Books of Interest
Palgrave Macmillan, Cham, 2021
Editors: Ness, Ottar, McNamee, Sheila, Kvello, Øyvind
This book is focused on relational processes in supervision for counselling and psychotherapy. The aim is first to introduce a relational theoretical stance, then to apply that stance to the process of supervision, and finally to offer practitioners immediately accessible resources for relational supervision. Within a relational perspective, supervisor and supervisees are viewed as partners who co-construct the supervisory process. Unlike other approaches to supervision where the emphasis is on specific techniques and strategies for supervision, the relational orientation of this book invites supervisor and supervisee into different understandings of the supervisory interaction. This orientation directs our attention to the importance of co-creating the therapeutic relation/alliance with special attention to the wellbeing of the the supervisee and the supervisor. Supervision, from this perspective, is focused on what participants are making together rather than on the individual abilities, strengths, and weaknesses of either the supervisor or the supervisee.
Policy Press, 2021
Edited by: Katarina Jacobsson and Jaber F. Gubrium
Human service work is performed in many places – hospitals, shelters, households – and is characterized by a complex mixture of organising principles, relations and rules. Using ethnographic methods, researchers can investigate these site-specific complexities, providing multi-dimensional and compelling analyses. Bringing together both theoretical and practical material, this book shows researchers how ethnography can be carried out within human service settings. It provides an invaluable guide on how to apply ethnographic creativeness and offers a more humanistic and context-sensitive approach in the field of health and social care to generating valid knowledge about today’s service work.
SAGE Publications, 2020
Sheila McNamee– Taos Institute Board Member, University of New Hampshire, USA
Mary M. Gergen– Taos Institute Board Member,Pennsylvania State University, USA
Emerson F. Rasera, – Taos Institute Associate,Federal University of Uberlândia, Brazil
Celiane Camargo-Borges– Taos Institute Board Member, Breda University of Applied Sciences, Netherlands
The SAGE Handbook of Social Constructionist Practice is a celebration of voices from the Taos Institute. This new book is a major review of social construction, one of the main theoretical approaches within the social sciences to emerge out of the turn of the 20th century. This volume showcases the latest theory and application of social construction across a range of disciplines. This review of the field is timely and exhibits the latest research whilst also pointing to future directions. The handbook brings together work from a range of disciplines and focuses on real-world practice in addition to theoretical work, thus making it useful for advanced students, scholars, and practitioners alike.
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Watch the Dialogue with the Authors and book launch.
Oxford University Press, 2020
Authors: Kenneth J. Gergen and Scherto Gill
Practices of assessment in education are byproducts of a bygone era. As grades and test scores now become the very goals of education, learning suffers, along with the well-being of both students and teachers. Proposed here is an alternative to the assessment tradition, in which schools no longer function as factories, but as sites of collective meaning making. It is within the process of relating that the world comes to be what it is for us.
We draw from this process our understandings of the world, of what is rational and good. Both learning and well-being are thus the outcomes of relational process. Assessment practices undermine this process. A relational orientation to evaluation is thus proposed, emphasizing evaluation as coinquiry and value creation. The aim is to stimulate learning while simultaneously enriching the vitality of relational process. A wide range of innovations in evaluative practice bring these ideas to life. Detailed illustrations are drawn from both primary and secondary schools, demonstrating how evaluation can foster an engagement in learning and relating. A relational orientation also applies to evaluating teachers and schools. Teacher evaluation is transformed into professional development, while school evaluation becomes a means of building learning communities. A relational shift in evaluation also opens a space for the full flourishing of interactive and dialogic based teaching practices, and more flexible and varied curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which skills in collaboration are imperative.
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