Seeking Help
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| Author | : Mark S Komrad |
| Publisher | : Simon and Schuster |
| Total Pages | : 219 |
| Release | : 2012-07-31 |
| Genre | : Self-Help |
| ISBN | : 1616494557 |
If you feel that a friend or loved one has a problem and needs professional help, this step-by-step guide will give you the tools to approach, engage, and support him or her. Just about everyone knows a relative, friend, or coworker who is exhibiting signs of emotional or behavioral turmoil. Yet figuring out how to reach out to that person can feel insurmountable. We know it is the right thing to do, yet many of us hesitate to take action out of fear of conflict, hurt feelings, or damaging the relationship. Through a rich combination of user-friendly tools and real-life stories, Mark S. Komrad, MD, offers step-by-step guidance and support as you take the courageous step of helping a friend who might not even recognize that he or she is in need. He guides you in developing a strong course of action, starting by determining when professional help is needed, then moves you through the steps of picking the right time, making the first approach, gathering allies, selecting the right professional, and supporting friends or relatives as they go through the necessary therapeutic process to resolve their problems. Included are scripts based on Komrad’s work with his own patients, designed to help you anticipate next steps and arm you with the tools to respond constructively and compassionately. You will also find the guidance and information needed to understand mental illness and get past the stigma still associated with it, so you can engage and support your loved one with insight and compassion in his or her journey toward emotional stability and health.
| Author | : Stuart A. Karabenick |
| Publisher | : IAP |
| Total Pages | : 291 |
| Release | : 2013-06-01 |
| Genre | : Education |
| ISBN | : 1623963362 |
Research on help seeking has primarily focused on classrooms interactions that consist primarily of students asking teachers and peers for help. The rapid emergence of information and communications technologies and interactive learning environments, however, requires expanding the help-seeking landscape and rethinking such critical theoretical issues as the distinction between help seeking and information search, and whether help seeking is inevitably a social self-regulated learning strategy. There is also the need to focus attention on help seeking in the broader learning enterprise, which includes its role in the collaboration process, how to support adaptive rather than the over- or under-reliance on help seeking, as well as to scaffold help-seeking skills that render the process more efficient and useful. To examine these and other issues, the present volume assembled contributions from internationally recognized scholars and researchers to capture the state of the art and to anticipate future developments in this expanding field. Its relevance extends to anyone attempting to understand the role of technology in education, including educational researchers and teachers who do now or who expect to use technology to support instruction, and the rapidly expanding numbers of those developing new technological applications.
| Author | : Stuart A. Karabenick |
| Publisher | : Routledge |
| Total Pages | : 335 |
| Release | : 2013-01-11 |
| Genre | : Education |
| ISBN | : 1135810516 |
Building on Karabenick’s earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, Help Seeking in Academic Settings: Goals, Groups, and Contexts brings together contemporary work that is theoretically as well as practically important. It highlights current trends in the area and gives expanded attention to applications to teaching and learning. The contributors represent an internationally recognized group of scholars and researchers who provide depth of analysis and breadth of coverage. Help seeking is currently considered an important learning strategy that is linked to students’ achievement goals and academic performance. This volume not only provides answers to who, why, and when learners seek help, but raises questions for readers to consider for future research. Chapters examine: *help seeking as a self-regulated learning strategy and its relationship to achievement goal theory; *help seeking in collaborative groups; *culture and help seeking in K-12 and college contexts; *help seeking and academic support services (such as academic advising centers); *help seeking in computer-based interactive learning environments; *help seeking in response to peer harassment at school; and *help seeking in non-academic settings such as the workplace. This book is intended for researchers, academic support personnel,and graduate students across the field of educational psychology, particularly those interested in student motivation and self-regulation.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 171 |
| Release | : 2016-09-03 |
| Genre | : Social Science |
| ISBN | : 0309439124 |
Estimates indicate that as many as 1 in 4 Americans will experience a mental health problem or will misuse alcohol or drugs in their lifetimes. These disorders are among the most highly stigmatized health conditions in the United States, and they remain barriers to full participation in society in areas as basic as education, housing, and employment. Improving the lives of people with mental health and substance abuse disorders has been a priority in the United States for more than 50 years. The Community Mental Health Act of 1963 is considered a major turning point in America's efforts to improve behavioral healthcare. It ushered in an era of optimism and hope and laid the groundwork for the consumer movement and new models of recovery. The consumer movement gave voice to people with mental and substance use disorders and brought their perspectives and experience into national discussions about mental health. However over the same 50-year period, positive change in American public attitudes and beliefs about mental and substance use disorders has lagged behind these advances. Stigma is a complex social phenomenon based on a relationship between an attribute and a stereotype that assigns undesirable labels, qualities, and behaviors to a person with that attribute. Labeled individuals are then socially devalued, which leads to inequality and discrimination. This report contributes to national efforts to understand and change attitudes, beliefs and behaviors that can lead to stigma and discrimination. Changing stigma in a lasting way will require coordinated efforts, which are based on the best possible evidence, supported at the national level with multiyear funding, and planned and implemented by an effective coalition of representative stakeholders. Ending Discrimination Against People with Mental and Substance Use Disorders: The Evidence for Stigma Change explores stigma and discrimination faced by individuals with mental or substance use disorders and recommends effective strategies for reducing stigma and encouraging people to seek treatment and other supportive services. It offers a set of conclusions and recommendations about successful stigma change strategies and the research needed to inform and evaluate these efforts in the United States.
| Author | : Stuart A. Karabenick |
| Publisher | : Routledge |
| Total Pages | : 303 |
| Release | : 2012-12-06 |
| Genre | : Education |
| ISBN | : 1135689237 |
There is considerable agreement that more successful learners are active, engaged, and self-regulating learners who understand and are motivated to apply learning strategies under appropriate conditions. One important strategic activity is seeking help when necessary, rather than giving up or engaging in fruitless persistence. Research on strategic help seeking has matured significantly in recent years. This volume captures the current state of knowledge, research, and theory on help seeking as a strategic learning resource. It is international in scope, with contributors from the U.S., the Netherlands, Japan, and Israel. As a whole, the book suggests that strategic (adaptive) help seeking is a critical school readiness skill that is facilitated by mastery-oriented classroom achievement and social goals, by teachers who invite questions rather than those who ask them, and by cultural characteristics that support student inquiry. A conceptual overview is followed by three chapters that examine help seeking from complementary theoretical perspectives and make important distinctions between forms of help seeking; two chapters that focus on how learners' achievement and social goals affect classroom help seeking; one chapter specifically devoted to cross-cultural comparisons of help seeking in Western cultures and in Japan; two chapters that examine the most frequent manifestation of help seeking--that of question asking; and one chapter that explores help-seeking in the information age (the library reference process, information technology, and computer-mediated communication). All chapters include attention to the implications of research and theory for help seeking in instructional settings. Strategic Help Seeking is an excellent resource for educational researchers and practitioners including teachers, school administrators, instructional designers, reference librarians.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
| Author | : Carolyn D. Baker |
| Publisher | : John Benjamins Publishing |
| Total Pages | : 380 |
| Release | : 2005-01-01 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9789027253866 |
Telephone helplines have become one of the most pervasive sites of expert-lay interaction in modern societies throughout the world. Yet surprisingly little is known of the in situ, language-based processes of help-seeking and help-giving behavior that occurs within them. This collection of original studies by both internationally renowned and emerging scholars seeks to improve upon this state of affairs. It does so by offering some of the first systematic investigations of naturally-occurring spoken interaction in telephone helplines. Using the methods of Conversation Analysis, each of the contributors offers a detailed investigation into the skills and competencies that callers and call-takers routinely draw upon when engaging one another within a range of helplines. Helplines in the US, the UK, Australia, Scandinavia, The Netherlands, and Ireland, dealing with the provision of healthcare, emotional support and counselling, technical assistance and consumer rights, tourism and finance, make up the studies in the volume. Collectively and individually, the research provides fascinating insight into an under-researched area of modern living and demonstrates the relevance and potential of helplines for the growing field of institutional interaction. This book will be of interest to students of communication, applied linguistics, discourse and conversation, sociology, counselling, technology and work, social psychology and anthropology.
| Author | : Aurora Brooks |
| Publisher | : Shuttle Systems |
| Total Pages | : 38 |
| Release | : 2023-09-11 |
| Genre | : Family & Relationships |
| ISBN | : 1991117000 |
Tips for Navigating the Teenage Years: A Comprehensive Guide to Parenting AdolescentsAre you a parent or guardian struggling to navigate the challenging teenage years? Look no further! ""Tips for Navigating the Teenage Years"" is the ultimate guidebook that will equip you with the necessary tools and strategies to effectively communicate, set boundaries, and build a healthy relationship with your teenager.These no fluff books are perfect for people who want an overview about a subject in a short period of time.
| Author | : Harold F. O'Neil |
| Publisher | : Routledge |
| Total Pages | : 477 |
| Release | : 2013-09-05 |
| Genre | : Education |
| ISBN | : 1134811659 |
Web-Based Learning: Theory, Research, and Practice explores the state of the art in the research and use of technology in education and training from a learning perspective. This edited book is divided into three major sections: *Policy, Practice, and Implementation Issues -- an overview of policy issues, as well as tools and designs to facilitate implementation of Web-based learning; *Theory and Research Issues -- a look at theoretical foundations of current and future Web-based learning; the section also includes empirical studies of Web-based learning; and *Summary and Conclusions -- highlights key issues in each chapter and outlines a research and development agenda. Within this framework the book addresses several important issues, including: the primacy of learning as a focus for technology; the need to integrate technology with high standards and content expectations; the paucity of and need to support the development of technology-based curriculum and tools; the need to integrate assessment in technology and improve assessment through the use of technology; and the need for theory-driven research and evaluation studies to increase our knowledge and efficacy. Web-Based Learning is designed for professionals and graduate students in the educational technology, human performance, assessment and evaluation, vocational/technical, and educational psychology communities.
| Author | : Roger Azevedo |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 746 |
| Release | : 2013-04-23 |
| Genre | : Education |
| ISBN | : 1441955461 |
Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
