CWWPP
  • Home
  • About Us
    • Who are we?
    • Mission and Vision
    • The Region
    • Profile of Psychological Trauma
    • History
    • Partners
    • Get Involved
    • Reports >
      • Monthly Reports
      • Annual and Semi-Annual Reports
  • Our Work
    • Philosophy
    • Social Inclusion
    • Community-based Training
    • Groups with which We Work
    • Peer Counseling and Self-Help Groups
    • Education >
      • Onsite Education
      • Online Education
      • "Blended" Education in Croatia and Other Regions
      • How You Can Request a Course or Counseling
      • Internships, The Summer Program, and Other Possibilities for Students
    • Supervision
    • Work with people
    • Sensitization
    • The Migrant Project
  • PET (Pragmatic Empowerment Training)
    • Pragmatic Empowerment Training (PET)
    • Course 1-The Caregiver-Client Relationship >
      • 1 Introduction >
        • 1 Introduction to the PET
        • 2 The CWWPP >
          • Introduction to the CWWPP - Comments
        • 3 PET
        • 4 Facilitation
        • 5 Additional Remarks on the Course >
          • Inventarization
      • 2 The Caregiver-Client Relationship >
        • 1 Introduction and the Caregiver Client Relationship as the Basis of Everything
        • 2 Some First Principles >
          • Taking an Interest In and Concentrating on the Client
          • Taking An Attitude of Humanity and Compassion
          • Listening and Responding to the Total Person
        • 3 Some Points About Language and Getting to Know the Client >
          • Activities - Using Language That the Person Can Understand
          • Activities - Taking the Time and Getting As Much Information as Possible
          • Activities - Feelings
          • Activities - Motives
          • Activities - Interests
          • Activities - Content and Its Interpretation
          • Activities - Assumptions
          • Activities - Prejudices
          • Activities - Expectations
          • Activities - Generalizations
          • Activities -Final Remarks
        • 4 Creating the Right Atmosphere >
          • Activities - The Physical Environment
          • Activities - Formality
          • The Theme of the Session
          • Activities - The Presence of Other People in the Session
          • Activities - The Pressure on the Caregiver and the Client
          • Activities - Final Activities
        • 5 Persistence Patience Insistence Discipline >
          • Activities - Persistence
          • Activities - Patience
          • Activities - Insistence
          • Activities - Discipline
          • Activities - Final Comments
        • 6 Identification and Maintaining Self-Identity >
          • Activities - Identification of the Caregiver with the Client and of the Client with the Caregiver
          • Activities - Maintaining Your Own Identity
          • Activities - Final Comments
          • Education
        • 7 Tolerance and Individualization >
          • Activities - Tolerance and Taking a Non-Judgmental Approach
          • Activities - Individualization
          • Activities - Final Comments
        • 8 Responsibility, Control, and Giving Permission >
          • Activities - Getting the Client to Take Control of His or Her Own Life
          • Activities - Giving the Client Control
          • Activities - Giving the Client Permission
          • Activities - Final comments
        • 9 Giving Time and Space; Listening vs. Preaching >
          • Activities - Giving Time and Space
          • Activities - Listening vs. Preaching
          • Activities - Final Remarks
        • 10 Gaining and Maintaining Trust >
          • Activities - Honesty
          • Activities- Openness
          • Activities - Directness
          • Activities - Keeping Promises
          • Activities - Humanity
          • Activities - Final Activities
          • Activities - Final Remarks
        • 11 Ethics >
          • Activities - Do No Harm
          • Activities - Privacy
          • Activities - The Relationship Between the Caregiver and the Client Outside of the Caregiving Situation
          • Activities - Professionalism
          • Activities - Payment and Gifts
          • Activities - Conventions and Codes
          • Activities - Final Activities
          • Activities - Final Remarks
        • 12 Preparation, Flexibility, and Adaptation >
          • Activities - Preparation
          • Activities - Flexibility and Adaptation
          • Activities - Final Remarks
        • 13 Religion, Belief, and Hope >
          • Activities - The Role of Belief and Religion
          • Activities - Hope
          • Activities - Final Remarks
        • 14 Time and Closeness Revisited >
          • Activities - Time
          • Activities - Closeness
          • Activities - Final Remarks
        • 15 Final Remarks and Activities for this Section >
          • Activities - Final Activities
      • 3 Self-Care >
        • 1 Introduction to this Section >
          • Activities - Introduction
        • 2 Limits >
          • Activities - Time
          • Activities - Physical and Emotional Energy
          • Activities - Acceptance of What We Can and Cannot Do
          • Activities - Final Remarks
        • 3 Burnout >
          • Activities - Introduction and Definition of Burnout
          • Activities - The Causes of Burnout
          • Activities - Symptoms and Signs of Burnout
          • Activities - Dealing with Burnout
          • Activities - Prevention of Burnout
          • Activities - Final Remarks
        • 4 Self-Reflection and Self-Criticism >
          • Activity - Self-Reflection and Self-Criticism
        • 5 The Balance Between Professional and Private Life >
          • Activities - Th Balance Between Professional and Personal Life
        • 6 Supervision and Intervision >
          • Activities - Supervision and Intervision
        • 7 Factors Promoting and Detracting from Self-Care
        • 8 Final Remarks and Activities for this Section >
          • Activities - Factors Promoting and Detracting from Self-Care
          • Activities - Final Remarks
      • 4 Final Remarks and Activities for the Course >
        • Activities - Final Remarks for the Course
    • Miscellaneous Educational Documents
  • Library
    • Learning Materials and Course Summaries
    • Brochures and Briefing Papers
    • Conference and Scientific Papers
    • Conference Trauma and Mental Heal in Conflict and Migration >
      • Kanda
      • Young
      • Shrusti
      • Dougherty
      • Yoder-Lopez
      • Tauber
      • Sillett
      • Niconchuk
    • Osijek Seminar 7 May 2019
    • InPact Conference May 2019
    • Articles about and by CWWPP
    • Artwork By A Refugee
  • Contact Us
  • Links
  • Donate
  • Koalicija za rad sa psihotraumom i za mir Vukovar
    • O nama
    • Misija i vizija
    • Godisnja financijska i opisna izvjesca
    • Kontakt
    • Živa knjižnica
    • Aktivnosti
    • Naš rad >
      • Naša filozofija
      • Socijalna uključenost
      • Obuka u zajednici
      • Skupine s kojima radimo
      • Peer savjetovanje/Grupe za samopomoć
      • Edukacija
      • Supervizija/Intervizija
      • Senzibilizacija društva/Brošure
      • Projekt Migranti
    • Profil psihološke traume
    • PET Program >
      • Tečaj 1- Odnos pomagača i korisnika >
        • 1. Uvodni dio tečaja >
          • 1.1. Uvod
          • 1.2. O CWWPP-u i početcima PET-a
          • 1.3. Trening pragmatičnog osnaživanja (PET)
          • 1.4. Uvod u facilitiranje
          • 1.5. Završne napomene o načinu funkcioniranja tečaja
        • 2. Odnos pomagača i korisnika >
          • 2.1. Odnos kao osnova svega
          • 2.2. Osnovna načela
          • 2.3. O jeziku sporazumijevanja i o upoznavanju korisnika
          • 2.4. Stvaranje ugodaja
          • 2.5. Ustrajnost, strpljivost, upornost i disciplina
          • 2.6. Identificiranje s drugima i čuvanje vlastitog identiteta
          • 2.7. Tolerancija, ne osuđujući pristup i individualizacija
          • 2.8. Odgovornost, kontrola, davanje dozvole za izražavanje osjećaja
          • 2.9. Davanje vremena i prostora; slušanje umjesto moraliziranja
          • 2.10. Stjecanje i održavanje povjerenja
          • 2.11. Etika
          • 2.12. Priprema, fleksibilnost i prilagodba
          • 2.13. Vjera, religija i nada
          • 2.14. Ponovimo: Vremenska posvećenost i prisnost s korisnikom
          • 2.15. Završne napomene i aktivnosti
        • 3. Self-Care >
          • 3.1. Uvod
          • 3.2. Ograničenja
          • 3.3. Burnout
          • 3.4. Samopromatranje i samokritika
          • 3.5. Ravnoteža između poslovnog i privatnog života
          • 3.6. Supervizija i intervizija
          • 3.7. Čimbenici i aktivnosti koji potiču ili ometaju Self-care
          • 3.8. Završne napomene i aktivnosti za ovo poglavlje
        • 4. Završne napomene i aktivnosti za ovaj tečaj
    • Donirajte
  • Podcast

Lessons Learned 2010

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Bibliography on Trans-Generational Transmission of Trauma


Picture
Abraham, N. and Torok, M.(1994). “Secrets and Posterity: The theory of the Transgenerational Phantom “. Pp. 165-169. In: The Shell and the Kernel. The University of Chicago Press.
 
Ajduković, D. & Čorkalo, D. (2004). “Trust and betrayal in war. In: E. Stover and H. Weinstein (Eds.): My neighbor, my enemy. Cambridge: Cambridge University Press, 287-302.
 
Ajduković, D. & Čorkalo, D. (2008). Caught between the ethnic sides: Children growing up in a divided postwar community. International Journal of Behavioral Development, 32(4), 337-347.
 
Albeck, H.J. (1993). “Intergenerational consequences of trauma: Reframing traps in treatment theory: A second generation perspective. In M.O. Williams & J.F. Sommer (Eds.) Handbook of Post-Traumatic Therapy. Westport, CT: Greenwood Press, 106-125.
 
Ancharoff, M. R., Munroe, J. F., & Fisher, L. M. (1998). “The legacy of combat trauma. In Y. Danieli (ed.) International Handbook of Multigenerational Legacies of Trauma (pp. 257-276). New York: Plenum.
 
Apprey, M. (2003). “Repairing History:Reworking Transgenerational Trauma”. (Pp.3-27). in: Moss, D. (ed.) Hating in the First Person Plural. Other Press.
 
Auerhahn, N. C., & Laud, D. (1998). Intergenerational memories of the Holocaust. In Y. Danieli (ed.) International Handbook of Multigenerational Legacies of Trauma (pp. 21-42). New York: Plenum Press.
 
Bar-On, D., Eland, J., Kleber, R.J., Krell, R., Moore, Y., Sagi, A., Soriano, E.,Suedenfeld, P., Van der Velden, P.G. & Van Ijzendoorn, M.H (1998) Multigenerati
onal perspectives on coping with the Holocaust experience: An attachment perspective for understanding the developmental sequelae of trauma across generations. International Journal of Behavioral Development, 22(2), 315-338.
 
C. S. Tang (Eds.), Cross-Cultural Assessment of Psychological Trauma & PTSD (pp. 65-88). NY: Springer.
 
Danieli, Y. (Ed.) (1998). International handbook of multigenerational legacies of trauma. New York: Plenum.
 
Danieli, Y. (2007). Assessing trauma across cultures from a multigenerational perspective. In J. P. Wilson &
 
Dekel, R., & Goldblatt, H. (2008). Is there intergenerational transmission of trauma? The case of Vietnam veterans. American Journal of Orthopsychiatry, 78(3), 281-289.
 
Dekel, R., & Solomon, Z. (2006). Secondary traumatization among wives of Israeli POWs. Social Psychiatry & Social Epidemiology, 41(1), 27-33.
 
Etkind, A. (2009). Post-SovieIt Hauntology: Cultural Memory of Soviet Terror. Constellations, 16(1), 182-200.
 
Faimberg, H. (2005). The Telescoping Of Generations. Pp. 1-18. London: Karnak Books.
 
Fossion, P., Rejas, M., Servais, L., Pelc, I. & Hirsch, S. (2003). "Family approach with grandchildren of Holocaust survivors," American Journal of Psychotherapy, 57(4), 519-527.
 
Jablonka E, Raz G. Transgenerational epigenetic inheritance: Prevalence,
mechanisms, and implications for the study of heredity and evolution.
Quart Rev Biol 2009;84:131-176.
 
Kellermann, N.P.F. (1999a) Bibliography: Children of Holocaust survivors. AMCHA, the National Israeli Centre for Psychosocial Support of Holocaust Survivors and the Second Generation, Jerusalem.
 
Kellermann, N.P.F. (1999b) Diagnosis of Holocaust survivors and their children.
Israel Journal of Psychiatry, 36(1), 56-65.
 
Kellermann, N. (2013). Epigenetic Transmission of Holocaust Trauma, Isr. J.
Psychiatry, Vol 50, No.1, pp 33-39.
 
Klarić, M., Frančišković, T., Klarić, B., Kvesić, A., Kaštelan, A., Graovac, M., & Lisica, I. D. (2008). Psychological problems in children of war veterans with PTSD. Croatian Medical Journal, 49, 491-508.
 
Lindy, J. D., & Lifton, R. J. (2001). Beyond Invisible Walls: The Psychological Legacy of Soviet Trauma; East European Therapists and Their Patients. New York: Taylor & Francis.
Levine, A. P. (2015). Trauma and Memory. Berkeley, California: North Atlantic Books.
 
Luborsky, L., & Crits-Christoph, C. (1997). Understanding Transference: The Core Conflictual Relationship Theme Method (2nd edition). Washington, DC: American Psychological Association.
 
Matejčić, B. (2009). Cruel Wars Cast Shadow Over Mixed Marriages. Sarajevo: BIRN.
 
Milić, A. (2011). Bosnians Still Traumatized by War. London: Institute for War & Peace Reporting.
 
Nader, K. (2007). Culture and the assessment of trauma in youths. In J. P. Wilson & C. S. Tang (Eds.), Cross-Cultural Assessment of Psychological Trauma and PTSD (pp. 169-196). New York: Springer.
 
Nachmani, G. (2005). Proof of Life: A discussion of Dori Laub’s “Traumatic Shutdown of Narrative and Symbolization. Contemporary Psychoanalysis, 41:327-340.
 
Perry, B.D. (1999) Memories of fear: How the brain stores and retrieves physiological states, feelings, behaviors, and thoughts from traumatic events. In J. Goodwin & R. Attias (Eds.) Images of the Body in trauma. New York: Basic Books.
 
Rubin, A., & Rhodes, L. (2005). Telling “ Ten percent of the story”:
Narrative and the intergenerational transmission of trauma among Cambodian refugees. In A. M. Georgiopoulos & J. F. Rosenbaum (Eds.),Cross-cultural psychiatry (pp. 157–178). Philadelphia: Lippincott Williams & Wilkins
 
Seifter Abrams, M. (1999) Intergenerational transmission of trauma: Recent contributions from the literature of family systems approaches to treatment. American Journal of Psychotherapy, 53(2), 225-231.
 
Scharf, M. (2007). Long-term effects of trauma: Psychosocial functioning
of the second and third generation of Holocaust survivors. Development and Psychopathology, 19, 603–622.
 
Schwab, G. (2010). Haunting Legacies: Violent Histories and Transgenerational Trauma. Columbia University Press.
 
Schwab, G.  (2010). Replacement Children; The transgenerational transmission of traumatic loss.pp.118-150. In : Haunting Legacies: Violent Histories and transgenerational trauma. Columbia University Press
 
Solomon, Z. (1998). Trans-generational effects of the Holocaust: The Israeli research perspective. In Y. Danieli (Ed.), International Handbook of Multigenerational Legacies of Trauma (pp.85-96). NY: Plenum.
 
Stanivuk, S., Marić, S., & Tauber, C. (2010). Social Reconstruction and Health Towards the Future: Lessons Learned from Eastern Croatia. Vukovar: Center for Work With Psycho-Trauma & Peace.
 
Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Sagi-Schwartz, A. (2003). Are children of Holocaust survivors less well-adapted? No meta-analytic evidence for secondary traumatization. Journal of Traumatic Stress, 16,459–469.
 
Van der Kolk B. (1994).The body keeps the score: Memory and the evolving psychobiology of post traumatic stress. Harv Rev Psychiatry;1:253-265.
 
Van der Kolk, B.A., Roth, S., Pelcovitz, D., Sunday, S., & Spinazzola, J. (2005). "Disorders of extreme stress: the empirical foundation of a complex adaptation to trauma". Journal of Traumatic Stress 18, 389-399.
 
Volkan, V. (1997) Bloodlines: From ethnic pride to ethnic terrorism. Boulder,Co.: Westview.
 
Volkan, V. (2002). “Varieties of Transgenerational Transmission”. pp. 27-38. And “History-related Unconscious Fantasies” in: Volkan, V., Ast G., and Greer. The Third Reich in the Unconscious. NY: Burner-Routledge.
Yehuda R, Bierer LM. (2008).Transgenerational transmission of cortisol and PTSD risk. Progr Brain Res;167:121-35.
 
Zilberfein, F. (1996) Children of Holocaust survivors: Separation obstacles, attachments and anxiety. Social Work and Health Care, 23(3), 35-55
 
Wardi, D. (1992). “Identification with Death” (pp.88-113) and “Parting from the Role of Memorial Candle” (pp. 213-258) in: Memorial Candles:Children of the Holocaust. Routledge.
 
Wiseman, H., & Barber, J. (2008). Echoes of Trauma: Relational Themes and Emotions in Children of Holocaust Survivors. New York: Cambridge University Press. 
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  • Home
  • About Us
    • Who are we?
    • Mission and Vision
    • The Region
    • Profile of Psychological Trauma
    • History
    • Partners
    • Get Involved
    • Reports >
      • Monthly Reports
      • Annual and Semi-Annual Reports
  • Our Work
    • Philosophy
    • Social Inclusion
    • Community-based Training
    • Groups with which We Work
    • Peer Counseling and Self-Help Groups
    • Education >
      • Onsite Education
      • Online Education
      • "Blended" Education in Croatia and Other Regions
      • How You Can Request a Course or Counseling
      • Internships, The Summer Program, and Other Possibilities for Students
    • Supervision
    • Work with people
    • Sensitization
    • The Migrant Project
  • PET (Pragmatic Empowerment Training)
    • Pragmatic Empowerment Training (PET)
    • Course 1-The Caregiver-Client Relationship >
      • 1 Introduction >
        • 1 Introduction to the PET
        • 2 The CWWPP >
          • Introduction to the CWWPP - Comments
        • 3 PET
        • 4 Facilitation
        • 5 Additional Remarks on the Course >
          • Inventarization
      • 2 The Caregiver-Client Relationship >
        • 1 Introduction and the Caregiver Client Relationship as the Basis of Everything
        • 2 Some First Principles >
          • Taking an Interest In and Concentrating on the Client
          • Taking An Attitude of Humanity and Compassion
          • Listening and Responding to the Total Person
        • 3 Some Points About Language and Getting to Know the Client >
          • Activities - Using Language That the Person Can Understand
          • Activities - Taking the Time and Getting As Much Information as Possible
          • Activities - Feelings
          • Activities - Motives
          • Activities - Interests
          • Activities - Content and Its Interpretation
          • Activities - Assumptions
          • Activities - Prejudices
          • Activities - Expectations
          • Activities - Generalizations
          • Activities -Final Remarks
        • 4 Creating the Right Atmosphere >
          • Activities - The Physical Environment
          • Activities - Formality
          • The Theme of the Session
          • Activities - The Presence of Other People in the Session
          • Activities - The Pressure on the Caregiver and the Client
          • Activities - Final Activities
        • 5 Persistence Patience Insistence Discipline >
          • Activities - Persistence
          • Activities - Patience
          • Activities - Insistence
          • Activities - Discipline
          • Activities - Final Comments
        • 6 Identification and Maintaining Self-Identity >
          • Activities - Identification of the Caregiver with the Client and of the Client with the Caregiver
          • Activities - Maintaining Your Own Identity
          • Activities - Final Comments
          • Education
        • 7 Tolerance and Individualization >
          • Activities - Tolerance and Taking a Non-Judgmental Approach
          • Activities - Individualization
          • Activities - Final Comments
        • 8 Responsibility, Control, and Giving Permission >
          • Activities - Getting the Client to Take Control of His or Her Own Life
          • Activities - Giving the Client Control
          • Activities - Giving the Client Permission
          • Activities - Final comments
        • 9 Giving Time and Space; Listening vs. Preaching >
          • Activities - Giving Time and Space
          • Activities - Listening vs. Preaching
          • Activities - Final Remarks
        • 10 Gaining and Maintaining Trust >
          • Activities - Honesty
          • Activities- Openness
          • Activities - Directness
          • Activities - Keeping Promises
          • Activities - Humanity
          • Activities - Final Activities
          • Activities - Final Remarks
        • 11 Ethics >
          • Activities - Do No Harm
          • Activities - Privacy
          • Activities - The Relationship Between the Caregiver and the Client Outside of the Caregiving Situation
          • Activities - Professionalism
          • Activities - Payment and Gifts
          • Activities - Conventions and Codes
          • Activities - Final Activities
          • Activities - Final Remarks
        • 12 Preparation, Flexibility, and Adaptation >
          • Activities - Preparation
          • Activities - Flexibility and Adaptation
          • Activities - Final Remarks
        • 13 Religion, Belief, and Hope >
          • Activities - The Role of Belief and Religion
          • Activities - Hope
          • Activities - Final Remarks
        • 14 Time and Closeness Revisited >
          • Activities - Time
          • Activities - Closeness
          • Activities - Final Remarks
        • 15 Final Remarks and Activities for this Section >
          • Activities - Final Activities
      • 3 Self-Care >
        • 1 Introduction to this Section >
          • Activities - Introduction
        • 2 Limits >
          • Activities - Time
          • Activities - Physical and Emotional Energy
          • Activities - Acceptance of What We Can and Cannot Do
          • Activities - Final Remarks
        • 3 Burnout >
          • Activities - Introduction and Definition of Burnout
          • Activities - The Causes of Burnout
          • Activities - Symptoms and Signs of Burnout
          • Activities - Dealing with Burnout
          • Activities - Prevention of Burnout
          • Activities - Final Remarks
        • 4 Self-Reflection and Self-Criticism >
          • Activity - Self-Reflection and Self-Criticism
        • 5 The Balance Between Professional and Private Life >
          • Activities - Th Balance Between Professional and Personal Life
        • 6 Supervision and Intervision >
          • Activities - Supervision and Intervision
        • 7 Factors Promoting and Detracting from Self-Care
        • 8 Final Remarks and Activities for this Section >
          • Activities - Factors Promoting and Detracting from Self-Care
          • Activities - Final Remarks
      • 4 Final Remarks and Activities for the Course >
        • Activities - Final Remarks for the Course
    • Miscellaneous Educational Documents
  • Library
    • Learning Materials and Course Summaries
    • Brochures and Briefing Papers
    • Conference and Scientific Papers
    • Conference Trauma and Mental Heal in Conflict and Migration >
      • Kanda
      • Young
      • Shrusti
      • Dougherty
      • Yoder-Lopez
      • Tauber
      • Sillett
      • Niconchuk
    • Osijek Seminar 7 May 2019
    • InPact Conference May 2019
    • Articles about and by CWWPP
    • Artwork By A Refugee
  • Contact Us
  • Links
  • Donate
  • Koalicija za rad sa psihotraumom i za mir Vukovar
    • O nama
    • Misija i vizija
    • Godisnja financijska i opisna izvjesca
    • Kontakt
    • Živa knjižnica
    • Aktivnosti
    • Naš rad >
      • Naša filozofija
      • Socijalna uključenost
      • Obuka u zajednici
      • Skupine s kojima radimo
      • Peer savjetovanje/Grupe za samopomoć
      • Edukacija
      • Supervizija/Intervizija
      • Senzibilizacija društva/Brošure
      • Projekt Migranti
    • Profil psihološke traume
    • PET Program >
      • Tečaj 1- Odnos pomagača i korisnika >
        • 1. Uvodni dio tečaja >
          • 1.1. Uvod
          • 1.2. O CWWPP-u i početcima PET-a
          • 1.3. Trening pragmatičnog osnaživanja (PET)
          • 1.4. Uvod u facilitiranje
          • 1.5. Završne napomene o načinu funkcioniranja tečaja
        • 2. Odnos pomagača i korisnika >
          • 2.1. Odnos kao osnova svega
          • 2.2. Osnovna načela
          • 2.3. O jeziku sporazumijevanja i o upoznavanju korisnika
          • 2.4. Stvaranje ugodaja
          • 2.5. Ustrajnost, strpljivost, upornost i disciplina
          • 2.6. Identificiranje s drugima i čuvanje vlastitog identiteta
          • 2.7. Tolerancija, ne osuđujući pristup i individualizacija
          • 2.8. Odgovornost, kontrola, davanje dozvole za izražavanje osjećaja
          • 2.9. Davanje vremena i prostora; slušanje umjesto moraliziranja
          • 2.10. Stjecanje i održavanje povjerenja
          • 2.11. Etika
          • 2.12. Priprema, fleksibilnost i prilagodba
          • 2.13. Vjera, religija i nada
          • 2.14. Ponovimo: Vremenska posvećenost i prisnost s korisnikom
          • 2.15. Završne napomene i aktivnosti
        • 3. Self-Care >
          • 3.1. Uvod
          • 3.2. Ograničenja
          • 3.3. Burnout
          • 3.4. Samopromatranje i samokritika
          • 3.5. Ravnoteža između poslovnog i privatnog života
          • 3.6. Supervizija i intervizija
          • 3.7. Čimbenici i aktivnosti koji potiču ili ometaju Self-care
          • 3.8. Završne napomene i aktivnosti za ovo poglavlje
        • 4. Završne napomene i aktivnosti za ovaj tečaj
    • Donirajte
  • Podcast