As practitioners, it is easy to fall into the trap of exaggerated self-importance as we complete our education and move into the world of the professional. At that moment, the aura of being something special is there for the taking. We have worked hard, accomplished a major objective in life goals, attained the cultural level where respect has been secured with the potential to earn income such that we should never have to want for anything of a practical nature. Each of us during our training and schooling has striven to excel to demonstrate superior ability as we competed against other students for recognition of our accomplishments and our abilities. Yet, once we achieve the goal of becoming the professional that we aspire to be, we must step back and reflect on what we have and who we are. A successful practitioner is one who realizes that respect is a two-way street.
ëWithout people committed to humanising penal practice, criminal justice can so easily sink into apathy and pointless repressioní Sunday Telegraph. ëA highly readable and illuminating workí Times Higher Education Supplement . ëOne of those rare books that deserves a wide readership across the disciplines of criminal justiceí Criminal Behaviour and Mental Health . ëAt a time when humanity in criminal justice is commonly ranked below efficiency and value for money . . . the need for vigilance is greater than everí. British Journal of Criminology. This book is a must for anyone who believes that it is important to preserve ethics, standards, values and integrity.
This book explores the role of integrity in business and discusses why all leaders seek to have it. The author argues that it is less about ‘having’ integrity as an attribute, and more about practising it. The Practice of Integrity in Business examines how taking responsibility for ideas, values and practices, as well as accountability and wider creative responsibility for sustaining business, all contribute to the perceived integrity of an organization or business leader. Providing methods through which integrity can be learned, the author demonstrates the importance of practice, learning, dialogue and developing a narrative in forming the basis of trust. The book offers a view of integrity in which ideas, values and practice come together to make business and social sense, and to form the basis of mutual challenge and creativity.
This book explores the critical questions of how and why criminal justice policies emerge, and examines how criminal justice policy is understood and applied by practitioners. It questions whether diversity in implementation implies policy failure or a sign of healthy activism among local practitioners.lied by practitioners.
Featuring moving accounts of terminally ill people who have faced the choice of ending their own lives, this book adds a profound human dimension to the debate over assisted suicide
This book reaches beyond criminological and policy analysis and presents the first comprehensive picture of who probation workers are, what motivates them and how they construct a working identity that sustains them in adverse working conditions.
Sport and exercise psychology has grown exponentially as an academic discipline and profession in the past decade. The dominant approach to sport and exercise psychology practice is the cognitive-behavioural approach that stems from cognitive behavioural therapies (CBTs). CBTs are the most widely used counselling approaches in the world. Through this approach developed rational emotive behaviour therapy (REBT), a cognitive-based theory and therapy that incorporates many of the techniques that defines CBTs to this day (e.g., cognitive restructuring, rehearsal, imagery, self-talk). The Rational Practitioner: The Sport and Performance Psychologist’s Guide to Practicing Rational Emotive Behaviour Therapy develops innovative concepts that are particular to the performance milieu, whilst sticking rigorously to core theory. This book is fundamental to applied practice and offers practitioners, scholars, and researchers of sport psychology and REBT, theoretical and detailed practical information from an experienced and qualified sport and exercise psychologist. This book provides a comprehensive portrayal of REBT applied within sport and performance and is key reading for current and trainee sport and exercise psychologists, but also to psychologists from other disciplines who wish to work with athletes and other performers.
Explores where new ideas come from, how to evaluate which ideas are worth pursuing, and how to customize ideas to suit and organization's unique needs.
Drawing on first-hand accounts of action research in the Americas, Africa, and Asia, The Heart of Community Engagement illustrates the transformative learning journeys of exemplary catalysts for community-based change. Practitioners’ stories of community engagement for social justice in the Global South elucidate the moments of insight and transformation that deepened their practice: how to deal with uncertainty, recognize their own blind spots, become aware of what is emergent and possible in the moment, and weave an inclusive bond of love, respect, and purpose. Each successive narrative adds a deeper level of understanding of the inner practice of community engagement. The stories illuminate the reflective, or inner, practice of the outside change agent, whether a planner, designer, participatory action researcher, or community development practitioner. From a shantytown in South Africa, to a rural community in India, or an informal settlement in peri-urban Mexico, the stories focus attention on the greatest leverage point for change that we, as engaged practitioners, have: our own self-awareness. By the end of the book, the practitioners are not only aware of their own conditioned beliefs and assumptions, but have opened their minds and hearts to the complex and dynamic patterns of emergent change that is possible. This book serves as a much-needed reader of practice stories to help instructors and students find the words, concepts, and examples to talk about their own subjective experience of community engagement practice. The book applies some of the leading-edge concepts from organizational development and leadership studies to the fields of planning, design, and community engagement practice. Key concepts include the deep dive of sensing the social field, seeing the whole, and presencing the emergent future. The book also provides a creative bridge between participatory action research and design thinking: user-based design, rapid prototyping, and learning from doing.
"Anyone serious about leading the reform of teaching and learning in our schools should read this book. Kottkamp and Osterman reframe the conversation about what it means to lead a learning organization. Their reflective processes hold promise for educators as they struggle together to create new possibilities for student learning." Nelda Cambron-McCabe, Professor Miami University, OH In this age of mandated reforms, reflective practice is a truly effective, empowering way to make meaningful, positive changes. Written for teachers, administrators, and professional development specialists in schools and universities, this book is an educators′ guide to reflective practice. In clear, accessible language, the authors explain the potential to create meaningful change in schools and show you how to integrate reflective practice effectively into the daily work of schools. The book: Explains reflective practice as a professional development strategy and its importance for school reform Offers ideas and practical strategies to facilitate collaborative, data-based inquiry, dialogue, and problem-solving in schools Describes reflective practice in action and illustrates its power to create meaningful change in classrooms Shows how reflective practice is an important step in creating professional learning organizations Reflective practice has the potential to renew your sense of optimism, commitment, and efficacy as you learn how to support meaningful professional growth, shape a culture of learning, and make important changes in students′ learning.
