Mental filters, coaching and Family-Centered Early Intervention
DOI:
https://doi.org/10.15448/1981-2582.2020.1.35474Keywords:
mental filters, coaching, Early InterventionAbstract
The Early Intervention professional who implements Family-Centered
Practices, does it convinced of the good outcomes one can obtain as result of
using these practices. This is evidenced-based either through original studies and systematic review as well as meta-analysis. However, the professional always has doubts about his own practice and his ability to reach the level of involvement he wants from families. Understanding the adult’s interpretation of his reality and his competences, helps the professional to put himself in the place of the families, to get their involvement from their own perspective and language. In this paper we will address the identification and understanding of adult filters. This will be done within coaching strategies adapted to the needs of Early Intervention, which will be especially useful to encourage reflection in the families.
Downloads
References
Bandler, R., & Grinder, J. (1975). La estructura de la magia I. [S.l.]: Diegoan. Recuperado Agosto 7, 2019, de: https://cdn.hermandadblanca.org/wp-content/uploads/2018/06/la-estructura-de-la-magia-i-richard-bandler.pdf
Beddoes-Jones, F. (1999). Thinking styles, relationship strategies that work!. Lincolnshire: BJA Associates Ltd.
Belschak, F. D., & Den Hartog, D. N. (2010). Pro- -self, prosocial, and pro organizational foci of proactive behaviour: Differential antecedents and
consequences. Journal of Occupational and Organizational Psychology, 83(2), 475-498. https://doi.org/10.1348/096317909x439208
Benavides, S. (2014). El coaching en el ámbito empresarial. (Trabajo Fin de Grado-Facultad de Educación). Illes Balears: Universitat.
Bisquerra, R. (2008, cuatrimestre 2º). Coaching: un reto para los orientadores. Revista Española de Orientación y Psicopedagogía, 19(2), 163-170.
Bórquez, S. (2002, mayo - junho). PNL: tres letras para facilitar el cambio. Pharos, 9(1). Recuperado Agosto 5, 2019, de: http://www.redalyc.org/pdf/208/20809106.pdf.
Brown, N. (2004, September). What makes a good educator? The relevance of meta programmes. Assessment and Evaluation in Higher Education, 29(5), 515- 533. https://doi.org/10.1080/0260293042000197618
Castillo, A. (2007). Actitudes y habilidades del terapeuta. Cultura, 21, 211-227. Recuperado Agosto 5, 2019, de: http://www.revistacultura.com.pe/revistas/RCU_21_1_actitudes-y-habilidades-del-terapeuta.pdf.
De Luynes, M. (1995). Neuro linguistic programming. Educational and Child Psychology, 12(4), p. 34–47.
Dilts, R. (2003). El poder de la palabra. Barcelona: Urano.
Dunst, C. J. (2000, April). Revisiting “Rethinking Early Intervention.” Topics in Early Childhood Special Education, 20(2), 95–104. https://doi.org/10.1177/027112140002000205
Dunst, C. J. (2002). Family-Centered Practices: Birth through High School. The Journal of Special Education, 36(3), 139-147. https://doi.org/10.1177/00224669020360030401
Espíndola, J. L. (2005). Análisis de problemas y toma de decisiones. Mexico: Pearson Educación.
Friedman, M., Woods, J., & Salisbury, C. (2012, enero/ marzo). Caregiver Coaching Strategies for Early Intervention Providers. Infants and Young Children. Philadelphia, 25(1), 62–82. https://doi.org/10.1097/iyc.0b013e31823d8f12
Grant, A. M.; Ashford, S. J. (2008). The dynamics of proactivity at work. Research in Organizational Behavior, 28, 3-34. https://doi.org/10.1016/j.riob.2008.04.002
Guarnieri, S., & Ortiz, M. No es lo mismo. Madrid: Editorial LID, 2010.
Lawley, J. (1997). The application of meta programmes in the classroom. Rapport, 37, 7–11.
Lozano, L. J. (2008, mayo/agosto). El coaching como estrategia para la formación de competencias profesionales. Revista Escuela de Administración de Negocios, 63, 127-137. https://doi.org/10.21158/01208160.n63.2008.447
O´Connor, J., & Seymour, J. (2007). Introducción a la Programación Neurolingüística. Barcelona: Urano.
Parker, S. K., & Collins, C. (2010 mayo). Taking stock: Integrating and differentiating multiple proactive behaviors. Journal of Management, 36(3), 633-662. https://doi.org/10.1177/0149206308321554
Ready, R., & Burton, K. (2008). PNL para Dummies. Barcelona: Granica.
Roberts, M. (1999). Change Management Excellence: Putting NLP to work. Wales: Crown House Publishing Ltd.
Rush, D., & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Brookes Publishing.
Rotter, J. B. (1996). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28. https://doi.org/10.1037/h0092976
Salessi, S., & Omar, A. (2017). Comportamientos proactivos en el trabajo: una puesta al día. Revista argentina de ciencias del comportamiento, 9(3), 82-103. https://doi.org/10.15517/ap.v32i124.30642
Sans, M. (2012, Junio). ¿Qué es el coaching? Sus orígenes, definición, distintas metodologías y principios básicos de actuación de un coach. 3c Empresa: investigación y pensamiento crítico, 1(3), 28-37. Recuperado Julio 28, 2019, de: https://www.3ciencias.com/wp-content/uploads/ 2012/06/3. Que-es-Coaching.pdf https://doi.org/10.17993/3cemp.2016.050125.47-56
Simón, C. (2016). Identifica y cambia tus creencias limitantes. [S.l.]: Mindful Science, Recuperado Agosto 10, 2019, de: https://www.mindfulscience.es/wp-content/uploads/2016/12/ ebook-identifica-y-cambia-tus-creencias-limitantes.pdf
Tornau, K., & Frese, M. (2012). Construct clean-up in proactivity research: A meta analysis on the nomological net of work-related proactivity concepts and their incremental validities. Applied Psychology: An International Review, 62(1), 44-96. https://doi.org/10.1111/j.1464-0597.2012.00514.x
Villa, M. E. (2014). Programación neurolingüística. Concepto y aplicaciones en la Organización. Revista QUESTIONAR: Investigación Específica, 1(2), 31-42.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Educação
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to Educação implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Educação as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.