RACISM AND THE HELPING PROCESS

The issues addressed in this paper relate to racism within the helping process. We will base our discussion on the premise that racism is an illness and should be regarded as such wherever it emerges in the helping process, whether or not this relates directly to the client\u27s reasons for seeking help. The discussion will also be based on the converse, i.e. that concerns of clients about race relations, their interest in establishing positive interracial relationships or in effecting change on some level, should be regarded as healthy and positive, not as symptomatic of hidden pathology

What Students Tell Us About School If We Ask

This article examines what school climate factors students perceive as helping them be successful in school, and what school administrators can do to aid the process. Specifically, the questions that drove this inquiry were How does sociocultural theory impact student voice and student engagement in the classroom? How does caring pedagogy impact student voice and student engagement in the classroom? What school climate factors do students perceive as helping them to be successful in school

Effective Job Development: Strategies for Working with the Chronically Unemployed

Transitional jobs (TJ) programs provide experience, skill building, and earned income to chronically unemployed job seekers with the goal of helping them secure permanent, quality employment in the competitive labor market. Job development, or the process of helping to identify, cultivate, and match job opportunities for subsidized workers to transition into the unsubsidized labor market, is a core component of the TJ strategy.This brief draws from available research, program evaluation findings, and input from experts in the field to offer promising strategies to improve job development success. We encourage employment program providers, administrators, planners, and other workforce development stakeholders to use this brief to help plan and implement an effective job development strategy and better engage with employers

Evaluating Teachers More Strategically: Using Performance Results to Streamline Evaluation Systems

According to this issue brief, to improve the feedback new teachers receive districts must rethink feedback as a complex system of many parts, rather than simply a series of isolated conversations between principals and teachers. This paper is designed to guide districts through this process, helping them recognize the interconnected factors at the district, school, and classroom level that shape the nature of feedback

Process consultation as a general philosophy of helping

Includes bibliographical references (p. 24).Edgar H. Schein

Hyperbaric Oxygen Therapy: Effect on Wound Healing and Traumatic Brain Injuries

Hyperbaric Oxygen Therapy is a new form of treatment being used to heal and help improve symptoms of traumatic brain injuries, external wounds, and strokes. HBOT helps to completely saturate hemoglobin with oxygen, which then allows for a larger capacity of oxygen to be delivered to the damaged tissues. Tissue wounds benefit from this HBOT because of the increase in oxygen supply to the damaged area, helping to combat hypoxia, which is preventing proper wound healing. The increase in oxygen allows for an increase in myofibroblast differentiation to allow the healing process to continue. HBOT has also proven to increase cognitive function for post-stroke patients by increasing the amount of oxygen and energy being delivered to the brain. This therapy has also been used to treat patients with Alzheimer\u27s disease, helping to improve brain function at the cellular level

Stampede April 1, 2020

Students navigate the challenges, and even advantages, of distance education WMU still serving students\u27 Faculty stepping up to support transition to distance education Counseling Services helping students cope with pandemic-related anxiety, stress Invisible Need Project changes, broadens some services in response to pandemic Sew worth it- Broncos use skills to craft masks for hospital workers Jazz student takes composing experience to new level, livestreaming process online How to keep your body healthy during COVID-19 Six ways to fight boredom during isolation Sindecuse Health Center is open with some change

The essence of process-experiential : emotion-focused therapy

Process-Experiential/Emotion-Focused Therapy (PE-EFT; Elliott et al, 2004; Greenherg et al, 1993) is an empirically-supported, neo-humanistic approach that integrates and updates person-centered, Gestalt, and existential therapies. In this article, we first present what we see as PE-EFT's five essential features, namely neo-humanistic values, process-experiential emotion theory, person-centered hut process-guiding relational stance, therapist exploratory response style, and marker-guided task strategy. Next, we summarize six treatment principles that guide therapists in carrying out this therapy: achieving empathic attunement, fostering an empathic, caring therapeutic bond, facilitating task collaboration, helping the client process experience appropriately to the task, supporting completion of key client tasks, and fostering client development and empowerment. In general, PE-EFT is an approach that seeks to help clients transform contradictions and impasses into wellsprings for growth

An introduction to IPR as a Participatory Design research method

This paper outlines the method of Interpersonal Process Recall (IPR) as a Participatory Design method, especially in the context of design for mental health and wellbeing. IPR is more commonly used in psychotherapy and other helping professions to help trainees and practitioners and their clients reflect on their process, using AV recordings of interactions for the facilitation of deep and accurate recall. We propose that it can provide a mechanism for reflection on team working and relational aspects of Participatory Design. The paper discusses the rationale for using IPR and the ways in which the method relate to phenomenological inquiry (including the Person-Centred Approach); it describes an IPR research method protocol, and finishes with a discussion of the implications for Participatory Design methodologies

Technologies may help thinking

The objective of teachers’ personal and professional development is an excellent reason to reflect upon the innovation issues in education and a rare opportunity to implement the use of portfolios in the teaching practices. The most recent developments of digital technologies allow experiencing new organisational and knowledge building that state the diversity and multiplicity of purposes, both alone and as a group. From the reflection on these two aspects comes up the present proposal for the analysis and evaluation of the technologies which may easily be accessed by the educational community and may be used in the process of electronic portfolios building. In what teachers are concerned the use of portfolios can become a powerful means helping the change of the educational practices (Cardoso, Peixoto, Serrano and Moreira, 1996) if it is adopted as a metacognitive and reflexive strategy about teaching about them (Galvão, 2005). However there is a lack of information about what portfolios are, which technologies can be used, how they are prepared and how to take advantage of them. All these questions point out to the need of a specific training in this field. Accordingly, this chapter especially aims at helping teachers in that process, providing an analysis and evaluation technologies grid based on their pedagogical potentialities for the building of digital portfolios