| About the author |
|
vii | |
| Acknowledgements |
|
viii | |
| Introduction to the series |
|
1 | (1) |
|
Why are these workbooks needed? |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
What perspectives and approaches will they use? |
|
|
4 | (5) |
|
Points and prizes: something for nothing |
|
|
9 | (1) |
|
|
|
9 | (2) |
|
|
|
11 | (8) |
|
|
|
12 | (1) |
|
|
|
12 | (1) |
|
|
|
12 | (2) |
|
|
|
14 | (1) |
|
Relational and balanced creativity within the universe |
|
|
15 | (4) |
|
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|
19 | (6) |
|
|
|
19 | (1) |
|
The experience of things `flowing' |
|
|
20 | (2) |
|
Can time really speed up and slow down? |
|
|
22 | (1) |
|
Our conceptions and perceptions of time |
|
|
23 | (2) |
|
|
|
25 | (10) |
|
The self as relational, integrated and complex |
|
|
26 | (2) |
|
The problem of blurry and leaky boundaries |
|
|
28 | (2) |
|
|
|
30 | (2) |
|
|
|
32 | (1) |
|
Why is all this important to health practice? |
|
|
33 | (2) |
|
|
|
35 | (12) |
|
|
|
35 | (1) |
|
|
|
36 | (1) |
|
Philosophical perspectives of consciousness |
|
|
37 | (4) |
|
Scientific perspectives of consciousness |
|
|
41 | (3) |
|
Mystical perspectives of consciousness |
|
|
44 | (1) |
|
So what does this all mean for health practice? |
|
|
45 | (2) |
|
|
|
47 | (8) |
|
The strange disappearance of you |
|
|
47 | (1) |
|
The `big three' relationships |
|
|
48 | (1) |
|
|
|
48 | (2) |
|
The strange (but very important) notion of co-creation |
|
|
50 | (1) |
|
Different perspectives of different relationships |
|
|
50 | (2) |
|
Why is this important to health practice? |
|
|
52 | (3) |
|
Chapter 6 Truth, language and meaning |
|
|
55 | (10) |
|
|
|
56 | (1) |
|
The relationship between truth, meaning and language |
|
|
57 | (1) |
|
|
|
58 | (1) |
|
|
|
58 | (2) |
|
|
|
60 | (1) |
|
|
|
61 | (1) |
|
A fairy tale to help us find truth |
|
|
62 | (2) |
|
Why is this important to health practice? |
|
|
64 | (1) |
|
Chapter 7 Knowledge and intelligence |
|
|
65 | (10) |
|
|
|
66 | (1) |
|
|
|
67 | (1) |
|
What is the relationship between truth, belief and knowledge? |
|
|
67 | (2) |
|
What are the foundations of knowledge? |
|
|
69 | (1) |
|
|
|
70 | (1) |
|
How do we apply our knowledge in practice? |
|
|
71 | (1) |
|
Why is this important to health practice? |
|
|
72 | (3) |
|
Chapter 8 Health and health practice |
|
|
75 | (12) |
|
|
|
75 | (1) |
|
What can health be described as? |
|
|
76 | (2) |
|
|
|
78 | (1) |
|
How can we differentiate between `good health' and `bad health'? |
|
|
78 | (1) |
|
Health and health practice as co-creations |
|
|
79 | (2) |
|
Skilful health practice: knowing and being |
|
|
81 | (1) |
|
Health and health practice as integrated harmonic balance |
|
|
82 | (2) |
|
Health practice as a two-way process |
|
|
84 | (3) |
|
|
|
87 | (22) |
|
|
|
88 | (1) |
|
We are all artists (and scientists) |
|
|
89 | (1) |
|
How do we create in practice? |
|
|
89 | (1) |
|
Dissonance: the trigger for creativity |
|
|
90 | (2) |
|
Models and theories of the creative process |
|
|
92 | (1) |
|
|
|
93 | (3) |
|
Creative tension and creative dance |
|
|
96 | (2) |
|
The importance of expertise |
|
|
98 | (1) |
|
Creating space and escaping tyranny |
|
|
99 | (2) |
|
Finding creative states of mind |
|
|
101 | (1) |
|
Being more creative in practice |
|
|
102 | (7) |
|
Chapter 10 Integrating everything (and nothing) |
|
|
109 | |
|
|
|
110 | (2) |
|
Reflective practice (or paralysis?) |
|
|
112 | (1) |
|
|
|
112 | (2) |
|
The development of expertise |
|
|
114 | (1) |
|
Beginner's mind: meta-competence |
|
|
115 | (2) |
|
|
|
117 | (2) |
|
Zooming in and zooming out |
|
|
119 | (1) |
|
|
|
120 | (1) |
|
Integrated practice as a `meta-level' of reflective practice |
|
|
121 | (2) |
|
|
|
123 | |
| Notes |
|
127 | (20) |
| Bibliography |
|
147 | |
| About the author |
|
vi | |
| Acknowledgements |
|
vii | |
| Introduction to the series |
|
1 | (1) |
|
Why are these workbooks needed? |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
What perspectives and approaches will they use? |
|
|
4 | (5) |
|
Points and prizes: something for nothing |
|
|
9 | (1) |
|
|
|
9 | (2) |
|
|
|
11 | (6) |
|
The crucial importance of me |
|
|
11 | (1) |
|
Plate spinning and the plate being spun |
|
|
12 | (2) |
|
Why is the `me' so important? |
|
|
14 | (1) |
|
Keeping ourselves healthy |
|
|
15 | (2) |
|
Chapter 2 Seeking happiness in our practice |
|
|
17 | (8) |
|
Learning from the evidence |
|
|
18 | (2) |
|
Learning from the masters |
|
|
20 | (1) |
|
A suggested path (of sorts) to happiness in practice |
|
|
20 | (2) |
|
Health practice as `self-practice' |
|
|
22 | (1) |
|
Leaving room for scepticism |
|
|
23 | (2) |
|
Chapter 3 Clarifying our perspective |
|
|
25 | (8) |
|
The ultimate perspective - nothingness |
|
|
26 | (1) |
|
|
|
27 | (1) |
|
|
|
28 | (5) |
|
Chapter 4 Dedicating and committing |
|
|
33 | (12) |
|
Dedication and commitment |
|
|
33 | (1) |
|
|
|
34 | (1) |
|
|
|
35 | (2) |
|
|
|
37 | (4) |
|
|
|
41 | (1) |
|
Commitment and dedication in health practice |
|
|
42 | (3) |
|
Chapter 5 Practising righteously |
|
|
45 | (10) |
|
Righteousness in health practice |
|
|
46 | (1) |
|
|
|
46 | (1) |
|
Acting righteously in health practice |
|
|
47 | (2) |
|
|
|
49 | (4) |
|
|
|
53 | (1) |
|
Integrating and balancing a righteous life |
|
|
54 | (1) |
|
Chapter 6 Becoming aware and mindful |
|
|
55 | (16) |
|
|
|
56 | (1) |
|
|
|
57 | (1) |
|
|
|
58 | (1) |
|
|
|
59 | (2) |
|
When our minds won't settle |
|
|
61 | (1) |
|
|
|
62 | (4) |
|
Practising mindful awareness |
|
|
66 | (5) |
|
Chapter 7 Communicating effectively |
|
|
71 | (14) |
|
|
|
73 | (1) |
|
|
|
74 | (2) |
|
Internal narratives and dramas |
|
|
76 | (1) |
|
Unhealthy voices and narratives |
|
|
77 | (1) |
|
Integrating voices, narratives and dramas |
|
|
78 | (1) |
|
A useful tool -- Johari window |
|
|
79 | (2) |
|
Communicating with myself skilfully and effectively |
|
|
81 | (4) |
|
Chapter 8 Acting skilfully |
|
|
85 | (14) |
|
|
|
85 | (1) |
|
Acting skilfully towards ourselves |
|
|
86 | (1) |
|
Fulfilling our needs and setting our goals |
|
|
86 | (10) |
|
Finding satisfaction in our practice |
|
|
96 | (3) |
|
Chapter 9 Health practice as self-practice |
|
|
99 | |
|
Creating our own presents |
|
|
101 | (1) |
|
Finding integrated harmonic balance |
|
|
102 | (1) |
|
|
|
103 | (3) |
|
Practising loving compassion with ourselves |
|
|
106 | |
| Notes |
|
109 | (14) |
| Bibliography |
|
123 | |
| About the author |
|
vii | |
| Acknowledgements |
|
viii | |
| Introduction to the series |
|
1 | (1) |
|
Why are these workbooks needed? |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
What perspectives and approaches will they use? |
|
|
4 | (5) |
|
Points and prizes: something for nothing |
|
|
9 | (1) |
|
|
|
9 | (2) |
|
Chapter 1 The perspective of `other' |
|
|
11 | (6) |
|
|
|
13 | (4) |
|
Chapter 2 Health knowledge |
|
|
17 | (10) |
|
|
|
17 | (1) |
|
What do we know about health? |
|
|
18 | (2) |
|
Health as a relational entity |
|
|
20 | (1) |
|
|
|
20 | (2) |
|
|
|
22 | (1) |
|
|
|
23 | (1) |
|
Why is this important to health practice? |
|
|
24 | (3) |
|
|
|
27 | (12) |
|
Health beliefs and explanatory models |
|
|
28 | (5) |
|
Using explanatory models skilfully |
|
|
33 | (1) |
|
|
|
34 | (2) |
|
Integrating cultures and beliefs into our practice |
|
|
36 | (3) |
|
Chapter 4 Information and guidelines |
|
|
39 | (8) |
|
The information explosion |
|
|
40 | (1) |
|
The effect of the information explosion in practice |
|
|
41 | (2) |
|
|
|
43 | (2) |
|
Integrating information and guidelines into our practice |
|
|
45 | (2) |
|
Chapter 5 Time and resources |
|
|
47 | (12) |
|
The problem of `fairness' |
|
|
48 | (1) |
|
Practitioners, not priests |
|
|
48 | (1) |
|
The big (and small) issues |
|
|
49 | (1) |
|
Prioritising and choosing |
|
|
50 | (2) |
|
|
|
52 | (2) |
|
Being firm about what we cannot do |
|
|
54 | (2) |
|
|
|
56 | (3) |
|
Chapter 6 Regulations and targets |
|
|
59 | (6) |
|
|
|
61 | (2) |
|
Integrating regulations and targets into our practice |
|
|
63 | (2) |
|
Chapter 7 Organisations and teams |
|
|
65 | (12) |
|
Organisations as tools and tyrants |
|
|
66 | (1) |
|
|
|
66 | (2) |
|
The functions of health organisations |
|
|
68 | (1) |
|
Dysfunctional organisations |
|
|
68 | (3) |
|
Assessing our organisations |
|
|
71 | (2) |
|
How can we help our organisations work more effectively? |
|
|
73 | (1) |
|
Integrating organisations and teams |
|
|
74 | (3) |
|
Chapter 8 Space and the environment |
|
|
77 | (10) |
|
|
|
78 | (1) |
|
Changes in health practice space |
|
|
78 | (2) |
|
|
|
80 | (1) |
|
Making consulting space more therapeutic |
|
|
80 | (2) |
|
Making hospital environments more therapeutic |
|
|
82 | (2) |
|
Integrating our space into our practice |
|
|
84 | (3) |
|
Chapter 9 `Effectiveness' |
|
|
87 | (12) |
|
How do we assess effectiveness? |
|
|
89 | (1) |
|
An empirical enquiry of effectiveness |
|
|
90 | (2) |
|
An interpretive enquiry of effectiveness |
|
|
92 | (2) |
|
Looking for `evidence' of effectiveness |
|
|
94 | (1) |
|
Being wary of power claims dressed as knowledge claims |
|
|
95 | (1) |
|
Integrating and balancing approaches to health practice |
|
|
96 | (3) |
|
Conclusion: integrated harmonic balance with the other |
|
|
99 | |
|
|
|
99 | (1) |
|
The crucial importance (and power) of `me' |
|
|
99 | (2) |
|
Integrating the `other' into our practice |
|
|
101 | |
| Notes |
|
105 | (23) |
| Bibliography |
|
128 | (11) |
| About the author |
|
vii | |
| Acknowledgements |
|
viii | |
| Introduction to the series |
|
1 | (1) |
|
Why are these workbooks needed? |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
What perspectives and approaches will they use? |
|
|
4 | (5) |
|
Points and prizes: something for nothing |
|
|
9 | (1) |
|
|
|
9 | (2) |
|
Chapter 1 Introduction to the `we' relationship |
|
|
11 | (8) |
|
|
|
12 | (2) |
|
|
|
14 | (5) |
|
|
|
19 | (10) |
|
|
|
20 | (3) |
|
|
|
23 | (2) |
|
The upsides and downsides of sensing in health practice |
|
|
25 | (1) |
|
Integrating and balancing our senses in practice |
|
|
26 | (3) |
|
|
|
29 | (10) |
|
|
|
29 | (3) |
|
|
|
32 | (1) |
|
|
|
33 | (1) |
|
|
|
34 | (1) |
|
|
|
35 | (1) |
|
Integrating singing into our practice |
|
|
36 | (3) |
|
Chapter 4 Thinking, feeling and behaving |
|
|
39 | (8) |
|
Health as a concept, a feeling and a behaviour |
|
|
40 | (4) |
|
Integrating cognitive and behavioural approaches |
|
|
44 | (3) |
|
|
|
47 | (12) |
|
The essence of storytelling |
|
|
48 | (3) |
|
|
|
51 | (3) |
|
Integrating narrative into our practice |
|
|
54 | (5) |
|
|
|
59 | (8) |
|
|
|
60 | (1) |
|
|
|
61 | (1) |
|
|
|
61 | (1) |
|
|
|
62 | (2) |
|
Integrating hypnosis in practice |
|
|
64 | (3) |
|
|
|
67 | (8) |
|
The effectiveness of dancing |
|
|
68 | (1) |
|
Cultural, contextual and age differences |
|
|
68 | (2) |
|
|
|
70 | (2) |
|
|
|
72 | (1) |
|
Some tips for using our own body language in practice |
|
|
73 | (1) |
|
Integrating dance into our practice |
|
|
73 | (2) |
|
Chapter 8 Transferring and counter-transferring |
|
|
75 | (6) |
|
Counter-transference as a tool |
|
|
76 | (3) |
|
Integrating transference and counter-transference in practice |
|
|
79 | (2) |
|
|
|
81 | (10) |
|
|
|
82 | (1) |
|
Common dramas in practice |
|
|
83 | (1) |
|
Dramatic roles that practitioners might play |
|
|
84 | (1) |
|
Dramas as tool and as tyrant |
|
|
85 | (1) |
|
Integrating drama into our practice |
|
|
86 | (5) |
|
Chapter 10 Standing and withstanding |
|
|
91 | (12) |
|
|
|
92 | (1) |
|
|
|
93 | (1) |
|
|
|
94 | (1) |
|
|
|
95 | (1) |
|
|
|
96 | (1) |
|
|
|
97 | (2) |
|
|
|
99 | (4) |
|
|
|
103 | (10) |
|
|
|
104 | (1) |
|
|
|
105 | (1) |
|
The importance of play in vulnerable children |
|
|
106 | (1) |
|
|
|
107 | (1) |
|
|
|
108 | (1) |
|
|
|
109 | (2) |
|
Integrating play in practice |
|
|
111 | (2) |
|
|
|
113 | (6) |
|
|
|
113 | (3) |
|
Integrating rituals into our treatment |
|
|
116 | (3) |
|
|
|
119 | (12) |
|
The importance of `self efficacy' |
|
|
120 | (1) |
|
|
|
121 | (2) |
|
|
|
123 | (4) |
|
Integrating motivational communication into our practice |
|
|
127 | (4) |
|
|
|
131 | |
|
|
|
131 | (1) |
|
|
|
132 | (1) |
|
|
|
133 | (2) |
|
Integrating shared decision making in practice |
|
|
135 | |
| Conclusion -- integrating the `we' relationship |
|
139 | (4) |
| Notes |
|
143 | (27) |
| Bibliography |
|
170 | |
| About the author |
|
vii | |
| Acknowledgements |
|
viii | |
| Introduction to the series |
|
1 | (12) |
|
Why are these workbooks needed? |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
What perspectives and approaches will they use? |
|
|
4 | (5) |
|
Points and prizes: something for nothing |
|
|
9 | (1) |
|
|
|
9 | (4) |
|
Section One Creating in Practice |
|
|
|
Chapter 1 The fundamental creativity of health practice |
|
|
13 | (10) |
|
|
|
15 | (1) |
|
|
|
16 | (7) |
|
Chapter 2 Health as a creation |
|
|
23 | (8) |
|
The creation: better health |
|
|
24 | (2) |
|
|
|
26 | (1) |
|
Our palette: almost anything |
|
|
27 | (4) |
|
Chapter 3 What is creativity? |
|
|
31 | (10) |
|
|
|
34 | (1) |
|
|
|
35 | (1) |
|
Can we train to be more creative? |
|
|
36 | (1) |
|
Factors that may affect the way we think |
|
|
37 | (1) |
|
|
|
38 | (1) |
|
Integrating creativity into our practice |
|
|
39 | (2) |
|
Chapter 4 The infinite world of practice (and the `no-model model') |
|
|
41 | (12) |
|
The importance of nothing |
|
|
42 | (1) |
|
Practice as an infinite entity |
|
|
43 | (1) |
|
Amery's (very transient) No-model Model |
|
|
44 | (2) |
|
The importance of presence |
|
|
46 | (1) |
|
Creation through imagination |
|
|
47 | (6) |
|
|
|
|
|
|
53 | (2) |
|
|
|
55 | (8) |
|
|
|
56 | (1) |
|
|
|
57 | (2) |
|
Health practice as `being' not `trying' |
|
|
59 | (4) |
|
|
|
63 | (8) |
|
|
|
64 | (1) |
|
|
|
64 | (2) |
|
|
|
66 | (1) |
|
|
|
67 | (1) |
|
Waking up (flying, not falling) |
|
|
68 | (3) |
|
|
|
71 | (8) |
|
|
|
71 | (1) |
|
Introducing the patient into the infinite ring |
|
|
72 | (2) |
|
|
|
74 | (2) |
|
Deep listening (and watching) |
|
|
76 | (1) |
|
Don't interrupt. Really don't. Really. Don't |
|
|
76 | (1) |
|
|
|
77 | (2) |
|
Chapter 9 Trust your intuition (but check it too) |
|
|
79 | (10) |
|
|
|
80 | (1) |
|
The practical application of convergent and divergent thinking |
|
|
81 | (1) |
|
Problems with divergent and convergent thinking |
|
|
82 | (1) |
|
Factors that may affect the way we think |
|
|
82 | (2) |
|
|
|
84 | (1) |
|
Integrating and harmonically balancing our thinking in practice |
|
|
85 | (4) |
|
|
|
89 | (10) |
|
What maps of health are there? |
|
|
89 | (2) |
|
Don't fall into the health beliefs trap |
|
|
91 | (1) |
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Creating and merging different maps |
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92 | (2) |
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Consonance and dissonance in practice |
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94 | (3) |
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Integrating maps into practice |
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97 | (2) |
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99 | (12) |
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Co-creation can only be done in partnership |
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99 | (2) |
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101 | (1) |
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Negotiating routes, waypoints and end-points |
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102 | (2) |
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104 | (3) |
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107 | (1) |
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A good enough journey plan |
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108 | (3) |
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111 | (8) |
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The absolute importance of letting go |
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112 | (1) |
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113 | (1) |
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A brief meditation on death |
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114 | (2) |
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Health practice as self-practice |
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116 | (3) |
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Chapter 13 Models and reality |
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119 | (10) |
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119 | (1) |
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120 | (1) |
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121 | (1) |
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Models as tools or tyrants? |
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122 | (1) |
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Integrating and balancing models and practice |
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123 | (2) |
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The realities of practice |
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125 | (4) |
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Chapter 14 Creating better health |
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129 | (6) |
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Creating in your own practice |
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130 | (5) |
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Chapter 15 Integrating everything |
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135 | (12) |
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Cycling on the road to nowhere |
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136 | (2) |
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138 | (1) |
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Beginner's mind: meta-competence |
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138 | (3) |
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Including but transcending our expertise |
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141 | (1) |
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Integrated practice as a `meta-level' of reflective practice |
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142 | (1) |
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Zen and the art of health practice |
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143 | (4) |
| Conclusion: power, beauty and love |
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147 | (2) |
| Notes |
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149 | (19) |
| Bibliography |
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168 | |
Biežāk uzdotie jautājumi par e-grāmatām