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This book investigates how arts-based research methods can positively influence people’s resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free. Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants’ voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants’ positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text. Loraine McKay is a senior lecturer in the School of Education and Professional Studies at Griffith University, Australia. Georgina Barton is an associate professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. Susanne Garvis is a professor at the University of Gothenburg, and a guest professor at Stockholm University, Sweden. Viviana Sappa is a senior researcher and teachers’ educator at Swiss Federal Institute for Vocational Education and Training (SFIVET) in Lugano, Switzerland.
Art --- Arts and society. --- Psychology. --- Arts --- Arts and sociology --- Society and the arts --- Sociology and the arts --- Social aspects --- Developmental psychology. --- Psychology—Methodology. --- Psychological measurement. --- Educational psychology. --- Education—Psychology. --- Theater. --- Social work. --- Developmental Psychology. --- Psychological Methods/Evaluation. --- Pedagogic Psychology. --- Educational Psychology. --- Applied Theatre. --- Social Work. --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Dramatics --- Histrionics --- Professional theater --- Stage --- Theatre --- Performing arts --- Acting --- Actors --- Education --- Psychology --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychometry (Psychophysics) --- Scaling, Psychological --- Psychological tests --- Scaling (Social sciences) --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Measurement --- Scaling --- Methodology
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This open access book describes the Reading Success project, in which a 5-step, assessment-to- intervention process, based on the Simple View of Reading, was used within a primary school setting in Australia to better support those students who struggle with reading. It provides an easily accessible overview of each step of the process involved in implementing this approach and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting. It focuses on the decision-making processes used, such as rich dialogue with the leadership team and teachers, and shares participants’ perspectives gathered throughout the project. Using case studies, the book describes how the 5-step approach assists in creating detailed profiles of students’ strengths and weaknesses in spoken and written language skills that can be used to guide targeted intervention This book offers valuable insights for educators, speech pathologists, researchers, and pre-service teacher education students interested in the teaching of reading.
Literacy. --- Teaching. --- Speech pathology. --- Assessment. --- Child development. --- Schools. --- Teaching and Teacher Education. --- Speech Pathology. --- Assessment, Testing and Evaluation. --- Early Childhood Education. --- Schools and Schooling. --- Public institutions --- Education --- Child study --- Children --- Development, Child --- Developmental biology --- Defective speech --- Disorders of speech --- Speech, Disorders of --- Speech defects --- Speech pathology --- Communicative disorders --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Illiteracy --- General education --- Development --- Literacy --- Teaching and Teacher Education --- Speech Pathology --- Assessment, Testing and Evaluation --- Early Childhood Education --- Schools and Schooling --- Speech and Language Therapy --- simple view of reading --- the teaching of reading --- reading comprehension --- reading accuracy --- collaborative practice --- speech to print profile --- school-based literacy interventions --- speech pathologists in school --- reading success --- literacy success --- open access --- Teacher training --- Speech & language disorders & therapy --- Education: examinations & assessment --- Early childhood care & education --- Schools
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This book investigates how arts-based research methods can positively influence people?s resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free.Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants? voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants? positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text.(https://www.bol.com/nl/nl/p/arts-based-research-resilience-and-well-being-across-the-lifespan/9200000130128631/)
Sociaal werk (beroep) --- Maatschappelijk werk --- Beeldende therapie --- Creatieve therapie --- Audiovisuele media --- Creativiteit --- Maatschappelijk welzijn --- Onderzoek (wetenschap) --- Innovatie --- Developmental psychology --- Resilience (Personality trait) --- Art therapy --- Art Therapy --- Therapy, Art --- Art Therapies --- Therapies, Art --- Art --- Psychiatry and art --- Occupational therapy --- Psychotherapy --- Art in hospitals --- Human resilience --- Resiliency (Personality trait) --- Personality --- Development (Psychology) --- Developmental psychobiology --- Psychology --- Life cycle, Human --- Therapeutic use
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This open access book describes the Reading Success project, in which a 5-step, assessment-to- intervention process, based on the Simple View of Reading, was used within a primary school setting in Australia to better support those students who struggle with reading. It provides an easily accessible overview of each step of the process involved in implementing this approach and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting. It focuses on the decision-making processes used, such as rich dialogue with the leadership team and teachers, and shares participants’ perspectives gathered throughout the project. Using case studies, the book describes how the 5-step approach assists in creating detailed profiles of students’ strengths and weaknesses in spoken and written language skills that can be used to guide targeted intervention This book offers valuable insights for educators, speech pathologists, researchers, and pre-service teacher education students interested in the teaching of reading.
Developmental psychology --- Age group sociology --- Didactic evaluation --- Teaching --- Educational sciences --- Neuropathology --- Linguistics --- neurologie --- ontwikkeling van het kind --- assessments (onderwijs) --- geletterdheid --- scholen --- lesgeven
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This book investigates how arts-based research methods can positively influence people’s resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free. Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants’ voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants’ positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text. Loraine McKay is a senior lecturer in the School of Education and Professional Studies at Griffith University, Australia. Georgina Barton is an associate professor in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Australia. Susanne Garvis is a professor at the University of Gothenburg, and a guest professor at Stockholm University, Sweden. Viviana Sappa is a senior researcher and teachers’ educator at Swiss Federal Institute for Vocational Education and Training (SFIVET) in Lugano, Switzerland.
Developmental psychology --- Psychology --- Qualitative methods in social research --- Sociology of education --- Social welfare methods --- Educational psychology --- Theatrical science --- sociaal werk --- pedagogische psychologie --- psychologie --- theater --- onderzoeksmethoden --- ontwikkelingspsychologie --- evidence-based methodiek --- psychologische scholen --- methodologieën
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Developmental psychology --- Age group sociology --- Didactic evaluation --- Teaching --- Educational sciences --- Neuropathology --- Linguistics --- neurologie --- ontwikkeling van het kind --- assessments (onderwijs) --- geletterdheid --- scholen --- lesgeven
Choose an application
Developmental psychology --- Psychology --- Qualitative methods in social research --- Sociology of education --- Social welfare methods --- Educational psychology --- Theatrical science --- sociaal werk --- pedagogische psychologie --- psychologie --- theater --- onderzoeksmethoden --- ontwikkelingspsychologie --- evidence-based methodiek --- psychologische scholen --- methodologieën
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