Search results for ""Sage Publications Inc""

`Essential reading for student, fledgling and experienced counsellors alike′ - Mark Edwards, Nurturing Potential `Beautifully written and well researched and full of useful structured exercise for therapists and clients, this is a combination of psychology textbook and counselling handbook - theoretical a, yet practical′ - Healthcare Counselling and Psychotherapy Journal Counselling and the Life Course introduces counsellors to the concept of the life course as a multidimensional and multidisciplinary framework for thinking about clients′ lives within and beyond the counselling setting. It aims to give counsellors an understanding of human development, and how it impacts practically upon their work with clients. The book engages with the tension between, on the one hand, recognizing age and life stage as important dimensions of difference, and on the other, avoiding the pitfalls of age stereotyping and ageist discrimination. At the same time, Counselling and the Life Course shows how the concept of the life course can be used as a framework for considering the commonalities between different life stages. This provides a focus for counsellors of how to draw on their existing skills and expertise when working with clients of a different age and life stage to those with whom they generally meet. The impact of both counsellor and client age on the counselling relationship is also considered. The book includes an `Activity Trail′ of structured exercises in order to encourage reflection on the concepts discussed and their relevance to clients, the readers themselves, and their counselling practice.

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"We can be grateful that Dr. Stake decided to cap his distinguished career by sharing his ideas in writing. This is a book that evaluators will want to have in their personal library. It tells us a lot about our field, highlights contrasting ways of evaluating without pitting one against the other, and manages to remind us why many of us chose this line of work in the first place."--EVALUATION AND PROGRAM PLANNINGAuthored by a master writer and evaluator, Standards-Based and Responsive Evaluation explores the many conceptual choices an evaluator needs to make when doing an evaluation, devoting attention to stakeholders, weighing ethical risks, and writing a useful report. The book begins with the main strategic choices an evaluator needs to make between approaches: quantitatively,by explicating criteria, needs, standards, and performances, or qualitatively, by studying the activity, aspirations, problems, and accomplishments of the participants and critical observers. After reading the text, students will have a better appreciation of evaluation as a process that needs to be custom-fit to the situation. Throughout the book, Stake presents evaluation as a series of choices for the reader: - To remain independent or to join with program staff or stakeholders- To value personal experience as evidence or to shun it as biased- To aid development formatively or to assess the existing program summatively- To use issues, goals, gains, efficiency, or problem solving as the key conceptual structure- To invest small or large in trying out and validating data-gathering procedures- To support the standards and ethical codes of professional associationsStandards-Based and Responsive Evaluation will prove an essential text for program evaluation courses in education, nursing, social work, psychology, sociology, communication, and anthropology. Experienced researchers and professional evaluators will also find this an invaluable reference for a more experiential, interpretive approach to evaluation work and policy setting.Key Features:- Provides readers with the tools they need to make choices while practicing evaluation- Employs quotations, poetry, and cartoons to help the reader "experience" the concepts of evaluation - Includes boxed examples from a variety of cases, giving readers the opportunity to compare an actual evaluation situation with one in which they may be engaged- Allows readers to access extensive examples of evaluation reports, coding excerpts, and more, through a complementary Web site appendix

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From the Foreword `It is an honour to be asked to write a foreword for this new book by Michael McMillan. I have been excited about this book ever since I read early drafts of its first two chapters some time ago at the birth of the project. At different times thereafter I have read other parts and my consistent impression has been that this is an author who has both a sophisticated academic understanding of the material and a great skill in communicating that widely. Those two qualities do not often go together! The book is about change. After a first chapter in which the author introduces us to the person-centred concept of the person, chapter two is devoted to the change process within the client, including a very accessible description of Rogers′ process model. Chapter three goes on to explore why and how change occurs in the human being, while chapter four introduces the most up-to-date person-centred theory in relation to the nature of the self concept and its changing process. Chapters five and six explore why change occurs in therapy and the conditions that facilitate that change, while chapter seven looks beyond the core conditions to focus on the particular quality of presence, begging the question as to whether this is a transpersonal/transcendental quality or an intense experiencing of the core conditions themselves. This is an intensely modern book particularly in its postmodern emphasis. Rogers is sometimes characterised as coming from modernist times but he can also be seen as one of the early post modernists in his emphasis on process more than outcome and relationship more than personal striving. The modern nature of the book is also emphasised by a superb analysis of the relationship between focussing and person-centred therapy in Chapter five, linking also with Polanyi′s notion of indwelling in this and other chapters. In suggesting that in both focussing and person-centred therapy the therapist is inviting the client to ′indwell′ himself or herself, the author provides a framework for considering many modern perceptions of the approach including notions such as ′presence′ and ′ relational depth′. Also, the link with focussing is modern in the sense that the present World Association for the approach covers a fairly broad family including traditional person-centred therapists, experiential therapists, focussing-oriented therapists and process-guiding therapists. Important in this development is the kind of dialogue encouraged by the present book′ - Dave Mearns, Strathclyde University The belief that change occurs during the therapeutic process is central to all counselling and psychotherapy. The Person-Centred Approach to Therapeutic Change examines how change can be facilitated by the counsellor offering empathy, unconditional positive regard and congruence. The Person-Centred Approach to Therapeutic Change outlines the main theoretical cornerstones of the person-centred approach and then, applying these, describes why change occurs as a result of a person-centred therapeutic encounter. The author explores the counselling relationship as an environment in which clients can open themselves up to experiences they have previously found difficult to acknowledge and to move forward. Integral to the person-centred approach is Carl Rogers′ radical view that change should be seen as an ongoing process rather than an alteration from one fixed state to another. In Rogers′ view psychological health is best achieved by the person who is able to remain in a state of continual change. Such a person is open to all experiences and is therefore able to assimilate and adapt to new experiences, whether ′good′ or ′bad′. By focusing explicitly on how change is theorized and facilitated in counselling, this book goes to the heart of person-centred theory and practice, making it essential reading for trainees and practitioners alike.

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Perfect for courses in child development or developmental psychology and arranged thematically in sections corresponding to chapter headings usually found in textbooks, this book is ideal for students wanting an accessible book to enrich their learning experience. Key Features: - Provides an overview of the place of each concept in Developmental Psychology under three headings, namely its meaning, origins and current usage. - Concepts are grouped into sections corresponding to the main themes usually covered in teaching. - Relevant concepts in the book are emboldened and linked by listing at the end of each concept - Guidance is provided to further reading on each of the concepts discussed. The book will be centrally important to undergraduate students who need to learn the language used by developmental psychologists in describing their studies, but will also help more advanced readers in checking their ideas regarding the nature and uSAGE of particular concepts.

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Alex Haslam has thoroughly revised and updated his ground-breaking original text with this new edition. While still retaining the highly readable and engaging style of the best-selling first edition, he presents extensive reviews and critiques of major topics in organizational psychology - including leadership, motivation, communication, decision making, negotiation, power, productivity and collective action - but with much more besides. Key features of this 2nd Edition: · An entirely new chapter on organizational stress which deals with highly topical issues of stress appraisal, social support, coping and burnout. · New, wider textbook format and design making the entire book much more accessible for students. · Wide range of pedagogical features included - suggestions for further reading included at the end of each chapter; comprehensive glossaries of social identity, social psychological and organizational terms.

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"In his interdisciplinary review of material culture, Ian Woodward goes beyond synthesis to offer a theoretically innovative reconstruction of the field. It is filled with gems of conceptual insight and empirical discovery. A wonderful book." - Jeffrey C. Alexander, Yale University "A well-grounded and accessible survey of the burgeoning field of material culture studies for students in sociology and consumption studies. While situating the field within the history of intellectual thought in the broader social sciences, it offers detailed and accessible case studies. These are supplemented by very useful directions for further in-depth reading, making it an excellent undergraduate course companion." - Victor Buchli, University College London Why are i-pods and mobile phones fashion accessories? Why do people spend thousands remodelling their perfectly functional kitchen? Why do people crave shoes or handbags? Is our desire for objects unhealthy, or irrational? Objects have an inescapable hold over us, not just in consumer culture but increasingly in the disciplines that study social relations too. This book offers a systematic overview of the diverse ways of studying the material as culture. Surveying the field of material culture studies through an examination and synthesis of classical and contemporary scholarship on objects, commodities, consumption, and symbolization, this book: introduces the key concepts and approaches in the study of objects and their meanings presents the full sweep of core theory - from Marxist and critical approaches to structuralism and semiotics shows how and why people use objects to perform identity, achieve social status, and narrativize life experiences analyzes everyday domains in which objects are important shows why studying material culture is necessary for understanding the social. This book will be essential reading for students and researchers in sociology, anthropology, cultural studies, consumer behaviour studies, design and fashion studies.

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`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations′ - Debate `This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school′ - Special Children `There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being′- Emotional and Behavioural Difficulties `The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed′ - Times Educational Supplement, Teacher `This book is written in a refreshingly well-balanced style and it deserves a similarly even-handed review. Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat′ - Nurturing Potential `This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to use off-the-shelf programmes, tailoring programmes to the school′s own needs, and working with the wider community′ - The Psychology of Education Review ′Visionary and easy to read. This vision resides in the authors′ convictions about the vital role schools can play in developing and widening the literacy of emotions... worth reading... opens up a picture of what can achieved in schools in the best interests of the children′ - Young Minds Magazine `Katherine Weare brings a good track record to this useful handbook. The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond. They provide a solid platform for future researches′ - Journal of In-Service Education Emotional literacy refers to our ability to understand and use information about our own and others′ emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education. The author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships. Katherine Weare shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students.

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This ground-breaking book makes the case for employing a realist philosophical perspective in qualitative research. Joseph Maxwell argues for critically applying a realist ontology to a number of important theoretical and methodological issues. The book outlines critical realism and considers its implications for how we conceptualize meaning and culture, causation, and diversity. The author applies critical realist ideas and approaches to the design and methods of qualitative research, and presents two in-depth case studies of projects he conducted, describing how realist (and other) perspectives informed the research, the methods, and the conclusions. "Maxwell′s book is an outstanding accomplishment. He has connected a tremendous amount of past and present knowledge in it. I especially like the discussions of causation, ′validity′, and the methodological significance of viewing culture as distributed." - Burke Johnson, University of South Alabama "This timely text could at last get us to the tipping point where realistapproaches enter the mainstream of qualitative research. They have gainedwidespread acceptance by philosophers but continue to be regarded withsuspicion by the dominant tribe of constructivist qualitative researchers. Maxwell provides a convincing case that realism helps to resolve many of theproblems they face without deserting cherished aspects of constructivism." - Colin Robson, emeritus Professor of Psychology, University of Huddersfield "This is the only book that I′m aware of that links issues of epistemology and ontology so directly with qualitative methodologies."- Marianna L. Litovich, Wesleyan University

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Newberry Park, CA: Sage Publications, Inc., 1991. Bower, S.A. and Bower, G.H. Asserting Yourself: A Practical Guide for Positive Change. Reading, MA: Addison-Wesley Publishing Company, 1976. Bradford, J. 'The Hormonal Treatment of Sex Offenders,' Bulletin of AAPL, n, 163, 1983, 164-7. Brady, K. Father's Days: A True Story of Ince

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