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The therapeutic state is a pervasive set of practices and
ideologies which have been ever present in the twentieth century.
This book of international contributors is about bringing into
question many of these reified, dogmatic ideologies.
Classifications, diagnosis and the treatments have been shown to be
ineffectual for many populations across the globe, but still we
persist with redundant, defunct methods and techniques. Why?
Because, as some would suggest, we have nothing better. The danger
that the state is taking away one of the last confidential spaces
for people to allow thoughts to come to them has never been
greater. This book invites readers to think beyond the state and
its therapeutics. It will be relevant to many professions,
professionals, service users, families, survivors and
organisations; and those who are looking for something different.
This book was originally published as a special issue of the
European Journal of Psychotherapy & Counselling.
Action Research in a Relational Perspective brings together an
expert international academic team to present theoretical
perspectives on social constructionist understandings of action
research, as well as illustrative examples of action research
practices within a wide range of sectors such as organizational
learning, leadership development, education, mental health and
health care. Building bridges between theory and practice, this
book explores themes of dialogue, relationships, tensions, power
and ethics in action research projects. It examines both the great
potential, and the challenges and dilemmas, of action research. It
aims to inspire readers with ideas and a practical "how-to"
understanding of doing action research from a social
constructionist standpoint. Action Research in a Relational
Perspective will appeal to theoreticians and practitioners, senior
researchers and PhD students, students, consultants, educators and
managers who are interested in action research as an approach to
organizational learning, team development, learning among
professionals and citizens, or community development.
Action Research in a Relational Perspective brings together an
expert international academic team to present theoretical
perspectives on social constructionist understandings of action
research, as well as illustrative examples of action research
practices within a wide range of sectors such as organizational
learning, leadership development, education, mental health and
health care. Building bridges between theory and practice, this
book explores themes of dialogue, relationships, tensions, power
and ethics in action research projects. It examines both the great
potential, and the challenges and dilemmas, of action research. It
aims to inspire readers with ideas and a practical "how-to"
understanding of doing action research from a social
constructionist standpoint. Action Research in a Relational
Perspective will appeal to theoreticians and practitioners, senior
researchers and PhD students, students, consultants, educators and
managers who are interested in action research as an approach to
organizational learning, team development, learning among
professionals and citizens, or community development.
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.
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