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  1. #1
    Partecipante Assiduo L'avatar di rosanna180703
    Data registrazione
    03-01-2006
    Residenza
    Bologna
    Messaggi
    156

    Cercasi biblio ascolto attivo

    Ciao a tutti. Sto scrivendo la tesi sul tirocinio e come parte teorica devo fare l'ascolto attivo. In particolare Rogers e Gordon e poi illustrare tutte le tecniche di ascolto attivo durante un colloquio ecc ecc.
    a parte la bibliografia degli autori in particolare avete qualche riferimento da darmi per le tecniche dell'ascolto attivo? Io ho trovato qualcosa ma sn tutti un pò vecchi come libri e la prof li vuole max del 2000 (che sno già vecchi).

    Oppure qualcuno conosce un sito dove si può trovare un pò di biblio?

    Grazie a tutti.

  2. #2
    Postatore OGM L'avatar di willy61
    Data registrazione
    20-09-2004
    Residenza
    Albino (BG)
    Messaggi
    4,192
    Blog Entries
    281

    Riferimento: Cercasi biblio ascolto attivo

    Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals. By: McNaughton, David; Hamlin, Dawn; McCarthy, John; Head-Reeves, Darlene; Schreiner, Mary. Topics in Early Childhood Special Education, Winter2007, Vol. 27 Issue 4, p223-231, 9p Abstract: The importance of parent-teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest-posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education professionals. Instruction resulted in statistically significant improvement for targeted active listening skills. As a measure of social validity, parents of preschool and school-age children viewed pre- and postinstruction videotapes of preservice education professionals in role-play conversations. The parents judged the postinstruction performances of the preservice education professionals to be better examples of effective communication than the preinstruction performances of the preservice education professionals. [ABSTRACT FROM AUTHOR] (AN 32046663)

    How should trainees be taught to open a clinical interview? By: Walter, Alex; Bundy, Chris; Dornan, Tim. Medical Education, May2005, Vol. 39 Issue 5, p492-496, 5p Abstract: To characterise the opening of secondary care consultations.We audio-taped 17 first consultations in medical clinics, transcribed them verbatim, and analysed verbal interactions from when the doctor called the patient into the consulting room to when she or he asked clarifying questions.The interviews did not open with the sequence, reported by previous researchers, of‘doctor's soliciting question, patient's opening statement, interruption by the doctor'. Doctors (1) called the patient to the consultation; (2) greeted them; (3) introduced themselves; (4) made a transition to clinical talk; and (5) framed the consultation. They used a referral letter, the case notes, computer records and their prior knowledge of the patient to help frame the consultation, and did so informally and with humour.These 5 steps could help trainees create a context for active listening that is less prone to interruption. [ABSTRACT FROM AUTHOR] DOI: 10.1111/j.1365-2929.2005.02125.x (AN 16783186)

    When marital interaction and intervention researchers arrive at different points of view. By: Hafen Jr., McArthur; Crane, D. Russell. Journal of Family Therapy, Feb2003, Vol. 25 Issue 1, p4-14, 11p Abstract: In 1998, John Gottman and his associates published an article which asserted that training 'active listening' between couples was an ineffective therapeutic intervention. Not surprisingly, this claim generated considerable controversy, particularly in relation to treatment and educational models that were heavily dependent on active listening as a major part of their intervention programmes. The authors of one such approach, the Prevention and Relationship Enhancement Program (PREP), were particularly vocal in their disagreement with Gottman's conclusions. This paper provides an account of the controversy, a summary of the current status of the debate and a discussion of the remaining unanswered questions. [ABSTRACT FROM AUTHOR] (AN 9339937)

    EFFECTIVE PARENT/TEACHER/CHILD RELATIONSHIPS. By: DeJames, Patricia L.. Education, Fall81, Vol. 102 Issue 1, p34, 3p Abstract: This article entails the implementation and utilization of specific behavioral skills and techniques designed to aid the parent or teacher in dealing with disciplinary and disruptive behaviors both within the home and the school Additionally, these techniques enable the teacher or parent to effectively communicate to the child allowing the child to acquire insight, and reflect upon the effect his behavior has on others, in a specific situation. In this respect the child is allowed to choose alternatives or possible solutions to his problems without an adversive intervention (screaming, yelling, spanking) from the parent or teacher. Various techniques such as the T-Message, active listening, brainstorming, and ownership of problems are employed. [ABSTRACT FROM AUTHOR] (AN 4717628)

    What Do I Do After They Tell Me How They Feel? By: Hendricks, Gaylord. Personnel & Guidance Journal, Jan77, Vol. 55 Issue 5, p249, 4p; Abstract: Focuses on the author's experience with school counseling. Counselors' training in communication skills; Major assumptions in the use of active listening in counseling; Working assumptions of Integral Therapy (IT); Author's search for basic feelings beneath his clients' discussions of their problems. (AN 6456511)

    Buona vita

    Guglielmo
    Dott. Guglielmo Rottigni
    Ordine Psicologi Lombardia n° 10126

  3. #3
    Partecipante Assiduo L'avatar di rosanna180703
    Data registrazione
    03-01-2006
    Residenza
    Bologna
    Messaggi
    156

    Riferimento: Cercasi biblio ascolto attivo

    Wow!!! Grazie mille per tutta questa bibliografia...! Mi sei stato davvero di grande aiuto e grazie per il "buona vita"...cercherò di fare del mio meglio!
    Grazie di nuovo.
    Ciao ciao
    "Sai quanto pesa la lacrima di un bambino viziato? Meno del vento. Sai quanto pesa la lacrima di un bambino che soffre? Più del mondo."
    Gianni Rodari

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