Lance T Peterson
Biographic Data
| ID | 6523247 |
|---|---|
| NAME | Lance T Peterson |
| GIVEN NAMES | Lance T |
| FAMILY NAME | Peterson |
| SIGNATURE | PETERSON L T |
| AFFILIATIONS | PhD, LICSW, associate professor, University of St. Thomas, St. Paul, MN, USA |
| ORCID | 0000-0002-1933-441X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
An ethical framework for simulation-based pedagogy
Existing evidence supports simulation for improving competency in social work education. This evidence has focused almost exclusively on simulation outcomes with little attention given to best practices for the implementation of simulation. We maintain that best practices for implementing simulation require careful attention to a host of ethical challenges. Failing to attend to these challenges not only can compromise the learning experience in s…
A Qualitative Exploratory Study of Family Inclusion in Assertive Community Treatment
The purpose of this study is to understand the unique challenges of Assertive Community Treatment (ACT) service providers to actively include natural supports in treatment. The qualitative approach was guided by the participatory intervention model and tenets of critical realism. Interviews included focus groups of different stakeholders on ACT teams (e.g., case managers) and individual interviews with ACT clients. Through thematic analysis, we i…
Competency as Outcome and Process through Transformative Learning Experiences
Competency-based education has become a defining characteristic of higher social work education. This movement provides ample opportunity for students to have transformative learning experiences that will prepare them for professional practice. Yet, scholarly work on competency-based education runs the risk of overlooking the important developmental processes associated with competency attainment. We propose conceptualizing competency as both pro…
Effectiveness of Solution-Focused Brief Therapy
Objective: We review all available controlled outcome studies of solution-focused brief therapy (SFBT) to evaluate evidence of its effectiveness. Method: Forty-three studies were located and key data abstracted on problem, setting, SFBT intervention, design characteristics, and outcomes. Results: Thirty-two (74%) of the studies reported significant positive benefit from SFBT; 10 (23%) reported positive trends. The strongest evidence of effectiven…
Social Support
Using a personal social network framework, this qualitative study sought to understand how women in substance abuse treatment describe their network members' supportive and unsupportive behaviors related to recovery. Eighty-six women were interviewed from residential and outpatient substance abuse treatment programs. Positive and negative aspects of women's social networks were assessed via open-ended questions. Analysis was guided by grounded th…
Wittgenstein Reads Freud
Reviewed by: Wittgenstein Reads Freud: The Myth of the Unconscious, Lance Taylor Peterson Jacques Bouveresse, Wittgenstein Reads Freud: The Myth of the Unconscious, translated by Carol Cosman. Princeton: Princeton University Press, 1995. xx + 143 pages. Some time ago, America witnessed the arrival on its shores of the so-called French Freud, but at the moment is perhaps still unfamiliar with the existence [End Page 1034] on the horizon of a Frenc…
Effectiveness of Solution-Focused Brief Therapy
Objective: We review all available controlled outcome studies of solution-focused brief therapy (SFBT) to evaluate evidence of its effectiveness. Method: Forty-three studies were located and key data abstracted on problem, setting, SFBT intervention, design characteristics, and outcomes. Results: Thirty-two (74%) of the studies reported significant positive benefit from SFBT; 10 (23%) reported positive trends. The strongest evidence of effectiven…
Competency as Outcome and Process through Transformative Learning Experiences
Competency-based education has become a defining characteristic of higher social work education. This movement provides ample opportunity for students to have transformative learning experiences that will prepare them for professional practice. Yet, scholarly work on competency-based education runs the risk of overlooking the important developmental processes associated with competency attainment. We propose conceptualizing competency as both pro…
Wittgenstein Reads Freud
Reviewed by: Wittgenstein Reads Freud: The Myth of the Unconscious, Lance Taylor Peterson Jacques Bouveresse, Wittgenstein Reads Freud: The Myth of the Unconscious, translated by Carol Cosman. Princeton: Princeton University Press, 1995. xx + 143 pages. Some time ago, America witnessed the arrival on its shores of the so-called French Freud, but at the moment is perhaps still unfamiliar with the existence [End Page 1034] on the horizon of a Frenc…
Social Support
Using a personal social network framework, this qualitative study sought to understand how women in substance abuse treatment describe their network members' supportive and unsupportive behaviors related to recovery. Eighty-six women were interviewed from residential and outpatient substance abuse treatment programs. Positive and negative aspects of women's social networks were assessed via open-ended questions. Analysis was guided by grounded th…
Effectiveness of Solution-Focused Brief Therapy
Objective: We review all available controlled outcome studies of solution-focused brief therapy (SFBT) to evaluate evidence of its effectiveness. Method: Forty-three studies were located and key data abstracted on problem, setting, SFBT intervention, design characteristics, and outcomes. Results: Thirty-two (74%) of the studies reported significant positive benefit from SFBT; 10 (23%) reported positive trends. The strongest evidence of effectiven…
Competency as Outcome and Process through Transformative Learning Experiences
Competency-based education has become a defining characteristic of higher social work education. This movement provides ample opportunity for students to have transformative learning experiences that will prepare them for professional practice. Yet, scholarly work on competency-based education runs the risk of overlooking the important developmental processes associated with competency attainment. We propose conceptualizing competency as both pro…
A Qualitative Exploratory Study of Family Inclusion in Assertive Community Treatment
The purpose of this study is to understand the unique challenges of Assertive Community Treatment (ACT) service providers to actively include natural supports in treatment. The qualitative approach was guided by the participatory intervention model and tenets of critical realism. Interviews included focus groups of different stakeholders on ACT teams (e.g., case managers) and individual interviews with ACT clients. Through thematic analysis, we i…
An ethical framework for simulation-based pedagogy
Existing evidence supports simulation for improving competency in social work education. This evidence has focused almost exclusively on simulation outcomes with little attention given to best practices for the implementation of simulation. We maintain that best practices for implementing simulation require careful attention to a host of ethical challenges. Failing to attend to these challenges not only can compromise the learning experience in s…
Psychology (5 works) · Medicine (3 works) · Political science (3 works) · Psychotherapist (3 works) · Social Psychology (3 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works) · Counseling, Therapy, and Family Dynamics (2 works) · Pedagogy (2 works) · Psychiatry (2 works)