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A pioneer in the field of family therapy presents an effective, straightforward approach for conducting first therapy sessions, showing step-by-step how to identify client problems and help solve them within families. Expands on the ideas Haley first presented in his best-selling book Problem-Solving Therapy.
Now in its fourth edition, Adult Education and Lifelong Learning is well established, and is regarded as the most widely used text about adult education. Fully revised and updated with substantial additional material, this new edition takes account of many changes which have occurred in the field of adult education. With new features for students and researchers, updates incorporate: material on the ethical and political implications of lifelong learning detailed information on changes relating to globalisation increased emphasis on societal changes information on the way technologies are affecting the way people learn changing approaches to knowledge, knowledge acquisition and knowledge assessment. Students of education and education studies will find this an invaluable course companion, whilst practitioners and researchers in adult and lifelong learning will find this new fully-up-to-date edition even broader in scope than the last.
Presenting the findings of the first large scale study on the social consequences of participation in various forms of adult and lifelong learning, this book investigates the relationships between education and key social concerns such as health.
Learning is an inseparable part of human experience. Understanding how adults learn and applying that expertise to practical everyday situations and relationships opens the window on a broader understanding of the capacity of the human mind. Dorothy MacKeracher's Making Sense of Adult Learning was first published in 1996, and was acclaimed for its readability and value as a reference tool. For the second edition of this essential work, MacKeracher has reorganized and revised many of the chapters to bring the text up-to-date for contemporary use. Concepts are presented from learning-centred and learner-centred perspectives, while related learning and teaching principles provide ideas about how one may enable others to learn more effectively. Written for people preparing to become adult educators, Making Sense of Adult Learning provides background information about the nature of adult learning and the characteristics that typify adult learners. This new edition will be quick to assert its place as the premier guide in the field.
Based on research from the Thomas Coram Research Unit, the contributors to this text look at the views and experiences of young people and provide an encouraging outlook of what those in care have the potential to achieve. Those factors that help to result in more successful outcomes are identified, and policy recommendations are made, for enabling young people in and leaving care to triumph when the odds are stacked against them. In Care and After adds a new dimension to the current literature on local authority care of young people and children. Those working within the fields of social care, health and education as well as students on social work courses will find this essential reading and a welcome addition.
K. Warner Schaie I am pleased to write a foreword for this interesting volume, particularly as over many years, I have had the privilege of interacting with the editors and a majority of the con tributors in various professional roles as a colleague, mentor, or research collaborator. The editors begin their introduction by asking why one would want to read yet another book on human development. They immediately answer their question by pointing out that many developmentally oriented texts and other treatises neglect the theoretical foundations of human development and fail to embed psychological constructs within the multidisciplinary context so essential to understanding development. This volume provides a positive remedy to past deficiencies in volumes on hu man development with a well-organized structure that leads the reader from a general introduction through the basic processes to methodological issues and the relation of developmental constructs to social context and biological infrastructure. This approach does not surprise. After all, the editors and most of the contributors at one time or an other had a connection to the Max Planck Institute of Human Development in Berlin, whether as students, junior scientists, or senior visitors. That institute, under the leader ship of Paul Baltes, has been instrumental in pursuing a systematic lifespan approach to the study of cognition and personality. Over the past two decades, it has influenced the careers of a generation of scientists who have advocated long-term studies of human development in an interdisciplinary context.
The time is right for this comprehensive, state-of-the-art Handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning - a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education), the volume is organized around six themes: theoretical perspectives on adult development and learning research methods in adult development research on adult development research on adult learning aging and gerontological research policy perspectives on aging. The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning.