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Tracey Lee
Researcher at University of Leicester
Publications - 16
Citations - 1045
Tracey Lee is an academic researcher from University of Leicester. The author has contributed to research in topics: Informal learning & Work experience. The author has an hindex of 10, co-authored 16 publications receiving 1028 citations.
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Journal ArticleDOI
Psychological therapies for people with borderline personality disorder
TL;DR: Assessment of the effects of psychological interventions for borderline personality disorder (BPD) found moderate to large statistically significant effects indicating a beneficial effect of DBT over TAU for anger.
Journal ArticleDOI
Surveying the scene: learning metaphors, survey design and the workplace context
TL;DR: In this article, the authors argue that most learning arises naturally out of the demands and challenges of everyday work experience and interactions with colleagues, clients and customers, and highlight the importance of social relationships and mutual support in enhancing individual performance at work, factors which individual acquisition of qualifications and attendance on courses ignores.
Reference EntryDOI
Pharmacological interventions for people with borderline personality disorder
TL;DR: Antipsychotics may effect some mental state symptoms more effectively than placebo but results are difficult to interpret clinically and there is little evidence of advantage of one antipsychotic over another.
High performance management: a literature review
TL;DR: In this paper, the authors argued that any construct needs to be understood as a composite covering three discrete but related spheres: production management, work organisation and employee relations, and then they concluded that there is a need for the development of more refined analytical tools and similarly the excavation of data more sensitive to potential sectoral dynamics.
Workplace learning: main themes and perspectives
TL;DR: The authors provide an overview and critical discussion of some of the main themes and perspectives within existing academic literature concerning workplace learning and highlight how through these, the term "learning" is subject to multiple definitions.