Written alongside a collection of international experts, in this text, Harlene Anderson and Diane Gehart introduce collaborative-dialogic practice as a method of encouraging relationships and conversations that create generative space and promote meaningful changes in clients, even in the most difficult situations.

Collaborative-Dialogic Practice provides professionals a humanizing approach in facilitating transformative dialogues with their clients, making a difference, and creating surprising possibilities in our fast-changing, diverse, and ever-shrinking world. Written alongside a collection of international experts, Harlene Anderson and Diane Gehart introduce collaborative-dialogic practice as a way to encourage relationships and conversations that create generative space and promote meaningful changes in clients, even in the most difficult situations. Split into theory and practice, Part 1 introduces collaborative-dialogue and locates it within traditional and contemporary challenges and practices, providing an overview of its conceptual framework. Chapters in Part 2 then detail the practice in a variety of contexts, cultures, and diverse populations, illustrating how readers can translate the concepts to their distinctive practice settings, and their clients’ unique situations. Accessible and applicable, this book will be an essential resource and guide for professionals in diverse contexts, cultures, and disciplines, including counselors, psychotherapists, consultants, leaders, mentors, educators, and trainers.

Collaborative Therapy: Relationships and Conversations That Make a Difference provides in-depth accounts of the everyday practice of postmodern collaborative therapy, vibrantly illustrating how dialogic conversation can transform lives, relationships, and entire communities. Pioneers and leading professionals from diverse disciplines, contexts, and cultures describe in detail what they do in their therapy and training practices, including their work with psychosis, incarceration, aging, domestic violence, eating disorders, education, and groups. In addition to the therapeutic applications, the book demonstrates the usefulness of a postmodern collaborative approach to the domains of education, research, and organizations.

This accessible textbook provides therapy students and practitioners with an understanding of postmodern theories, founders, and practical applications to family therapy. It introduces complex concepts in bite-sized pieces so readers can cultivate and master competent real-world applications of postmodern philosophy in therapy. Relying predominantly on primary sources, Kelsey Railsback shows how postmodernist ideas influenced the development and implementation of postmodern family therapy models, focusing on collaborative-dialogic practice, narrative therapy, and solution focused brief therapy. It describes why certain therapeutic techniques developed and explains the context and history of their development. Each section begins with an introduction to the model before moving to the philosopher and ending with the founders’ application of philosophical ideas to therapy techniques. These chapters summarize prominent ideas from esteemed professionals in their fields, covering the philosophical pioneers Wittgenstein, Foucault, and Gergen and the therapy pioneers Anderson, White, Epston, de Shazer, Berg, and more. Critically, this book demonstrates how postmodern theory can be applied in mental health practice. By the end of the book, students will be able to interweave the philosophers, founders, and applications of postmodern family therapy into a comprehensive picture. To better understand their epistemology and why they are more inclined toward certain practices over others, students can utilize the included self-quizzes to deepen their understanding. Filled with etymological explanations, reflective questions, keywords, and summaries throughout, this book is designed for students and practitioners in systemic and relational therapy or related fields such as psychology, social work, and mental health counseling.

Writing to the practicing clinician, this book offers a step-by-step practical guide to Socio-Emotional Relationship Therapy (SERT) when working with individuals, couples, and families. Most therapists know sociocultural systems influence their clients’ lives, but few know how to connect the dots between what happens in the wider society, interpersonal neurobiology, relational processes, and client well-being. Written by a founder of SERT, Carmen Knudson-Martin draws on knowledge from multiple disciplines to innovatively weave together a practical step-by-step guide that demystifies the connections between micro and macro processes and relational/self-development. Divided into four parts, chapters cover how to conceptualize clinical issues through a socio-emotional lens, the therapist’s role in assessment, goal-setting, clinical decision-making, the “how-to” of each of the three phases of the SERT clinical sequence, and self-of-the-therapist work and clinical research that inform the model. The clear writing style and detailed examples make complex social processes accessible, demonstrating how good practice is—and must be—equitable and socially responsible. This practical guide is essential reading for all mental health professionals, such as seasoned family therapists, counselors, psychologists, social workers, and students in training in these fields.

This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.

Collaborative research embraces a multiplicity of practices in which social actors are invited to participate in the research process as co-producers of knowledge. But what is actually meant by “co-production” in collaborative research? Knowledge and Power in Collaborative Research presents a range of critical, reflexive strategies for understanding and tackling the challenges emanating from the tensions that arise in the meeting between different participants, knowledge forms and knowledge interests. The chapters anchor discussion of ethical, epistemological and methodological questions in sustained empirical analyses of cases of collaborative knowledge production. The book covers diverse theoretical approaches such as dialogic communication theory, actor network theory, poststructuralist writing as inquiry, institutional ethnography, dialogic action research, and pragmatic action research. The empirical cases span a broad spectrum of empirical fields of social practice: health services, organisational change, research, science communication, environmental communication in intermediary NGOs, participatory governance in relation to urban planning, and digital communication and virtual worlds.

Showcases the latest theory and application of social construction across a range of disciplines with a focus on real-world practice in addition to theoretical work, thus making it useful for advanced students, scholars, and practitioners alike.

This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to: - Theoretical understandings, implications for practice - Assessing literacy difficulties - Pedagogy and planning - Interventions in different contexts This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.

This engaging and practical book offers science teacher educators and K-12 science teachers alike the tools to engage in a dialogic mode of collaborative action research (D-CAR), a collaborative mode of action research focused on teachers’ experiences with students, reflection upon these experiences, and peer learning. Renowned science educator Allan Feldman and co-authors from across numerous settings in K-12 science education present the theory, methodology, case studies, and practical advice to support the use of D-CAR as a means to enhance teachers’ normal practice and address the problems, dilemmas, and dissonances that science teachers must negotiate as they work to meet the needs of an increasingly diverse student population and engage with complex science teaching challenges that disproportionately affect marginalized students. The book will be of use to science teacher educators, pre-service and in-service science teachers, professional development specialists, or any science educator invested in developing creative, reflective, and thoughtful teachers.