In recent years, the rapidly growing field of community participation has promised to give people formerly excluded from decision making an influential voice about issues that affect their lives. Inclusive processes implemented in the United States and internationally have certainly given community members new opportunities to participate and be involved, but how effective are these processes in promoting the voice and influence of the people who have historically been excluded the most--the poorest, least educated, and most marginalized residents in communities? Of the various participants who have "a seat at the table," whose voices are influential, whose aren't, and why? This book summarizes how five community partnerships, working with a team of researchers, attempted to answer these critical questions. Investigating 10 cases--two from each community partnership--the study tracks the ideas of everyone involved and reveals how and why the ideas of marginalized and ordinary residents were far less likely to be influential than those of people with more clout, resources, or acknowledged expertise. Finally, the authors explain how and why these influence inequities can be overcome, providing readers with practical, evidence-based tools to help them do so. The book should be helpful to readers involved in any form of active community participation, from participatory research to civic engagement, deliberative democracy, and community initiatives. Instructors considering this book for use in a course may request an examination copy here.
This book explores the reading and writing associated with learning subjects across the college curriculum and considers ways of changing teaching practices to enable students to reach their full potential.
Overcoming app now available. A highly respectable and authoritative self-help guide on all the anxiety disorders: generalised anxiety disorder, health anxiety, panic, phobias, social anxiety, OCD. Edited by three leading CBT clinicians in the UK, this comprehensive guide offers individual CBT-based treatments for a wide range of anxiety problems. Each individual treatment reflects current the treatment in the UK for that anxiety disorder and is written by the clinician responsible for developing that treatment in the first place. Contributors include: Lars-Goran Ost (phobias) Dr Gillian Butler (social phobia - Gillian is the author of Overcoming Social Anxiety & Shyness) Anke Ehlers & Jennifer Wild (PTSD) Nick Grey & David M. Clark (panic disorder) Heather Hadjistavropoulos (health anxiety) Kevin Meares & Mark Freeston (Generalised Anxiety Disorder) Roz Shafran & Adam Radomsky (OCD) An ideal resource not only for those experiencing anxiety problems, but CBT therapists and IAPT workers.
Overcoming app now available via iTunes and the Google Play Store. Cognitive Behavioural Therapy or CBT is widely recommended nowadays in the NHS for the treatment of emotional and psychological problems, such as depression, low self-esteem, low mood, chronic anxiety, stress or out-of-control anger. This thorough yet easy-to-read general self-help guide is a must-have for anyone experiencing these common problems. Based on the popular and proven therapy CBT, it is written by two of the UK's leading experts in the field of CBT. It contains: Case studies and step-by-step CBT-based exercises. Based on the very latest research into CBT. Addresses problems associated with depression, anxiety, stress, anger and low self-esteem in individual chapters. Both for those suffering from these issues and clinicians.
What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends? Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential. Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings. This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.
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