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Family and Relationship

Non-Violent Conflict Management: Conflict Resolution Dealing with Anger Negotiation and Mediation

The rationale for this set of modules is that conflict is inherent in every facet of the programs that are part of CalSWEC’s mission. These conflicts include (but are not limited to) conflicts between family members, between clients and social workers, between social workers who collaborate on cases, between social workers and their supervisors, between supervisors and their administrators, and between administrators and the media. Most writers in the field recognize that workplace conflict is inevitable, and if unresolved, has negative impacts that reach far beyond the principal parties (Wilmot & Hocker, 1998). Learning to manage conflict in a non-violent manner can increase the ability to work more effectively with clients, staff, and other personnel. Theories of non-violent conflict management are based on the notion that becoming comfortable with the existence of conflict is necessary in order to learn how to manage it in a direct, yet supportive manner.

The most effective way to address this topic is through a combination of skill-building and philosophical discussion, to enable participants to become invested in the idea that non-violent conflict management is better, more effective, and more efficacious in the long run than either avoidance of conflict, or an aggressive approach that leaves some participants winners and others losers. Having workshops that specifically target the problems and challenges faced by child welfare employees is important because generic material is often seen as too idealistic to be realistically possible in the complex and chaotic world in which child welfare employees operate. The material in these modules needs to be transformative. It must be presented in a way that allows participants time to process the material, so that it becomes more and more useful over time.

A Description of the Change Processes Experienced by Female Victims

The purpose of this qualitative study was to describe the processes of change for female victims of intimate partner violence (IPV) who successfully completed a domestic violence focused couples treatment (DVFCT) program with their male partners. Enhancing our understanding of the change processes for women who choose to remain in their relationships helps therapists develop more effective IPV treatment models when both partners are involved in treatment. While a goal of DVFC treatment is to end the violence, this study highlights the changes women victims made and how they evolved throughout the treatment process.

This study describes those changes in order to develop targeted interventions to bring these changes about more purposefully. Two women were selected from a pool of 30 women who successfully participated in a 12 session DVFC treatment program.

Relationship between parental psychopathology, parenting strategies and child mental health: Findings from the GB national study

Parental and child psychiatric disorders have been found to be associated, and this association can be mediated by other psychosocial variables, including parenting attitudes and strategies. As most previous studies included clinical samples, the purpose of this study was to establish the relationship between parental psychopathology and parenting strategies with child psychiatric disorders in a national survey population.

The sample included 10,438 children of 5-15 years and their parents, from representative UK households. Families were assessed on child psychiatric diagnosis, parental psychopathology, family functioning, and socioeconomic status. Parenting strategies included using rewards, physical and non-physical punishments towards their child.

Rhetorical Theory of Public Relations: Opening The Door To Semiotic And Pragmatism Approaches

The 2001 Handbook of Public Relations edited by Robert Heath contains a prominent article advocating the use of rhetorical theory or ‘rhetorical enactment rational’ as a fruitful way of advancing theoretical understandings of public relations. In 2004 Heath and Dan Millar edited: Responding to Crisis: A Rhetorical Approach to Crisis Communication. These are the latest excursions into a perspective on public relations reflecting the extensive study of rhetoric in North America. Other examples are Public Relations Inquiry as Rhetorical Criticism (Elwood, 1995); Rhetorical and Critical Approaches to Public Relations (Toth and Heath, 1992); and a chapter Public Relations? No, Relations with Publics: A Rhetorical-Organisational Approach to Contemporary Corporate Communication (Cheney and Dionisopoulos, in Botan and Hazleton (Eds.) 1989). The conventional notion of rhetoric is argumentation and persuasion stemming from the ancient Greek sophists, such as Aristotle, and from the Romans, particularly Cicero and Quintillion. Rhetoric became a fundamental plank of the trivium of ancient and medieval education: grammar, logic and rhetoric.

Then in the 20 th century Kenneth Burke, Stephen Toulmin and Chaim Perelman with Lucie OlbrechtsTyteca extended Aristotle’s suggestion that: “Rhetoric is the counterpart of dialectic” Aristotle (trans. 1991). To use the rhetorical approach to argue that rational discourse cannot describe the world on its own. Instead living, enculturated human beings have to perceive ‘their’ truths. They take a perceptual ‘position’ on reason. Public relations, is an industry for influencing perceptual ‘positions’. But the study of perception and attempts to influence perception cannot be claimed by rhetorical scholars alone. Semioticians and linguists who take the perspective of linguistic pragmatics also claim this field. This paper takes the example of ‘public relations’ as a focus for the confluence of rhetorical, semiotic and pragmatism approaches to the ‘problematic’ of understanding and truth.

foster family handbook 3rd Edition

This handbook has been prepared in partnership by the Ministry for Children and Families and the B.C. Federation of Foster Parent Associations. It replaces A Guide to Foster Care in British Columbia.

The chief aim of the handbook is to explain how we work together to care for and help meet the needs of children who require foster family care. The Family Care Home program provides a framework for this work. Teamwork is a key method of helping children in care. It starts with planning for a placement of the child in your home and continues until after the child leaves.

Impartialist Ethics & Friendship

Friendship and love are considered by most people as necessary aspects of a good life and this idea transcends different cultures and times. They are considered by many psychologists to be genetic dispositions, hard-wired into our very essence and a necessary component for every human being to be able to to lead a good life. According to the kin selection theory, animals help close relatives more often than they help non relatives. In human society this is referred to as nepotism and cross cultural research shows that this behaviour is common everywhere.

The subject of friendship and love has been much discussed in ancient philosophy, but has been somewhat ignored in modern ethical theories. Michael Stocker argues that modern ethical theories can not account for the importance most of us attach to love and friendship. Stocker directs his criticism in particular at Kantian deontologies and consequentialist theories, such as act-utilitarianism and rule- utilitarianism.

Handbook on Communicaiton Skills

The handbooks on Soft Skills developed by Centre for Good Governance are intended primarily for personnel in public administration. They offer an overview of some of the principal skills that are essential for effective performance competence. They draw heavily upon existing literature and current practices in public and private organizations around the world and include numerous references and links to useful web resources.

They are not comprehensive ‘guides’ or ‘how to’ booklets. Rather, they incorporate the perspectives of experts in the specific domains whose knowledge, insights, advice and experiences prove handy in honing skills essential for strengthening the capacity for effectiveness of public service at all levels of government.

How to Meet People and Build Friendships

Has this ever happened to you? You were at a game or party or dance or fast food joint or in a class with someone you wanted to meet, but just didn't know how. And you never met that person. You kept hoping that they would notice you, but they never did?

Have you ever been on a date and had nothing to say? Have you ever wanted to extend the hand of friendship to someone, but couldn't figure out how to start? Have you ever been in a conversation with someone, and no matter how you tried, it felt like there was simply nothing to say?

Emotion in Relationships

Some of life’s most intense emotions are experienced within close relationships. Berscheid and Reis (1998) have claimed that identifying the origins and the profile of emotions experienced within a relationship is essential if one wants to really understand its most important features. Given this reality, one might expect that a great deal would be known about the experience and express of emotions in close relationships, particularly how relationship experiences at critical stages of social development forecast the type and intensity of emotions that are experienced in adult attachment relationships. Surprisingly little, however, is known about these issues.

In this chapter, we use attachment theory (Bowlby, 1969, 1973, 1980) and attachment constructs as organizing frameworks to fill these crucial conceptual and empirical gaps in our knowledge emotions in close relationships. After reviewing relevant theory and research on this topic, we discuss the findings of a recent longitudinal study that has continuously tracked the same sample of individuals from birth into early adulthood.

Young Children’s Representations of Emotions and Attachment in Their Spontaneous Patterns of Behaviour

Recently I read a journal article about an exciting project in an American Laboratory Preschool for three and four year olds, with Hurricane Katrina as the focus (Aghayan, Schellhaas, Wayne, Burts, Buchanan and Benedict, 2005). The authors described the children’s interest in what, for them, was a real and recent event that affected all of their lives. Four children were taken into the Preschool as evacuees after the hurricane struck.

Hurricane Katrina was not the original focus for their work at that time, but it was what the children were talking about and interested in, so the teachers decided to make it their project for the term. I have always admired workers, who have the confidence to go with the children’s interests and to create an authentic curriculum based on ‘uncovering the curriculum’ in each child (Lawrence, 2005). Five years ago, I would have seen this as a really good example of a project that began with the children’s own lives, concerns and experiences and grew from there. I eagerly read what happened. The project was exciting and interesting. Children became involved in many different ways in talking about, writing about and representing the hurricane in many ways. There was a great deal of learning happening and reported…but there was something missing…there was very little mention of anyone’s feelings. There was very little acknowledgement of what must have been a frightening and traumatic experience for some of the children and adults there in the classroom. That does not mean to say that feelings were not talked about but they were not reported in the article. The report made me think about what we value, as education.

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