MARS Pathfinders
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This community was created in October 2005 for the first Mason faculty, staff, and students to deposit items in MARS.
As more departments and research units join MARS, items in this community will be cross-listed in other relevant communities. The collections will remain here also, as MARS's small gesture of thanks to its pathfinders.
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Item Amelie Mansfield(1803) Cottin, Madame (Sophie), 1770-1807; Moody, EllenItem Curiosities of Street Literature(Reeves and Turner, 1871) Hindley, Charles, d. 1893Item Curiosities of Street Literature: comprising "cocks" or "catchpennies", a large and curious assortment of street-drolleries, squibs, histories, comic tales in prose and verse, broadsides on the royal family, political litanies, dialogues, catechisms, acts of Parliament, street political papers, a variety of "ballads on a subject", dying speeches and confessions.(Reeves and Turner, 1871) Hindley, Charles, d. 1893Item Patient-provider-translator triad, the: a note for providers(1978) Sluzki, Carlos E.The patient-provider-translator triad constitutes a frequent configuration in the provision of health care in cross cultural settings. Specific recommendations are offered in order to maximize the provider-translator collaboration, while insuring a sound patient-provider relationship.Item Migration and family conflict(1979) Sluzki, Carlos E.The stages of the process of migration are described, with the implications of each for family conflict and appropriate therapeutic intervention.Item How to stake a territory in the field of family therapy in three easy lessons(1983) Sluzki, Carlos E.Three strategies to claim a piece of territory in the increasingly populated field of Family therapy are spelled out and exemplified for easy use by readers.Item Families, networks, and other strange shapes(1985) Sluzki, Carlos E.Item Transformations: a blueprint for narrative changes in therapy(1992) Sluzki, Carlos E.Problematic/symptomatic behaviors are embedded, retained and maintained in collective stories. Therapy is the transformative process by which patients/families and therapists co-generate qualitative changes in those stories. An emphasis on narratives allows to further specify--at the more "micro" level of the exchanges that take place throughout the consultation--how those transformations unfold. To that specification is devote the core of the essay, which closes with a discussion of some clinical, research and, especially, research potentials of this systematization.Item Toward a model of family and political victimization: implications for treatment and recovery(1993) Sluzki, Carlos E.Item Reclaiming words, reclaiming worlds(1994) Sluzki, Carlos E.Item Rekindling the experience of freedom: from the collective to the personal... and back(1997) Sluzki, Carlos E.On June 1984, in Santa Fe, capital of the province of the same name, in Argentina, I delivered a keynote presentation at the First Annual Congress of the Argentine Federation of Systemic Associations. This family therapy Congress coincided with a major transitional period in that country: it took place six months after the first civilian, democratically elected, president in Argentina assumed office, following eight years of ruthless military rule. Fully aware of the momentous socio political junction the reawakening of democratic institutions and of individual awareness of freedom, after the stifling experience of living under a repressive military regime for many years I chose, instead of delivering an address on one or another conceptual issue in the field of family therapy, to present and discuss a videotape of an interview that I had conducted in Argentina, two years before, with a family in which two central members had been "disappeared", i.e., abducted by military commandos and presumably tortured and killed. This paper describes and comments on that experience.Item Migration and the disruption of the social network(New York: Guildford Press, 1998) Sluzki, Carlos E.Item Strange attractors and the transformation of narratives in therapy(San Francisco: Jossey-Bass, 1998) Sluzki, Carlos E.Item Language, practices, and record-keeping: a reflective consultation and some institutional changes that resulted from it(London: Karnak Books, 2000, 2000) Sluzki, Carlos E.Item Best practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature(Focus on Exceptional Children, 2000) Maccini, Paula; Gagnon, Joseph CalvinThe article addresses the results of open-ended responses from special and general education teachers regarding their perceptions of teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. The results are discussed relative to a comprehensive review of the literature for teaching secondary students with LD and/or EBD.Item On violence: a creed for therapists(2000) Sluzki, Carlos E.; Greaser, DanielThis article presents the conclusions of a group that met as part of the 1999 IFTA Congress in Akron, Ohio. The group explored the implications and responsibilities of enhancing our awareness about both societal and interpersonal violence in our daily personal and professional lives. In its report, ethical parameters in our daily praxis were proposed: Let us maintain a reflexive and militantly non-violent stance in our daily life. Let us enhance our voice toward non-oppressive, non-violent, non-sexist, non-classist, non-racist, culturally-sensitive practices in our homes, in our working environment, in the organizations of which we are a part, and in our communities. Let us sensitize ourselves to our complex personal social network and treat it as the valuable resource it is. At the same time as we address the structural and cultural roots of violence, let us understand acts of violence as multi-level, complex crisis, in order to help re-story those events so as to empower the victims and to re-socialize the perpetrators. In sum, in the face of violence of any kind, not only we should refuse to become perpetrators, but we cannot be bystanders: it makes us, in fact, victimizers.Item Social network and the elderly: conceptual and clinical issues, and a family consultation(2000) Sluzki, Carlos E.After a general Introduction to the construct "social networks," this article discusses the progressive transformation of the personal social network--family, friends and acquaintances, work and leisure relationships, et cetera--as individuals reach an advanced age. This is followed by a summary and discussion (from a social-constructionist perspective) of a clinical consultation, with an emphasis on the reciprocal influence between individual and social network.Item Patients, clients, consumers: the politics of words(2000) Sluzki, Carlos E.Item Alternative strategies for school violence(New Directions for Youth Development: Theory, Practice, and Research, 2001) Gagnon, Joseph Calvin; Leone, Peter E.This chapter reviews the efficacy of programming in three areas: universal or schoolwide approaches, targeted or intensive interventions for individual students or groups of students, and the use of security measures such as metal detectors and surveillance cameras. Within this framework, a number of programs with empirical evidence of effectiveness in addressing problems of aggression and disruption have emerged, including: (a) the Resolving Conflict Creatively Program; (b) Project ACHIEVE; (c) Positive Behavior Intervention and Support; (d) early detection through schoolwide procedures, such as the Systematic Screening for Behavioral Disorders; (e) The Positive Adolescent Choices Training program; (f) The First Step to Success program; and (g) intensive interventions for students that do not benefit from universal or secondary interventions.Item Preparing students with disabilities for algebra: Kindergarten through secondary school(Teaching Exceptional Children, 2001) Gagnon, Joseph Calvin; Maccini, PaulaThis article discusses the NCTM standards and focuses on two key issues: (a) effective instructional strategies in algebra; and (b) examples of effective instructional strategies for teaching algebraic reasoning at middle and high school levels that are consistent with the standards.