Working Relationally in and across Practices


Book Description

This book shows ideas from cross-professional collaborators that offer resources for professional and research practices.




Working Relationally in and across Practices


Book Description

Three core ideas are at the heart of this book: relational expertise, the capacity to interpret problems with others; common knowledge, which consists of knowing what matters for professionals in other practices; and relational agency, which involves using that common knowledge to take action with others. These ideas are based in cultural-historical approaches to learning and change, and give coherence to the arguments presented. This is not a recipe book; the ideas are offered as resources for reflecting on and developing professional and research practices, and the conditions in which they occur.




Being an Expert Professional Practitioner


Book Description

Professionals deal with complex problems which require working with the expertise of others, but being able to collaborate resourcefully with others is an additional form of expertise. This book draws on a series of research studies to explain what is involved in the new concept of working relationally across practices. It demonstrates how spending time building common knowledge between different professions aids collaboration. The core concept is relational agency, which can arise between practitioners who work together on a complex task: whether reconfiguring the trajectory of a vulnerable child or developing a piece of computer software. Common knowledge, which captures the motives and values of each profession, is essential for the exercise of relational agency and contributing to and working with the common knowledge of what matters for each profession is a new form of relational expertise. The book is based on a wide body of field research including the author’s own. It tackles how to research expert practices using Vygotskian perspectives, and demonstrates how Cultural Historical and Activity Theory approaches contribute to how we understand learning, practices and organisations.




Relational and Multimodal Higher Education


Book Description

This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental. The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures. This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies.




Cultural-Historical Approaches to Studying Learning and Development


Book Description

This collection of papers examines key ideas in cultural-historical approaches to children’s learning and development and the cultural and institutional conditions in which they occur. The collection is given coherence by a focus on the intellectual contributions made by Professor Mariane Hedegaard to understandings of children’s learning through the prism of the interplay of society, institution and person. She has significantly shaped the field through her scholarly consideration of foundational concepts and her creative attention to the fields of activity she studies. The book brings together examples of how these concepts have been employed and developed in a study of learning and development. The collection allows the contributing scholars to reveal their reactions to Hedegaard’s contributions in discussions of their own work in the field of children’s learning and the conditions in which it occurs.




Interprofessional Collaboration and Service User Participation


Book Description

This book brings together contributions from a range of social welfare settings, including child welfare, unemployment, mental health and substance abuse treatment, to examine how interprofessional collaboration and service user participation are realised or challenged in multi-agency meetings. It provides empirically grounded analyses of specific aspects of multi-agency work and offers a distinctive conceptual framework for understanding and analysing interaction during meetings in various social welfare settings. Based on audio and video recordings, the authors provide clear examples of actual practices of social welfare professionals and demonstrate how the realisation of collaborative and integrated welfare policy is contingent on effective interactional practices between professionals and service users.




Relational Social Work Practice with Diverse Populations


Book Description

Social work and relational theory have long been clinical comrades, given their shared goals and ideals. This close fit continues to be productive as client populations and their needs grow more diverse. Clinical Social Work Practice with Diverse Populations sorts through vital matters of race, ethnicity, sexuality, religion and social status--and addresses groups and issues often seen in practice but rarely encountered in print--with a profound understanding of the healing power of relational-based treatment. Case examples illustrate all stages of social work process, offering practice guidelines for working with members of diverse groups while emphasizing the uniqueness of every therapeutic dyad. The coverage recognizes the multiple relationships that comprise individuals' lives as well as the individuality that co-exists within group identity. And the contributors carefully show readers how to check themselves for biases and us-versus-them thinking and how to develop confidence along with clinical skills. Included in this first-of-its-kind text: · Practice technique and research support for relational therapy. · Whiteness: Deconstruction of a practice paradox. · Racial and ethnic diversity, including African American, Latino, Asian American, and Asian Indian clients. · Religious diversity: evangelical Christians, Muslim, and Orthodox Jewish clients. · Diversity of sexual identity: LGBT clients. · Diversity of life-altering experiences: combat veterans, reentry from incarceration, homelessness. · Plus: background chapters providing a framework for applying relational theory to social work. Bridging the knowledge gaps between the diversity literature and the practical literature, Relational Social Work Practice with Diverse Populations supplies clinical social work professionals, educators, and counselors with tools and concepts for effective, efficient practice.




Relational Practice: New Approaches to Mental Health and Wellbeing in Schools


Book Description

A clear and compelling text written by teachers, psychologists, and educationalists, Relational Practice: New Approaches to Mental Health and Wellbeing in Schools proposes a dynamic and relational approach to supporting the mental health needs of children and young people within education. Contributing authors advocate a movement away from the deficit, medicalised model of mental health and instead encourage readers to embrace a relational approach, considering philosophical and spiritual dimensions, as well as the wider everyday contexts that shape the mental health of individuals, groups, and school communities. Filled with case studies, intervention strategies, and CPD activities, this essential guide bridges the gap between theory, research, and practice to offer evidence-based resources for practical application within schools. Areas covered include, but are not limited to: Supporting neurodivergent and LGBT+ students to thrive Creating and actioning an anti-racist approach Multi-agency interventions Relationships in SEND settings Creating a supportive culture to enhance staff wellbeing Appreciative inquiry Staff perceptions of Building Relational Schools (BRS) The role of intersubjective processes and the impact they have on relationships in educational settings Providing a comprehensive introduction to relational practice within education, this is an indispensable resource for anyone working in education who wishes to support the mental health and wellbeing of their school community.




Relational Theory and the Practice of Psychotherapy


Book Description

This important and innovative book explores a new direction in psychoanalytic thought that can expand and deepen clinical practice. Relational psychoanalysis diverges in key ways from the assumptions and practices that have traditionally characterized psychoanalysis. At the same time, it preserves, and even extends, the profound understanding of human experience and psychological conflict that has always been the strength of the psychoanalytic approach. Through probing theoretical analysis and illuminating examples, the book offers new and powerful ways to revitalize clinical practice.