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CBT and Existential Psychology
CBT and EXISTENTIAL PSYCHOLOGY Explore the possibilities and challenges of bringing two highly diverse disciplines--CBT and existential therapy--into dialogue In CBT and Existential Psychology: Philosophy, Psychology and Therapy , distinguished clinical psychologist Dr Michael Worrell delivers a singular exploration of the relationship between.
eBook
When History Returns
When History Returns brings together psychoanalytic
theories of learning with the antinomies of social strife. From a
psychoanalytic perspective, history returns through transitional
scenes of inheriting a past one could not make, experiencing a
present affected by what came before, and facing a future one can
neither know nor predict. Taking such scenes as the subject of
education, Deborah P. Britzman provides new approaches and
vocabulary for conceptualizing experience and understanding, as
expressed in psychoanalysis, literature, film, clinical case
studies, and warm pedagogy. Britzman argues that novel quests for
humane responsibility take hold in the fallout of understanding, in
the feel of history, in imaginative dialogues and missed
encounters, and in searches for friendship, belonging, and
affiliation. Each chapter charts these quests in contemporary
education, carrying readers into the heart of learning and the
emotional situations that urge the transitions of difficult
knowledge into care for thinking and the questions that follow.
eBook
The Touch of the Present
How are educational encounters understood, experienced, and lived?
How are they conceptualized? How do they shape our being in and of
the world? In this time of apparent distance and disconnect, this
volume emphasizes the role of contact and connectedness in
education, above all by understanding education as encounters, as
embodied, sensory experiences. Drawing on a range of theoretical
positions that highlight our profound interconnection with things
and other bodies-from feminism to Buddhism to new materialism and
beyond-Sharon Todd argues that educational encounters are
formations of \"touching\" and \"being touched by.\" They are singular
in their eventfulness and yet bring us into relation with our
environment. Focusing particular attention on two key issues for
teachers and students today-the climate emergency and online
education- The Touch of the Present offers unique insights
into the aesthetics and politics of educational practices, seeing
them as embodied processes that not only contribute to how one is
socialized into a given order but also carry the transformative
potential for \"becoming\" beyond the cultural scripts we are given.
eBook
Never stop learning : stay relevant, reinvent yourself, and thrive
We now live in a learning economy, says Brad Staats, and while learning has always been important, the returns on lifetime learning are greater than ever. Our primary focus must be on our ability to learn. We must strive to develop new skills to create more value--or be left behind. As Jeff Immelt, Chairman and former CEO of GE, has noted, \"You never hire somebody, no matter what the job you're hiring for, for what they know. You're hiring them for how fast you think they can learn.\" In Never Stop Learning, Staats outlines the framework that will help you become more effective as a lifelong learner. The steps include: Valuing failure Focusing on process, not outcome, and on questions, not answers Making time for reflection Learning to be true to yourself by playing to your strengths Pairing specialization with variety Treating others as learning partners Replete with the most recent research from behavioral science about how we learn as well as engaging stories that show how real learning happens, Never Stop Learning will become the operating manual for your brain in this new environment.-- Provided by publisher
Book
Qualitative studies of exploration in childhood education : cultures of play and learning in transition
This book uses the concept of exploration as a way of understanding transitions in children between the ages of 5 to 18 years old. Written by an international group of scholars from Australia, Brazil, China, Denmark, Finland, Greenland, India, Norway and the UK, the chapters offer a diverse set of case studies. The topics and themes covered include transitions in outdoor playtime, the transition to daycare, compassion in kindergarten, learning with fathers, transitions of Chinese traditional culture and disability. The chapters are organised into two parts, the first part covering macro transitions and the second covering micro-genetic transitions. The contributors show how both macro and micro-genetic transitions influence children's everyday lives, and how these different transitions open up new possibilities for play, learning and development. The contributors draw on Vygotsky's cultural historical theory and the understanding that children's cultural formation takes form in a dialectic relation between children's interests and motives and the institutional settings they participate in.
eBook
Learning by expanding : an activity-theoretical approach to developmental research
\"First published in 1987, Learning by Expanding challenges traditional theories that consider learning a process of acquisition and reorganization of cognitive structures within the closed boundaries of specific tasks or problems. Yrjö Engeström argues that this type of learning increasingly fails to meet the challenges of complex social change and fails to create novel artifacts and ways of life. In response, he presents an innovative theory of expansive learning activity, offering a foundation for understanding and designing learning as a transformation of human activities and organizations. The second edition of this seminal text features a substantive new introduction that illustrates the development and implementation of Engeström's theory since its inception\"-- Provided by publisher.
Book
Visual statistical learning and integration of perceptual priors are intact in attention deficit hyperactivity disorder
Deficits in visual statistical learning and predictive processing could in principle explain the key characteristics of inattention and distractibility in attention deficit hyperactivity disorder (ADHD). Specifically, from a Bayesian perspective, ADHD may be associated with flatter likelihoods (increased sensory processing noise), and/or difficulties in generating or using predictions. To our knowledge, such hypotheses have never been directly tested.
We here test these hypotheses by evaluating whether adults diagnosed with ADHD (n = 17) differed from a control group (n = 30) in implicitly learning and using low-level perceptual priors to guide sensory processing. We used a visual statistical learning task in which participants had to estimate the direction of a cloud of coherently moving dots. Unbeknown to the participants, two of the directions were more frequently presented than the others, creating an implicit bias (prior) towards those directions. This task had previously revealed differences in other neurodevelopmental disorders, such as autistic spectrum disorder and schizophrenia.
We found that both groups acquired the prior expectation for the most frequent directions and that these expectations substantially influenced task performance. Overall, there were no group differences in how much the priors influenced performance. However, subtle group differences were found in the influence of the prior over time.
Our findings suggest that the symptoms of inattention and hyperactivity in ADHD do not stem from broad difficulties in developing and/or using low-level perceptual priors.
Journal Article