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Books on the topic 'Collaborative competencies'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Ruble, Lisa A., Nancy J. Dalrymple, and John H. McGrew. Collaborative Model for Promoting Competence and Success for Students with ASD. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2332-4.

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Ruble, Lisa. Collaborative model for promoting competence and success for students with ASD. Springer, 2012.

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3

Langlois, Sylvia, and Karen Gold. Promoting Collaborative Competencies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0008.

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This chapter explores the role of arts and humanities in promoting interprofessional learning and patient-centered collaborative practice. This chapter addresses the importance of collaborative competencies in postgraduate training and healthcare practice as situated within the principles of relational-centered care. Case studies of learning activities which can be adapted for use in postgraduate medical education and specific consideration for interprofessional facilitation provide a practical guide on how to incorporate the arts into postgraduate education. Additionally, components of a cert

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4

Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprof

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5

Hanko, Gerda. Increasing Competence Through Collaborative Problem-Solving. David Fulton Publishers, 2016. http://dx.doi.org/10.4324/9780203065020.

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6

Strain, James J. Models of Mental Health Training for Non-Psychiatric Physicians. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0012.

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Teaching models for mental health training for non-psychiatric physicians have been extant for many years. Several are unstructured and have no intent for the trainee to receive a standard curriculum, or gain experience with a set of competencies in regard to knowledge, skills, or attitudes. Two recent models are currently employed that may enhance the learning of the non-psychiatric physician: The collaborative care model and the medical model. These are examined in detail with explanations of how they can be introduced into the medical setting. The diagnosis and management of depression in t

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7

Garte, Rebecca R. Developing Together: Understanding Children Through Collaborative Competence. Cambridge University Press, 2024.

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8

Garte, Rebecca R. Developing Together: Understanding Children Through Collaborative Competence. Cambridge University Press, 2024.

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9

Garte, Rebecca R. Developing Together: Understanding Children Through Collaborative Competence. Cambridge University Press, 2024.

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10

Bento, Joao, Manuel V. Heitor, Jose P. Duarte, and William J. Mitchell. Collaborative Design and Learning: Competence Building for Innovation. ABC-CLIO, LLC, 2004.

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11

Inspiring Peak Performance Competence, Commitment, and Collaboration. New Horizons, 2013.

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12

Clark, Terry A. Collaboration to Build Competence: The Urban Superintendentsª Perspective. Diane Pub Co, 1991.

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13

Collaboration to Build Competence: The Urban Superintendents Perspective. United States Government Printing, 1992.

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14

Bento, João, José Duarte, Manuel V. Heitor, and William Mitchell, eds. Collaborative Design and Learning. Greenwood Publishing Group, Inc., 2004. http://dx.doi.org/10.5040/9798400628214.

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In today's knowledge-driven economy, the ability to share insight and know-how is essential for driving innovation and growth. In this groundbreaking volume, scholars from around the world demonstrate how communication and information technologies are enabling dynamic project design and management practices that challenge traditional concepts of time, space and behavior. Showcasing experiments in architecture, engineering, and construction design—employing technological infrastructures that link people and their ideas across physical, intellectual, and cultural boundaries—the authors consider

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15

Kaufman, Scott Barry, ed. Twice Exceptional. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.001.0001.

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This book is dedicated to supporting children who simultaneously have areas of giftedness (i.e., have exceptional capacities, competencies, creativity, and commitments) while also having exceptional disability. So many of these “twice exceptional” (2e) kids are falling between the cracks in an educational environment that does not nurture and support all different kinds of learners and innovators and does not help them truly realize their potentialities as a whole person. The book, written by experts in the field, covers an array of cutting-edge, evidence-based issues and approaches dealing wi

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16

Churchill, Robert Paul. Moral Transformation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190468569.003.0009.

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While Chapter 8 focused on grand strategy for awareness that honor killing is incompatible with truly honorable ways of life, this chapter emphasizes specific tactics for achieving a sustainable end to honor killing. The bottom-up, grassroots, and participatory programs discussed here will collectively break cycles of deadly violence. Tostan is recommended as a model for the diffusion of innovative ideas and norms and for community buy-in and ownership. School-based programs all serve the objectives of developing gender equality and respect for diversity, managing anger and emotional volatilit

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17

Conoley, Jane Close. Home School Collaboration: Enhancing Children's Academic and Social Competence. National Association of School Psychologists, 1992.

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18

Collaborative Model for Promoting Competence and Success for Students with ASD. Springer London, Limited, 2012.

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19

Gronwald, Klaus-Dieter. Global Communication and Collaboration: Global Project Management, Global Sourcing, Cross-Cultural Competencies. Springer, 2018.

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20

Gronwald, Klaus-Dieter. Global Communication and Collaboration: Global Project Management, Global Sourcing, Cross-Cultural Competencies. Springer Berlin / Heidelberg, 2017.

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21

Gronwald, Klaus-Dieter. Global Communication and Collaboration: Global Project Management, Global Sourcing, Cross-Cultural Competencies. Springer, 2017.

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22

Strada, E. Alessandra. The Fifth Domain of Palliative Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199798551.003.0006.

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This chapter presents palliative psychology competencies in the fifth domain of palliative care, which addresses the existential and spiritual needs of the patient and the family. The constructs of spiritual screening, spiritual history, and spiritual assessment are discussed with attention to their application to the palliative care setting. Through clinical case vignettes and discussions, the chapter discusses how psychologists can effectively use spiritual screening and spiritual history to fully understand spiritual and existential needs. Ways of integrating spiritual concerns and needs du

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23

Kinchin, Ian M., ed. Reclaiming the Teaching Discourse in Higher Education. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350411500.

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This book examines university teaching to encourage a move away from the singular lens of neoliberalism towards more a pluralistic stance that inspires a healthy diversity of theories and practices.University teaching is dominated by neoliberal cultures of measurement, consumerism and deficit, generating a monocultural narrative that disenfranchises the higher education teaching community. Collaborative communities of support are now perceived as performative regimes of surveillance, and existing injustices in the education system have been amplified by institutional responses to the COVID-19

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24

Collaborative Consultation in Mental Health. Routledge, 2017.

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25

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry. 2nd ed. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400660603.

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This dynamic approach to an exciting form of teaching and learning will inspire students to gain insights and complex thinking skills from the school library, their community, and the wider world. Guided inquiry is a way of thinking, learning, and teaching that changes the culture of a school into a collaborative inquiry community. Global interconnectedness calls for new skills, new knowledge, and new ways of learning to prepare students with the abilities and competencies they need to meet the challenges of a changing world. The challenge for the information-age school is to educate students

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26

(Editor), Joao Bento, Jose P. Duarte (Editor), Manuel V. Heitor (Editor), and William J. Mitchell (Editor), eds. Collaborative Design and Learning: Competence Building for Innovation (International Series on Technology Policy and Innovation). Praeger Publishers, 2004.

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27

Hanko, Gerda. Increasing Competence Through Collaborative Problem-Solving: Using Insight into Social and Emotional Factors in Children's Learning. Fulton Publishers, David, 2016.

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28

Hanko, Gerda. Increasing Competence Through Collaborative Problem-Solving: Using Insight into Social and Emotional Factors in Children's Learning. Fulton Publishers, David, 2016.

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29

Hanko, Gerda. Increasing Competence Through Collaborative Problem-Solving: Using Insight into Social and Emotional Factors in Children's Learning. Fulton Publishers, David, 2016.

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30

Hanko, Gerda. Increasing Competence Through Collaborative Problem-Solving: Using Insight into Social and Emotional Factors in Children's Learning. Fulton Publishers, David, 2016.

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31

Hanko, Gerda. Increasing Competence Through Collaborative Problem-Solving: Using Insight into Social and Emotional Factors in Children's Learning. Fulton Publishers, David, 2016.

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32

Increasing Competence Through Collaborative Problem-Solving: Using Insight Into Social and Emotional Factors in Children's Learning. David Fulton Publish, 1999.

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33

Nývlt, Vladimír, Dalibor Vytlačil, Jiří Demel, et al. Lecturing Reference Guide - BIM Teaching Approach. CTU in Prague, Faculty of Civil Engineering, 2024. http://dx.doi.org/10.14311/bk.9788001073407.

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The Lecturers Reference Guide for BIM (Building Information Modeling) is a specialized manual intended for educators in Higher Education Institutions (HEI) who are involved in Architecture, Engineering, and Construction (AEC) courses. The primary goal of this guide is to enhance lecturers’ level of competence in integrating BIM methodology into their teaching in a manner that is both collaborative and integrated. In essence, this guide serves as a comprehensive resource for lecturers, providing them with the tools and knowledge needed to effectively teach BIM in a way that aligns with the coll

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34

Fredman, Glenda, Andia Papadopoulou, and Emma Worwood. Collaborative Consultation in Mental Health: Guidelines for the New Consultant. Taylor & Francis Group, 2018.

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35

Fredman, Glenda, Andia Papadopoulou, and Emma Worwood. Collaborative Consultation in Mental Health: Guidelines for the New Consultant. Taylor & Francis Group, 2018.

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36

Fredman, Glenda, Andia Papadopoulou, and Emma Worwood. Collaborative Consultation in Mental Health: Guidelines for the New Consultant. Taylor & Francis Group, 2018.

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37

Gray, Barbara, and Jill Purdy. The Rise of Partnerships: From Local to Global. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198782841.003.0001.

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Multistakeholder partnerships (MSPs) are formed to tackle knotty societal problems, promote innovation, provide public services, expand governance capabilities, set standards for a field, or resolve conflicts that impede progress on critical issues. Partnerships are viewed as collaboration among four types of stakeholders: businesses, governments, nongovernmental organizations (NGOs), and civic society. The objective of collaboration is to create a richer, more comprehensive appreciation of the iss/problem than any of the partners could construct alone by viewing it from the perspectives of al

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38

Hobbs, Renee, Liz Deslauriers, and Pam Steager. The Library Screen Scene. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190854317.001.0001.

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Throughout life, people use film, videos, and media for entertainment and learning. In an increasing number of school, public, and academic libraries, people get opportunities to screen and discuss movies, make short animations, learn to edit videos, and develop a sense of community and civic engagement through shared media experiences. Through innovative programs, services, and collections, libraries are helping people acquire film and media literacy competencies. This book reveals five core practices used by librarians who care about film and media: viewing, creating, learning, collecting, a

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39

Edwards, Jane. Training, Education, and Professional Issues in Music Therapy. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.49.

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Becoming a practitioner in music therapy occurs at multiple levels. At an individual level the student’s processes and learning are part of thisbecoming. At an interpersonal level the interactions between students as a group and in collaboration with their educators, fieldwork supervisors, and clients shape and frame the development of professional competencies. At the wider systemic level the values and processes of training are influenced by the provider institution, usually a university, and the management and department in which the music therapy training programme is housed. This systemic

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40

Panke, Diana, and Sören Stapel. International Organizations and the Management of Regime Complexity. Oxford University PressOxford, 2025. https://doi.org/10.1093/9780198953227.001.0001.

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Abstract Regime complexity, which is characterized by overlap between international organizations (IOs) concerning both policy competencies and member states, has been increasing over time. It is a defining feature of today’s international system. As the regime complexity literature points out, overlaps between IOs carry potential negative effects, such as duplicated efforts or incompatible norms. This book argues that IOs can actively manage regime complexity and potentially avoid negative side-effects or even create positive benefits. Yet, overlapping IOs differ in how they react. To explain

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41

Mills, Matthew, and Gillie Stoneham. Voice and Communication Therapy with Trans and Non-Binary People. Jessica Kingsley Publishers, 2021. http://dx.doi.org/10.5040/9781805014911.

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Specifically aimed at Speech and Language Therapists (SLTs) and voice practitioners, this book follows up from the authors’ first book, The Voice Book for Trans and Non-Binary People. It sets out cultural competence, psychological and vocal skills, group activities and improvisations frameworks and exercises to helps SLTs develop their skills for working with trans and non-binary clients, including facilitation and coaching, emotional intelligence, role-play and solution-focused therapy, narrative therapy practices. It also includes many contributions from the trans community and a range of cl

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42

Klor, Ellin, and Sarah Lapin. Serving Teen Parents. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798216013099.

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A comprehensive guide to working with teen parents and their children that provides practical program ideas for successful school and public library program development, implementation, and evaluation. Teen parents and their children represent an underserved, high-need population in many communities. Libraries have the potential to significantly influence the quality of life for teen parent families by providing free access to information and resources, developing specific programs, and serving as a safe, public learning environment. Serving Teen Parents: From Literacy to Life Skills helps lib

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43

Cognitive Surplus: Creativity and Generosity in a Connected Age. Penguin Press, 2010.

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44

Cognitive Surplus. Penguin Group, 2010.

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45

Kahanov, Leamor, and Ellen K. Payne. Athletic Training and Therapy. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718237896.

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Athletic Training and Therapy: Foundations of Behavior and Practice builds upon an undergraduate understanding of health and exercise sciences to instill an evidence-based, graduate-level knowledge of best practices in athletic training and health care. This text integrates essential competencies outlined by the AT Strategic Alliance, a collaboration of the National Athletic Trainers’ Association (NATA), Board of Certification (BOC), and Commission on Accreditation of Athletic Training Education (CAATE). Athletic Training and Therapy highlights contemporary concepts not often found in other in

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46

Everett, Mia. School-Based Mental Health. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0009.

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The majority of children and adolescents in need of mental health services do not receive adequate care. Barriers to quality care include limited financial resources, social stigma, and a paucity of appropriately trained clinicians. The deleterious effects of untreated childhood mental illness have been well documented. School-based child and adolescent psychiatrists are on the front line of managing this public health crisis. Approximately 75% of mental health services for children and adolescents are provided in educational settings. The success of school-based mental health programs is cont

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47

Tannenbaum, Scott, and Eduardo Salas. Teams That Work. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190056964.001.0001.

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Why do some teams thrive, while others struggle? If you are a team leader, team member, senior leader, or consultant, you need to know what really drives team effectiveness. Many books and consultants offer advice about teamwork based on opinion or conjecture. Some of that advice is useful, but much of it is overly simplistic or even misleading. Fortunately, a growing body of research is now available with which to separate the myths from the facts. For example, is it possible to “team away” talent deficiencies? Will more frequent communications improve performance? Is a team likely to perform

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48

Albitz, Becky, Christine Avery, and Diane Zabel, eds. Leading in the New Academic Library. Libraries Unlimited, 2017. http://dx.doi.org/10.5040/9798400677724.

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Providing perspectives of early- and mid-career librarians as well as highly seasoned professionals, this book offers leadership advice that will help academic librarians of all experience levels to surmount the issues they face and overcome new challenges. Academic libraries and librarianship have dramatically evolved in recent years—in everything from their collections and facilities to their relationships with faculty and internal and external partners. These changes demand different mindsets and new skills on the part of librarians. This book explains how the quality of leadership is the k

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49

Chahal, Hardeep, and Jeevan Jyoti, eds. Econocedia. Glasstree, 2018. http://dx.doi.org/10.20850/9781534203952.

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We owe a debt of gratitude to many people who helped us for the publication of the book “Sustainable Business Practices for Rural Development”. This book is an outcome of the international conference organized by Udhampur Campus, University of Jammu on the theme sustainable business practices in collaboration with Indian Council for Business Education, Bangalore on February 27-March 1, 2018. To begin with, we would like to express our sincere and deepest acknowledgement to our worthy Vice- Chancellor, Professor RD Sharma for his unflinching support and valuable advice in promoting and motivati

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50

Tan, Kevin, Chi-Fang Wu, and Terry Ostler, eds. Social Work and Simulations. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197770498.001.0001.

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Abstract Drawing on 5 years of work and research on simulated learning experiences with actors, this book describes their implementation in social work classes on social work practice, policy, and research in the School of Social Work at the University of Illinois Urbana–Champaign (UIUC). Doctoral (PhD) students took the lead in developing and implementing many simulations, worked with instructors to tie the simulations to learning objectives, and facilitated student discussion and reflection. Emphasis was given to understanding social work competencies in the context of issues of social injus

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