47. årgang nr. 1 januar 2010

Helle Rabøl Hansen og Inge Henningsen
Lærerforståelser om elevmobning – En lærersurvey.

Louise Bøttcher

Hjerneskader og indlæringsproblemer; en udfordring i praksis 

Elise J. Nielsen

Samarbejde, læring og udvikling i PPR

Eia Asen

Mentalization-Based Family Therapy

Nikolaj Rotne
Mindfulness som en relations- og resursefremmende holdning i en LP kontekst

Sverker Belin
Psykodialys 

Faktablok: Pia Høgh Andersen

Hvad er – KFS ?

150,00 kr.

Varenummer PPT101 Kategori

Beskrivelse

1. Hansen; Helle, Rabøl & Henningsen, Inge (Researchers at The Danish Educational University School). Teachers’ Understanding of Bullying. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 3 – 23  .For some ys. bullying has become more visible in debates abt. society. Surveys of well-being among children have been published as has a survey among heads of schools abt. the frequency of bullying and strategies towards it. The present study is directed at teachers and assistants at ten schools; a questionnaire was used to reveal their understanding of bullying and their experiences. The results indicate that the informants are very much aware of the social dynamics in the classroom when asked generally abt. the phenomenon of bullying. This focus fades, however, when asked abt. suggestions of intervention; they then focus on treatment of individual pupils. The informants also ascribe the child rearing culture in the families much influence. – Helle Rabøl Hansen & Inge Henningsen.
2. Bøttcher, Louise (Psychologist, ph.d. postdoc, The University of Copenhagen). Brain Damage and Learning Problems of Children with Cerebral Palsy. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 24 – 34. Discussing CP and presenting three case-studies, the author presents these thoughts: while CP-children have different biological prerequisites, their teaching must build on analyses of their cognitive difficulties as dynamic factors; their difficulties within visual perception, attentiveness, memory, and executive functions need to be dealt with on the basis of individual support; the dialectical relationship btw. their cognitive and social prerequisites must be examined in order to provide the best possible remedies. An important aspect is how to involve class-mates as helpers. – Bjørn Glæsel.
3. Nielsen; Elise, J.(Chief educational psychologist in Faxe). Cooperation, Learning and Development in School Psychology. Pædagogisk Psykologisk Tidsskrift, 2010, Vol.47, 35 – 48. Cooperation at the school psychological office comprises several different groups of employees. Cross-sector cooperation may be viewed as: multidisciplinary – pluridisciplinary – crossdisciplinary – interdisciplinary and transdisciplinary. A questionnaire survey in Faxe revealed that a majority of the staff do engage in cross-sector cooperation, and that they are satisfied with their own contributions as well as those of their colleagues. The author discusses how to develop the learning process of her team and the role of the chief psychologist. – Bjørn Glæsel.
4. Asen, Eia (Psychologist at The Marlborogh Family Service in London). Mentalization-Based Family Therapy. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 49 – 54. MBFT is a distinctive model, bridging the often seemingly polarized opposing “internal” psychodynamics and “external” systemic worlds. It integrates important concepts from the fields of attachment theory and reflective self. The article summarizes work undertaken in collaboration with various clinicians working in England and USA. – Eia Asen.
5. Rotne; Nikolaj, Flor (Project leader in Vordingborg). Mindfulness as a Relations- and Resourcepromoting Attitude Within a LP Context. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 55 – 68. Drawing on experiences from a large, ongoing project in Vordingborg, comprising all schools in a LP-project (Learning climate and educational analysis), the author introduces mindfulness as a potentially valuable ingredient in all stages of the process from vision – examination – decision – to evaluation. His hope is to engage the teachers and to create an educational culture, building on engagement, appreciation, generosity, and development of potentials. – Bjørn Glæsel.

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