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421.
Research on assessing supervisees’ professional development (PD) has been primarily focused on formal end-point, summative evaluations. Little attention has been given to the role that routine supervisory conversations play in formative PD evaluations. This study takes a situated/dialogical approach to explore how PD evaluations are locally proposed, recognized, transacted, and conversationally accomplished in the conversations of actual supervision practice. Informed by ethnomethodology, we discursively analyzed episodes of supervisory sessions selected by supervisory dyads, which they regarded as significant to the supervisee’s PD. We describe and exemplify five conversational Practices by which supervisory dyads brought about shared evaluations vis-à-vis the supervisee’s PD, through supervisory conversations. 相似文献
422.
探讨不同职业认同水平教师在对职业生活事件的编码、再认和启动阶段是否具有不同的社会认知加工特点。采用Tversky的社会认知实验范式对高、低职业认同水平教师进行比较研究,结果发现:(1)高职业认同教师更多将正性条目编码为正性,更少将正性和中性条目编码为负性;高职业认同教师在正性和中性条目的编码正偏向上显著高于低职业认同教师;(2)高职业认同教师能够再认更多原有正性和中性条目,低职业认同教师将更多新加的中性和负性条目判断为阅读材料中的原有条目;(3)高职业认同教师的正性启动量和启动正偏向都显著高于低职业认同教师。结论:不同职业认同水平的教师对职业生活事件存在不同的社会认知加工特征,高职业认同教师的社会认知加工更积极有效。 相似文献
423.
Despite the growing interest on making clinical practice accountable, research on how specific components of professional competence are relevant in actual training/supervision practice is as yet unspecified. This study explores this dynamic aspect of professional supervision. Three supervisory dyads, composed by an experienced supervisor and a doctoral counseling psychology student were used in the study. A qualitative, ethnomethodology-informed design was used to discursively analyze 16 significant episodes (SEs) in actual supervision meetings. This was complemented by 16 follow-up interviews. Three interpretative repertoires – ‘ideals’ – influencing participants’ accounting practices were identified: efficacy, responsiveness, and authenticity. The article discusses how structural (competency-based) and dynamic (practice-based) approaches to accountability can be combined to guide the appraisal of relevant professional competencies. 相似文献
424.
AbstractTen years ago, I was a researcher with the Evaluation of Children’s Trusts which examined a key aspect of U.K. government policy, Every Child Matters. Every Child Matters was partly a response to Lord Laming’s 2003 report into the murder of 8-year old Victoria Climbié, which concluded that children’s services needed to be better integrated to avoid such tragedies in the future. Children’s Trusts were regional hubs, set-up across England to facilitate integrated professional practice; but Every Child Matters was bigger than this because it set out a policy vision for rethinking the child as a whole person. At the time, I was struck by the absence of any reference to spirituality in this new holistic view of the child, and this led me to write an article which was published in 2006 entitled, ‘Every Child Matters and children’s spiritual rights: does the new holistic approach to children’s care address children’s spiritual well-being?’.This article was originally a keynote talk at the 2016 International Conference on Children’s Spirituality with the theme Spirituality and the whole child: interdisciplinary approaches, and this provided the opportunity both to see where we are now with integrated working for children and young people more generally, and to focus our attention on interdisciplinary approaches to children’s spirituality and the whole child in particular. The article begins by summarising some of the current thinking spirituality, the whole child and interdisciplinary working. The article then goes on to consider a long-standing concern of mine, and one which was highlighted in my 2006 article, which is what we intend to mean – collectively, as academics and professional practitioners concerned with children’s (and adults’) spirituality – when we use the term ‘spirituality’ in the professional context. In my view, it is time to stop stating that spirituality is hard to define, and come to an agreement about what we mean when we use it. Interdisciplinary approaches to children’s (and adults’) spirituality, and holistic approaches to the child (and adult), will not be successful unless there is a clear, shared agreement about what we mean, and the article ends with suggestions for ways forward. 相似文献
425.
This study sought to describe student psychologists’ experiences of their professional preparation activities in which they used reflective journals. The students (n =7; female = 71%, black = 86%) were enrolled in a masters training program in the clinical and the counselling psychology programmes at a reputable University in South Africa. Over a period of the ten months of their first academic year, they completed reflective journals on aspects of their professional practice preparation. The reflective journals were thematically analysed to depict how the students framed their experiences. Findings yielded four themes that defined the students’ emerging professional identities: positive feelings about the profession, commitment to high standards of practice, concerns about high work loading, and a sense of learning community. Reflective practice capabilities appear important for early professional identity development from pre-service psychology practice education. 相似文献
426.
Set in a schooling practitioner research context, this article critiques instrumental forms of teacher professional development. An account of teacher professional learning and development is provided, as an inter-relational construct, where teachers reflect on practice to inquire into their students’ learning and foster their own and others specific interests and talents in creative ways. In an Aotearoa/New Zealand context, teachers are mandated to inquire into what their students need to know and understand, the strategies required for teachers to attain these learning goals, and how effective the approach implemented is in enhancing student learning. Emerging from qualitative case study research, a teacher’s narrative account of a student-initiated critical thinking episode in a secondary science classroom is analysed to demonstrate sacred, secret and cover stories of professional knowledge landscapes. Findings highlight the importance of agentic teacher-enacted forms of practitioner inquiry that support critical and collaborative reflective practice. 相似文献
427.
Laura Bettney 《Reflective Practice》2017,18(3):369-380
In this paper, I will discuss the concept of self-care and its importance for clinical psychologists, both during training and post-qualification. I will review the pertinent literature in this area covering the concept of self-care and its meaning, the personal and professional impact of a lack of self-care for clinical psychologists, and discuss some of the barriers to implementing self-care practices. Throughout the discussion of barriers to self-care, I will intersperse three reflective pieces on my own experiences throughout clinical psychology training, which will allow for a more in-depth exploration of the issues. My conclusion will highlight the personal, professional and systemic barriers to self-care in clinical psychologists, and in other helping professionals, and suggest possible ways of tackling these barriers and promoting greater utilisation of self-care during clinical training and beyond and across different professional groups. 相似文献
428.
Nicolas Gent 《Psychodynamic Practice》2017,23(1):45-57
The research used Foucauldian techniques to explore how counsellors currently working for the NHS construct and manage their professional identities in the face of changes imposed on them by the institution. Semi-structured interviews were carried out with four counsellors and one doctoral student, all with substantial experience working for the NHS. A Foucauldian Discourse Analysis revealed four main subjectivities that were made available; feeling like part of a process at times; the NHS imposes limitations on their practice; feeling able to retain their professional standards despite the limitations and lack of influence; feeling proud of, and satisfied with the work they do. Places in which the participants explored ways of constructing a professional identity were also explored. 相似文献
429.
Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study
Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most
other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future
deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in
academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we
propose the hypotheses that (1) there are similarities in the decision-making processes used by engineering students when
considering whether or not to participate in academic and professional dishonesty, and (2) prior academic dishonesty by engineering
students is an indicator of future decisions to act dishonestly. Our sample consisted of undergraduate engineering students
from two technically-oriented private universities. As a group, the sample reported working full-time an average of six months
per year as professionals in addition to attending classes during the remaining six months. This combination of both academic
and professional experience provides a sample of students who are experienced in both settings. Responses to open-ended questions
on an exploratory survey indicate that students identify common themes in describing both temptations to cheat or to violate
workplace policies and factors which caused them to hesitate in acting unethically, thus supporting our first hypothesis and
laying the foundation for future surveys having forced-choice responses. As indicated by the responses to forced-choice questions
for the engineering students surveyed, there is a relationship between self-reported rates of cheating in high school and
decisions to cheat in college and to violate workplace policies; supporting our second hypothesis. Thus, this exploratory
study demonstrates connections between decision-making about both academic and professional dishonesty. If better understood,
these connections could lead to practical approaches for encouraging ethical behavior in the academic setting, which might
then influence future ethical decision-making in workplace settings.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
430.
Standard views on surrogate decision making present alternative ideal models of what ideal surrogates should consider in rendering a decision. They do not, however, explain the physician's responsibility to a patient who lacks decisional capacity or how a physician should regard surrogates and surrogate decisions. The authors argue that it is critical to recognize the moral difference between a patient's decisions and a surrogate's and the professional responsibilities implied by that distinction. In every case involving a patient who lacks decisional capacity, physicians and the treatment team have to make judgments about the appropriateness of both the surrogate and the surrogate's decision. They have to assess the surrogate's decisional capacity and attitude toward the patient as well as the reasons that support the surrogate's decision. This paper provides a model for acceptable surrogate decisions and a standard for blocking inappropriate surrogates. Only decisions based on widely shared reasons are allowable for surrogate refusal of highly beneficial treatment. 相似文献