Filling the Transfer Advising Gap Through a Collaborative Partnership

2020 ◽  
Vol 2020 (192) ◽  
pp. 99-108
Author(s):  
Paula K. Carlsen ◽  
Jeanine E. Gangeness
Keyword(s):  
Collaborative Partnership ◽  
Transfer Advising

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Becoming an empowered parent. How do parents successfully take up their role as a collaborative partner in their child’s specialist care?

2020 ◽  
pp. 136749352091083
Author(s):  
Jim Reeder ◽  
Jane Morris
Keyword(s):  
Therapeutic Relationship ◽  
Health Professionals ◽  
Constructivist Grounded Theory ◽  
Collaborative Partnership ◽  
Specialist Care ◽  
National Health Service Trust ◽  
Data Collection And Analysis ◽  
Depth Interviews ◽  
Novel Model

The purpose of this article is to offer an improved understanding of how parents of children with long-term disabilities are empowered to successfully take up their role as decision-making partners in the design and delivery of the care of their child. The intention is to stimulate dialogue, encourage reflection and provide practical suggestions for health professionals working with children and their families. The reported findings are from a study which was guided by a constructivist grounded theory methodology. This involved an iterative process of repeated cycles of data collection and analysis, which comprised 12 semi-structured, in-depth interviews with 14 parents of children accessing paediatric services within a single National Health Service Trust. A novel model, explaining how the power im/balance and the perceived state of the therapeutic relationship influence how successfully a parent takes up their position in the collaborative partnership, is presented and discussed. It is suggested that by thoughtfully addressing the traditional hierarchy that exists within healthcare, health professionals might facilitate the development of a ‘truly’ therapeutic relationship, which can help promote parental empowerment.

Collaborative partnership for technology adoption: A working model in Louisville

TechTrends ◽  
1990 ◽  
Vol 35 (1) ◽  
pp. 3-5
Author(s):  
Carolyn Rude-Parkins ◽  
Martha Hancock
Keyword(s):  
Technology Adoption ◽  
Collaborative Partnership ◽  
Working Model

Healthy Planning: An Evolving Collaborative Partnership

2016 ◽  
Vol 34 (1) ◽  
pp. 73-89 ◽  
Author(s):  
Susan Thompson ◽  
Peter McCue
Keyword(s):  
Collaborative Partnership

scholarly journals Addressing the Growing Cancer Burden in the Wake of the AIDS Epidemic in Botswana: The BOTSOGO Collaborative Partnership

2014 ◽  
Vol 89 (3) ◽  
pp. 468-475 ◽  
Author(s):  
Jason A. Efstathiou ◽  
Memory Bvochora-Nsingo ◽  
David P. Gierga ◽  
Mukendi K. Alphonse Kayembe ◽  
Mompati Mmalane ◽  
...  
Keyword(s):  
Collaborative Partnership ◽  
Cancer Burden ◽  
Aids Epidemic

scholarly journals Who is we? Attending to similarity and difference as discourse praxis in the university classroom

2020 ◽  
Vol 2 (1) ◽  
pp. 11-27
Author(s):  
Collective on Praxis in Health Sciences Education
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Pedagogical Practice ◽  
Collaborative Partnership ◽  
Starting Point ◽  
Dominant Ideologies ◽  
Teachers And Students ◽  
Gender And Health ◽  
Similarity And Difference ◽  
The University

The word we evokes ideas of both belongingness and non-belongingness through its ability to create constellations of solidarity and exclusion. In education, its use has the power to draw invisible yet substantial lines between dominant and counter-hegemonic ideologies—and teachers and students—in ways that dynamically influence the operation of power between actors. Reflections emerging from a collaborative partnership between a student, teaching assistants, and professor during an undergraduate course on sex/gender and health revealed significant opportunities for critical pedagogical practice around we. This paper analyzes how we and related terms (like they, us, them, etc.) function in the higher education classroom and offers our analysis into the possibilities of using we as a starting point for anti-oppressive and reflexive educational praxis. Ultimately, we contend that we has the potential to work as an intervention countering dominant ideologies and normative assumptions operating in the classroom.

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