Matthew E Lemberger
Biographic Data
| ID | 1381875 |
|---|---|
| NAME | Matthew E Lemberger |
| GIVEN NAMES | Matthew E |
| FAMILY NAME | Lemberger |
| SIGNATURE | LEMBERGER M E |
| AFFILIATIONS | University of New Mexico, Albuquerque, NM, USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Bases for a More Socially Just Humanistic Praxis
The authors suggest that social justice praxis is required of any humanistic practitioner. Inspired by a metamodern interpretation of humanistic psychology, the authors offer five propositions for the bases of a socially just humanistic praxis. Based on these propositions, the authors suggest that the humanist practitioner consider socially just certitudes while remaining open to multiple manifestations of justice. Additionally, social justice pr…
Advocating Student-Within-Environment: A Humanistic Approach for Therapists to Animate Social Justice in the Schools
The authors present an overview of a therapeutic perspective for school therapists (counselors, psychologists, social workers) based on humanistic and social justice principles called Advocating Student-within-Environment (ASE). An ASE-influenced school therapist is directed by the assumption that the student has to be a participant in any social change that is proffered on that student’s behalf. To operate on this assumption, an ASE school thera…
Counseling Made Transparent: Pedagogy for a Counseling Theories Course
The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process "transparent" for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented
Counseling Made Transparent: Pedagogy for a Counseling Theories Course
The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process "transparent" for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented
Advocating Student-Within-Environment: A Humanistic Approach for Therapists to Animate Social Justice in the Schools
The authors present an overview of a therapeutic perspective for school therapists (counselors, psychologists, social workers) based on humanistic and social justice principles called Advocating Student-within-Environment (ASE). An ASE-influenced school therapist is directed by the assumption that the student has to be a participant in any social change that is proffered on that student’s behalf. To operate on this assumption, an ASE school thera…
Bases for a More Socially Just Humanistic Praxis
The authors suggest that social justice praxis is required of any humanistic practitioner. Inspired by a metamodern interpretation of humanistic psychology, the authors offer five propositions for the bases of a socially just humanistic praxis. Based on these propositions, the authors suggest that the humanist practitioner consider socially just certitudes while remaining open to multiple manifestations of justice. Additionally, social justice pr…
Counseling Made Transparent: Pedagogy for a Counseling Theories Course
The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process "transparent" for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented
Advocating Student-Within-Environment: A Humanistic Approach for Therapists to Animate Social Justice in the Schools
The authors present an overview of a therapeutic perspective for school therapists (counselors, psychologists, social workers) based on humanistic and social justice principles called Advocating Student-within-Environment (ASE). An ASE-influenced school therapist is directed by the assumption that the student has to be a participant in any social change that is proffered on that student’s behalf. To operate on this assumption, an ASE school thera…
Bases for a More Socially Just Humanistic Praxis
The authors suggest that social justice praxis is required of any humanistic practitioner. Inspired by a metamodern interpretation of humanistic psychology, the authors offer five propositions for the bases of a socially just humanistic praxis. Based on these propositions, the authors suggest that the humanist practitioner consider socially just certitudes while remaining open to multiple manifestations of justice. Additionally, social justice pr…
Psychology (3 works) · Academic and Historical Perspectives in Psychology (2 works) · Computer Science (2 works) · Counseling Practices and Supervision (2 works) · Humanism (2 works) · Humanistic psychology (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Political science (2 works)