Both comprehensive and accessible, this is an ideal resource for anyone who plans to teach or practice integrated, cost-effective healthcare in the 21st century. Currently, there is no coordinated system for training health-profession students to address the needs of patients with complex illnesses, nor is there a coordinated system for effectively delivering care to these patients. This book explores both sides of the problem, bringing interprofessional practice and education together to show how they are complementary—and how they can be integrated to provide better care. In many respects, this book is a personal account of the authors' experience with interprofessional teamwork and education over the past 40 years. It discusses what works and what doesn't and includes interviews, examples, and case studies that illustrate the perspectives of healthcare professionals, patients, and caregivers. This second edition illuminates ways in which today's business model has changed interprofessional healthcare team practice and education, and it examines the needs of patients relative to healthcare teams and practitioner education. An entire chapter is devoted to the patient's position as both teacher and learner in relation to the team. The theoretical foundations of practice and education are highlighted, but the book also shares models that can be used for the practical development of programs.
In this compelling book, prominent investigators Mario Mikulincer and Phillip R. Shaver review the state of the science of attachment-based interventions in psychotherapy and beyond. They critically evaluate a range of programs that aim to strengthen parent–child, couple, and therapist–client relationships. The theoretical and empirical underpinnings of each intervention are examined, as are specific techniques used to enhance felt security and foster personal growth. The book also looks at evidence-based interventions outside the mental health domain, including programs that target teacher–student relationships and academic performance. Looking to the future, the authors discuss emerging applications of attachment theory in medicine and health care, management and organizational behavior, and group and intergroup processes. See also the related work from Mikulincer and Shaver, Attachment Theory Expanded: Security Dynamics in Individuals, Dyads, Groups, and Societies.
Introduction to cataloging; Introduction to principles of cataloging; Choice of entry rules; Form of entry headings for persons; Form of entry headings for corporate bodies; Uniform titles; Descriptive cataloging; Serials; Cataloging of nonbook materials; Classification; Dewey decimal classification; Library of congress classification; Other general classification systems; Subject headings; Library of congress subject headings; Sears list of subject headings; Centralized services and cataloging routines.
The biography, journal and letters of a frontier lawyer who enlisted in the Union Army during the Civil War, was captured, and died in Andersonville Prison, Georgia
From pioneering attachment researchers, this book takes an expansive look at the nature and functions of security dynamics in personal and social relationships. Mario Mikulincer and Phillip R. Shaver examine how attachment operates not only in close dyadic relationships (parent–child, romantic partners), but also between teachers and students, therapists and clients, physicians and patients, leaders and followers, and within organizations. Also considered is the nature of "attachments" to objects; commercial brands; substances, such as foods and drugs; and places. The book highlights ways to integrate attachment theory with other influential social and psychological theories concerning factors that enable individuals, groups, and societies to flourish despite inevitable threats, conflicts, and losses.
Both comprehensive and accessible, this is an ideal resource for anyone who plans to teach or practice integrated, cost-effective healthcare in the 21st century. Currently, there is no coordinated system for training health-profession students to address the needs of patients with complex illnesses, nor is there a coordinated system for effectively delivering care to these patients. This book explores both sides of the problem, bringing interprofessional practice and education together to show how they are complementary—and how they can be integrated to provide better care. In many respects, this book is a personal account of the authors' experience with interprofessional teamwork and education over the past 40 years. It discusses what works and what doesn't and includes interviews, examples, and case studies that illustrate the perspectives of healthcare professionals, patients, and caregivers. This second edition illuminates ways in which today's business model has changed interprofessional healthcare team practice and education, and it examines the needs of patients relative to healthcare teams and practitioner education. An entire chapter is devoted to the patient's position as both teacher and learner in relation to the team. The theoretical foundations of practice and education are highlighted, but the book also shares models that can be used for the practical development of programs.
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