Singaporean supervisory identity development and its relationship to supervisory experience, counselling experience, and training in supervision

2021 ◽  
pp. 1-19
Author(s):  
Nadine Pelling
Keyword(s):  
Identity Development ◽  
And Training ◽  
Supervisory Experience

scholarly journals Who Am I and What Do I Do?

2020 ◽  
Vol 20 (2) ◽  
pp. 440-453
Author(s):  
Carrie W. Rishel ◽  
Sara K. Guthrie ◽  
Helen P. Hartnett
Keyword(s):  
Social Work ◽  
Identity Development ◽  
Professional Identity ◽  
Training Program ◽  
Behavioral Health ◽  
Interprofessional Education ◽  
Qualitative Evaluation ◽  
Education And Training ◽  
Professional Identity Development ◽  
And Training

The purpose of this study is to examine social work professional identity development through interprofessional education and practice. The Integrated Mental and Behavioral Health Training Program (IMBTP) was developed to prepare students for collaborative practice in integrated behavioral health settings. Interprofessional education and training was a core component of the IMBTP. At the conclusion of five cohorts (graduating 2014-2018), 61 MSW students had completed the training program. Content analysis of qualitative evaluation data revealed professional identity development as a recurring theme across multiple domains. Results demonstrate that providing opportunities for social work students to participate in interprofessional education and training allows for a greater understanding of other professional roles and perspectives, while at the same time helping to solidify the role and identity of a social worker. Social work education programs should consider including interprofessional education experiences for all students.

Work role transitions – expert nurses to novice preceptors

2017 ◽  
Vol 41 (6) ◽  
pp. 559-574 ◽  
Author(s):  
Janice Miller ◽  
Brian Vivona ◽  
Gene Roth
Keyword(s):  
Identity Development ◽  
Teaching And Learning ◽  
Administrative Support ◽  
Meaning Making ◽  
Work Role ◽  
Additional Time ◽  
Content Type ◽  
Preceptor Role ◽  
And Training ◽  
Expert To Novice

Purpose Several issues are reported in the literature regarding the preparation and training of nurses for the preceptor role. The purpose of this study is to explore the experiences, growth and development of nurses transitioning to the preceptor role in allied health contexts. Design/methodology/approach A basic interpretive qualitative research method was used for this study. In total, 20 preceptors who were practicing in a variety of healthcare settings participated in in-depth interviews. Findings The preceptors of this study found meaning through their teaching and learning encounters with novice nurses. Their meaning making led to identity development and new perspectives on both the nursing and preceptor roles. Research limitations/implications This study extends the literature on informal learning and training by focusing on the unique work role of nurse precepting. Conclusions of this study call for additional research that examines other occupational areas in which workers have transitioned from expert to novice again, and how training can enhance these transitions Practical implications Participants described several areas of improvement for preceptorships: additional administrative support, guidelines and standards for preceptor training and preparation and additional time and support for transitioning to the preceptor role Originality/value Work role transition theory was used in this study to examine the preparation and training of preceptors. This study features the voices of nursing preceptors who have experienced changes in their employment status and major shifts in their work roles transitioning from expert to novice to expert again.

scholarly journals Anti-Racism Education and Training for Adult Mentors Who Work With BIPOC Adolescents

2021 ◽  
pp. 074355842110432
Author(s):  
Bernadette Sánchez ◽  
Amy J. Anderson ◽  
Torie Weiston-Serdan ◽  
Beth S. Catlett
Keyword(s):  
Identity Development ◽  
White Supremacy ◽  
Education And Training ◽  
Positive Development ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentor Training ◽  
Positive Identity ◽  
Adult Mentors ◽  
And Training

Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors’ attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

A Qualitative Examination of User Perceptions of User-Driven and App-Controlled Hearing Technologies

2019 ◽  
Vol 28 (4) ◽  
pp. 993-1005 ◽  
Author(s):  
Gitte Keidser ◽  
Nicole Matthews ◽  
Elizabeth Convery
Keyword(s):  
Hearing Aids ◽  
Care Delivery ◽  
Hearing Aid ◽  
New Technology ◽  
Successful Implementation ◽  
Semistructured Interview ◽  
User Perceptions ◽  
Template Analysis ◽  
Training And Support ◽  
And Training

Purpose The aim of this study was to examine how hearing aid candidates perceive user-driven and app-controlled hearing aids and the effect these concepts have on traditional hearing health care delivery. Method Eleven adults (3 women, 8 men), recruited among 60 participants who had completed a research study evaluating an app-controlled, self-fitting hearing aid for 12 weeks, participated in a semistructured interview. Participants were over 55 years of age and had varied experience with hearing aids and smartphones. A template analysis was applied to data. Results Five themes emerged from the interviews: (a) prerequisites to the successful implementation of user-driven and app-controlled technologies, (b) benefits and advantages of user-driven and app-controlled technologies, (c) barriers to the acceptance and use of user-driven and app-controlled technologies, (d) beliefs that age is a significant factor in how well people will adopt new technology, and (e) consequences that flow from the adoption of user-driven and app-controlled technologies. Specifically, suggested benefits of the technology included fostering empowerment and providing cheaper and more discrete options, while challenges included lack of technological self-efficacy among older adults. Training and support were emphasized as necessary for successful adaptation and were suggested to be a focus of audiologic services in the future. Conclusion User perceptions of user-driven and app-controlled hearing technologies challenge the audiologic profession to provide adequate support and training for use of the technology and manufacturers to make the technology more accessible to older people.

Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

2013 ◽  
Vol 20 (3) ◽  
pp. 91-106 ◽  
Author(s):  
Rachel Pizarek ◽  
Valeriy Shafiro ◽  
Patricia McCarthy
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Literature Review ◽  
Low Cost ◽  
Experimental Designs ◽  
Auditory Training ◽  
Hearing Impairments ◽  
Communicative Disorders ◽  
And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Acquired Brain Injury ◽  
Online Training ◽  
Evidence Based ◽  
Train The Trainer ◽  
Rehabilitation Professionals ◽  
Remote Locations ◽  
Training Package ◽  
And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

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