Teaching Treatment Planning

This article describes an approach to teaching treatment planning that the author has used successfully in both seminars and graduate courses.     

Education and a meaningful life

This paper is concerned with the reflections of two lecturers from higher education who worked through several cycles of action research with a group of teachers in a school over a period of eight years trying to improve learning in the school. Very many of the factors identified in the literature as being essential for sustained change were in place, and there were successful outcomes associated with each cycle of action. Nevertheless, our reflections on the whole process highlight some complexities of working with teachers in this way. In this paper we examine the difficulty of attending to contextual factors within the project; we identify links between teacher change and perceptions of risk; we explore a confusion which emerged over the role of such a group within the school. In addition, we argue that the deficit approach which characterises action research is unhelpful to some teachers.     

Shifts in Thinking through a Teachers' Network

This article describes the organisation of a teachers' professional network and the teachers' use of 'pedagogical documentation' to analyse, reflect on and critique pedagogical practice. It explores ways in which a forum and process were created for teachers to think about assumptions, values and the purpose of education, explore reciprocal influences of teachers' and children's interactions, and deepen opportunities for parents and children to contribute to the curriculum. It discusses policy and practice implications and points to ways for engaging in a broader debate.     

Implications of the UNNDERPIN Study* at St George's Hospital,Morpeth, Northumberland

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The Collaborative Team as a Training and Therapeutic Tool

Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. Finally, examples, which serve to integrate discussion of training and clinical applications, are presented.     

Being and Becoming a Woman Teacher: Journey through Nepal; the path taken [1]

ABSTRACT Using the life history method, I explore elements in Nepalese women teachers' stories that transcend culture, society, time and space. Contrary to the popular belief that people from one culture cannot possibly shift their ground to understand the concepts and experiences of people from another culture, in my doctoral study I explored-universal and particular-received gendered archetypes on the sentient journey taken to school. The legend of the Sleeping Beauty I was told as a female child in Canada might have kept me half-asleep on such a journey. To provide an alternative to such stories, I am beginning to draw on women's and girls' physical and conceptual space(s) in transitions to higher education. Stories to structure activism, in terms of increasing the participation of females in the educational activities of Nepal, must come from women teachers' life histories, which reveal the path(s) to follow.     

PART VII: PSYCHOLOGY AND MOTOR CONTROL

The main aim of this study was to examine the age- and sex-associated variation in neuromuscular capacities of young distance runners. A secondary aim was to compare the magnitude of sex differences in young athletes in the same sport compared with the general population. Twenty-seven male and 27 female distance runners were enrolled in the study, whose ages ranged from 8.0 to 15.1 years at initial visit. Twenty males and 16 females were followed at approximate annual intervals for 4 or 5 years. Seven neuromuscular capacities were measured: quadrant jump, figure 8 run, standing long jump, vertical jump, flexed arm hang, sit-and-reach and sit-up. Age- and sex-associated variation was analysed by two-way analysis of variance. There were significant main effects for age for quadrant jump, figure 8 run, long jump, vertical jump, sit-and-reach and sit-up. There were significant main effects for sex for figure 8 run, long jump, vertical jump, flexed arm hang and sit-and-reach. The interaction between age and sex was statistically significant for long jump and vertical jump. In general, differences in neuromuscular agility (figure 8 run, quadrant jump) and explosiveness-power (long jump, vertical jump) between the sexes were attenuated before 13 years of age in young distance runners. However, during the adolescent growth spurt, differences in agility and power between the sexes emerged as a result of a continued increase in males and a plateau in females. Differences between the sexes in upper body neuromuscular endurance (flexed arm hang) and sit-and-reach persisted throughout the age range. The magnitude of sex differences between the runners and the general population varied by age and neuromuscular capacity.