Transcendent Teacher Learner Relationships The Way of the Shamanic Teacher

Psychology

Hunter O’Hara, “Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher”
Katja Beitat, “Trust and Incidents: The Dynamic of Interpersonal Trust between Patients and Practitioners”
Social Psychology
Kitty te Riele, Radhika Gorur, “Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice”
Lorraine Graham, Judith Miller, “Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership”

Hunter O’Hara, “Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher”

2015 | pages: 213 | ISBN: 9463001077 | PDF | 2,7 mb

“At once humbling and empowering, this work will not fail to touch its readers and, ultimately, bring to learners authentic caring, love, hope, and a sense of being valued. The very real stories of the teachers and learners that are revealed here in their portraits leap vividly off the pages of the book. Hunter O’Hara’s bold vision of schools of transcendence is the next crucial step toward transcendent relationships and community consciousness. Readers will be inspired by this vision in Dr. O’Hara’s groundbreaking work and will be able to look within themselves for the capacity to become shamanic transcendent teachers.” Edyth James Wheeler, Ph.D. Professor Emerita, Towson University, teacher and author of Conflict Resolution in Early Childhood: Helping Children Understand and Resolve Conflicts, Merrill, 2004) “I entered into Hunter O’Hara’s work and experienced many moments that moved me deeply, at times with great joy but also with feelings of sadness in the awareness that transcendent relationships are rare and that many children and adults go through an entire lifetime without knowing one of life’s treasures- the mystery, beauty, and wonder of a loving relationship. His writing is vivid and alive and with passion and depth portrays the nature and essence of the constituents of a transcendent relationship.” Clark Moustakas, Ed.D., Ph.D., founder of the Center for Humanistic Studies (now the Michigan School of Professional Psychology) of Hunter O’Hara’s original research on transcendent teacher learner relationships)

Katja Beitat, “Trust and Incidents: The Dynamic of Interpersonal Trust between Patients and Practitioners”

2015 | pages: 435 | ISBN: 3658096691 | PDF | 3,2 mb

Taking an interdisciplinary approach to conceptualise interpersonal trust between patients and medical practitioners, Katja Beitat introduces a unique model to describe the dynamics of trust building and deterioration with particular relevance to incidents in health care. Empirical findings from studies in Australia and Germany, the two systems focused on in this book, broadly support and expand the proposed dynamic model of trust. Specific communication, competence and care related aspects impact on the trust relationship between patients and practitioners which in return is considered essential for other trust relations in health care.

Social Psychology

English | 26 Apr. 2013 | ISBN: 0230218032 | 832 Pages | PDF | 83.89 MB

Have you ever wondered why some people are attracted to each other? Or why some of your friends are more open to persuasion than others? Perhaps you’ve always wanted to know how to tell if someone is lying to you?
Social Psychology is a dynamic new textbook that captures the vitality of the discipline and its relevance to everyday life, helping you to answer questions such as these. With its distinctive coverage of classic concepts as well as emerging areas, this is the definitive introduction to social psychology. Furthermore, innovative feature boxes and fascinating real-life examples will help you develop a range of skills that will be relevant to your future career.
Social Psychology:
* takes an inclusive and open-minded look at key topics, incorporating a range of different viewpoints that are essential to understanding the discipline in the 21st century
* is written with a broad international perspective, covering classic and contemporary research from all parts of the world
* includes a variety of novel and lively features, including: ‘blind spots in social psychology’, ‘student project’ features, and ‘try it yourself’ exercises
* provides a chapter dedicated to the lessons and skills that can be learned from the study of social psychology and how you can apply these to your future studies and career.
Social Psychology comes with a companion website at where students and lecturers can find a host of high-quality supporting materials.

Kitty te Riele, Radhika Gorur, “Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice”

2015 | pages: 243 | ISBN: 9463001190 | PDF | 8,5 mb

Young people who are considered ‘vulnerable’ or ‘at risk’ are a particular target of various policies, schemes and interventions. But what does vulnerability mean? Interrogating Conceptions of “Vulnerable Youth” explores this question in relation to various policy fields that are relevant to young people, as well for how this plays out in practice and how it is experienced by young people themselves. What makes this book unique is that most authors had the opportunity to jointly explore these issues during a two-day workshop, and their chapters are informed by their cross-agency and cross-discipline discussions, making for a nuanced and thoughtful set of contributions. This collection is highly recommended for researchers and research students in the social sciences, as well as professional staff working in youth policy and youth services, in government departments and in NGOs. “Those who are most vulnerable should receive our greatest moral attention. However, the translation of generalised moral principles into effective policy and programs has never been easy. Political interests have invariably intervened, leading to complex debates about how vulnerability should be defined, classified, measured and represented. In recent years, these debates have become further complicated, as nation-states around the world have preached austerity. This timely book suggests that the responsibility for protecting the vulnerable cannot be left to individuals, but demands collective action, through institutions such as education, health and welfare. It examines some of the ways in which public policies and programs represent those who are vulnerable, involving a range of assumptions about the social, economic and political conditions that produce their vulnerabilities.” From the Foreword by Professor Fazal Rizvi

Lorraine Graham, Judith Miller, “Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership”

2015 | pages: 165 | ISBN: 946300095X | PDF | 5,6 mb

Transitioning from place to place has been identified as a key marker of many teachers’ lives. Notions of place and transition have been researched for new teachers as they move from university to rural teaching positions; and, for experienced teachers who may move from school to school, town to city, city to rural town. Since 2002, the Bush Tracks Research Group has explored the lived experience of teachers in rural schools. Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership is a compilation of more than a decade of research conducted by this multidisciplinary group of academics from the University of New England, New South Wales, Australia. Employing a variety of methodologies, these researchers have worked to understand the intimate lives of teachers working in rural schools – the personal and professional challenges of being in relentlessly close proximity to students and their families; the supports needed to continue professional pathways; and the opportunities for accelerated leadership, all while living in the ‘fishbowl’ of a rural community. Chapters also explore the working lives of small school principals, specifically, some of the innovative methods they use to circumvent metrocentric policies; how ingenuity can resolve challenging teaching and leadership situations; and, what can be done to reconcile sometimes conflicting roles. This book will be of interest to all teachers who have ‘gone bush’, or have ever wanted to; and, to teacher educators who want a text that is nuanced in discussing the challenges and opportunities of teaching in rural schools.