counselor education programs, current counseling theories and trends, and significant traditional and indigenous treatment and healing methods. This consistent structure facilitates quick and easy comparisons and contrasts across cultures, offering an enhanced understanding of diversity and multicultural competencies. Overall, this text is an invaluable resource for practitioners, researchers, students, and faculty, showing them how to look beyond their own borders and cultures to enhance their counseling practices.
"The Handbook of International School Psychology will be THE major resource on the profession and its various applications in different countries. It is a ′must read′ for school psychologists and professionals from related disciplines who wish to understand, monitor, and shape the field of school psychology." —Scott Huebner, NCSP, University of South Carolina "This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology—and special education—over years play an important role in cross-national implementation strategies." —Niels Egelund, Institute of Educational Psychology, The Danish University of Education. The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Editors Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell have brought together prominent authors from 43 countries to provide valuable information and insights regarding the numerous facets of school psychology. Key Features: Offers a comprehensive overview of key areas: This Handbook addresses the context of school psychology; its origin, history, and current status; and the infrastructure of school psychology. In addition, contributors examine the preparation of school psychologists; their roles, functions, and responsibilities; and current issues impacting the field. Provides a balance of breadth and depth: Internationally renowned authors offer insight on the work of school psychologists around the world, such as assessing children who display cognitive, emotional, social, or behavioral difficulties; developing and implementing intervention programs; consulting with teachers, parents, and other relevant professionals; and conducting research. Reviews key trends in the field: Trends influencing school psychology′s international development are examined. The past, present, and future of the International School Psychology Association (ISPA) are discussed, as are findings from the International School Psychology Survey that examines the characteristics and responsibilities of school psychologists. Intended Audience: The Handbook of International School Psychology is the foremost international resource regarding school psychology. It is ideal for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology.
This important book is an overview of teaching psychology internationally. As psychology curricula become increasingly internationalised, it is necessary to understand and compare the various models for training psychologists and teaching psychology students. Incorporating research and perspectives from psychologists in more than 30 countries, it includes relevant information for secondary, undergraduate (baccalaureate) and post-graduate (M.A., Doctoral and Post-Doctoral) psychology programs and is a must-read for all instructors of psychology, as well as psychologists and psychology students interested in the international aspects of the discipline.