...Through narrative therapy a counselor can help clients gain access to preferred story lines about their lives and identities taking the place of previous negative and self-defeating narratives that destroy the self. Presented in this paper, is an overview of the Narrative therapy and the Social Construction Model and several facets of this approach including poststrucuralism, deconstructionism, self-narratives, cultural narratives, therapeutic conversations, ceremonies, letters and leagues. A personal integration of faith in this family counseling approach is presented and discussed also in this paper. NARUMI AMADOR’S FAMILY CONSELING APPROACH Introduction Narrative therapy is found under the Social Construction Model. Using the Narrative approach, the therapist will not be the central figure in the therapeutic process, instead he will be influential to the client, helping him/her internalize and create new stories within themselves to draw new and healthier assumptions about who they are. This process enables clients to distract from focusing on the negative narratives which defined their past, redefining their lives into future positive stories. Narrative therapists define the problem as the problem instead of defining the client as the problem. The therapy process begins redefining the problem, externalizing it and getting it out in the open. The narrative therapist uses the questioning technique and creates alternative narratives to connect...
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...Positive Psychology Areas of Focus in Relation to Interpersonal and Prosocial Behavior Carmen Amaya Park University 1. Abstract The concepts of Positive Psychology are explored through an intrapersonal, interpersonal, and pro-social lens using empirical research as the basis. The paper examines the history, intentions and scope of positive psychology in relationship to personal experiences and character traits that lead to personal effectiveness. The specific Areas of Focus examine the major principles of Positive Psychology and their importance with regards to; changes in emotional states, cognitive processes and experiences in juxtaposition with current research. The concepts and principles are then applied to current goals, plans and future application in respect to the workplace, environment and culture. Finally, the challenges, obstacles and unanswered questions are discussed in current applications of Positive Psychology. Keywords: Positive Psychology, resiliency, hope, theories, emotion, cognition 2. Positive Psychology Areas of Focus in Relation to Interpersonal and Pro-social Behavior Major Principles and Concepts The primary underlying assumption of positive psychology is that psychology should focus on encouraging people’s strengths rather than fixing their weaknesses (Seligman & Csikszentmihalyi, 2000). Seligman and Csikszentmihalyi (2000) assert that as a new psychological paradigm, positive psychology rejects the disease...
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...SL History Internal Assessment Japanese-Canadian Internment Camps To What Extent did the Pearl Harbor Attacks affect Political Discrimination Against People of Japanese Descent in Canada? Mihir Thakkar Candidate Number: 000881-0043 May 2014 Word Count: 1,703 A. Plan of Investigation This investigation will measure to extent to which the Pearl Harbor attacks affected the political discrimination against people of Japanese descent in Canada, including the internment of Japanese-Canadians during World War II. This investigation will be carried out through analysis of various documents about the Japanese-Canadian internment. A variety of sources will be used, from books by victims of the internment to scholarly sources about the war between Canada and Japan. Two of the documents will then be thoroughly assessed, which will provide evidence to properly and reasonably answer the question. This date range of this study is from 1887 until the official government redress, which took place in the 1970s. The question will be answered through factual evidence of the internment, as well as narrative evidence describing other forms of political discrimination. B. Summary of Evidence Racism before Pearl Harbor • • Manzo Nagano, the first immigrant from Japan moved to Canada in 1877.1 In the 1920s, the Canadian Government limited the number of fishing licenses allowed for Japanese citizens.2 • In the Great Depression, the government of British Columbia denied logging...
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...An example of an autobiographical essay/personal narrative [Written by a student in the Labour Studies program, used with permission] My name is Carlo, and I was born in June, 1958, in Italy. Our family, made up of my mother, father, and a brother, emigrated to Noranda, Quebec, when I was five years old. I encountered my first, but not last, taste of racism when kids in the neighbourhood laughed at my poor command of English. As fast as I could I learned not only English, but French as well. I became trilingual, speaking fluent French and English, as well as Italian. In the process, I made new friends from a lot of different cultural backgrounds. We then moved to Toronto, Ontario, where my Dad got work in a rubber factory. From my earliest days, I knew our family had to struggle for every penny. My Mom baked pizza which my brother sold by the slice, door to door. I caddied at the local golf courses and brought home all the money that I made. I hated it when other kids made fun of working people, like garbage collectors, who cleaned up trash for a living. When I was in grade six, I was ill in hospital for two months with a kidney infection, and it changed my whole life. I seriously took up playing guitar. I began to do photography, and joined the audiovisual club. I discovered I was artistic with an interest in graphic art, although I didn’t always agree with the kind of art assignments the teacher gave us. However, I had no idea what to do after high school graduation...
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...An example of an autobiographical essay/personal narrative [Written by a student in the Labour Studies program, used with permission] My name is Carlo, and I was born in June, 1958, in Italy. Our family, made up of my mother, father, and a brother, emigrated to Noranda, Quebec, when I was five years old. I encountered my first, but not last, taste of racism when kids in the neighbourhood laughed at my poor command of English. As fast as I could I learned not only English, but French as well. I became trilingual, speaking fluent French and English, as well as Italian. In the process, I made new friends from a lot of different cultural backgrounds. We then moved to Toronto, Ontario, where my Dad got work in a rubber factory. From my earliest days, I knew our family had to struggle for every penny. My Mom baked pizza which my brother sold by the slice, door to door. I caddied at the local golf courses and brought home all the money that I made. I hated it when other kids made fun of working people, like garbage collectors, who cleaned up trash for a living. When I was in grade six, I was ill in hospital for two months with a kidney infection, and it changed my whole life. I seriously took up playing guitar. I began to do photography, and joined the audiovisual club. I discovered I was artistic with an interest in graphic art, although I didn’t always agree with the kind of art assignments the teacher gave us. However, I had no idea what to do after high school graduation...
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...north, and calling for action against the cruel institution of slavery. Employed as a teacher by Pace University in 1968, Jean Fagan Yellin wrote and published her dissertation. While re-reading Incidents in the 1970s as part of the project and to educate herself in the use of gender as a category of analysis, Yellin became interested in the question of the text's true authorship. Over the next six-years, Yellin found and used historical documents including the Amy Post papers at the University of Rochester (Post was a close friend of Jacobs), state and local historical societies, and the Horniblow and Norcum papers at the North Carolina state archives, to establish both that Harriet Jacobs was the true author of Incidents, and that the narrative was her autobiography. Her edition...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...(Bataille, 1962; Whitehead, 1999) embodied in my whole being with a passion and internal power to effect good. Feminist Barbara Du Bois (1983) writes of "passionate scholarship" as being "science-making, which is rooted in, animated by and expressive of our values" (p. 113) (Belenky, et. al., 1986, p. 141). One of the reasons I can accomplish as much as I do is that the work and the relationships appear to be many and complex but because they are inter-related and connected they provide a synergy that produces results in numbers of seemingly different and unrelated focus areas. I find that as I am supporting individuals like Cheryl and Greg[1] and Maria[2] and Kim[3] in dialectical and dialogical processes that I am learning and improving myself and at the same time educating social formations (Bourdieu, 1990). I hold onto a vision of a whole system dedicated to the learning of everyone in the organization, but most especially the learning of the students. That vision is wrapped up in an...
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...University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2010 Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council:...
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...these questions by tracing historical developments in this area, by considering what may be unique about feminist epistemologies and feminist methodologies, by reviewing some of sociology’s key contributions to this area of scholarship and by highlighting some key emergent trends. The chapter begins with a brief overview of the theoretical and historical development of feminist epistemologies, followed by a similar overview of feminist methodologies. The final section discusses how feminist 36 epistemologies and feminist methodologies have begun to merge into an area called feminist research and details some key pillars of contemporary and emergent work in this area. FEMINIST EPISTEMOLOGIES Twenty-five years ago, Lorraine Code, a Canadian feminist philosopher, posed what she called an “outrageous...
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...Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...Teaching and Teacher Education 27 (2011) 648e656 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate Teachers’ critical incidents: Ethical dilemmas in teaching practice Orly Shapira-Lishchinsky 1 Department of Educational Administration, Leadership and Policy, School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel a r t i c l e i n f o a b s t r a c t Article history: Received 21 March 2010 Received in revised form 10 November 2010 Accepted 11 November 2010 The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers’ critical incidents. Ó 2010 Elsevier Ltd. All rights reserved. Keywords: Teaching Ethics Ethical knowledge Ethical dilemmas Schools 1. Introduction 2. Theoretical background Teachers deal with many ethical problems in their practice. They encounter issues such as inappropriate allocation of resources, situations...
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...from it may be published without the prior written consent of the author’. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. …………………………… Contents Tables and Figures 2 Acknowledgements 3 Abstract 4 Preface 5 Introduction 13 Chapter 1 A Cultural Context 18 Chapter 2 An Autobiography 25 Chapter 3 Methodology 40 Chapter 4 The School's Action Research Cycles 89 Chapter 5 School Effectiveness and School Improvement 107 Chapter 6 Vignette 1 Alan Shelton a Teacher 'Par Excellence' 120 Chapter 7 Some More Vignettes 158 Chapter 8 A Personal Development Review 184 Chapter 9 The Circle is Completed 190 References 234 Vol 1.2 Appendices Appendix 1 An Historical Account of Development and Synergy of School Effectiveness and School Improvement 262 Appendix 2 Yr 11 Mentoring Report 286 Appendix 3 Soft Indicator Tool 291 Appendix 4 Raising Achievement Working Party 295 Appendix 5 My Personality as Seen by Others 300 Appendix 6 The History of My Teaching 306 Appendix...
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...SECRET LANGUAGE of • HOW LEADERS INSPIRE ACTION THROUGH NARRATIVE The LEADERSHIP STEPHEN DENNING John Wiley & Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve...
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