Multidimensional Contextual Practice: Diversity and TranscendenceCengage Learning, 2005 - 450 Seiten MULTIDIMENSIONAL CONTEXTUAL PRACTICE: DIVERSITY AND TRANSCENDENCE offers a comprehensive perspective on human diversity. It addresses possible cognitive, emotional, behavioral, and social effects of stereotypes as well as the need for conscious change while honoring human complexities. A Framework for Human Diversity and Transcendence is introduced as a set of principles for approaching clients’ experiences as contextual and multidimensional. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. |
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Seite xxvi
... learning from and trusting the divine nature in children , the natural world , and all human beings . She does not profess to be perfectly competent at this , but she is enjoying the journey and always learning . She is trained and ...
... learning from and trusting the divine nature in children , the natural world , and all human beings . She does not profess to be perfectly competent at this , but she is enjoying the journey and always learning . She is trained and ...
Seite 27
... Learning . Atkin , R. , & Rich , A. ( 2001 ) . " JAP " -slapping : The pol- itics of scapegoating . In M. L. Andersen & P. H. Collins ( Eds . ) , Race , class , and gender : An anthology ( 4th ed . ) . Belmont , CA : Wadsworth / Thomson ...
... Learning . Atkin , R. , & Rich , A. ( 2001 ) . " JAP " -slapping : The pol- itics of scapegoating . In M. L. Andersen & P. H. Collins ( Eds . ) , Race , class , and gender : An anthology ( 4th ed . ) . Belmont , CA : Wadsworth / Thomson ...
Seite 133
... Learning and Education How we learn to perceive self and others seems largely dependent on the formal and informal education we receive . Formal education includes lessons we are taught from learning institutions , such as classes at ...
... Learning and Education How we learn to perceive self and others seems largely dependent on the formal and informal education we receive . Formal education includes lessons we are taught from learning institutions , such as classes at ...
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addressing adversities affect African Americans ageism agency assumptions behaviors beliefs bisexual California State University challenges classism client well-being codes of ethics cognitive consciousness constructed context of human contextual practice framework cultivated disabilities Diversity and Transcendence dominant dynamics emphasized encounters encouraged environment ethnic evaluation experiences explore factors gender groups Guadalupe heterosexual homonegativity homophobia human diversity human service practitioners identified identity individual and collective interac interactions and exchanges interpersonal issues language lesbian macro magna meaning mental meso micro multicultural multidimensional and contextual multidimensional contextual practice multiple Nations needs assessments norms ongoing oppressive forces paradigms perceived perceptions perpetuated person perspective physical political populations practitioner's principles professional competence promote racism recognize reflected reinforced relationships resilience riences sense sexism sexual orientation shadows of services social work practice social/health/human service socioeconomic Soest spiritual stereotypes strengthen strengths TBLG theoretical frameworks tion understanding unique White