How to train

From Crossing the Sacred Sea [Cruzando el mar sagrado] by Nathan A. Strait

  1. (2018) Back from basics: integration of science and practice in medical education [p] [d]
  2. (2018) Explicating development of personal professional theories from higher vocational education to beginning a professional career through computer-supported drawing of concept maps [d]
  3. (2018) Efficacy of neurofeedback on the increase of mindfulness-related capacities in healthy individuals: a controlled trial [d]
  4. (2018) The health professions educator: a practical guide for new and established faculty [i]
  5. (2018) Learner assessment and remediation [i]
  6. (2017) Leadership and crew resource management in high-reliability organizations: a competency framework for measuring behaviors [d]
  7. (2017) The use of behaviour change theories and techniques in research-informed coach development programmes: a systematic review [d]
  8. (2017) Science communication training: what are we trying to teach? [d]
  9. (2017) The training and development of psychotherapists: a life-span perspective [i]
  10. (2017) The extant rationale for mandated therapy during psychotherapy and counselling training: a critical interpretive synthesis [d]
  11. (2017) Autonomous learning in the workplace [i]
  12. (2017) The professionalization and training of psychologists: the place of clinical wisdom [p] [d]
  13. (2017) Student counselors' moral, intellectual, and professional ethical identity development [d]
  14. (2017) Competence-based vocational and professional education: bridging the worlds of work and education [i] [d]
  15. (2017) The cycle of excellence: using deliberate practice to improve supervision and training [i] [d]
  16. (2017) A review of training strategies to teach individuals implementation of behavioral interventions [d]
  17. (2016) Working in the present moment: the impact of mindfulness on trainee psychotherapists' experience of relational depth [d]
  18. (2016) Mindfulness and performance [i] [d]
  19. (2016) Common factors come alive: practical strategies for implementing common factors in MFT training [d]
  20. (2016) Practical skills training in agricultural education—a comparison between traditional and blended approaches [d]
  21. (2016) Innovation platforms for agricultural development: evaluating the mature innovation platforms landscape [i]
  22. (2016) Peak: secrets from the new science of expertise [i]
  23. (2016) Enhancing positive adaptation, well-being, and psychosocial functioning in children by promoting positive parenting [i] [d]
  24. (2016) Testing the impact of Key Strategies Training for Individual Psychotherapy on understanding, confidence, and intention to use skills in practice [d]
  25. (2016) An examination of cultural competence training in US medical education guided by the Tool for Assessing Cultural Competence Training [p]
  26. (2016) An everyone culture: becoming a deliberately developmental organization [i]
  27. (2016) Brief online training enhances competitive performance: findings of the BBC Lab UK psychological skills intervention study [p] [d]
  28. (2016) How to teach fundamental communication skills [i] [d]
  29. (2016) Wisdom and psychotherapy: studying expert therapists' clinical wisdom to explicate common processes [p] [d]
  30. (2016) International handbook of teacher education [i] [d]
  31. (2016) Environmental communication pedagogy for sustainability: developing core capacities to engage with complex problems [d]
  32. (2016) Handbook of clinical teaching [i] [d]
  33. (2016) Questioning our questions: a constructivist technique for clinical supervision [d]
  34. (2016) As good as it gets?: therapy outcomes of trainees over time [p] [d]
  35. (2016) The neo-humanitarians: assessing the credibility of organized volunteer crisis mappers [d]
  36. (2016) Skills-based learning for reproducible expertise: looking elsewhere for guidance [d]
  37. (2016) Professional development and personal therapy [i] [d]
  38. (2016) Software architecture design reasoning: a card game to help novice designers [i] [d]
  39. (2016) A preliminary study of the effects of working memory training on brain function [d]
  40. (2016) Test expectation enhances memory consolidation across both sleep and wake [p] [d]
  41. (2016) Field experience: transitioning from student to professional [i]
  42. (2015) Delivering mental health first aid: an exploration of instructors' views [d]
  43. (2015) Teaching anatomy: a practical guide [i] [d]
  44. (2015) Automatic control of negative emotions: evidence that structured practice increases the efficiency of emotion regulation [p] [d]
  45. (2015) Judging the reality of others' memories [p] [d]
  46. (2015) Clinical decision making [i] [d]
  47. (2015) Alliance-focused training [p] [d]
  48. (2015) Making students responsible for their learning—empowering learners to build shared mental models [i] [d]
  49. (2015) Cognitive neuroscience of human systems: work and everyday life [i]
  50. (2015) The training process: using the science each step of the way [i] [d]
  51. (2015) Lean human performance improvement [i]
  52. (2015) Evidence-based supervision: tracking outcome and teaching principles of change in clinical supervision to bring science to integrative practice [p] [d]
  53. (2015) Strengthening the systemic ties that bind: integrating common factors into marriage and family therapy curricula [p] [d]
  54. (2015) Intentional interruption: breaking down learning barriers to transform professional practice [i]
  55. (2015) Concept mapping: a supervision strategy for introducing case conceptualization skills to novice therapists [p] [d]
  56. (2015) Open maps for everyone [u]
  57. (2015) Promoting cognitive complexity in corrections practice: clinical supervision processes with psychotherapist trainees [p] [d]
  58. (2015) Training and development for organizational planning skills [i]
  59. (2015) Lean auditing: driving added value and efficiency in internal audit [i] [d]
  60. (2015) Design thinking research: building innovators [i] [d]
  61. (2015) Personal visualization for learning [u]
  62. (2015) How to improve the teaching of clinical reasoning: a narrative review and a proposal [p] [d]
  63. (2015) Philosophers' biased judgments persist despite training, expertise and reflection [p] [d]
  64. (2015) How to train your Bayesian: a problem-representation transfer rather than a format-representation shift explains training effects [p] [d]
  65. (2015) Learning versus performance: an integrative review [p] [d]
  66. (2015) A user's guide to debiasing [i]
  67. (2015) Specifying system requirements using cognitive work analysis [i] [d]
  68. (2015) Using client outcome monitoring as a tool for supervision [p] [d]
  69. (2015) Reinforced correct answers to next stage problems produced the highest stage performance in traditional nonliterates found in the world [d]
  70. (2015) Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children [p] [d]
  71. (2015) Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice [p] [d]
  72. (2015) Not another boring lecture: engaging learners with active learning techniques [p] [d]
  73. (2014) The role of the teacher in mindfulness-based approaches: a qualitative study [d]
  74. (2014) 'If I can grapple with this I can truly be of use in the therapy room': using the therapist's own emotional struggles to facilitate effective therapy [d]
  75. (2014) Cultivating creativity in conservation science [d]
  76. (2014) Clinical supervision activities for increasing competence and self-awareness [i]
  77. (2014) Leading public health: a competency framework [i]
  78. (2014) Show me, don't tell me: behavioral rehearsal as a training and analogue fidelity tool [p] [d]
  79. (2014) Use it or lose it: post-workshop reflection enhances learning and utilization of CBT skills [d]
  80. (2014) Self-practice and self-reflection in cognitive behaviour therapy training: what factors influence trainees' engagement and experience of benefit? [p] [d]
  81. (2014) International handbook of research in professional and practice-based learning [i] [d]
  82. (2014) Adults can be trained to acquire synesthetic experiences [d]
  83. (2014) Expertise development through schooling and work [i]
  84. (2014) Train your mind for peak performance: a science-based approach for achieving your goals [i]
  85. (2014) Make it stick: the science of successful learning [i]
  86. (2014) Investigative interviewing [i] [d]
  87. (2014) Remediation of interpersonal and communication skills [i] [d]
  88. (2014) Deciding 'what to teach' health professionals: a human-centred systems engineering perspective [d]
  89. (2014) Using SAFMEDS and direct instruction to teach the model of hierarchical complexity [d]
  90. (2014) The ethics of mandatory personal psychotherapy for trainee psychotherapists [d]
  91. (2014) Focus on educating for sustainability: toolkit for academic libraries [i]
  92. (2014) Remediation in medical education: a mid-course correction [i] [d]
  93. (2014) Emotional literacy in criminal justice: professional practice with offenders [i] [d]
  94. (2014) Early and repeated exposure to examples improves creative work [i] [d]
  95. (2014) The art of intelligence: simulations, exercises, and games [i]
  96. (2014) Technology-enhanced professional learning: processes, practices, and tools [i]
  97. (2014) How can students' diagnostic competence benefit most from practice with clinical cases?: the effects of structured reflection on future diagnosis of the same and novel diseases [p] [d]
  98. (2014) What event are you training for? [u]
  99. (2014) Anatomy of performance training [i]
  100. (2014) Reflective and automatic processes in health care professional behaviour: a dual process model tested across multiple behaviours [p] [d]
  101. (2014) Resilience interventions for youth in diverse populations [i] [d]
  102. (2014) The science of perception and memory: a pragmatic guide for the justice system [i] [d]
  103. (2014) Leader interpersonal and influence skills: the soft skills of leadership [i]
  104. (2014) Impact of mindfulness training on attentional control and anger regulation processes for psychotherapists in training [p] [d]
  105. (2014) The use of cognitive task analysis to reveal the instructional limitations of experts in the teaching of procedural skills [p] [d]
  106. (2014) Judgmental biases in conflict resolution and how to overcome them [i]
  107. (2014) Learn by doing: lessons from a programmer [u]
  108. (2014) The Wiley international handbook of clinical supervision [i] [d]
  109. (2014) Exploring the development of competence in lean management through action learning groups: a study of the introduction of lean to a facilities management function [d]
  110. (2013) Memory stabilization and enhancement following music practice [d]
  111. (2013) Clinical reasoning difficulties: a taxonomy for clinical teachers [p] [d]
  112. (2013) Graduate student's guide to necessary skills for nonacademic conservation careers [d]
  113. (2013) Counselor training in the use of spiritual lifemaps: creative interventions for depicting spiritual/religious stories [d]
  114. (2013) Cognitive debiasing 1: origins of bias and theory of debiasing [d]
  115. (2013) Cognitive debiasing 2: impediments to and strategies for change [d]
  116. (2013) More than training: community-based participatory research to reduce injuries among hispanic construction workers [d]
  117. (2013) A primer for the design of practice manuals: four stages of development [d]
  118. (2013) Effects of relationship education on maintenance of couple relationship satisfaction [p] [d]
  119. (2013) Structuring case-based ethics training: how comparing cases and structured prompts influence training effectiveness [d]
  120. (2013) Neurocognitive biases and the patterns of spontaneous correlations in the human cortex [d]
  121. (2013) The importance of developing employability [d]
  122. (2013) Reducing implicit prejudice [d]
  123. (2013) What have we learned about learning from accidents?: post-disasters reflections [d]
  124. (2013) Intensive reasoning training alters patterns of brain connectivity at rest [p] [d]
  125. (2013) Investigating industrial investigation: examining the impact of a priori knowledge and tunnel vision education [d]
  126. (2013) Promoting conceptual development in physics teacher education: cognitive-historical reconstruction of electromagnetic induction law [d]
  127. (2013) Can spatial training improve long-term outcomes for gifted STEM undergraduates? [d]
  128. (2013) OR competences: the demands of problem structuring methods [d]
  129. (2013) Repurposing process measures to train psychotherapists: training outcomes using a new approach [d]
  130. (2013) Towards a model of self-awareness development for counselling and psychotherapy training [d]
  131. (2013) Overcoming writer's block and procrastination for attorneys, law students, and law professors [u]
  132. (2013) Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected [p] [d]
  133. (2013) Developing the next generation of community-based researchers: tips for undergraduate students [d]
  134. (2013) Effects of working memory training on functional connectivity and cerebral blood flow during rest [d]
  135. (2013) Educational agenda for diagnostic error reduction [d]
  136. (2013) The use of adventure therapy techniques by clinical social workers: implications for practice and training [d]
  137. (2013) The psychology of practice: lessons from spatial cognition [i] [d]
  138. (2013) Daily behavior report cards: an evidence-based system of assessment and intervention [i]
  139. (2013) Mobilizing unused resources: using the placebo concept to enhance cognitive performance [p] [d]
  140. (2013) Compassion training alters altruism and neural responses to suffering [p] [d]
  141. (2013) Cognitive bias modification and cognitive control training in addiction and related psychopathology: mechanisms, clinical perspectives, and ways forward [d]
  142. (2013) An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks? [d]
  143. (2012) Work and education in America: the art of integration [i] [d]
  144. (2012) Thinking like a lawyer/acting like a professional: communities of practice as a means of challenging orthodox legal education [d]
  145. (2012) Expanding the horizons of accounting education: incorporating social and critical perspectives [d]
  146. (2012) Empowering students to create and claim value through the Thomas–Kilmann Conflict Mode Instrument [d]
  147. (2012) Deeply contacting the inner world of another: practicing empathy in values-based negotiation role plays [u]
  148. (2012) Competence in teaching mindfulness-based courses: concepts, development and assessment [d]
  149. (2012) A case study exploring a trainee counselling psychologist's experience of coding a single session of counselling for therapeutic intentions [d]
  150. (2012) Effects of mindful-attention and compassion meditation training on amygdala response to emotional stimuli in an ordinary, non-meditative state [d]
  151. (2012) Design for how people learn [i]
  152. (2012) Organizational professionalism: relevant competencies and behaviors [d]
  153. (2012) Cognitive interventions to reduce diagnostic error: a narrative review [d]
  154. (2012) Depression in palliative care settings: the need for training for nurses and other health professionals to improve patients' pathways to care [d]
  155. (2012) Outdoor program administration: principles and practices [i]
  156. (2012) Landscape approaches to achieving food production, natural resource conservation, and the Millennium Development Goals [i] [d]
  157. (2012) Training the developing brain: a neurocognitive perspective [d]
  158. (2012) Disequilibrium and development: the family counseling internship experience [d]
  159. (2012) Mindfulness as a potential means of attenuating anger and aggression for prospective criminal justice professionals [d]
  160. (2012) Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses [d]
  161. (2012) Cultivating an appropriate response: educational foundations for Buddhist chaplains and pastoral care providers [i]
  162. (2012) Inspiring and training students for social action: renewing a needed tradition [d]
  163. (2012) Practice perfect: 42 rules for getting better at getting better [i]
  164. (2012) A competence bartering platform for learners [i] [d]
  165. (2012) Building capacity for environmental engagement and leadership: an ecosocial work perspective [d]
  166. (2012) 'Her energy kind of went into a different place': a qualitative study examining supervisors' experience of promoting reflexive learning in students [d]
  167. (2012) Regular, brief mindfulness meditation practice improves electrophysiological markers of attentional control [d]
  168. (2012) Getting the message across: does the use of drama aid education in palliative care? [d]
  169. (2012) Therapy training as a transformative process [i]
  170. (2012) Psychotherapist development: integration as a way to autonomy [d]
  171. (2012) The science of training and development in organizations: what matters in practice [p] [d]
  172. (2012) How core competencies are taught during clinical supervision: participatory action research in family medicine [p] [d]
  173. (2012) Everyone leads: building leadership from the community up [i]
  174. (2012) Teaching a new negotiation skills paradigm [u]
  175. (2012) Use of balanced experiential inquiry to build ethical strength in the workplace [d]
  176. (2012) Becoming a therapist: on the path to mastery [i]
  177. (2012) Using video to analyze one's own teaching [d]
  178. (2012) Training attentional control and working memory—is younger, better? [d]
  179. (2012) The dilemma of the wounded healer [p] [d]
  180. (2011) Getting 'messy' with problems: the challenges of teaching 'soft' OR [d]
  181. (2011) Creative ecologies in action: technology and the workshop-as-artwork [i] [d]
  182. (2011) Can charisma be taught?: tests of two interventions [d]
  183. (2011) Disciplining the arts: teaching entrepreneurship in context [i]
  184. (2011) Training research: practical recommendations for maximum impact [p] [d]
  185. (2011) Heart rate training [i]
  186. (2011) Conservation education for advancing natural resources knowledge and building capacity for volunteerism [d]
  187. (2011) Teacher education around the world: changing policies and practices [i]
  188. (2011) Checklists to reduce diagnostic errors [d]
  189. (2011) The formative assessment action plan: practical steps to more successful teaching and learning [i]
  190. (2011) A large-scale dissemination and implementation model for evidence-based treatment and continuing care [d]
  191. (2011) Understanding, evaluating, and producing arguments: training is necessary for reasoning skills [d]
  192. (2011) Training assessors in therapeutic assessment [d]
  193. (2011) Using comics-based representations of teaching, and technology, to bring practice to teacher education courses [d]
  194. (2011/2016) The counseling practicum and internship manual: a resource for graduate counseling students [i]
  195. (2011) Using a virtual national park to teach workplace skills in conservation management [d]
  196. (2011) Mechanisms of mindfulness in communication training [d]
  197. (2011) Behavioral sport psychology: evidence-based approaches to performance enhancement [i] [d]
  198. (2011) Developing fluent, efficient, and automatic repertoires of athletic performance [i] [d]
  199. (2011) Handbook of counselor preparation: constructivist, developmental, and experiential approaches [i]
  200. (2011) Evidence-based psychological practices and therapist training: at the crossroads [d]
  201. (2011) Educating health professionals in low-resource countries: a global approach [i]
  202. (2011) The lean startup: how today's entrepreneurs use continuous innovation to create radically successful businesses [i]
  203. (2011) Fields of learning: the student farm movement in North America [i]
  204. (2011) Teaching implicit leadership theories to develop leaders and leadership: how and why it can make a difference [d]
  205. (2011) Perspective: Does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training [d]
  206. (2011) Infusing multicultural and social justice competencies within counseling practice: a guide for trainers [d]
  207. (2011) Case-based knowledge and ethics education: improving learning and transfer through emotionally rich cases [d]
  208. (2011) Effectiveness of past and current critical incident analysis on reflective learning and practice change [p] [d]
  209. (2011) Making self-help more helpful: a randomized controlled trial of the impact of augmenting self-help materials with implementation intentions on promoting the effective self-management of anxiety symptoms [d]
  210. (2011) Kernels vs. ears, and other questions for a science of treatment dissemination [d]
  211. (2010) Enhancing emotion-regulation skills in police officers: results of a pilot controlled study [d]
  212. (2010) The doctor as performer: a proposal for change based on a performance studies paradigm [d]
  213. (2010) Enhancing the ability to think strategically: a learning model [d]
  214. (2010) Training implications of harmful effects of psychological treatments [d]
  215. (2010) Emotional influences in patient safety [p] [d]
  216. (2010) The difficulties of learning from experience and the need for deliberate practice [d]
  217. (2010) Self-case study as a catalyst for personal development in cognitive therapy training [d]
  218. (2010) Mindfulness training modifies cognitive, affective, and physiological mechanisms implicated in alcohol dependence: results of a randomized controlled pilot trial [d]
  219. (2010) Trainees' reactions to training: shaping groups and courses for happier trainees [d]
  220. (2010) Increasing leadership integrity through mind training and embodied learning [d]
  221. (2010) Individual differences, attribute–treatment interactions, and training outcomes [i]
  222. (2010) Foundations of mediation training: a literature review of adult education and training design [d]
  223. (2010) The role of assessment in competency-based medical education [p] [d]
  224. (2010) Do lots of deliberate practice [i]
  225. (2010) An innovative and practical course for environmental educators [d]
  226. (2010) Training: the key to keeping your head in a crisis situation [d]
  227. (2010) Why organizations struggle so hard to improve so little: overcoming organizational immaturity [i]
  228. (2010) Learning, training, and development in organizations [i]
  229. (2010) A behavioral and systems view of professionalism [d]
  230. (2010) Farmers facing rapid agricultural land condition changes in two villages in the Upper Amazon, Peru: can action learning contribute to resilience? [d]
  231. (2010) Facilitating practitioner flexibility within an empirically supported intervention: lessons from a system of parenting support [d]
  232. (2010) Teaching mindfulness: a practical guide for clinicians and educators [i] [d]
  233. (2010) Therapist personal agency: a model for examining the training context [d]
  234. (2010) Interdisciplinary training in environmental conservation: definitions, progress and future directions [d]
  235. (2010) Exploring how students think: a new method combining think-aloud and concept mapping protocols [p] [d]
  236. (2010) Rediscovering apprenticeship: research findings of the International Network on Innovative Apprenticeship (INAP) [i] [d]
  237. (2010) Teaching and learning with therapists who work with street children and their families [d]
  238. (2010) Translating science into clinical practice [i] [d]
  239. (2010) Consider the situation: reducing automatic stereotyping through situational attribution training [d]
  240. (2010/2014) Understanding medical education: evidence, theory, and practice [i] [d]
  241. (2010) Handbook of clinical psychology competencies [i] [d]
  242. (2009) The complete guide to simulations and serious games: how the most valuable content will be created in the age beyond Gutenberg to Google [i]
  243. (2009) Reflection as a strategy to enhance task performance after feedback [d]
  244. (2009) Training from the back of the room!: 65 ways to step aside and let them learn [i]
  245. (2009/2017) Developing helping skills: a step-by-step approach to competency [i]
  246. (2009) Graduate students and knowledge exchange with local stakeholders: possibilities and preparation [d]
  247. (2009) It's not how much; it's how: characteristics of practice behavior and retention of performance skills [d]
  248. (2009) Mutual empathy: a means of improving the quality of emergency health care services rendered to marginalized, addicted individuals [i]
  249. (2009) Thinking about diagnostic thinking: a 30-year perspective [p] [d]
  250. (2009) Development of professional expertise: toward measurement of expert performance and design of optimal learning environments [i] [d]
  251. (2009) Instructional design for advanced learners: training recognition skills to hasten expertise [d]
  252. (2009) Becoming interculturally competent through education and training [i]
  253. (2009) Work, learning, and sustainable development: opportunities and challenges [i]
  254. (2009) Social influence in military leadership training [d]
  255. (2009) Competency benchmarks: a model for understanding and measuring competence in professional psychology across training levels [d]
  256. (2009/2012) Lean hospitals: improving quality, patient safety, and employee engagement [i]
  257. (2009) Teaching practice: a cross-professional perspective [u]
  258. (2009) Aggression replacement training: decreasing behaviour problems by increasing emotional competence [i]
  259. (2009) Competency assessment toolkit for professional psychology [d]
  260. (2009) Giving debiasing away: can psychological research on correcting cognitive errors promote human welfare? [d]
  261. (2009) Aging, training, and the brain: a review and future directions [d]
  262. (2009) Teaching for implementation: designing negotiation curricula to maximize long-term learning [d]
  263. (2009/2014) Principles of counseling and psychotherapy: learning the essential domains and nonlinear thinking of master practitioners [i]
  264. (2009) Frontiers in participatory rural appraisal and participatory learning and action: PRA and PLA in applied research [i]
  265. (2009) Strengthening forensic science in the United States: a path forward [i] [d] [u]
  266. (2009) Making learning whole: how seven principles of teaching can transform education [i]
  267. (2009) Fostering intuition in management education: activities and resources [d]
  268. (2009) Human potential: exploring techniques used to enhance human performance [i]
  269. (2009) Rethinking work and learning: adult and vocational education for social sustainability [i] [d]
  270. (2009) Training professionals in mindfulness: the heart of teaching [i] [d]
  271. (2008) Current status and future prospects of clinical psychology: toward a scientifically principled approach to mental and behavioral health care [p] [d]
  272. (2008) On improving dynamic decision-making: implications from multiple-process cognitive theory [d]
  273. (2008) Building on knowledge: developing expertise, creativity and intellectual capital in the construction professions [i] [d]
  274. (2008) Training the samurai mind: a bushido sourcebook [i]
  275. (2008) Critical thinking and clinical reasoning in the health sciences: an international multidisciplinary teaching anthology [i]
  276. (2008/2014) Better learning through structured teaching: a framework for the gradual release of responsibility [i]
  277. (2008) The importance of exposure to human material in anatomical education: a philosophical perspective [d]
  278. (2008) Some principles for ethics education: implementing the acculturation model [d]
  279. (2008) Efficacy of the Chicago Parent Program with low-income African American and Latino parents of young children [d]
  280. (2008) Putting the 'development' in professional development: understanding and overturning educational leaders' immunities to change [d]
  281. (2008) The creative music workshop: event, facilitation, gift [d]
  282. (2008/2014) The education and training of intelligence analysts [i]
  283. (2008) Employment training for at-risk youth: a program evaluation focusing on changes in psychological well-being [d]
  284. (2008) Quick meeting openers for busy managers: more than 50 icebreakers, energizers, and other creative activities that get results [i]
  285. (2008) Executive development through consciousness-raising experiences [d]
  286. (2008) A sensemaking approach to ethics training for scientists: preliminary evidence of training effectiveness [d]
  287. (2008) The human contribution: unsafe acts, accidents and heroic recoveries [i]
  288. (2008) Noticing noticing: how does investigation of video records change how teachers reflect on their experiences? [d]
  289. (2008) ENGAGE: a blueprint for incorporating social skills training into daily academic instruction [d]
  290. (2008) Visual intelligence: using the deep patterns of visual language to build cognitive skills [d]
  291. (2008) Bringing automatic stereotyping under control: implementation intentions as efficient means of thought control [p] [d]
  292. (2008) Preparing facilitators for experiential education: the role of intentionality and intuition [d]
  293. (2008) Facilitate first thyself: the person-centered dimension of facilitator education [d]
  294. (2008) Manual training of mental rotation in children [d]
  295. (2007) Advancing social justice through clinical practice [i]
  296. (2007) An acculturation model for ethics training: the ethics autobiography and beyond [d]
  297. (2007) Metacognitive training aids decision making [d]
  298. (2007) Train your mind, change your brain: how a new science reveals our extraordinary potential to transform ourselves [i]
  299. (2007/2016) Learning and behavior: a contemporary synthesis [i]
  300. (2007) The training and development of managers and entrepreneurs: the role of integrative capacity [i]
  301. (2007) Cultural diversity teaching and issues of uncertainty: the findings of a qualitative study [p] [d]
  302. (2007) The impact of training on the formulation of ill-structured problems [d]
  303. (2007) The making of an expert [p] [u]
  304. (2007) Transparency as the route to evidence-informed professional education [d]
  305. (2007) The psychology of enhancing human performance: the mindfulness–acceptance–commitment approach (MAC): a practitioner's guide [i]
  306. (2007) Promoting mindfulness in psychotherapists in training influences the treatment results of their patients: a randomized, double-blind, controlled study [d]
  307. (2007) Managing teams for high performance [o] [u]
  308. (2007) Training novice psychotherapists: helping skills and beyond [d]
  309. (2007) Mindfulness training modifies subsystems of attention [d]
  310. (2007) Does psychotherapy training matter?: maybe not [d]
  311. (2007) Creative learning: activities and games that really engage people [i]
  312. (2007) Top-down and bottom-up approaches to actor training [d]
  313. (2007/2018) Ten steps to complex learning: a systematic approach to four-component instructional design [i]
  314. (2007) Knowledge acquisition in practice: a step-by-step guide [i] [d]
  315. (2007) Immersions as a form of apprenticeship at PRADAN [u]
  316. (2007) Reflections on the teaching of evidence-based practice [d]
  317. (2007) The handbook of experiential learning [i]
  318. (2007) The experiences of reflective learning journals by cognitive behavioural psychotherapy students [d]
  319. (2007) Short-term meditation training improves attention and self-regulation [d]
  320. (2006) Role-play teaching: acting in the classroom [d]
  321. (2006) Therapist skills: a cognitive model of their acquisition and refinement [d]
  322. (2006) Teaching self-care through mindfulness practices: the application of yoga, meditation, and qigong to counselor training [d]
  323. (2006) Efficiency in learning: evidence-based guidelines to manage cognitive load [i]
  324. (2006) Working minds: a practitioner's guide to cognitive task analysis [i]
  325. (2006) Teaching professionalism: general principles [d]
  326. (2006) Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment [d]
  327. (2006/2015) Conservation education and outreach techniques [i] [d]
  328. (2006) Mind training: the great collection [i]
  329. (2006) Developing one's own voice as a therapist: a dialogic approach to therapist education [d]
  330. (2006) The accidental trainer: a reference manual for the small, part-time, or one-person training department [i]
  331. (2006) Building productive roles: occupational therapy in a homeless shelter [d]
  332. (2006) Teaching counselors self-care through mindfulness practices [u]
  333. (2006) Evolution of agricultural extension and information dissemination in Peru: an historical perspective focusing on potato-related pest control [d]
  334. (2006) Human error: causes and control [i]
  335. (2006) Empirically derived training techniques for facilitators of group discussions [i]
  336. (2006) Repertoire of practice: reconceptualizing instructor competency in contemporary adventure education [d]
  337. (2006) Training the active training way: 8 strategies to spark learning and change [i]
  338. (2006) How to run a great workshop: the complete guide to designing and running brilliant workshops and meetings [i]
  339. (2006) Learning to research environmental problems from a functional socio-cultural constructivism perspective: the transdisciplinary case study approach [d]
  340. (2006) Putting 'counselor' back in the lawyer's job description: why more states should adopt collaborative law statutes [u]
  341. (2006) Investigative interviewing: rights, research, and regulation [i]
  342. (2006) Towards greater professionalism: minimizing miscarriages of justice [i]
  343. (2005) Enhancing self-awareness in medical students: an overview of teaching approaches [p]
  344. (2005) Interviewing and diagnostic exercises for clinical and counseling skills building [i]
  345. (2005) Organizing and running workshops: a practical guide for trainers [u]
  346. (2005) The psychotherapist's own psychotherapy: patient and clinician perspectives [i]
  347. (2005) Training in modest housing construction for those who need it most: an example from Nicaragua [i] [d]
  348. (2005) Evidence of improved knowledge and skills after an elective rotation in a hospice and palliative care program for internal medicine residents [d]
  349. (2005) How to run seminars and workshops: presentations skills for consultants, trainers, and teachers [i]
  350. (2005) Personal therapy in cognitive-behavioral therapy: tradition and current practice [i]
  351. (2005/2010) Making cognitive-behavioral therapy work: clinical process for new practitioners [i]
  352. (2005) Taking a risk and playing it safe: the use of actors in interagency child protection training [d]
  353. (2005) Informal learning and the role of social movements [i] [d]
  354. (2005) 25 activities for developing team leaders [i]
  355. (2005) The skilled facilitator fieldbook: tips, tools, and tested methods for consultants, facilitators, managers, trainers, and coaches [i]
  356. (2005) Meeting basic learning needs in the informal sector: integrating education and training for decent work, empowerment and citizenship [i] [d]
  357. (2005) The architecture of participation [i]
  358. (2004) Creating a reusable learning objects strategy: leveraging information and learning in a knowledge economy [i]
  359. (2004) The complete book of personal training [i]
  360. (2004/2011) Graphics for learning: proven guidelines for planning, designing, and evaluating visuals in training materials [i]
  361. (2004) Mental skills training [i] [d]
  362. (2004) Social skills training for adolescents with general moderate learning difficulties [i]
  363. (2004) The big book of leadership games: quick, fun activities to improve communication, increase productivity, and bring out the best in your employees [i]
  364. (2004) TLC at work: training, leading, coaching all types for star performance [i]
  365. (2004) How can I know what I don't know?: poor self assessment in a well-defined domain [d]
  366. (2004) Defining competencies in psychology supervision: a consensus statement [p] [d]
  367. (2004) Work-related lifelong learning for entrepreneurs in the agri-food sector [d]
  368. (2004) Competence, persistence, and success: the positive psychology of behavioral skill instruction [d]
  369. (2004) Participatory rural appraisal: methods and applications in rural planning: essays in honour of Robert Chambers [i]
  370. (2004/2012) 'Sit & get' won't grow dendrites: 20 professional learning strategies that engage the adult brain [i]
  371. (2003) Effectiveness of training in organizations: a meta-analysis of design and evaluation features [d]
  372. (2003) Hacer talleres: una guía práctica para capacitadores [i] [u]
  373. (2003) Guía de planificación para el desarrollo de competencias [u]
  374. (2003) Competency development planning guide [u]
  375. (2003) Training design basics [i]
  376. (2003) Writing training materials that work: how to train anyone to do anything: a practical guide for trainers based on current cognitive psychology and ID theory and research [i]
  377. (2003) Educating the modern manager [d]
  378. (2003) Developing top managers: the impact of interpersonal skills training [d]
  379. (2003) The power of full engagement: managing energy, not time, is the key to high performance and personal renewal [i]
  380. (2003) Beyond critical thinking and decision making: teaching business students how to think [d]
  381. (2003) The conflict and communication activity book: 30 high-impact training exercises for adult learners [i]
  382. (2002) A facilitator's guide to participatory workshops with NGOs/CBOs responding to HIV/AIDS [o] [u]
  383. (2002) The social and cultural dimensions of trainer training [d]
  384. (2002) Market scoping: methods to help people understand their marketing environment [u]
  385. (2002) The big book of meeting games: 75 quick, fun activities for leading creative, energetic, productive meetings [i]
  386. (2002) Participatory workshops: a sourcebook of 21 sets of ideas and activities [i]
  387. (2002) Design and analysis of conservation projects in Latin America: an integrative approach to training [j] [u]
  388. (2002) Increasing play skills of children with autism using activity schedules and correspondence training [d]
  389. (2002) Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education? [i]
  390. (2002) How to measure training results: a practical guide to tracking the six key indicators [i]
  391. (2002) Emotional intelligence and mediation training [d]
  392. (2002) The workshop book: from individual creativity to group action [i]
  393. (2001) Honoring and privileging personal experience and knowledge: ideas for a narrative therapy approach to the training and supervision of new therapists [d]
  394. (2001) Teacher testing and the improvement of practice [d]
  395. (2001) Last minute meetings [i]
  396. (2001) Teaching family therapy-centered integration: assimilation and beyond [d]
  397. (2001) Humor in therapy: the case for training therapists in its uses and risks [p] [d]
  398. (2001) Making waves: stories of participatory communication for social change [i]
  399. (2001) Educating intuition [i]
  400. (2001) Approaches to expand NGO natural resource conservation program outreach [d]
  401. (2001) Training to imagine: practical improvisational theatre techniques for trainers and managers to enhance creativity, teamwork, leadership, and learning [i]
  402. (2001) Decision skills training: facilitating learning from experience [i]
  403. (2001) Latino immigrants: preventing occupational exposure to pesticides: using participatory research with latino farmworkers to develop an intervention [d]
  404. (2001) Develop your training skills [i]
  405. (2001) Linking expertise and naturalistic decision making [i]
  406. (2000/2014) The handbook of conflict resolution: theory and practice [i]
  407. (2000) Mapping as a means of farmworker education and empowerment [d]
  408. (2000) The big book of stress-relief games: quick, fun activities for feeling better at work [i]
  409. (2000) Teaching with your mouth shut [i]
  410. (2000) The inner game of work [i]
  411. (2000) Training yourself: the 21st century credential [i]
  412. (2000/2003) 58 1/2 ways to improvise in training: improvisation games and activities for workshops, courses, and team meetings [i]
  413. (2000) Method acting reconsidered: theory, practice, future [i]
  414. (2000) Communicating the environment: environmental communication for sustainable development [i]
  415. (2000/2007) Human performance improvement: building practitioner competence [i]
  416. (2000) The big book of humorous training games [i]
  417. (2000/2001) Performer training: developments across cultures [i]
  418. (1999) The ultimate training workshop handbook: a comprehensive guide to leading successful workshops & training programs [i]
  419. (1999) Good cop, bad cop: using cognitive dissonance theory to reduce police lying [u]
  420. (1999) Rejecting 'the manual' for more critical and participatory analysis: REFLECT's experience in El Salvador [u]
  421. (1999/2008) Handbook of extension education [i]
  422. (1999) 101 ways to make meetings active: surefire ideas to engage your group [i]
  423. (1999) The big book of icebreakers: 50 quick, fun activities for energizing meetings and workshops [i]
  424. (1999) The art of facilitating participation: releasing the power of grassroots communication [i]
  425. (1998) Developing balanced sensitivity: practical Buddhist exercises for daily life [i] [u]
  426. (1998/2005) The trainer's tool kit [i]
  427. (1998/2008) Building expertise: cognitive methods for training and performance improvement [i]
  428. (1998) Perfect presentations: the essential guide to thinking and working smarter [i]
  429. (1998) An encounter with a 17th century manual [u]
  430. (1998/2001) The inspirational trainer: making your training flexible, spontaneous & creative [i]
  431. (1998) Talking out of turn: notes on participation, learning and action in REFLECT [u]
  432. (1998) Train-the-trainer: facilitator's guide [i]
  433. (1998) Re-creating schools: places where everyone learns and likes it [i]
  434. (1998) The big book of team-building games: trust-building activities, team spirit exercises, and other fun things to do [i]
  435. (1998) Investigating local markets using PRA [participatory rural appraisal] [u]
  436. (1997) Research–extension linkage [i] [u]
  437. (1997) Playing along: 37 learning activities borrowed from improvisational theater [i]
  438. (1997/2010) The first-time trainer: a step-by-step quick guide for managers, supervisors, and new training professionals [i]
  439. (1997) Drama as a discussion starter in research and education [u]
  440. (1997) Rehearsing for reality: using role-play to transform attitudes and behaviour [u]
  441. (1997/2016) Behavior modification: principles and procedures [i]
  442. (1997) How to train the trainer: 23 complete lesson plans for teaching basic skills to new trainers [i]
  443. (1997) Developing technology with farmers: a trainer's guide [i]
  444. (1996) REFLECT mother manual: regenerated Freirean literacy through empowering community techniques [i] [u]
  445. (1996/2014) The internship, practicum, and field placement handbook: a guide for the helping professions [i]
  446. (1996) Pluralism and the extension agent: changing concepts and approaches in rural extension [i]
  447. (1996) The ASTD training and development handbook: a guide to human resource development [i]
  448. (1996) Staying alive to learning: integrating enactments with case teaching to develop leaders [d]
  449. (1996) Positive behavioral support: including people with difficult behavior in the community [i]
  450. (1996) The creative trainer: holistic facilitation skills for accelerated learning [i]
  451. (1996/2004) Making sense of adult learning [i] [d]
  452. (1996/2005) Mental training for peak performance: top athletes reveal the mind exercises they use to excel [i]
  453. (1996) The assessment of professional competence: developments, research and practical implications [d]
  454. (1995) Multiple explanation: a consider-an-alternative strategy for debiasing judgments [d]
  455. (1995) A trainer's guide for participatory learning and action [i]
  456. (1995) 101 stupid things trainers do to sabotage success [i]
  457. (1995/2001) How to differentiate instruction in mixed-ability classrooms [i]
  458. (1995) The assertive trainer: a practical handbook on assertiveness for trainers and running assertiveness courses [i]
  459. (1994/2000) Bringing out the best in people: how to apply the astonishing power of positive reinforcement [i]
  460. (1994/2005) Evaluating training programs: the four levels [i]
  461. (1994) Empathy and listening skills: a developmental perspective on learning to listen [i]
  462. (1994) Critical incidents in psychotherapy [p] [u]
  463. (1994/2017) The skilled facilitator: a comprehensive resource for consultants, facilitators, managers, trainers, and coaches [i] [d]
  464. (1994) The human farm: a tale of changing lives and changing lands [i]
  465. (1993) Planning for effective training: a guide to curriculum development [i]
  466. (1993) Visual communicating [i]
  467. (1992/1997) Processing the experience: strategies to enhance and generalize learning [i]
  468. (1992) RAP, rapid assessment procedures: qualitative methodologies for planning and evaluation of health related programmes [i]
  469. (1992) Options for educators: a monograph for decision makers on alternative participatory strategies [o]
  470. (1992) Appropriate media for training and development [i]
  471. (1991/2002) Training of negotiators [i]
  472. (1991/1996) Developing effective training skills: a practical guide to designing and delivering group training [i]
  473. (1991) Beyond education: a new perspective on society's management of learning [i]
  474. (1990) Workplace basics: the essential skills employers want [i]
  475. (1990/2001) Helping the client: a creative practical guide [i]
  476. (1990) Why we still use our heads instead of formulas: toward an integrative approach [p] [d]
  477. (1990) Active talk: the use of discussion in learning [i]
  478. (1990/2015) Becoming a master manager: a competing values approach [i]
  479. (1990) Apprenticeship in thinking: cognitive development in social context [i]
  480. (1990/2006) Active training: a handbook of techniques, designs, case examples, and tips [i]
  481. (1990) Tools for community participation: a manual for training trainers in participatory techniques [i]
  482. (1989) Not all preconceptions are misconceptions: finding 'anchoring conceptions' for grounding instruction on students' intuitions [d]
  483. (1989/2004) Nonformal education (NFE) manual [o] [u]
  484. (1989) Becoming a better decision maker [d]
  485. (1989) A guide to creating self-learning materials [i]
  486. (1989) Taking the university to the people: seventy-five years of cooperative extension [i]
  487. (1988/1999) The Prepare curriculum: teaching prosocial competencies [i]
  488. (1987) Role play [i]
  489. (1987/2004) Medicine: preserving the passion in the 21st century [i] [d]
  490. (1987/1991) Improving training quality: a trainer's guide to evaluation [o] [u]
  491. (1987) Time to proficiency following job transfers [d] [j]
  492. (1987/2004) Productive workplaces revisited: dignity, meaning, and community in the 21st century [i]
  493. (1986) Cognitive-structural development and the conditions of employment [d]
  494. (1986) The inner game of music [i]
  495. (1986/1990) Teaching through self-instruction: how to develop open learning materials [i]
  496. (1985) Empathy: development, training, and consequences [i]
  497. (1985) Guide to extension training [i] [u]
  498. (1985/2008) Enhancing adult motivation to learn: a comprehensive guide for teaching all adults [i]
  499. (1984) Parent training: foundations of research and practice [i]
  500. (1984/2002) The winning trainer: winning ways to involve people in learning [i]
  501. (1984) Peak performance: mental training techniques of the world's greatest athletes [i]
  502. (1984) The politics of giving therapy away: listening and focusing [i] [u]
  503. (1984) Training parent trainers and ethicists in nonlinear analysis of behavior [i]
  504. (1984/1999) Training for transformation: a handbook for community workers [i] [d]
  505. (1984/1997) Improving women farmers' access to extension services [i] [u]
  506. (1984/1997) Using rapid or participatory rural appraisal [i] [u]
  507. (1984/1997) Improving agricultural extension: a reference manual [i] [u]
  508. (1983/2009) Periodization: theory and methodology of training [i]
  509. (1983) Ah-hah!: a new approach to popular education [i]
  510. (1983/1989) The effective use of role-play: a handbook for teachers and trainers [i]
  511. (1982) Using mental rehearsal to improve trainer behavior [d]
  512. (1982) 501 ways to use the overhead projector [i]
  513. (1982) Communication strategies: a guide for agricultural change agents [i]
  514. (1982/1991) Developing motivation through experiencing: a trainers' guide for behaviour simulation in motivation training [o]
  515. (1981) The planning of nonformal education [i] [u]
  516. (1980/1997) Skillstreaming the adolescent: new strategies and perspectives for teaching prosocial skills [i]
  517. (1979/2015) Issues and ethics in the helping professions [i]
  518. (1977/1980) Fotonovelas and comic books: the use of popular graphic media in development [o]
  519. (1975) Counseling and counselor education: a developmental approach [d]
  520. (1975/1997) Preparing instructional objectives: a critical tool in the development of effective instruction [i]
  521. (1974/1997) The inner game of tennis [i]
  522. (1970/1980) The guide to simulations/games for education and training [i]
  523. (1970) On-line computer augmentation of bio-feedback processes [p] [d]
  524. (1950) Creative training [d] [j]
  525. (1944) Some uses of visual aids in the army [j]
  526. (1909) The training of farmers [o] [u]

Copyright © 2010–2018 Nathan A. Strait (contact me)
14th edition, last updated: 6 September 2018
Statistics: authors, journals, publishers