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De springprocessie: Levendige lessen in zakelijk schrijven (Docentenreeks)
by M. ClaessensHoewel er nogal gewichtig over wordt gedaan, worden zakelijke teksten 'gewoon' geschreven door mensen van vlees en bloed die schrijven omdat ze iets willen zeggen. Dat is de essentie van dit boek.De springprocessie biedt zestien vrolijke en trefzekere oefeningen waarmee u uw studenten in sprongen kunt leren schrijven. In sprong 1 uiten studenten hun gedachten, observaties en emoties ('Laat je gaan!'), en wel zó dat er precies staat wat ze bedoelen ('Zie ik het echt voor me?'). In sprong 2 leren ze hun lezer 'van binnenuit' kennen en hun teksten op hem af te stellen ('Luister naar de stem van de lezer en becommentarieer zo je tekst'). In sprong 3 is die stem geïnternaliseerd en doen ze aan zelfhulp ('Schrijf eerst brutaal, dan flemend en dan precies goed'). Ze analyseren de context en controleren hun strategie ('Bedenk uitvluchten voor de lezer om niet op je verzoek in te hoeven gaan'). Schrijven is actie, maar ook interactie en reflectie. De teksten worden voorgelezen, geanalyseerd enherschreven.
De therapeutische relatie bij cognitieve gedragstherapie
by Nikolaos Kazantzis Frank M. Dattilio Keith S. DobsonDit boek laat zien hoe de therapeutische relatie in de cognitieve gedragstherapie (CGT) kan worden ingezet om verandering te weeg te brengen. Het beschrijft onder andere hoe casusconceptualisatie gebruikt kan worden om te beslissen wanneer relatieproblemen moeten worden aangepakt, welke specifieke strategieën moeten worden gebruikt (bijvoorbeeld het uiten van empathie of het vragen van feedback aan cliënten) en hoe therapeuten kunnen omgaan met hun eigen emotionele reacties tijdens een therapiesessie. De therapeutische relatie bij cognitieve gedragstherapie legt daarnaast uit hoe samenwerking, empirisme en de socratische dialoog kunnen worden versterkt en de resultaten kunnen worden verbeterd. Speciale onderwerpen die aan bod komen zijn onder andere het verbeteren van de therapeutische relatie bij paren, gezinnen, groepen, kinderen en adolescenten. De therapeutische relatie bij cognitieve gedragstherapie is toegankelijk geschreven, biedt praktische klinische aanbevelingen, veel casuïstiek, werkbladen en een groot aantal oefeningen.
De verleiding weerstaan: Over de noodzaak van het doordacht ontwerpen van opleidingen
by M. Banens A. B. Wilkens E. L. de With A. ReintsToen de Britse klimmer George Mallory in 1924 de vraag kreeg voorgelegd waarom hij de Mount Everest wilde beklimmen, luidde zijn antwoord simpelweg: 'Because It's There'.Voor het beklimmen van de Mount Everest is dat wellicht reden genoeg, maar bij het ontwerpen van opleidingen verdient het toch de voorkeur onderwijskundige wenselijkheden en mogelijkheden centraal te stellen. Toch blijkt dat niet altijd het geval te zijn, vooral wanneer het gaat om nieuwe technische ontwikkelingen. ICT–toepassingen bijvoorbeeld worden vaak met geen andere reden in een opleiding opgenomen dan omdat 'ze er nu eenmaal zijn', of omdat de concurrent dat ook doet.Dit boek is een pleidooi om de verleiding te weerstaan en onderwijs doordacht te ontwerpen, rekening houdend met visies op leren, kenmerken van de doelgroep en de organisatorische context. Met dit boek viert het CLU zijn vierde lustrum. Het is niet toevallig dat bij deze feestelijke gelegenheid een boek als dit verschijnt. Het CLU heeft niet voor niets twintig jaar 'gefundeerd onderwijs' in zijn vaandel staan.Het boek is geen handleiding tot het ontwerpen van onderwijs. Het geeft wel te denken. En zal iedereen die te maken heeft met het ontwerpen van opleidingen en onderwijs tot steun kunnen zijn.
De verslavingszorg voorbij
by Jaap van der StelDit boek is geschreven naar aanleiding van het honderdjarig bestaan van Bouman GGZ, de grootste GGZ-instelling in Nederland die zich specifiek richt op verslavingspsychiatrie. Auteur Jaap van der Stel heeft een overzicht samengesteld van historische en actuele wetenschappelijke kennis. Allerlei facetten van verslaving en het denken over verslaving worden besproken. Het boek bevat een uitgesproken visie: er is behoefte aan een psychosociale neurowetenschap van verslaving.Verslaving wordt hierbij gezien als een psychobiologisch verschijnsel, een verschijnsel dat betrekking heeft op de disfunctie van specifieke systemen in het brein. Maar ook de sociale en culturele context speelt hierbij een rol; een volledige verklaring van de ontwikkeling van verslavingsgedrag kan niet zonder kennis vanuit de sociale wetenschappen tot stand komen.Onderwerpen die aan de orde komen: - Historisch overzicht- Sociaal werkers, psychologen en psychiaters- Modern hersenonderzoek- Biopsychosociale benadering- Verslaving en vrije wil- Erfelijkheid en farmacologie- Evidence based medicine- Comorbiditeit
De Waayenborg: Werkboek voor kwalificatieniveau 3, deelkwalificatie 308 (Zorggericht)
by J. Sevenhuijsen C.J.M. van der Cingel D.E. Zwart Nicolien van Halem J.G.M. Hutten J.H. van Meteren M. van der Linden A. Ormel A. SmitZorgcategorie: Revaliderenden Setting: Verpleeghuis, afdeling revalidatie Korte inhoud: De Waayenborg is een verpleeghuis midden in een woonwijk van een middelgrote stad. Dit heeft zo zijn voordelen: de bereikbaarheid is goed en er is altijd wel wat te beleven in en om het huis. Er wonen psychogeriatrische zorgvragers en mensen met een somatische aandoening. Zoals zo veel verpleeghuizen heeft De Waayenborg ook een revalidatieafdeling.
De zorg voor pleegkinderen
by M. A. Maaskant A. ReindersDit toegankelijke boek legt vanuit de theorie uit wat de gevolgen zijn voor de ontwikkeling van een pleegkind, dat – zoals meestal – veel spanning en onveiligheid heeft doorgemaakt en niet bij de eigen ouders op kan groeien. Daarnaast worden er vanuit de praktijk aan de hand van sprekende voorbeelden, tips en adviezen gegeven. Die maken duidelijk hoe (aanstaande) pleegouders, ouders en leerkrachten met pleegkinderen kunnen omgaan. In het boek komen de volgende vragen aan de orde: Wat is pleegzorg precies? Met welke problemen krijgen pleegkinderen en hun pleegouders vaak te maken? Wat betekent het voor de ouders bij wie een kind uit huis geplaatst is? Waar krijgen pleegouders (en leerkrachten) allemaal mee te maken bij de opvoeding van een pleegkind? En zeker niet in de laatste plaats: wat betekent het voor het betrokken kind?Het boek is bestemd voor pleegouders, pleegzorgwerkers, jeugdbeschermers, biologische ouders van pleegkinderen, en voor professionals werkzaam in de jeugdzorg/ggz en voor leerkrachten.
Dead-End Lovers: How to Avoid Them and Find True Intimacy
by Nina W. BrownEstablishing and maintaining a meaningful, satisfying, and enduring intimate relationship can be elusive for many people. Time and again, they are drawn to lovers with whom the relationship is futile, ending with hurt feelings and regrets. In this work, Nina Brown shares her longtime experience as a professional counselor to help those who ask: Why do I keep picking unsuitable lovers? Brown calls them dead-end lovers, and in this work she shows us, not only how to spot them early and avoid them, but also what it is—what psychological needs we have —that attracts us to them.Guided by decades of counseling those with relationship problems, Brown includes 17 clear signals of unsuitability, and tells us how to spot the five types of unsuitable lovers: Hurting and Needy, Risk-Taking and Rebellious, Charming and Manipulative, Self-absorbed, or Exotic and Different. To help us understand why we are drawn to them, she explains the personal psychological lures and attractions we may have—from Being a Saver, to Searching for Excitement, Craving Attention and Admiration, Finding a Mirror, and Rebellion against Convention. She also explains why entering into a relationship expecting to change another person is most often just an exercise in futility.Perhaps most important, Brown details how we can move ahead and find true intimacy by pinpointing the components of a satisfying and meaningful intimate relationship, increasing interpersonal effectiveness, strengthening our psychological boundaries, resisting lures, managing emotions, and becoming aware of potential personal romantic illusions.
The Dead Father: A Psychoanalytic Inquiry
by Lila J. Kalinich Stuart W. TaylorWhat is the significance of the Father in psychoanalysis today? This book constructs a much needed framework to allow psychoanalysts to consider the difficulties of a generation without a solid anchor in the Father. The Dead Father: A Psychoanalytic Inquiry provides a necessary addition to decades of work on the role of the mother in development. The editors bring together world renowned scholars to discuss current observations in their fields, in terms of the Father’s changing but essential functions, both in the lives of the individual and collective. Divided into four parts, chapters focus on: The Lost Father The Father Embodied The Father in Theory Father Culture. Exploring the role of the father in individual psychology, everyday interpersonal and social experience and cultural phenomena writ large, this book will be essential reading for psychoanalysts, as well as psychologists, social workers and scholars in the humanities.
The Dead Father: A Psychoanalytic Inquiry
by Lila J. Kalinich Stuart W. TaylorWhat is the significance of the Father in psychoanalysis today? This book constructs a much needed framework to allow psychoanalysts to consider the difficulties of a generation without a solid anchor in the Father. The Dead Father: A Psychoanalytic Inquiry provides a necessary addition to decades of work on the role of the mother in development. The editors bring together world renowned scholars to discuss current observations in their fields, in terms of the Father’s changing but essential functions, both in the lives of the individual and collective. Divided into four parts, chapters focus on: The Lost Father The Father Embodied The Father in Theory Father Culture. Exploring the role of the father in individual psychology, everyday interpersonal and social experience and cultural phenomena writ large, this book will be essential reading for psychoanalysts, as well as psychologists, social workers and scholars in the humanities.
The Dead House
by Dawn KurtagichTwenty-five years ago, Elmbridge High School burned down. The blaze killed three and injured twenty, and one pupil, Carly Johnson, disappeared. For two decades, little was revealed about what became known as the Johnson Incident.Until now. A diary has been found in the ruins of the school. In this diary, Kaitlyn Johnson, Carly's twin, tells of the strange and disturbing sequence of events leading to the incident. But Kaitlyn doesn't exist. She never has.Chilling, creepy and compelling, THE DEAD HOUSE is one of those very special books that finds all the dark places in your imagination, and haunts you long after you've finished reading.
The Dead House: A Companion Novella
by Dawn KurtagichA digital short story from The Dead House author Dawn Kurtagich There is a box. A box that should never have been discovered. And a warning beneath the lid. This was for Kaitlyn. It was a mistake. Forget this box and leave the Isle. Don't look any further. I'm begging you. N.C.D. 2006After the inferno that swept through Elmbride High, claiming the lives of three teenagers and causing one student, Carly Johnson, to disappear, Naida Chounan-Dupre was locked away for the good of society.But that wasn't the end of the story. Because you can't play with the devil and not pay the price.The chilling, psychological horror of The Dead House returns with never-before-seen footage of the Naida tapes.
The Dead Moms Club: A Memoir about Death, Grief, and Surviving the Mother of All Losses
by Kate SpencerA humorous and heartfelt memoir about weathering the loss of a parent, offering advice and tips on surviving grief. Kate Spencer lost her mom to cancer when she was 27. In The Dead Moms Club, she walks readers through her experience of stumbling through grief and loss, and helps them to get through it, too. This isn't a weepy, sentimental story, but rather a frank look at what it means to go through gruesome grief and come out on the other side.The Dead Moms Club covers how losing her mother changed nearly everything in Spencer's life. And it offers cheeky but useful tip for readers throughout -- like the "It's None of Your Business Card," to copy and hand out to nosy strangers.Anyone who has lost a parent or loved one will be comforted and consoled by this empathetic book.
The Dead Mother: The Work of Andre Green (The New Library of Psychoanalysis)
by Gregorio KohonThe Dead Mother brings together original essays in honour of André Green. Written by distinguished psychoanalysts, the collection develops the theme of his most famous paper of the same title, and describes the value of the dead mother to other areas of clinical interest: psychic reality, borderline phenomena, passions and identification. The concept of the 'dead mother' describes a clinical phenomenon, sometimes difficult to identify, but always present in a substantial number of patients. It describes a process by which the image of a living and loving mother is transformed into a distant figure; a toneless, practically inanimate, dead parent. In reality, the mother remains alive, but she has psychically 'died' for the child. This produces a depression in the child, who carries these feelings within him into adult life, as the experience of the loss of the mother's love is followed by the loss of meaning in life. Nothing makes sense any more for the child, but life seems to continue under the appearance of normality. The Dead Mother is a valuable contribution to literature on psychoanalytic and psychotheraputic approaches to grief, loss and depression.
The Dead Mother: The Work of Andre Green (The New Library of Psychoanalysis)
by Gregorio KohonThe Dead Mother brings together original essays in honour of André Green. Written by distinguished psychoanalysts, the collection develops the theme of his most famous paper of the same title, and describes the value of the dead mother to other areas of clinical interest: psychic reality, borderline phenomena, passions and identification. The concept of the 'dead mother' describes a clinical phenomenon, sometimes difficult to identify, but always present in a substantial number of patients. It describes a process by which the image of a living and loving mother is transformed into a distant figure; a toneless, practically inanimate, dead parent. In reality, the mother remains alive, but she has psychically 'died' for the child. This produces a depression in the child, who carries these feelings within him into adult life, as the experience of the loss of the mother's love is followed by the loss of meaning in life. Nothing makes sense any more for the child, but life seems to continue under the appearance of normality. The Dead Mother is a valuable contribution to literature on psychoanalytic and psychotheraputic approaches to grief, loss and depression.
Dead Weight: On hunger, harm and disordered eating
by Emmeline Clein'Sharply intelligent . . . a consoling and enraging book' - Sarah Moss, author of The Fell'Electric with insight' - Leslie Jamison, author of The RecoveringEmmeline Clein's own history of disordered eating began when she was just twelve. In Dead Weight, alongside her own experience and through the stories of other women – famous figures from across time and popular culture, and girls she's known and loved – she traces the medical and cultural history of anorexia, bulimia, orthorexia and binge eating disorder.In writing that’s electric, fierce and endlessly curious, Clein investigates the economic conditions underpinning our eating disorder epidemic, grapples with the myriad ways disordered eating has affected her own friendships and romantic relationships, and illuminates how today's feminism has been complicit in disordered eating culture. Through it all, she challenges the accepted narratives women absorb every day about themselves, unearthing the pernicious messages that connect female worth to inhabiting an ever-smaller form.Aiming to galvanize readers against disordered eating, Clein imagines a world where we allow ourselves to listen to our appetites and fight back against these diseases of self-destruction. In an age of appetite suppression, when self-shrinking is fetishized as a core tenet of the feminine experience, it is far past time for a book like Dead Weight.
Deadly Desires: A Psychoanalytic Study of Female Sexual Perversion and Widowhood in Fin-de-Siecle Women's Writing
by Julie Lokis-AdkinsDuring the fin-de-siecle, stories about hysterical women filled the air of Paris and the novels emerging during this era conveyed this hysteria and openly portrayed the symptoms of the women being treated at the Salpetiere. This book examines the emergence of hysterical discourse and its influence on women's writing, specifically focusing on the presentation of female sexuality in three different narratives.
Deadly Desires: A Psychoanalytic Study of Female Sexual Perversion and Widowhood in Fin-de-Siecle Women's Writing
by Julie Lokis-AdkinsDuring the fin-de-siecle, stories about hysterical women filled the air of Paris and the novels emerging during this era conveyed this hysteria and openly portrayed the symptoms of the women being treated at the Salpetiere. This book examines the emergence of hysterical discourse and its influence on women's writing, specifically focusing on the presentation of female sexuality in three different narratives.
Deadly Documents: Technical Communication, Organizational Discourse, and the Holocaust: Lessons from the Rhetorical Work of Everyday Texts (Baywood's Technical Communications)
by Mark WardScholars, teachers, and practitioners of organizational, professional, and technical communication and rhetoric are target audiences for a new book that reaches across those disciplines to explore the dynamics of the Holocaust. More than a history, the book uses the extreme case of the Final Solution to illumine the communicative constitution of organizations and to break new ground on destructive organizational communication and ethics. Deadly Documents: Technical Communication, Organizational Discourse, and the Holocaust—Lessons from the Rhetorical Work of Everyday Texts starts with a microcosmic look at a single Nazi bureau. Through close rhetorical, visual, and discursive analyses of organizational and technical documents produced by the SS Security Police Technical Matters Group—the bureau that managed the Nazi mobile gas van program—author Mark Ward shows how everyday texts functioned as “boundary objects” on which competing organizational interests could project their own interpretations and temporarily negotiate consensus for their parts in the Final Solution. The initial chapters of Deadly Documents provide a historical ethnography of the SS technical bureau by closely describing the institutional and organizational cultures in which it operated and relating organizational stories told in postwar testimony by the desk-murderers themselves. Then, through examination of the primary material of their documents, Ward demonstrates how this Social Darwinist world of competing Nazi bureaucrats deployed rhetorical and linguistic resources to construct a social reality that normalized genocide. Ward goes beyond the usual Weberian bureaucratic paradigm and applies to the problem of the Holocaust both the interpretive view that sees organizations as socially constructed through communication and the postmodern view that denies the notion of a preexisting social object called an “organization” and instead situates it within larger discourses. The concluding chapters trace how contemporary scholars of professional communication have wrestled with the Nazi case and developed a consensus explanation that the desk-murderers were amoral technocrats. Though the explanation is dismissed by most historians, it nevertheless offers, Ward argues, a comforting distance between “us” and “them.” Yet, as Ward writes, “First, we will learn more about the dynamic role of everyday texts in organizational processes. Second, as we see these processes—perhaps inherent to all organized communities, including our own—at work even in the extreme case of the SS Technical Matters Group, the comforting distance that we now maintain between ‘them’ and ‘us’ is necessarily diminished. And third, our newfound discomfort may open productive spaces to revisit conventional wisdoms about the ethics of technical and organizational communication.”
Deadly Documents: Technical Communication, Organizational Discourse, and the Holocaust: Lessons from the Rhetorical Work of Everyday Texts (Baywood's Technical Communications)
by Mark WardScholars, teachers, and practitioners of organizational, professional, and technical communication and rhetoric are target audiences for a new book that reaches across those disciplines to explore the dynamics of the Holocaust. More than a history, the book uses the extreme case of the Final Solution to illumine the communicative constitution of organizations and to break new ground on destructive organizational communication and ethics. Deadly Documents: Technical Communication, Organizational Discourse, and the Holocaust—Lessons from the Rhetorical Work of Everyday Texts starts with a microcosmic look at a single Nazi bureau. Through close rhetorical, visual, and discursive analyses of organizational and technical documents produced by the SS Security Police Technical Matters Group—the bureau that managed the Nazi mobile gas van program—author Mark Ward shows how everyday texts functioned as “boundary objects” on which competing organizational interests could project their own interpretations and temporarily negotiate consensus for their parts in the Final Solution. The initial chapters of Deadly Documents provide a historical ethnography of the SS technical bureau by closely describing the institutional and organizational cultures in which it operated and relating organizational stories told in postwar testimony by the desk-murderers themselves. Then, through examination of the primary material of their documents, Ward demonstrates how this Social Darwinist world of competing Nazi bureaucrats deployed rhetorical and linguistic resources to construct a social reality that normalized genocide. Ward goes beyond the usual Weberian bureaucratic paradigm and applies to the problem of the Holocaust both the interpretive view that sees organizations as socially constructed through communication and the postmodern view that denies the notion of a preexisting social object called an “organization” and instead situates it within larger discourses. The concluding chapters trace how contemporary scholars of professional communication have wrestled with the Nazi case and developed a consensus explanation that the desk-murderers were amoral technocrats. Though the explanation is dismissed by most historians, it nevertheless offers, Ward argues, a comforting distance between “us” and “them.” Yet, as Ward writes, “First, we will learn more about the dynamic role of everyday texts in organizational processes. Second, as we see these processes—perhaps inherent to all organized communities, including our own—at work even in the extreme case of the SS Technical Matters Group, the comforting distance that we now maintain between ‘them’ and ‘us’ is necessarily diminished. And third, our newfound discomfort may open productive spaces to revisit conventional wisdoms about the ethics of technical and organizational communication.”
The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans
by Patricia Elizab Spencer Carol J. Erting Marc MarscharkThis book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and school. A variety of disciplines and perspectives are provided in order to capture the complexity of factors affecting development of these children in their diverse environments. Consistent with current theory and educational practice, the book focuses most strongly on the interaction of family and child strengths and needs and the role of educational and other interventionists in supporting family and child growth. This work, and the authors represented in it, have been influenced by the seminal work of Kathryn P. Meadow-Orlans, whose work continues to apply a multidisciplinary, developmental approach to understanding the development of deaf children. The book differs from other collections in the degree to which the chapters share ecological and developmental theoretical bases. A synthesis of information is provided in section introductions and in an afterword provided by Dr. Meadow-Orlans. The book reflects emerging research practice in the field by representing both qualitative and quantitative approaches. In addition, the book is notable for the contributions of deaf as well as hearing authors and for chapters in which research participants speak for themselves--providing first-person accounts of experiences and feelings of deaf children and their parents. Some chapters in the book may surprise readers in that they present a more positive view of family and child functioning than has historically been the case in this field. This is consistent with emerging data from deaf and hard of hearing children who have benefitted from early identification and intervention. In addition, it represents an emerging recognition of strengths shown by the children and by their deaf and hearing parents. The book moves from consideration of child and family to a focus on the role and effects of school environments on development. Issues of culture and expectations pervade the chapters in this section of the book, which includes chapters addressing effects of school placement options, positive effects of learning about deaf culture and history, effects of changing educational practice in developing nations, and the need for increased knowledge about ways to meet individual needs of the diverse group of deaf and hard of hearing students. Thus, the book gives the reader a coherent view of current knowledge and issues in research and intervention for deaf and hard of hearing children and their families. Because the focus is on child and family instead of a specific discipline, the book can serve as a helpful supplemental text for advanced undergraduate and graduate courses in a variety of disciplines, including education, psychology, sociology, and language studies with an emphasis on deaf and hard of hearing children.
The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans
by Patricia Elizab Spencer Carol J. Erting Marc MarscharkThis book presents chapters by many eminent researchers and interventionists, all of whom address the development of deaf and hard-of-hearing children in the context of family and school. A variety of disciplines and perspectives are provided in order to capture the complexity of factors affecting development of these children in their diverse environments. Consistent with current theory and educational practice, the book focuses most strongly on the interaction of family and child strengths and needs and the role of educational and other interventionists in supporting family and child growth. This work, and the authors represented in it, have been influenced by the seminal work of Kathryn P. Meadow-Orlans, whose work continues to apply a multidisciplinary, developmental approach to understanding the development of deaf children. The book differs from other collections in the degree to which the chapters share ecological and developmental theoretical bases. A synthesis of information is provided in section introductions and in an afterword provided by Dr. Meadow-Orlans. The book reflects emerging research practice in the field by representing both qualitative and quantitative approaches. In addition, the book is notable for the contributions of deaf as well as hearing authors and for chapters in which research participants speak for themselves--providing first-person accounts of experiences and feelings of deaf children and their parents. Some chapters in the book may surprise readers in that they present a more positive view of family and child functioning than has historically been the case in this field. This is consistent with emerging data from deaf and hard of hearing children who have benefitted from early identification and intervention. In addition, it represents an emerging recognition of strengths shown by the children and by their deaf and hearing parents. The book moves from consideration of child and family to a focus on the role and effects of school environments on development. Issues of culture and expectations pervade the chapters in this section of the book, which includes chapters addressing effects of school placement options, positive effects of learning about deaf culture and history, effects of changing educational practice in developing nations, and the need for increased knowledge about ways to meet individual needs of the diverse group of deaf and hard of hearing students. Thus, the book gives the reader a coherent view of current knowledge and issues in research and intervention for deaf and hard of hearing children and their families. Because the focus is on child and family instead of a specific discipline, the book can serve as a helpful supplemental text for advanced undergraduate and graduate courses in a variety of disciplines, including education, psychology, sociology, and language studies with an emphasis on deaf and hard of hearing children.
Deaf Children: Developmental Perspectives
by Lynn S. LibenDeaf Children: Developmental Perspectives aims to identify new areas of research, evaluation, and application related to deafness. The book discusses the development of deaf children; the methodological issues in research with deaf children; and the structural properties of American sign language. The text also describes the acquisition of signed and spoken language; speculations concerning deafness and learning to read; future prospects in language and communication for the congenitally deaf. The role of vision in language acquisition by deaf children; research and clinical issues on impulse control in deaf children; and the effects of deafness on childhood development are also considered. The book further tackles the education implications of research and theory with the deaf; developmental perspectives on the experiential deficiencies of deaf children; and the development of the deaf individual and the deaf community. Scholars interested in more general issues within disciplines such as sociology, developmental psychology, linguistics, psycholinguistics, experimental psychology, communication, clinical psychology, psychiatry, and education will find the text invaluable.
Deaf Cognition: Foundations and Outcomes (Perspectives on Deafness)
by Marc Marschark Peter C. HauserDeaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.
Deaf Education Beyond the Western World: Context, Challenges, and Prospects (Perspectives on Deafness)
by Harry Knoors, Maria Brons and Marc MarscharkIf teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general -- and education for deaf learners in particular -- is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.
Deaf Education Beyond the Western World: Context, Challenges, and Prospects (Perspectives on Deafness)
If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general -- and education for deaf learners in particular -- is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.