A Partnership That Matters: Collaborative Interdisciplinary Ministry Among Parish Nurses and Faith Group Leaders

2002 ◽  
Vol 11 (2) ◽  
pp. 27-40 ◽  
Author(s):  
Margaret B. Clark ◽  
Joanne K. Olson
Keyword(s):  
2020 ◽  
Vol 5 (5) ◽  
pp. 1131-1138
Author(s):  
Lauren E. Dignazio ◽  
Megan M. Kenny ◽  
Erik X. Raj ◽  
Kyle D. Pelkey

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.


2013 ◽  
Author(s):  
Alex Johnson ◽  
Jacob Ludlow ◽  
Lisa Takara ◽  
Zhen Li ◽  
Melissa Tingey ◽  
...  

2020 ◽  
Vol 3 (1) ◽  
pp. 111-118
Author(s):  
Li Yanling ◽  
David E. Scharff

The following case presents the way that overtly oedipal identification in a young woman covered failure in early parental care and discontent between her parents. The case was presented by Li Yanling to her supervision group, and the commentary and elaboration have been gathered from comments from the entire group of advanced supervisees, all of whom were discussion group leaders in the Beijing Continuous Program in Psychoanalytic Couple and Family Therapy.


2021 ◽  
Vol 9 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Carla Klehm ◽  
Elisabeth Hildebrand ◽  
Maureen S. Meyers

ABSTRACTChronic diseases and preexisting conditions shape daily life for many archaeologists both in and out of the field. Chronic issues, however, can be overlooked in safety planning, which more often focuses on emergency situations because they are considered mundane, or they are imperceptible to project directors and crews until a serious problem arises. This article focuses on asthma, diabetes, and depression as common medical conditions that impact otherwise healthy archaeologists during fieldwork, with the goal of raising awareness of these conditions in particular, and the need to be more attentive to chronic diseases in general. Archaeological fieldwork presents novel situations that put those with chronic diseases and preexisting conditions at risk: environmental hazards, remoteness from medical and social resources and networks, lack of group awareness, and varying cultural norms. As a result, if chronic diseases are not attended to properly in the field, they can lead to life-threatening situations. Managing the risk presented by these conditions requires a group culture where team members are aware of issues, as appropriate, and collaborate to mitigate them during fieldwork. Descriptions of how chronic diseases affect archaeologists in the field are followed by “best practice” recommendations for self-management and for group leaders.


Author(s):  
Beth Rubin ◽  
Ronald Fernandes

<p>This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.</p><p>The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.</p>


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