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The theoretical component of professional training for counselling psychologists is recognised, if not assumed, to be important by those in the field. Currently, several models of therapy are taught to trainees, each with its own theoretical approach to understanding and working in the therapeutic setting. This study considered the helpfulness of theory in practice and explored this with the research question ‘how do trainees make sense of their emotional responses to clients in practice, and what is the impact of theory on the way they make sense of this experience’. Twelve counselling psychologists in the final stages of training participated in semi-structured interviews with the researcher. A grounded theory analysis found eight categories in total. The overarching category, ‘the trainee’s relationship with theory’, indicated that theoretical learning was a social process that became incorporated into trainees’ developing professional identities, and that it evolved during the course of their training. The impacts of theory were found to be both helpful and problematic, and identifiable in four categories: ‘theory reveals the trainee’s experience’, ‘theory conceals the trainee’s experience’, ‘theory raises uncertainty in the trainee’, and, ‘the trainee’s inability to perceive the impact of theory’. The remaining three categories ‘the trainee’s personal and professional development’, ‘the nature of the trainee’s relationships’, and ‘relieving the impact of the trainee’s experience’ described factors influencing trainees’ relationship with theory, and the degree to which each impact category was experienced. The research findings open dialogue about: the disadvantages (alongside the advantages) of using one’s reflective practice. These implications are discussed.

Previous studies have suggested that becoming a counsellor takes place according to stages and that development can be explained through the achievement of specified tasks. The professional training process is also understood to give rise to considerable anxiety with this traditionally conceptualised as a predominately negative experience hindering the learning process. The aims of the current study were: 1) to understand and identify how counselling psychology trainees make sense of and experience their development in becoming counselling psychologists, 2) to understand how anxiety is implicated in trainees’ growth and development into becoming counselling psychologists, and 3) through the application of an empirical existential phenomenological framework to promote an alternative perspective to the dominant medical model in relation to anxiety and the meaning attached to this experience in the process of becoming a counselling psychologist. Five trainee counselling psychologists and two recently qualified counselling psychologists were interviewed for this research project. The phenomenological analysis identified situated structural descriptions with the themes from these individual accounts forming the basis of a general structural description of the phenomenon of anxiety in becoming a counselling psychologist. By means of this existential phenomenological analysis, the multiple meanings attached to the experience of becoming with reference to anxiety were investigated. Two important findings emerged namely; 1) anxiety was not a negative, debilitating process for the trainees and 2) that counselling psychology’s pluralist theoretical affiliations whilst anxiety provoking contributed to the depth of transformation experienced by trainees. By adopting a pluralistic stance ambiguity was found to be prevalent in the experience of anxiety; this opened up the possibilities for becoming for this group of trainees. Therefore a non

The author’s previous research into the learning experiences of mature, workingclass students undertaking a professionally endorsed qualification in Community Education, was overly negative in its view of the students whilst underplaying the role of curriculum in their learning. Reinterpreting their undergraduate experience more positively leads to thinking about how their educational needs could be reconciled with the programme’s aim to produce critically competent graduates. Four principles derived from the Habermasian concept of communicative action can inform thinking about an appropriate pedagogical approach. The first directs attention to the acts of reciprocity that underpin learning. The second focuses attention on how knowledge can be constructed through redeeming claims. The third signals the necessity of safeguarding participation and protecting rationality in argumentation, and the fourth points to the idea of competence as a constructive achievement. Taken together, the four principles express the ideal of a discursive pedagogy in which teachers and students socially construct knowledge appropriate to the subject area. Because it involves active participation based on a commitment to open communication and argumentative reasoning, approximating the ideal conditions of a discursive pedagogy could address the student’s learning needs whilst meeting the programme’s aim. Anticipating and considering the likely issues and challenges involved in attempts to realise these idealised conditions suggests ways in which a discursive pedagogy could be given practical form.

Based on the vocational personality trait, this study aims to explore the relationship between the vocational preference inventory conducted by new recruitment of T Bank and their individual performance, as well as the influences of professional training hours on different level of works. Furthermore, this study will search for the correlation between controlling variables and population variables. This study collects relevant information from database established at T Bank beginning from its establishment to the end of 2003, which are categorized as the following files: ¡§vocational preference inventory¡¨, ¡§educational training¡¨, ¡§employees¡¦ performance¡¨ and employees¡¦ basic information¡¨, then executes the statistic analysis for a total of 926 effective samples through one-way ANOVA, Pearson correlation analysis, multiple regression analysis. This study also uses the results of the vocational preference inventory, conducted by the T Bank new recruitment, as the independent variables, individual performance as dependable variables and the professional training hours, work classification as moderating variables, searching for the correlation and influence between them. Furthermore, this study searches for the moderating effects between each item of variables by using the professional training hours and work classifications as moderating variable. This study reveal that the variables such as ¡§gender¡¨, ¡§age¡¨, ¡§education¡¨ and ¡§work period¡¨ appear obvious discrepancy respectively in individual performance, while there is no obvious difference in the devotional degree of an organization. Then, there is an obvious correlation in some parts of professional personality trait, revealing a fact that the employees should be assigned for his or her work according to the results of the vocational preference inventory. In the ¡§work classification¡¨ to ¡§vocational personality trait¡¨, ¡§leadership¡¨ and ¡§challenge¡¨ show the moderating effects on ¡§indivisual performance¡¨. Finally, the study indicates that the ¡§professional training hours¡¨ has no moderating effects on the ¡§professional personality trait¡¨ and ¡§individual performance¡¨ and it also presents that the ¡§independence¡¨ in the ¡§professional personality trait¡¨ is the key factor for each employee¡¦s independent learning. The results of study also reveal that the vocational preference inventory and the professional training hours play in employees training. There are few studies for the vocational preference inventory, in particular its substantial experiment; therefore, this study aims to enhance and supplement the study for this part. On the other hand, this study also approves that the professional training shall be designed on a basis of short-term course in order to meet the actual requirements and efficiently carry out one special mission.

Trauma is ubiquitous (Beck & Sloan, 2012: Brown et al, 2011; Solomon & Johnson, 2002). Beck and Sloan (2012) reported that the vast majority of United States residents have experienced one or more posttraumatic stress disorder-level events as defined by the Diagnostic and Statistical Manual of Mental Disorder (5th ed). Additionally, the persistent negative physical and psychological consequences of traumatic stress is a growing public health concern (Lupien, Mc Ewen, Gunnar & Heim, 2009). Nonetheless, there remains a paucity of training about posttraumatic stress in graduate counselor education programs (Courtois & Gold, 2009; Layne et al, 2014; Litz & Salters-Pedneault, 2008; Logeran et al, 2004). Since counselors working in a variety of mental health settings will likely be working with survivors of trauma, it is imperative that their training include foundational trauma knowledge and trauma-competent clinical skills (Layne et al, 2014). Standardized trauma-based curriculum to inform the education of professional counselors have yet to be integrated into graduate training despite the fact that researchers report high trauma-exposure rates among United States residents (Courtois, 2009). Further, trauma counseling competencies to inform the education of trauma counselors have yet to be identified (Layne et al, 2014; Mattar, 2010; Turkus, 2013). This study addressed these gaps in the literature using Qualitative Content Analysis (Schreier, 2012) to examine the experiences of thirty-nine trauma-competent mental health professionals. Participants with advanced counseling skill who scored in level 3 or 3i on the Supervisee Levels Questionnaire-Revised (McNeill, Stoltenberg, & Romans, 1992) were included in the data analysis. Authors developed trauma competencies, including intervention objectives and practice elements (Layne et al, 2014), based on the derived categories and subcategories emerging from the data. These trauma competencies are consistent with the Core Curriculum on Childhood Trauma training tool (Layne et al, 2014) as well as the New Haven Trauma Competencies (Cook & Newman, 2014) and include trauma-informed attitudes and beliefs, knowledge and skills essential to trauma competency. INDEX WORDS: Stress disorders, Competencies, Professional competence, Professional training

Submitted by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-12T16:24:09Z No. of bitstreams: 1 Carmen_Souza_EPSJV_Mestrado_2011.pdf: 870600 bytes, checksum: e972352f886d381a54da8dcc83367372 (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-12T18:47:17Z (GMT) No. of bitstreams: 1 Carmen_Souza_EPSJV_Mestrado_2011.pdf: 870600 bytes, checksum: e972352f886d381a54da8dcc83367372 (MD5) / Made available in DSpace on 2014-11-12T18:47:18Z (GMT). No. of bitstreams: 1 Carmen_Souza_EPSJV_Mestrado_2011.pdf: 870600 bytes, checksum: e972352f886d381a54da8dcc83367372 (MD5) Previous issue date: 2011 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. / Este trabalho visou, em seu eixo norteador, colaborar para ampliar a discussão sobre a proposta contida no projeto de Lei nº. 26/2007, mais especificamente, no que se refere ao “acesso diferenciado dos trabalhadores técnicos em enfermagem ao nível superior de ensino”. Foi utilizada a pesquisa bibliográfica e o estudo de dados documentais através dos quais buscou-se realizar uma reconstrução histórica das legislações que permeiam a formação e o exercício profissional da categoria enfermagem. Realizou-se uma breve explanação sobre a institucionalização da enfermagem brasileira e sobre o processo de regulamentação profissional, no qual ocorreram processos de extinção e de reconfiguração de diversas categorias que a compunham e que a compõem. No sentido de compreender o alcance do “acesso diferenciado à graduação de enfermagem”, procurou-se realizar uma breve análise da expansão do ensino superior nas últimas décadas, através de uma breve reflexão sobre o processo de privatização do ensino superior, em específico do curso superior de enfermagem. Desta forma, buscou-se ampliar o entendimento do leitor sobre o processo de massificação da educação superior e as contradições introduzidas por esta na formação do profissional enfermeiro. A análise do “acesso diferenciado ao ensino de graduação de enfermagem aos profissionais de nível médio”, conforme proposto no Projeto de Lei n.26/2007, é discutida. Destacou-se, ainda, que a valorização e o reconhecimento de uma categoria profissional não devem estar vinculados exclusivamente ao nível de formação técnica do indivíduo e que a formação de nível superior deve ser uma opção pessoal e não uma opção impulsionada, exclusivamente, pelo mercado de trabalho. / This work aimed, in your guiding axis, collaborate to expand the discussion of the project proposal contained in Law no. 26/2007, more specifically, with regard to the "differential access of technical workers in nursing to the undergraduate level". We used the literature search and study of documentary data for conduct a historical reconstruction of the laws that permeate the training and professional practice of nursing category. There was a brief explanation about the institutionalization of Brazilian nursing and the professional regulatory process, wich in resulted processes the extinction and reconfiguration of various categories within the nursing. In order to understand the scope of "differential access of technical workers in nursing to the undergraduate level" we tried to make a brief analysis of the expansion of higher education in recent decades, realizing a brief reflection on the process of privatization of higher education specifically in the nursing course. Thus, we sought to broaden the reader's understanding of the process of massification of higher education and the contradictions introduced by the formation of the professional nurse. The analysis of "differential access of technical workers in nursing to the undergraduate level", as proposed in the Bill n.26/2007, is discussed. It was emphasized also that appreciation and recognition of a professional category should not be linked exclusively to the level of technical training of the individual. The access to the tertiary level should be a personal choice and not an option driven solely by market work.

Objectives: The management of depression and anxiety in primary care in the UK is not consistent with clinical guidelines. This has led to training initiatives that aim to change practice by improving the implementation of research evidence, but little is known about what constitutes effective healthcare professional training in this area. This thesis addressed this issue by identifying what determines effective training to improve the management of psychological distress in primary care. Methods: The research was undertaken in three stages. A systematic review and narrative synthesis was conducted to investigate the effects of controlled trials of training interventions delivered to primary care practitioners (PCPs) to improve the management of psychological distress on process outcomes (practitioner behaviour, knowledge, attitudes). Then two qualitative studies using semi structured interviews with PCPs (n=18) and experts in training/behaviour change (n=16) were conducted to explore their perceptions of effective healthcare professional training in this area and in general. The qualitative data were synthesised to produce recommendations for designing effective healthcare professional training to improve the primary care management of psychological distress. The research findings were used to develop a taxonomy of training intervention components for use in the design and reporting of healthcare professional training interventions in this area and more widely. Results: Forty Papers (36 studies) were included in the systematic review. The papers reviewed provide a mixed picture of the effective characteristics of training interventions. Two components: the inclusion of skills practice (role-play) and the use of theory to inform intervention content were associated with positive outcomes. Limitations with outcome measures, absence of theory and poor descriptions of the interventions made it difficult to determine effective intervention components. The analysis of the qualitative studies resulted in the development of the Perceived Effectiveness of Training (PET) framework. It incorporates five themes or core areas that underpin effective training: social interaction, credibility, relevance, information processing, and practicalities. The PET framework was used to identify effective training intervention components. Finally, the qualitative synthesis led to the development of a taxonomy of training intervention components, which was evaluated for comprehensiveness by mapping the training components to the interventions identified in the systematic review. This culminated in a 171 item taxonomy with hierarchical groupings divided into three phases: pre-training, training delivery and post training. Conclusions: Healthcare professional training to improve the management of psychological distress in primary care can be optimised for effectiveness using the PET framework to address core quality training standards. It is recommended that the taxonomy of training intervention components should be used to improve the science of healthcare professional training interventions. Further research to develop the taxonomy and to establish valid training evaluation measures would provide further scope to identify which training components can predict healthcare professional behaviour change and improve the management of psychological distress in primary care.

The purpose of this study is to determine the present status of the principals in Texas secondary school having an enrollment of 250 or more. The data were gathered from 147 principals in Texas high schools having an enrollment of 250 or more and the study made recommendations that are needed as found by comparison with the standards set up by eminent authorities.

O sucesso de uma educação com qualidade compreende vários fatores que se relacionam e se somam para um processo educativo significativo, entre eles: estrutura física e financeira, políticas públicas de educação e formação profissional de qualidade. O professor trabalha com alunos que apresentam diferentes perfis e que por isso aprendem de formas diversas. Em meio a diversidade estão aqueles alunos que apresentam Distúrbios Específicos de Aprendizagem. Por isso, uma questão importante diz respeito a: como o professor constrói seus conhecimentos para atender as necessidades educacionais desse aluno? Ainda: diante de um cenário de sala de aula com diversas necessidades, o que norteia suas práticas e o que é modificado nas mesmas quando encontram um aluno com algum Distúrbio Específico de Aprendizagem? Assim, o presente estudo teve como objetivo elaborar e aplicar um programa de formação profissional sobre os distúrbios específicos de aprendizagem para aprofundar os conhecimentos teóricos e práticos, de professores de 1º ao 5º ano do ensino fundamental, aferidos a partir de um questionário prévio. Para tanto, foi oportunizado um curso de Atualização para professores de 58 horas com a temática sobre os Distúrbios Específicos de Aprendizagem. Após a intervenção, por meio do curso de atualização no processo de formação continuada, houve significativa mudança na fala dos professores quanto aos conhecimentos e práticas em sala de aula, evidenciando a importância de uma formação profissional que contribua para a discussão e conhecimentos sobre o tema Distúrbios Específicos de Aprendizagem, tanto no modo inicial como continuado. / The success of a quality education comprises several factors that are related and added to a significant educational process, among them: physical and financial structure, public education policies and professional quality training. The teacher works with students who have different profiles, and learn of various forms. In the midst of the diversity are those students that present Specific Learning Disorders. Therefore, an important issue concerns: how the teacher build their knowledge to meet the educational needs of this student? Besides: in a classroom setting with diverse needs, what guides teachers practice and what is modified when they find a student with a Specific Learning Disorder? Thus, the present study aimed to develop and apply a program of professional training on the specific learning disorders to deepen theoretical and practical knowledge of teachers from 1st to 5th grade of elementary school, measured from a prior questionnaire. So, it was provided an update course for teachers of 58 hours with the theme of the Specific Learning Disorders. After the intervention, the course of continuous formation process update, there was significant improving in the teacher´s speech about the practices in the classroom, highlighting the importance of professional training to contribute to the discussion and knowledge on the subject of Specific Learning Disorders, both in initial mode as in continued mode.