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Medium 9781626567771

6 The Courage to Care for True Self

, The Center for Courage & Renewal; Francis, Shelly L. Berrett-Koehler Publishers ePub

Self-care is never a selfish act—it is simply good stewardship of the only gift I have, the gift I was put on earth to offer others. Anytime we can listen to true self, and give it the care it requires, we do so not only for ourselves but for the many lives we touch.

—Parker J. Palmer

In 2008, Dr. Mukta Panda was chair of the department of medicine at a nine-hundred-bed university hospital. She had just received an award for her dedication to teaching new doctors and her talent for creating innovative and effective residency programs.1 But Mukta wasn’t happy.

“I was questioning my purpose, value, and worth. Two days earlier, I received news about a personal loss of twenty-five years. I was not sure of where I belonged.”

She was struggling personally and professionally. The politics and expectations of the department chair role no longer seemed aligned with Mukta’s values and gifts. When she had first taken on the role eight years earlier, it was with the goals of growing the faculty team, both in size and in their sense of collaboration, and nurturing young doctors. Over time, the role had come to demand more focus on fiscal issues, less on relationship. “And that’s not who I am,” she said.

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Medium 9781605099552

Chapter 4: The Energizing Leader

Sugerman, Jeffrey Berrett-Koehler Publishers ePub

Of all of the leaders we will discuss in this book, Energizing leaders have the easiest time generating enthusiasm for an idea. They have a contagious sense of optimism that engages people, and they help the group build an invaluable network of connections. We’ll elaborate on the value of the Energizing leader in Chapter 12, but in this chapter we want to dig a little deeper to understand what is going on behind all of that energy. More specifically, we want to help Energizing leaders understand some of the unobservable psychological mechanisms that can hold them back.

If you’re an Energizing leader, you’re probably outgoing and sociable. People readily pick up on your enthusiasm, and you’re rarely at a loss for words. Beneath this extremely positive exterior are deeper motivations, needs, and assumptions that drive you to act the way you do. The more you understand these drivers, the more you’ll be able to consciously control and shape your leadership style.

Based on our research and experience talking to Energizing leaders, the qualities listed below have a significant impact on how you lead.

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Medium 9781855756281

Part 6. Blessings and Humiliations (1966–1970)

Hopkins, Linda Karnac Books ePub

CHAPTER 20

LOSING HIS ANCHORS

[1966] was a year of sustained terror, violence, confusion and humiliation and fervid chaos in my life. I lost and willfully chose to lose all the habitual anchorages that had sustained me for twenty years in England.
Masud Khan1

Ten great years [Svetlana and I] had together, 1956–1966.
Masud Khan2

Amsterdam, 1965, is a marker for the ending of Khan's divine years because the overall lack of understanding of his letter changed him. In his private world, it was perfectly acceptable to make a point using stories that were not exact truths and there was nothing wrong with the letter that had so incensed Frances Gitelson. Khan's preferred communication was through exaggeration, distortion, and even lying, with the goal of expressing the essence of a truth. In contrast to Robert Stoller, Khan did not value a straightforward account of events. In fact, he did not even care about external truth; he told Stoller, speaking seriously, “My realities are psychic realities.”3 In the West, he often quoted Oscar Wilde, who shared this way of thinking: “Nothing that actually occurs is of the smallest importance.”4 People who were willing to “play” with him did not object to this manner of communication and indeed they were regularly inspired by it.

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Medium 9781910444047

CAPÍTULO 1: Psicoterapia con una dimensión espiritual

Mulhern, Alan Ediciones Karnac ePub

 

La psicoterapia es una disciplina amplia. Incluso en las escuelas individuales, tales como las freudianas y junguianas, existen diversas ramas que sostienen puntos de vista diferentes. Para muchos psicoterapeutas la palabra sanación casi no figura en su vocabulario ni en su formación, aunque algunos, como los psicoterapeutas existencialistas y humanistas sí asignan una dimensión espiritual a su trabajo; otros tienen un interés profundo al respecto, como las escuelas junguianas, mientras que las escuelas de psicosíntesis y de psicología transpersonal, por ejemplo, también confieren un componente trascendental y espiritual a la psique. Otros psicoterapeutas, aunque no se formaron en esta área, encuentran que de tiempo en tiempo surgen conceptos espirituales, y se encuentran con pocas herramientas para seguir el trabajo por este sendero. Este capítulo ofrece una visión general del proceso de la psicoterapia que incorpora una dimensión espiritual. El enfoque descrito está inspirado en la obra de Jung y se encuentra muy cercano al concebido por Assagioli. Adicionalmente, incorpora una técnica de tipo meditativo, muy similar a la focalización de experiencias que se asemeja a la teoría y práctica transpersonal. Se destacan cuatro estadios en este proceso siendo el tercero y el cuarto donde predomina la dimensión espiritual. Estos estadios son:

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Medium 9781942496076

Chapter 3: Qualities of Modern Teacher-Learners

Will Richardson Solution Tree Press ePub

In Mindstorms (which should still be required reading for every teacher), Papert (1993b) tells a great story that reveals much about how students perceive their teachers. Briefly, a group of high school seniors had been working on using the LOGO programming language to help create large paper banners wishing a “Merry Christmas!” to be hung in their school. At one point, the teacher and some of her students were attempting to debug a part of the program they had written that was causing the letter R to render incorrectly:

As they puzzled together the child has a revelation. “Do you mean,” he said [to the teacher], “that you really don’t know how to fix it?” The child did not yet know how to say it, but what had been revealed to him was that he and the teacher had been engaged together in a research project. The incident is poignant. It speaks of all the times this child entered into teachers’ games of “let’s do this together” all the while knowing that the collaboration was a fiction. Discovery cannot be a setup; invention cannot be scheduled . . . Sharing the problem and the experience of solving it allows a child to learn from an adult not “by doing what the teacher says” but “by doing what the teacher does.” And one of the things that the teacher does is pursue a problem until it is completely understood. (Papert, 1993b, pp. 114–115)

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Medium 9781576754085

PRINCIPLE FIVE: Value a Diversity of Fun Styles

Yerkes, Leslie Berrett-Koehler Publishers ePub
Medium 9781855752412

CHAPTER ONE Dialogues with parents

Karnac Books ePub

Margaret Rustin

This chapter is intended as an overview of current practice at the Tavistock Clinic. The approach described also represents a significant strand within child, adolescent, and family mental health services of the British National Health Service. I shall sketch a map of some varieties of approach, provide clinical examples, raise some ethical concerns, and explore how work with parents is encompassed within the identity of the child psychotherapist.

History of work with parents within child guidance

Perhaps it would be useful to start with some historical background. The early generations of child psychotherapists could rely on close working partnerships with experienced social workers (Harris, 1968). The postwar child guidance clinics were fortunate in their genuine multidisciplinary ethos and particularly in their social workers, who usually had a commitment to a psychoanalyti-cally based understanding of human development and family relationships. Much of Winnicott’s writing about his hospital work is imbued with his sense of the multidisciplinary teams within which his creative potential developed and standards of good practice were established. This was a very particular culture of care.

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Medium 9781935543428

Chapter 4: The Discipline of Reflection and Balance

Timothy D. Kanold Solution Tree Press ePub

“A slow sort of country,” said the Queen. “Now, here, you see, it takes all the running you can do, to stay in the same place. If you want to get somewhere else, you must run at least twice as fast as that!”

—Lewis Carroll

To become a fully engaged PLC leader, one who does not succumb to the intense and often urgent pace and expectations of the position, requires personal training in the discipline of reflection and balance. This means you fully engage at work, and you intentionally disengage in order to rest and renew. You have developed a sense and clear understanding of how to balance expenditure of your energy with time for renewing your energy. You understand that failure to do so will lead to the ultimate downside of leadership: negative energy and negative relationships producing constant and sustained overload in your work-related tasks. That is not the desired path of a PLC leader, and you don’t arrive there suddenly. An “everything is urgent” pace facilitates a drift toward negative energy. Extraordinary PLC leaders learn how to check for and then stop the drift.

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Medium 9780253007476

4 Old-Time Music in the New Electronic Era

Rick Kennedy Indiana University Press ePub

 

The innovative music released on Gennett Records did not stave off the financial challenges facing the label by the mid-1920s. The foremost threat was the rise of radio, which had begun to change American leisure just as phonographs and records had in the previous decade. Radio was no longer a curiosity embraced by amateur operators. The proliferation of inexpensive sets and of commercial stations offered a new evening diversion for millions of Americans. They could relax with hour-long programs instead of jumping up every three minutes to change a phonograph record; and by 1924, the sound quality of radio receivers was often superior to that of records.

The entire record industry soon felt the pinch. After reaching a peak of about a hundred million records annually in 1921, record revenues declined steadily over the next several years, while radio sales skyrocketed. In 1922, the year Henry Gennett died and his Starr Piano and record division were at a financial high, nationwide radio sales hit $60 million. By 1929, that figure rose to an astounding $850 million.

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Medium 9781780490908

Chapter Eight - Social work in real space and work on inner processes and structures

Bruns, George; Gunter, Michael Karnac Books ePub

CHAPTER EIGHT

Social work in real space and work on inner processes and structures

In psychoanalytic social work the tension between social reality, with which social work is concerned, and the inner world of thoughts and phantasies that psychoanalysis explores, is built into its very name. If we can keep the relation between internal and external reality well balanced and enjoy psychological health and flexibility then this opposition does not represent a serious problem. Quite the contrary it is, rather, a source of enjoyment when we consider what satisfaction and delight we can draw from the playful handling of phantasies when reading a book, for instance, or going to the cinema, watching television, attending a concert, or simply letting ourselves drift into private daydreaming.

This was what Freud meant when he wrote that a phantasy “is the fulfilment of a wish, a correction of unsatisfying reality” (1908e, p. 145). “Nevertheless,” he wrote in another passage, “the mild narcosis induced in us by art can do no more than bring about a transient withdrawal from the pressure of vital needs, and it is not strong enough to make us forget real misery” (1930a, p. 80).

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Medium 9781936227068

6. Vapors and Black Ink

Davis, Belva Berrett-Koehler Publishers ePub

• • •

I drove the Grapevine highway straight back toward the Bay Area, making as few pit stops as humanly possible traveling in the company of a six-yearold boy and a baby girl.

We hoped to lie low while I obtained an apartment and a job. My mother agreed to let Darolyn and me squeeze into her place, which already was housing enough relatives to remind me of D Soloman’s Alley. My old best friend, Rose Mary, offered to take Steven in for a while—an act of bravery considering she had no experience whatsoever with small children. Nor did Steven make it easy for her, considering that he somehow managed to crawl out of a tiny upstairs window and onto her roof, necessitating a Fire Department rescue.

Returning to my mother’s home one night, I observed a car parked across the street and the glow of a cigarette from the driver’s side. Mother, watching anxiously out the window, saw me rushing up the steps; and she quickly opened the door and closed it behind me. She continued to watch from the corner of the window in the darkened room. I sat on the sofa in silence, trying not to panic. Finally, she saw the glow of the cigarette extinguished, the headlights switch on, and the car pull slowly away. Now Frank knew where I was. I had to move, and move quickly.

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Medium 9781780490861

23

Mackenzie, Roderick Karnac Books ePub

CHAPTER TWENTY THREE

I am on a high mountain peak, and far below me lies the ocean. Before me stands a stone, and in my hands I have a hammer and chisel. A voice commands me to chisel a piece from the stone. I put the chisel to the rock and hit it with the hammer, and I am surprised that it cuts through the stone as if it were butter. A piece the size of a chicken's egg comes away, and I notice that it is the colour of gold with a green tinge. I pick the egg stone up, and immediately I feel a surge of power coursing through my hand and then my entire body. I look down at the ocean, and am astonished because I can see to the very bottom. The water has become crystal clear, and strangely the light of the sun can now reach great depths. I can see the currents flowing and sea creatures living. I hear a voice calling me from a distant place. “I am coming,” I reply with my mind, and in an instant I travel hundreds of kilometres to another mountain, and there on the slopes are two women who live in a cave. The one woman asks me for some of the green gold. I break off a piece the size of a grain of rice, and give it to her, then the other woman also asks for a grain, and I give her one as well, and immediately I realise that I have given them more than they can bear.

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Medium 9780253011602

4 Hausa Colonial Agency in the Benue Valley

Moses E. Ochonu Indiana University Press ePub

THE BENUE VALLEY borders Southern Nigeria. It is easy, therefore, to assume that because of its geographical and cultural distance from the defunct caliphate and its proximity to Southern Nigerian culture, the influence of Hausa colonial agents could not have been as profound there. To the contrary, British colonialists assumed that precisely because of the distance between the region and the center of the caliphate it lacked the positive caliphate political institutions and socioeconomic values valorized as the bedrock of indirect rule. This conviction caused British officials to import and rely on hundreds of Hausa colonial agents among the Idoma, Tiv, and Igedde peoples. It was relatively easy for Hausa agents to flock to the Benue Valley: the Benue River, which might have limited the exposure of the Tiv, Idoma, and Igedde peoples to the caliphate and the jihad, now made entry into the region easy for British and Hausa personnel alike.

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Medium 9781937875695

A Trip Home

Kang, Kang Xuepei Texas Review Press ePub

Zeng Jianjun (edited by Kang Xuepei)

The story I am going to tell is actually not about my trip home, but about the girl with whom I traveled. She was also going home. Our five days and four nights together made the trip a lifelong memory for me. Her name was Yufeng.

Yufeng (Jade Phoenix) is a beautiful Chinese name for a girl, reflecting the parents’ great love and expectations for their cherished daughter. When I first met that Jade Phoenix forty years ago, however, her wings were torn and bleeding from attempting to pursue her dream. I learned her story little by little during our trip. We started out from a small northeastern town near the Chinese-Russian border and our final destination together was the city of Xian located at the center of China. The whole trip took us five days and four nights, which turned out to be the longest five days and four nights of my life. I am going to record what happened during our trip home in a geographical sequence. It started at the headquarters of our military farm. Throughout our entire journey, we were plagued by the treacherous yellow notes that turned our journey into a nightmare. I guess that those yellow notes may still be there somewhere in a filing cabinet if the railway bureau has kept all its records back to 1971.

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Medium 9781935542131

Chapter 2: The Case for Formative Assessment

Dylan Wiliam Solution Tree Press ePub

We’ve discussed how increasing the educational achievement of students is a national economic priority, and the only way to do that is to improve teacher quality. We also saw that deselecting existing teachers and improving the quality of entrants into the profession will have, at best, marginal effects, and so securing our economic future boils down to helping teachers who are already in post become more effective.

This chapter reviews the research on teacher professional development and shows that while there are many possible ways in which we could seek to develop the practice of serving teachers, attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes. The chapter concludes by defining what, exactly, formative assessment is.

Andrew Leigh (2010) analyzed a data set that included test scores on 90,000 Australian elementary school students and found that, as in the American research, whether the teacher had a master’s degree made no difference. He did, however, find a statistically significant relationship between how much a student learned and the experience of the teacher, as can be seen in figure 2.1 (page 28).

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