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Pædagogisk Psykologisk Tidsskrift
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Anders Winther Pedersen

Klientcentreret konsultation

Her beskrives en interventionsform, som er særlig velegnet i sager med mange parter, der repræsenterer flere forskellige synspunkter og interesser. Parterne inviteres som første tiltag til fælles samtaler. Psykologen leder samtalerne som konsulent efter systemiske principper. Den systemiske form udvikler netop samtalerne mellem de involverede til en fælles forståelse af problemet og fører videre mod løsninger. Med udgangspunkt i en undersøgelse af PPR og PPR’s brugere vises det teoretisk, at netop den systemiske interventionsform kan løsne eller modvirke oppositioner mellem parterne. Dette demonstreres også i praksis ved to cases. Det diskuteres og eksemplificeres, hvordan man indenfor rammen med systemiske samtaleforløb sideløbende kan anvende andre interventionsformer og involvere andre af PPR’s samarbejdsparter. Af Anders Winther Pedersen PPR-NV, København

Winther Pedersen, Anders (School psychologist in Copenhagen). Clientcentered Consultation. Psykologisk Pædagogisk Rådgivning, 2004, Vol. 41, 2, 95-113. – This approach is especially appropriate in cases with several parties having conflicting interests. Two case studies illustrate the process: the parties meet (parents, teachers, psychologist) to discuss the problem at hand to develop a common understanding of the problem, and to identify solutions. Danish and foreign research has established that a systemic approach can dissolve divergences. Examples show that it is possible to work on a positivistic basis as well as on a systemic one within this framework. – B. Glæsel
Stine Clasen og Helen Mors

Se, hvad der kan ske. Om arbejdet med og tankerne bag individuelle undervisningsplaner

Clasen, Stine & Mors, Helen (Consultant and speech therapist in Aarhus). Look What May Happen. Psykologisk Pædagogisk Rådgivning, 2004, Vol. 41, 2, 114-124. – Individual teaching plans are presented as a valid and helpful method to assist children with special educational needs to develop competencies and a more positive self concept. Cooperrider’s thoughts have inspired this approach, especially his appreciative inquiry. The consequences are: a shift from problem solving to appreciation; from failures, problems, and training etc. to resources, possibilities, and development etc. Individual teaching plans of this nature are recommended in all special education. – B. Glæsel
Eia Asen, Neil Dawson og Brenda McHugh

Familien i klasseværelset

The Marlborough Family School was founded abt. 20 ys. ago as a counseling center for chrindren and families in Mid-London. Its goal is to deal with the rising number of children having been rejected from schools because of serious learning problems, violence, or provocative behaviour. Its aim is to intervene towards thewhole family and the school system, based on a systemic approach. Each day has a similar structure: teaching family meetings, planning, and teaching again, this time incorporating new ideas. The MFS has worked with several hundred children, families and schools. Their work is well received: 85% of potential families accept the programme, and 95% of the chrildren return to their own schools. – B. Glæsel
Nina Vrang

Dialogmøder. Om indførelse af konsultative metoder klasseværelset

På min arbejdsplads Familiecenteret for Sydsjælland og Møn er vi i gang med en proces, hvor vi omlægger indsatsen over for brugerne fra en individorienteret indsats til en konsultativ praksis. Af Nina Vrang

Vrang, Nina (Psychologist at a Family Center). Dialogue Meetings – About the Consultative Method in School Psychological Work. Psykologisk Pædagogisk Rådgivning, 2004, Vol. 41, 2, 139-153. – The traditional referral to the school psychological services comprises a written referral sheet, containing descriptions of the problem, what has hitherto been done etc. A new method was introduced in the municipality of Vordingborg. The key figures around the child such as parents, teachers etc. are invited to a meeting where the problems are discussed in detail. This method is found to be very valuable as it leads to much more detailed information and at the same time functions as a consensus meeting about what could and should be done. – B. Glæsel
Aase Holmgaard

Hvordan blev inklusion til rummelighed? – en analyse af rummelighedsbegrebets oprindelse

Det internationale begreb »inklusive schools« blev introduceret i Salamancaerklæringen i 1994. I Susan Tetlers ph.d-afhandling »Imellem integration og inklusion – om nødvendigheden af at udvikle rummelighedens didaktik« ligestilles ordet »inklusion« for første gang med det danske ord »rummelighed«. Ved hjælp af en diskursanalyse foretaget af den engelske uddannelses forsker Alan Dyson problematiseres denne ligestilling. Af Aase Holmgaard Lektor ved CVU-Midt-Vest Ph.d.-studerende ved Danmarks Pædagogiske Universitet

Holmgaard, Aase (Lecturer at the Center of Further Education in Mid West). How did Inclusion become the Accommodating School? Psykologisk Pædagogisk Rådgivning, 2004, Vol. 41, 2, 154-161. – The concept inclusion was first presented in the Salamanca Declaration in 1994. Alan Dyson analyzed the concept in 1999 and pointed out its rhetorical genius due to its compilation of four discourses: Ethical, economic, political, and pragmatic. However, ambivalence and uncertainty has arisen about consequences of the concept. It is e.g. a problem, if the included child is taught parallel to the normal teaching, if he is passive, if he only interacts with his support teacher, if he only participates socially and not in cooperation, if the teaching does not build on his own competencies and potentials, if he cannot see himself as part of a community. The Danish concept »the accommodating school« is a combination of incompatible teaching discourses. The ethical discourse is about what the school should be; the pragmatic discourse is about what the school can. There seems to be only two possibilities: one, to divide it into four single concepts (economical accommodation and pragmatic, ethical and political ditto), or two, to exclude the concepts from the debate and to return to an everyday understanding. The question is, whether Denmark by doing this should remove itself from the international forum and the unanimousity found in declarations. – B. Glæsel
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