Groups

Námskeið NSR025F Vettvangur II:Samskipti FRG208F Hópvinna og hópmeðferð - Höfundur: Samuel T. Gladding

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NSR025F Vettvangur II:Samskipti
FRG208F Hópvinna og hópmeðferð

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Current, comprehensive, and clearly written, this book gives readers what they need to know about group therapy, group counseling, and work groups. Groups: A Counseling Specialty is a comprehensive look at groups, covering the history of group work, the dynamics of groups, leadership in groups, ethical issues in groups, multicultural aspects of groups, stages of group development, groups across the life span, and the theoretical basis for working with groups.

The coverage is current, the style is clear and interesting, and the book challenges students to reflect on what they have learned, as well as on their own experiences in groups. The 8th Edition contains 14 new Brief Case studies, 11 new Reflections, a new chapter on the theories of working with groups (Ch. 17), and over 120 new and updated references. This revision also contains more material on the history of groups (Ch.

18) and leading figures in this specialty. Also available with MyLab Counseling By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Counseling organizes all assignments around essential learning outcomes and the CACREP standards – enabling easy course alignment and reporting. Note: You are purchasing a standalone product; MyLab Counseling does not come packaged with this content.

Students, if interested in purchasing this title with MyLab Counseling, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Counseling, search for: 0135166861 / 9780135166864 Groups: A Counseling Specialty plus MyLab Counseling with Pearson eText -- Access Card Package, 8/e Package consists of: 0135166896 / 9780135166895 Groups: A Counseling Specialty, 8/e 0135198941/ 9780135198940 MyLab Counseling with Pearson eText -- Access Card -- for Groups: A Counseling Specialty, 8/e.

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Höfundur: Samuel T. Gladding
Útgáfa:8
Útgáfudagur: 2019-03-19
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Format:ePub
ISBN 13: 9780135169759
Print ISBN: 9780135166895
ISBN 10: 0135169755

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Efnisyfirlit

Groups A Counseling Specialty
About the Author
Preface
- New to This Edition
- Organization
- A Personal Note
- Conclusion
Brief Contents
Contents
Part 1 Group Development
- 1 Types of Groups and Group Work
  - Chapter Overview
  - Classifying Groups
  - Task/Work Groups
    - Reflection
    - An Example of Task/Work Groups: Teams
      - Bradley at the Bat
      - Questions
  - Psychoeducational Groups
    - Reflection
    - An Example of Psychoeducational Group Work: Life-skills Development Groups
      - Patrick Practices His Psychoeducational Group Skills
      - Questions
  - Counseling Groups
    - Reflection
    - An Example of a Counseling Group: A Counseling Group for Counselors
      - Cassie Tries a Counseling Group
      - Questions
  - Psychotherapy Groups
    - Reflection
    - An Example of Group Psychotherapy: Group Work with Abusers and the Abused
      - Garrett and the Psychotherapy Group
      - Questions
  - Mixed Groups and a Proposed Regrouping of Categories
    - Reflection
    - An Example of a Mixed Group: A Consumer-oriented Group
      - Charlie and the Moving Chairs
      - Questions
  - Summary and Conclusion
  - Classroom Exercises
- 2 Group Dynamics
  - Chapter Overview
  - Reflection
  - Group Content and Group Process
    - Group Content
      - Professor Drone Goes On and On
      - Questions
    - Group Process
    - Balance Between Content and Process
      - Reflection
  - The Group as a System: A Way of Explaining Group Dynamics
    - Retro Rick
    - Questions
  - Influencing Group Dynamics
    - Preplanning
    - Group Structure
      - Reflection
    - Group Exercises and Activities
    - Group Interaction
      - Debra the Diligent
      - Questions
    - Members’ Roles
  - Types of Roles
  - Problems in Carrying Out Roles
    - Reflection
  - The Effect of Positive and Negative Variables on Group Dynamics
    - Philip Puts the Positives Before the Group
    - Questions
  - Learning Group Dynamics
  - Group, Individual, and Family Dynamics
    - Individuals
    - Processing
    - Consequences
      - Reflection
  - Summary and Conclusion
  - Classroom Exercises
- 3 Effective Group Leadership
  - Chapter Overview
  - Leadership: A Concept in Search of a Definition
  - Group Leadership Styles
    - Omar’s Emergence
    - Questions
  - Leadership Styles for Different Groups
    - Reflection
  - Personal Qualities of Effective Group Leaders
    - The Trait Approach
  - Personality and Specific Groups
  - Theory and Effective Group Leaders
    - Manuel Makes a Change
    - Questions
  - Knowledge and Skills of Effective Group Leaders
    - Core Group Knowledge and Skills
      - Reflection
    - Specific Group Skills
  - Group Leadership Roles and Functions
    - Nolan Gets a Nod
    - Questions
    - Leaders and Group Conflict
      - Reflection
  - Co-Leaders in Groups
    - Advantages
    - Limitations
      - Casey Strikes Out
      - Questions
  - Group Leadership Training
    - Reflection
  - Group Supervision
    - Sally Skips Supervision
    - Questions
    - Reflection
  - Summary and Conclusion
  - Classroom Exercises
- 4 Forming a Group
  - Chapter Overview
  - Reflection
  - Steps in the Forming Stage
    - Step 1: Developing a Rationale for the Group
    - Step 2: Deciding on a Theoretical Format
      - Joan and the Sound of Silence
      - Questions
    - Step 3: Weighing Practical Considerations
      - Careful Candace
      - Questions
    - Step 4: Publicizing the Group
    - Step 5: Screening and Pretraining
    - Step 6: Selecting Group Members
      - Savage Sue
      - Questions
    - Step 7: Selecting a Group Leader
  - Tasks of the Beginning Group
    - Dealing with Apprehension
    - Reviewing Goals and Contracts
      - Reflection
    - Specifying Group Rules
    - Setting Limits
    - Promoting a Positive Interchange Among Members
      - Reflection
  - Resolving Potential Group Problems in Forming
    - People Problems
      - Manipulators
      - Resisters
      - Monopolizers
      - Silent Members
      - Users of Sarcasm
        Irksome Erika
        Questions
      - Diagnostic Analyzers
      - Focusers on Others
    - Subgroups
    - Group Procedural Problems
      - Opening the Group
        Reflection
      - Structure
      - Involvement
      - Group Cohesion
        Colleen’s Cohesive Experience
        Questions
      - Hope and Risk Taking
      - Closing (Terminating) of the Session
  - Useful Procedures for the Beginning Stage of a Group
    - Joining
    - Linking
      - Reflection
    - Cutting Off
    - Drawing Out
    - Clarifying the Purpose
  - Summary and Conclusion
  - Classroom Exercises
- 5 The Transition Period in a Group: Storming and Norming
  - Chapter Overview
  - Storming
    - Olivia Gets Stuck in Storming
    - Questions
    - Peer Relationships in Storming
      - Reflection
      - Critical Carl
      - Questions
    - Resistance During Storming
      - Intellectualization
      - Questioning
      - Advice Giving
        Reflection
      - Band-Aiding
        Band-Aid Bob
        Questions
      - Dependency
      - Monopolizing
      - Attack on the Group Leader
    - Task Processing in Storming
    - Working Through Storming
      - Reflection
    - Results of Working Through Storming
  - Norms and Norming
    - Peer Relationships During Norming
      - Identification
        Buford Becomes Mobile, Agile, and Hostile
        Questions
      - Here-and-Now Experiences
      - Hope
      - Cooperation
      - Collaboration
        Reflection
      - Cohesion
        Anxious Alan
        Questions
    - Task Processing During Norming
    - Examining Aspects of Norming
    - Promoting Norming
      - Supporting
      - Empathizing
      - Facilitating
      - Self-Disclosure
        Reflection
    - Results of Norming
  - Summary and Conclusion
  - Classroom Exercises
- 6 The Working Stage in a Group: Performing
  - Chapter Overview
  - Peer Relationships
    - Self-Disclosing Sally
    - Questions
    - Reflection
  - Task Processes During the Working Stage
    - Name-Calling Nanette
    - Questions
    - Reflection
  - Teamwork and Team Building During the Working Stage
    - Bulldozing Barney
    - Questions
  - Problems in the Working Stage of Groups
    - Racial and Gender Issues
    - Group Collusion
      - Danielle as the Devil’s Advocate
      - Questions
  - The Working Stage of the Group and Groups that Work
  - Strategies for Assisting Groups in the Working Stage
    - Modeling by the Leader
    - Exercises
      - Reflection
    - Group Observing Group
    - Brainstorming/Brainwriting
    - Nominal-Group Technique
    - Synectics
    - Written Projections
    - Group Processing
      - Reflection
    - Teaching of Skills
  - Outcomes of the Working Stage
    - Unaware Olga
    - Questions
    - Reflection
  - Summary and Conclusion
  - Classroom Exercises
- 7 Adjourning or Closing a Group
  - Chapter Overview
  - Preparing for Closing a Group
    - Ernie Tries to End a Group
    - Questions
    - Reflection
  - Effects on Individuals of Ending a Group
  - Premature Closing of a Group
    - Premature Closing of the Group as a Whole
    - Premature Closing Initiated by Group Members
      - Edith’s Exit
      - Questions
    - Preventing Premature Closing
      - Penny’s Project
      - Questions
      - Reflection
  - Closing of Group Sessions
    - Member Summarization
    - Leader Summarization
      - Samantha’s Summary
      - Questions
    - Rounds
      - Robin Makes the Rounds
      - Questions
    - Dyads
    - Scaling Activities
    - Written Reactions
      - Reflection
    - Rating Sheets
    - Homework
      - Reflection
  - Final Closing of a Group
    - Capping Skills in Closings
      - Reflection
  - Problems in Closings of Groups
    - Denial
    - Transference
      - The Group That Would Not Die
      - Questions
    - Countertransference
    - Handling the Closing of a Group Correctly
  - Follow-up Sessions
  - Summary and Conclusion
  - Classroom Exercises
Part 2 Diversity, Social Justice, Creativity, and Ethical/Legal Aspects of Groups
- 8 Diversity and Social Justice in Group Work
  - Chapter Overview
  - A Brief Historical Overview of Diversity and Social Justice in Groups
    - Deidra Diverges from Diversity
    - Questions
  - Stages of Social Justice
  - Challenges of Culturally Diverse Groups
    - Reflection
  - Myths about Multicultural Groups
    - Myra’s Myths and Mindsets
    - Questions
  - Goals of Diverse and Multicultural Groups
    - Reflection
  - Assessing Cultural Diversity in a Group
  - Leadership in Culturally Diverse Groups
    - Edward Enters a Multicultural Group as a Leader
    - Questions
  - Working with Different Cultural Populations in Groups
    - African Americans
    - Hispanic/Latino/a Americans
      - Tanya Is Tempted to Betray Her Heritage
      - Questions
    - Asian Americans
      - Reflection
    - Native American Indians
    - Arab Americans
      - Reflection
    - European Americans
  - Groups for Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, and Intersex Individuals
    - Gloria Joins a Group
    - Questions
  - Summary and Conclusion
  - Classroom Exercises
- 9 Specialty Groups and Creativity in Groups
  - Chapter Overview
  - Specialty Groups
    - Groups for Health Care Providers and Health Care Consumers
    - Groups for Military Personnel and Their Families
      - Reflection
    - New Mothers’ Groups
    - Involuntary and Mandated Groups
    - Anger and Aggression Management Groups
      - Andy and the Anger Management Group
      - Questions
    - Cancer Support Groups
    - Telephone Groups
    - Online Groups
      - Tom the Techie
      - Questions
    - Trauma Stress Groups
      - Reflection
    - Groups for Individuals with Disabilities
    - Adventure Groups
    - Prevention Groups
    - Groups for Depression
    - Achievement Groups
      - Pauline and the Preventive Group Adventure
      - Questions
    - Ex-offender Reintegration Groups
  - Creativity in Groups
    - DeBono’s Six Hats Approach to Creativity
      - Reflection
    - Eberle’s SCAMPER Model of Creativity
      - Sally Substitutes SCAMPER in Place of Her Usual Style
      - Questions
    - Sawyer’s Zig Zag Model of Creativity
  - The Scamper, Six Hats, and Zig Zag Approaches of Working with Groups as a Whole
  - Forming Scenario
    - SCAMPER Approach
    - Six Hats Approach
    - Zig Zag Approach
  - Storming Scenario
    - SCAMPER Approach
    - Six Hats Approach
    - Zig Zag Approach
      - Reflection
  - Norming Scenario
    - SCAMPER Approach
    - Six Hats Approach
    - Zig Zag Approach
  - Performing Scenario
    - SCAMPER Approach
    - Six Hats Approach
    - Zig Zag Approach
  - Adjourning Scenario
    - SCAMPER Approach
    - Six Hats Approach
    - Zig Zag Approach
      - Beau Balances a Counseling Group
      - Questions
  - Creative Exercises for Different Group Stages
  - Summary and Conclusion
  - Classroom Exercises
- 10 Ethical and Legal Aspects of Working with Groups
  - Chapter Overview
  - The Nature of Ethics and Ethical Codes
    - Reflection
    - Sunny’s Sad Situation
    - Questions
  - Major Ethical Issues in Group Work
    - Training of Group Leaders
    - Screening of Potential Group Members
    - Rights of Group Members
    - Confidentiality
      - Reflection
    - Personal Relationships Between Group Members and Leaders
    - Dual/Multiple Relationships
    - Personal Relationships Among Group Members
    - Uses of Group Techniques
      - Jerry Puts Gimmicks into Gear
      - Questions
    - Leaders’ Values
    - Referrals
    - Records
    - Closings and Follow-Up
      - Lars and Loss
      - Questions
      - Reflection
  - Making Ethical Decisions
  - Promoting Ethical Principles in Groups
    - Training Group Leaders
      - Reflection
    - Continuing Education and Peer Supervision
  - Responding to Complaints of Unethical Behavior
    - Hostile Henry Strikes Again
    - Questions
  - Legal Issues in Groups
    - Community, State, and National Standards
    - Legal Action
      - Phyllis Becomes a Plaintiff
      - Questions
      - Reflection
  - Summary and Conclusion
  - Classroom Exercises
Part 3 Groups Throughout the Life Span
- 11 Groups for Children
  - Chapter Overview
  - Types of Groups for Children
    - Reflection
    - Group Guidance for Elementary/Middle School Children
      - Abdul’s Activity
      - Questions
    - Group Counseling Within the Schools
      - Reflection
    - Group Guidance and Counseling in Community Settings
      - Sadie’s Seasonal Affective Disorder Group
      - Questions
  - Setting Up Groups for Children
    - Nonverbal Versus Verbal Communication
    - Group Structure and Materials
      - Reflection
    - Recruiting Members and Screening
    - Group Session Length and Number in Group
    - Gender and Age Issues
      - Fred Tries to Form a Children’s Group for Children Who Are Being Bullied
      - Questions
  - Role of the Leader in Children’s Groups
    - Claire Chooses an Approach
    - Questions
  - Studies on the Outcomes of Children’s Groups
    - Reflection
  - Strengths and Limitations of Using Groups With Children
    - Reflection
  - Summary and Conclusion
  - Classroom Exercises
- 12 Groups for Adolescents
  - Chapter Overview
  - Reflection
  - Types of Groups for Adolescents
    - Developmental Psychoeducational Groups
      - Oscar’s Career Exploration Group
      - Questions
    - Nondevelopmental Counseling/Psychotherapy Groups
      - Reflection
      - Pete’s Pregroup Preparation
      - Questions
  - Setting Up Groups for Adolescents
    - Nonverbal Versus Verbal Communication
      - Reflection
    - Group Structure and Materials
      - Lydia’s Lyrics
      - Questions
    - Recruiting Members and Screening
    - Group Session Length and Number in Group
    - Gender and Age Issues
      - Agnes’s Adolescent Group
      - Questions
  - Role of the Leader in Adolescent Groups
    - Reflection
  - Problems in Adolescent Groups
    - Outright Disruptiveness
    - Hesitancy to Engage with Others
    - Polarization
    - Monopolizing
      - Mathew the Mouth
      - Questions
    - Inappropriate Risk Taking
    - Overactivity or Giddiness
      - Reflection
  - Studies on the Outcomes of Groups for Adolescents
  - Strengths and Limitations of Using Groups With Adolescents
    - Strengths
    - Limitations
  - Summary and Conclusion
  - Classroom Exercises
- 13 Groups for Adults
  - Chapter Overview
  - Types of Groups for Adults
    - Reflection
  - Setting Up Groups for Adults
    - Lee Lets the Rules Slide By
    - Questions
  - Role of the Leader in Groups for Adults
  - Studies on the Outcomes of Groups for Adults
    - Groups for College Students
      - Reflection
    - Groups for Adults in Midlife
      - Janelle Takes Her Group on a Hike
      - Questions
    - Groups for Men and Women
      - Groups for Men
        Reflection
      - Groups for Women
        Amy Confronts Her Anger
        Questions
    - Groups for Couples, Families, and Divorced, Widowed, and Remarried Individuals
      - Parent Education Groups
        Reflection
      - Couples and Family Group Therapy
      - Groups for Divorced and Widowed Individuals
        David Deals with His Divorce
        Questions
      - Groups for Remarried Individuals
    - Groups for Adult Offenders and Individuals with Life-Threatening Illnesses
      - Groups for Adult Offenders
        Reflection
      - Groups for Individuals with Life-Threatening Illnesses
  - Strengths and Limitations of Using Groups with Adults
    - Strengths
    - Limitations
      - Carl and the Cancer Support Group
      - Questions
  - Summary and Conclusion
  - Classroom Exercises
- 14 Groups for Older Adults
  - Chapter Overview
  - Reflection
  - Types of Groups for Older Adults
    - Psychoeducational and Task/Work Groups
    - Counseling and Psychotherapy Groups
      - Betty and the Books
      - Questions
      - Reflection
      - Thelma Sets Up a Group for Therapy
      - Question
      - Inez Goes on the Internet
      - Questions
  - Setting up Groups for Older Adults
    - Reflection
  - Role of the Leader in Groups for Older Adults
    - Dora Confronts Death
    - Questions
  - Studies on the Outcomes of Groups for Older Adults
    - Reflection
  - Groups for Caregivers for Older Adults
    - Reflection
  - Strengths and Limitations of Groups for Older Adults
    - Strengths
      - Joe and the Gym
      - Questions
    - Limitations
      - Reflection
  - Summary and Conclusion
  - Classroom Exercises
Part 4 Theoretical Approaches to Groups and a History of Group Development
- 15 Reality Therapy, Adlerian, and Person-Centered Groups
  - Chapter Overview
  - Reality Therapy Groups
    - Premises of Reality Therapy Groups
    - Practice of Reality Therapy in a Group
      - Alfred Practices Original Reality Therapy
      - Questions
      - Reflections
    - Role of the Reality Therapy Group Leader
    - Desired Outcome of Reality Therapy Groups
      - Raquel Becomes a Reality Therapy Leader
      - Questions
    - Evaluation of Reality Therapy Groups
      - Strengths
      - Limitations
    - Learning More
  - Adlerian Groups
    - Premises of Adlerian Groups
      - Reflections
    - Practice of Adlerian Theory in a Group
    - Role of the Adlerian Group Leader
      - Alicia Acts “As If”
      - Questions
    - Desired Outcome of Adlerian Groups
      - Reflection
    - Evaluation of Adlerian Groups
      - Strengths
      - Limitations
        Willie Wonders What To Do
        Questions
    - Learning More
  - Person-Centered Groups
    - Premises of Person-Centered Groups
      - Reflections
    - Practice of Person-Centered Theory in a Group
      - Reflection
    - Role of the Person-Centered Group Leader
      - Carey Experiences the Climate
      - Questions
    - Desired Outcome of Person-Centered Groups
    - Evaluation of Person-Centered Groups
      - Strengths
      - Limitations
    - Learning More
  - Summary and Conclusion
  - Classroom Exercises
- 16 Existential, Gestalt, Rational-Emotive Behavior Therapy (REBT), and Transactional Analysis (TA) Groups
  - Chapter Overview
  - Existential Groups
    - Premises of Existential Groups
    - Practice of Existential Theory in a Group
      - Reflection
    - Role of the Existential Group Leader
    - Desired Outcome of Existential Groups
      - Reflection
      - Mason Finds Meaning
      - Questions
    - Evaluation of Existential Groups
      - Strengths
      - Limitations
    - Learning More
  - Gestalt Groups
    - Premises of Gestalt Groups
      - Reflection
    - Practice of Gestalt Theory in a Group
      - Lexie Leads a Gestalt Group
      - Questions
      - Ed Agonizes Over Unfinished Business
      - Questions
      - Gerard Has a Gestalt Experience
      - Questions
    - Role of the Gestalt Group Leader
    - Desired Outcome of Gestalt Groups
    - Evaluation of Gestalt Groups
      - Strengths
      - Limitations
    - Learning More
  - Rational-Emotive Behavior Therapy Groups
    - Premises of Rational-Emotive Behavior Therapy (REBT) Groups
    - Practice of Rational-Emotive Behavior Therapy in a Group
      - Reflection
      - The REBT Viewpoint
      - Teaching Clients the ABCs of REBT
      - Giving Clients Feedback
    - Role of the Rational-Emotive Behavior Therapy Group Leader
      - Carlos Learns to Calm Down
      - Questions
    - Desired Outcome of Rational-Emotive Behavior Therapy Groups
    - Evaluation of Rational-Emotive Behavior Therapy Groups
      - Strengths
      - Limitations
        Reflection
    - Learning More
  - Transactional Analysis Groups
    - Premises of Transactional Analysis Groups
      - Reflection
    - Practice of Transactional Analysis in a Group
      - Therapeutic Contracts
      - Classical Contracts
      - Redecision Contracts
    - Role of the Transactional Analysis Group Leader
    - Desired Outcome of Transactional Analysis Groups
      - Thomas and the TA Group
      - Questions
    - Evaluation of Transactional Analysis Groups
      - Strengths
      - Limitations
    - Learning More
  - Summary and Conclusion
  - Classroom Exercises
- 17 Solution-Focused, Narrative Therapy, and Psychodrama Groups
  - Chapter Overview
  - Solution-Focused Groups
    - Premise of Solution-Focused Groups
    - Practice of Solution-Focused Groups
      - Reflection
      - Reflection
      - Let the “Why?” Die
      - Questions
    - Role of the Solution-Focused Group Leader
      - Reflection
    - Desired Outcome of Solution-Focused Groups
    - Evaluation of Solution-Focused Groups
      - Strengths
      - Limitations
    - Learning More
  - Narrative Therapy Groups
    - Premise of Narrative Therapy Groups
      - Emma and the Externalization of Alienation
      - Questions
    - Practice of Narrative Therapy in Groups
    - Externalization of the Problem
      - Reflection
    - Influence (Effect) of the Problem on the Individual
    - Influence (Effect) of the Individual on the Problem
    - Raising Dilemmas
    - Predicting Setbacks
    - Using Questions
    - Letters
    - Celebrations and Certificates
    - Role of the Narrative Therapy Group Leader
      - Moving Past Delinquency
      - Question
    - Desired Outcome of Narrative Therapy Groups
    - Evaluation of Narrative Therapy Groups
      - Strengths
      - Limitation
    - Learning More
  - Psychodrama Groups
    - Premise of Psychodrama Groups
      - Reflection
    - Practice of Psychodrama in a Group
      - A Shortcut to Resolution
      - Questions
    - Role of the Psychodrama Group Leader
      - Monique Delivers a Monologue
      - Questions
    - Desired Outcome of Psychodrama Groups
    - Evaluation of Psychodrama Groups
      - Strengths
      - Limitations
    - Learning More
  - Summary and Conclusion
  - Classroom Exercises
- 18 History of Group Work
  - Chapter Overview
  - History of Group Work
  - Uses of Groups Before 1900
    - Reflection
  - Growth of Work with Groups: 1900 to the Present
    - 1900 to 1909
    - 1910 to 1919
    - 1920 to 1929
    - 1930 to 1939
      - Wanda Wonders Why
      - Questions
    - 1940 to 1949
      - Reflection
    - 1950 to 1959
    - 1960 to 1969
      - Insensitive Irene
      - Questions
    - 1970 to 1979
      - Reflection
    - 1980 to 1989
    - 1990 to 1999
      - Fred and the Focus Group
      - Questions
  - 2000 to the Present: Group Work Now
    - Social Justice
      - Reflection
    - Training and Education
      - Reflection
    - Technology
      - Teresa Uses Technology
      - Questions
    - Research
    - Brief Group Work
    - Standards
  - The Future of Group Work
    - Penelope and the Power of the Group
    - Questions
  - Key Events in the History of Group Work
Appendix Some Prominent Self-Help Group Organizations
Glossary
References
Name Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- Q
- R
- S
- T
- U
- V
- W
- Y
- Z
Subject Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- Q
- R
- S
- T
- U
- V
- W
- Y
- Z
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Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.

Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu

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Gerð : 208
Höfundur : 5953
Útgáfuár : 2019
Leyfi : 379

9.790 kr.

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