The Person-Centred Approach

Tudor, Louise Embleton; Keemar, Keemar; Tudor, Keith; Valentine, Joanna; Worrall, Mike

doi:10.1007/978-1-137-04678-9

Cited by 38 publications

(8 citation statements)

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“…Areas of the landscape designated as National Parks or Areas of Outstanding Natural Beauty are provided statutory guidance 59 on landscape management priorities, informed by Landscape Character Assessments. 60 Via Neighbourhood plans and Local Landscape Character Assessments, 61 the Localism Act (2011) aimed to situate local communities more directly in defining management priorities. The impact of these schemes appears to have been limited, however.…”

Section: The English Frameworkmentioning

confidence: 99%

The place of archaeology in integrated cultural landscape management

Moore

Guichard²,

Sanchís

2020

Journal of European Landscapes

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Across Europe, landscape is recognised as a frame through which societal values are defined and embedded. The European Landscape convention and wider research has drawn attention to the need for integrating a diverse range of stakeholders to ensure landscape sustainability. Archaeology is increasingly recognised as having an important place in integrated landscape management but often remains relatively peripheral. This paper examines the place of archaeology in specific European regions and the potential ways of integrating archaeological heritage in landscape management. Emerging from a project funded by the Joint Programme Initiative on Cultural Heritage (Resituating Europe’s FIrst Towns (REFIT): A case study in enhancing knowledge transfer and developing sustainable management of cultural landscapes), we explore the place of a set of common European heritage assets, Iron Age oppida, in the management of the landscape they are a part of and how they might be used better to engage and connect stakeholders. Using four case studies, we review the present integration of archaeology within landscape management and how this operates at a local level. From this we explore what challenges these case-studies present and outline ways in which the REFIT project has sought to develop strategies to respond to these in order to enhance and promote co-productive management of these landscapes.

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Section: The English Frameworkmentioning

confidence: 99%

The place of archaeology in integrated cultural landscape management

Moore

Guichard²,

Sanchís

2020

Journal of European Landscapes

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“…I see having no idea as key to my role. As Tudor (2007) noted, “The facilitator, too, is ‘living the uncertainty of discovery’ ” (p. 387).…”

Section: Listening With My Bodymentioning

confidence: 99%

Looking for Trouble in Groups Developing the Professional’s Capacity

Landaiche¹

2013

Transactional Analysis Journal

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Disorganization and terror may be unavoidable in groups that are developing the professional's capacity to bear the troubles of human life, in every field of practice. As a response to such experiences, the author engages with two recurrent, researchable questions: When facilitating professional growth, what is the framework for recovering thoughtfulness amid such distress? And what are the evolving challenges of the group's designated leader?

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“…This came out of Freire's concept of the pedagogy-or, better, andragogy-of the oppressed, whereby he taught literacy to oppressed people using the words they needed to know in order to take charge or control of their lives and world. An important element of this was his concern with conscientizaçao or conscientization, which Table 2 Comparison of the Traditional, Conventional Approach to Education and Student-/Learner-centered Alternatives (Tudor, 2007b) Traditional, Conventional Approach to Education…”

Section: Basic Philosophymentioning

confidence: 99%

“In the Manner of”: Transactional Analysis Teaching of Transactional Analysts

Tudor

2009

Transactional Analysis Journal

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This article explores transactional analysis (TA) teaching—that is, teaching “in the manner of TA”—and distinguishes it from teaching TA from a generic educational perspective, an activity that may or may not be analyzed in transactional analysis terms. The author applies transactional analysis philosophy, practice, and theory to the teaching and training of transactional analysts and, in doing so, reviews the literature on TA teaching, as distinct from teaching TA. Drawing on literature about education and learning, as well as about teaching and training, the article makes the point that all transactional analysis trainers are, in effect, in the educational field of application. Therefore, those trainers in the clinical (psychotherapy and counseling) and organizational fields could—and perhaps should—draw more on the experience and expertise of colleagues in the educational field. This, together with a previous, parallel article on transactional analysis supervision (Tudor, 2002), forms essential reading for practitioners teaching and supervising TA as well as those preparing for the Teaching and Supervising Transactional Analysis examination.

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The Person-Centred Approach

Cited by 38 publications

References 0 publications

The place of archaeology in integrated cultural landscape management

The place of archaeology in integrated cultural landscape management

Looking for Trouble in Groups Developing the Professional’s Capacity

“In the Manner of”: Transactional Analysis Teaching of Transactional Analysts

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