Occupational Therapy Students' Development of Therapeutic Communication Skills During a Service-Learning Experience

This qualitative study examined the effect community-based service-learning experiences had upon occupational therapy students' therapeutic communication skills and their application of theoretical concepts. After their semester-long course was completed, six students de-identified and voluntarily submitted their weekly reflective journals for retrospective analysis in accordance with Giorgi's strategies (1985 Giorgi , A. ( 1985 ). Phenomenology and psychological research . Pittsburgh , PA : Duquesne University Press . [Google Scholar], 1997 Giorgi , A. ( 1997 ). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure . Journal of Phenomenological Psychology , 28 , 235 – 261 .[Crossref] , [Google Scholar]). Two analysts identified eight themes: developing trust, establishing boundaries, communication, client-centered care, breakdown of preconceptions, increased self-awareness, power of pride, and power of occupation. Educators are urged to use service-learning experiences to facilitate student interpersonal skill development and integration of theoretical knowledge.     

A Qualitative Study of Community–University Partnerships That Support Psychosocial Occupational Therapy

Community partner voices are important to understand because they provide the contexts in which occupational therapy (OT) students research community-identified needs and together, create evidence-based occupation-focused programs while developing clinical reasoning skills in a natural context. The purpose of this study is to understand how community partners experienced partnerships that support community-based research in psychosocial settings. This retrospective study explores the perspectives of community partners that hosted OT students for two-semester service-learning project over 3 years. Findings revealed partners value effective communication with faculty and students, spending time observing, listening, and developing meaningful relationships with clients and staff.     

Service User Perception of and Satisfaction with Programs Having Higher Education and Employment Goals for People Diagnosed with Mental Illness

This study examined quantitative and qualitative outcomes of service users’ perceptions of and satisfaction with a program having higher education and employment goals. In a one-group post-test design, 48 participants with various mental health diagnoses completed a quantitative questionnaire and 29 of those participated in qualitative focus groups. Participants identified positive and negative aspects of the program and provided recommendations for change. Results indicated that service users with higher education and employment goals benefit from a multi-faceted program that includes person-centered individualized care, concrete, goal-directed activities, practitioners who are compassionate and knowledgeable, and plans addressing setbacks and obstacles.     

Reasonable People,Double Jeopardy,and Justice

The equipoise requirement in clinical research demands that, if patients are to be randomly assigned to one of two interventions in a clinical trial, there must be genuine doubt about which is better. This reflects the traditional view that physicians must never knowingly compromise the care of their patients, even for the sake of future patients. Equipoise has proven to be deeply problematic, especially in the Third World. Some recent critics have argued against equipoise on the grounds that clinical research is fundamentally distinct from clinical care, and thus should be governed by different norms. I argue against this “difference position,” and instead take issue with the traditional, exclusively patient-centered account of physicians' obligations that equipoise presupposes. In place of this traditional view, I propose a Kantian test for the reasonable partiality that physicians should show their patients, focusing on its application in clinical research and medical education.     

Introduction

Abstract

This article provides a beginning exploration of the pro cess involved in becoming an emotionally focused therapist. The under lying assumptions of emotionally focused therapy (EFT) are identified and examined in relation to how the theory affects therapeutic practice with couples and families. A number of themes are outlined including fit between the therapist and EFT, the challenges of working within this model and transference issues. The authors utilize examples from their supervisory experience in training therapisLs to illustrate common strug gles, pitfalls and the necessary clinical set required in becoming an emo tionally focused therapist.     

Strategies School Practitioners Report They Would Use to Resist Pressures to Practice Unethically

Abstract

This study focused on strategies school psychologists and special education teachers report they would use to resist administrative pressures to practice unethically. Data came from a national sample of 141 school psychologists and 130 special education teachers who responded to a survey by predicting how they and others would respond to four ethical dilemmas. Qualitative analysis of data revealed four strategies that were generalized across all dilemmas. These general strategies were: preventing dilemmas from occurring; educating and/or threatening others; involving others in solutions; and combining strategies into more comprehensive responses. Qualitative analysis also revealed three strategies that were suggested for only some of the dilemmas (dilemma-specific strategies). Both the general and dilemma-specific strategies appear potentially useful to practitioners seeking ways of resisting pressures to practice unethically.     

Critical Success Factors of Rural and Urban Special Education Administration

Perceptions and opinions are reported of special education administrators in Indiana and Massachusetts. The data that are presented reflect administrators' ratings of factors that they consider critical to their personal success on-the-job and factors they see as essential to successful functioning of their organizational unit. Discussion occurs within the context of operation of special services programs in single district units and those found in cooperative or intermediate unit structures.     

干扰任务对说谎影响的研究

摘要:本文将干扰任务对记忆的影响同测谎结合起来,试图运用这一方法来对求职者的真实学历和虚假学历进行区分。实验采用模拟面试的方式,对被试在有或无干扰任务条件下进行两次提问,结果发现,四种任务条件对被试真实经历和虚假经历都具有区分度,其中双双条件的区分度是最高的。并且,被试在双双任务条件下虚假经历的得分显著低于其他三种任务条件。     

Exploring the ethics of agency through the lens of Bildung

Experiencing something of a renaissance, the German pedagogical idea ‘Bildung’ has recently been reconsidered for contemporary education. Historically proposed by von Humboldt, Bildung’s interplay represents a relational movement between a learner and the world that aims for personal freedom and growth. It is also identified as a means by which learners might become aware of their personal capacity to develop responses to daily experiences. Thus, it attends to agency and has resonance with children’s spirituality. Whilst such a notion of learning might be promoted as an alternative to a functionalistic educational paradigm, this paper highlights ethical concerns regarding pedagogical freedom. It highlights philosophically the illusion of freedom and considers critically the place of power in learner-led methods. Finally, the paper proposes how a nuanced, Kierkegaardian application of Bildung might address the ethical concerns raised and proposes how a re-considered understanding of the notion might be valuable for education today.     

Accommodating religion to modern neuroscience

Science and religion commonly reside in either an awkward peaceful co-existence or in bitter conflict. That conflict emerges especially in college students as they acquire knowledge about physical, biological, and social sciences. Most college students bring their shallow childhood religious instruction to their college classes. Neuroscience can help students realise how their religious views are affected by their biology, conditioning, experiences, culture, education, emotions, and cognitive processes. In turn, religion can provide world views that challenge neuroscience and remind us of how much remains unknown and may even be unknowable. This report summarises the author’s three semesters’ experience of teaching an upper-division undergraduate essay and discussion course in which students discover how neuroscience and religion inform each other.