This study is about how school counselors in Kalmar County view the need for a pupil curative work online, what they believe are ethical aspects to be considered in social work online and if they feel they have sufficient training to conduct pupil curative conversations online. The aim has been to make contact with universities in Sweden to see if they have elements of social work education that lectures a social work online. The study is based on semi-structured interviews with school counselors in Kalmar County. The majority of the interviewed school counselors lacked the knowledge and experience of a student curative work online but some had discussed this phenomenon at work. One counselor worked daily with a pupil curative work online. The intention of interviewing universities to investigate whether there are elements of social work education that addresses a social work online defaulted unfortunately because they choose not to participate in the study. The main conclusion of our study is that school counselors consider themselves lacking sufficient knowledge to conduct pupil curative conversations online. All of the interviewed councilors wanted more knowledge about and discussion on the phenomenon. School counselors showed a slight ambivalence to a pupil curative work online, while many felt that they should meet young people where they were, in this case on the internet, they still advocated that personal interaction face to face is superior to internet curative work.

87f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-04T11:47:49Z No. of bitstreams: 1 Mirian%20Brito%20SEG.pdf: 499317 bytes, checksum: 31a297f2c4bcb53e6ac000dd5da64c5e (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-09T16:15:08Z (GMT) No. of bitstreams: 1 Mirian%20Brito%20SEG.pdf: 499317 bytes, checksum: 31a297f2c4bcb53e6ac000dd5da64c5e (MD5) / Made available in DSpace on 2013-04-09T16:15:08Z (GMT). No. of bitstreams: 1 Mirian%20Brito%20SEG.pdf: 499317 bytes, checksum: 31a297f2c4bcb53e6ac000dd5da64c5e (MD5) Previous issue date: 2008 / Este estudo buscou analisar o preparo recebido pelas famílias para cuidar de pessoas com úlcera por pressão no domicilio. Foi realizado nas clinicas médica (neurológica) e cirúrgica de um hospital público da cidade de Feira de Santana-Ba. Procedeu-se uma pesquisa com abordagem qualitativa utilizando a entrevista sem-estruturada e a observação não participante, no período de junho a agosto de 2008. Os sujeitos constituiriam-se de nove familiares cuidadoras dos pacientes que apresentavam úlcera por pressão. Para análise dos dados, foi usado a análise de conteúdo temático de Bardin, à luz dos pressupostos de Collière, e demais autores que abordam sobre o cuidar/cuidado.Os resultados mostraram que, a maioria dos sujeitos são preparados de forma inadequada, para dar continuidade aos cuidados após a alta hospitalar, e os que se consideram preparados, não se sentiam seguros para realizá-los em casa. Identificamos, também, que o cuidar/educar, como processo de trabalho acontece de forma precária nas unidades estudadas. Às famílias, são delegadas responsabilidades pelos cuidados, sem o devido preparo e/ou supervisão, o que acarreta o aparecimento de úlceras por pressão, ou aprofundamento das lesões, já existentes. Concluímos que o distanciamento da enfermeira e a delegação de cuidados, têm impedido que ações educativas, possam garantir aos familiares condições para realizarem, adequadamente, os cuidados de seu parente em casa. / Salvador

O presente estudo discute os laços entre o tratar e o educar na obra freudiana. A partir da constatação de certa confusão entre tratar e educar, verificada por meio das publicações a respeito do assunto, bem como pelas queixas daqueles que se ocupam do tratamento e da educação, partimos do questionamento sobre a existência da proximidade entre essas duas posições e propusemos uma discussão que, por esse viés, pudesse ajudar a desfazer a mencionada confusão. A escolha por esse percurso revelase interessante porque as produções que discutem o assunto parecem sublinhar a diferença em detrimento da proximidade entre tratar e educar. Caracterizamos a proximidade em termos de tipos de laços diferentemente qualificados: um laço inicial denominado simbiótico, em que o educar é tomado pelo tratar, em termos de um fim instrumental, e essa relação, do ponto de vista do tratar, fica caracterizada pela complementaridade o tratamento analítico é definido a partir de expressões próprias ao campo do educar e o caráter profilático que por um longo período definiu o tratamento é atribuído à educação; o outro laço é definido a partir da distinção entre tratar e educar. Num percurso genealógico pelos textos freudianos, foi possível acompanhar a construção do tratar e o interesse específico de Freud pelo educar, bem como as conseqüências das mudanças que esse processo implica. A mudança de um tipo de laço para outro não se dá de uma só vez, e é resultado das reformulações na concepção do tratamento frente aos impasses que Freud vai encontrando. Nesta pesquisa, que aborda o tratar e o educar como práticas distintas, discutimos a questão da aplicação da psicanálise à educação e a forma rigorosa e cuidadosa como Freud aborda o assunto, questionando não só a possibilidade de uma intersecção entre psicanálise e educação, mas também o modo como tal relação poderia se dar. A partir desse ponto, foi possível dialogar com os textos que tomam tal intersecção predominantemente do ponto de vista da diferença, mas buscando fomentar, seguindo o próprio trajeto freudiano, outros modos de discutir o assunto, considerando a proximidade entre tratar e educar. Encerramos este estudo com a discussão da proximidade a partir da atribuição do estatuto de impossível, tanto para a psicanálise como para a educação. / This study discusses the laces between treating and educating in Freuds work. From the verification of some confusion between treating and educating, checked over the publications about the subject, as well as the reports of the ones who are in charge of treatment and education, a question on the existence of proximity between these two positions is begun and it is proposed a discussion that by this way could help to undo the mentioned confusion. The choice of this trajectory appears to be interesting for the productions that debate the theme seem to emphasize the difference to the detriment of the proximity between treating and educating. The proximity is characterized in terms of laces differently categorized: an initial lace called symbiotic in which educating is taken by treating for an instrumental purpose, and this relation, from the point of view of treating, is characterized for the complementarity the analytical treatment is defined according to peculiar expressions of educating area and the prophylactic character which defined the treatment for a long period is attributed to education; the other lace is described from the distinction between treating and educating. Through a genealogical course of Freuds texts, it was possible to follow the construction of treating and the specific interest of Freud in educating, as well as the consequences of the rearrangements that this process involves. The change from one type of lace to another does not happen at once, it is the result of re-formulations in the concept of treatment before the impasses Freud was facing. In this research, which approaches treating and educating like distinguished practices, it is discussed the matter of the application of psychoanalysis to education and the rigorous and careful manner that Freud deals with the subject, questioning not only the possibility of an intersection between psychoanalysis and education, but also the way this relationship could happen. From then on, it was possible to discuss with the texts that take predominantly that intersection from the point of view of difference, but trying to stimulate, according to Freuds own trajectory, other means of debating the subject, considering the proximity between treating and educating. This paper ends with the discussion of proximity considering the attribution of the characteristic of impossible for psychoanalysis and as well to education.

An Evaluation of Military Education Assistance Programs From ParticipantsF Perspectives by Ella Bolling-Harris MS, Capella University, 2008 MS, Capella University, 2004 BS, Park University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Military education programs exist to assist military members in completing their college education prior to exiting the military. At a southwestern United States Army Installation, members have expressed dissatisfaction with the education programs. The purpose of this case study was to examine the education programs from the participants' perspectives. Mezirow's transformative learning theory was used as the framework for the study. The research questions elicited program participants' perceptions of various aspects of the programs, the potential for conversion of a basic skills program to a 2-year degree program, and suggestions for leaders for implementation of programs. The sample of participants included 15 military members stationed at the Army Installation who were enrolled in college and exiting the military within 12-24 months, were serving on active duty at the Installation, had been on repeated deployments, were 18 years or older, and had been in the military 4 or more years. Data were collected through interviews and responses were coded and analyzed for common themes. Results from emergent themes were used to develop a project that included strategies for military leaders to assist military members in their degree completion. Recommendations included a timeline for leaders to implement strategies to assist military members desiring an education, converting the current Basic Skills Education Program to a 2-year general studies degree program, implementing adjustments for deployment, and creating an education buddy team for military members enrolled in college. Implications for social change include improving military education assistance programs to allow more military members to complete their education in order to assist them in entering the civilian workforce in their own communities or others after their military obligation has expired.

This research sought to examine the lived experiences and minds of entrepreneurs who had influenced society in ways beyond the domain of the private sector. An entrepreneur was defined as an individual who pursues opportunity or is driven by the perception of opportunity. It was proffered that a divide exists in our understanding of an entrepreneur—as person—and an entrepreneur—as business starter. To a great extent, this divide has limited exploration of the connections and benefits that entrepreneurial thinking might bring to education. This was a qualitative and interpretivist study based on interviews with a purposive sample of entrepreneurs who have had a major influence in private, public, and more generally in the plural sectors in and around Canada. Nine entrepreneurs were invited to tell their life stories, to provide their perceptions of how entrepreneurs think and to relate how they believed they had developed their skills. Using in-depth interviews, the researcher was able to discover, in part, the essence of how these entrepreneurs thought, how they made decisions, and how they viewed themselves and their world. The findings and insights add to the growing body of literature on entrepreneurship. The researcher argued that the dissertation had given light to the lived experience of entrepreneurs. Understanding how these persons had become entrepreneurial and how they had recognized opportunities for their own mentorship were addressed by the research. How these entrepreneurs thought, their motivations, and interests, as well as how they perceived their role in the world provided valuable insights, especially as one seeks to understand how to cultivate or develop, nurture and encourage entrepreneurs, and to foster entrepreneurial behaviour throughout the education sector. The exploratory insights from these rich interviews serve to further foster fruitful conversations on potential alignments between the ways and thinking of entrepreneurs and educational systems.

La tesi esamina le principali rappresentazioni della città contemporanea ponendone in luce, tra risorse e contraddizioni, l’essenza “umana” e la rilevanza strategica in prospettiva pedagogica. Sulla scorta di una cornice teorica interdisciplinare la ricerca affronta, con un approccio critico-ermeneutico, lo studio del particolare costrutto della “Città Educativa”, proponendo un affondo su come esso si sia sviluppato in seno ad una rete internazionale (Associazione Internazionale delle Città Educative). Lo studio di caso di alcune città-membro della rete ha consentito di approfondire, nel rispetto delle peculiarità di ciascun contesto, alcuni aspetti caratteristici di ciascuna Città Educativa in esame: quali i valori impliciti della sua azione politico-educativa? Quali le esperienze maggiormente significative e generative? Quali gli attori strategici? Attraverso un approccio multi-metodo (analisi documentaria, interviste, osservazioni sul campo, analisi statistica del testo), ciascun caso è stato quindi esplorato guardando attraverso i diversi livelli del “sistema urbano”, al fine di restituirne uno sguardo complessivo e dinamico. Dagli studi è stato altresì possibile rilevare una trasversale crucialità del sistema familiare e delle relazioni intergenerazionali rispetto alla costruzione di processi urbani comunitari e partecipati. Alla luce tanto del quadro epistemologico-interpretativo, quanto dei risvolti empirici emersi, si propongono infine alcune possibili prospettive euristico-pedagogiche per una città educativa che guarda all’orizzonte pedagogico della comunità educante. / This work examines the main representations about contemporary city enlightening, between contradictions and possibilities, its “humane” feature and its educational relevance from a pedagogical point of view. Throughout an interdisciplinary theoretical framework and a critical-hermeneutic approach, the research deepens the peculiar concept of “Educating City”, in particular inside an international network (the International Association of Educating Cities). Across some case-studies about network city-members, conducted considering the peculiarities of each context, it was possible to answer some critical questions: which are, in each local educational policy, the implicit values? Which experiences are mostly generative and significant? Which are the strategic social actors? The multi-method approach adopted (documentary analysis, interviews, field observations, text statistics analysis) allowed to explore each case through the different levels of “urban system”, to give back a complex and dynamic perspective about it. Cases highlighted as well a transversal cruciality of familiar system and intergenerational relationships to promote urban processes of participation and community-building. Finally, in the light both of the epistemological-interpretative framework and of empirical evidences, several educational perspectives and proposals were individuated, coherently to an educating city which embodies the idea of educating community.

When a family in British Columbia (B.C.) chooses to educate their child at home, they have two legal options: enrollment in a Distributed Learning (DL) program or registration under Section 12 (S12) of the School Act as a homeschooler. To date, there has been very little published on trends in participation rates and growth rates with regards to home educating options in B.C. The current study employs a quantitative archival design to document trends in DL and S12 across age, gender and location. Home educating is on the rise in B.C. over the past twenty years, largely due to an increase in enrollment in DL programs while registration under S12 has declined. Distinct patterns in age, gender and location between S12 and DL are apparent in the data. Growth rates among age categories in DL mirror declines in S12. While there are slightly more males than females in the total school-aged population in B.C., within DL programs there are more females than males at the secondary level. In 1993/1994 rural children were more likely to be educated at home than urban children in B.C.; today the opposite is true. Further research is needed to ascertain why these trends persist. / Graduate / 0525 / 0529 / ngardner@uvic.ca

This paper concerns with blended learning and with its usage in education and development of managers. The paper brings out survey of existing approaches to blended learning and list of forms and methods which are used in this educational concept. Part of this paper is proposal for blended learning utilization in process of inovation of teaching methods at FM VŠE Jindřichův Hradec.

The theoretical part of the thesis concentrates at the begining on pedagogical profession in general with deeper focus on a repertoire of techers' activities. There are being charecterised mandatory personal presumptions and competences of teachers. In detail is elaborated the part about autism. The main part of the chapter constitutes of a review of psychological and medicinal aproach to this issue, diagnostical criteria and a overview of all the pervasive developmental disorders. The final part describes the possibilities of educating children with autism not just in the Czech republic but as well in other european countries. The empirical part of the thesis shows results of qualitative research focused on evaluation of psychological specifics of the work of teachers educating children with autism in the Czech republic from the point of view of the teachers and parents. The data were collected by observation, interview and analysis of documents. KEY WORDS Teacher, working competences, autism, educating children with autism.

Psychiatric recovery-oriented care is aimed at improving patients' quality of care while increasing the efficiency of health care providers. Despite the benefits of recovery-oriented care, this approach is often lacking in health care settings. The purpose of this project was to implement a recovery-oriented training on psychoeducational groups on a 26-bed psychiatric unit. The Iowa model of evidence-based practice and adult learning theory provided the framework for the project. The objectives were to (a) assess training needs, (b) evaluate barriers for recovery-oriented psychiatric nursing, (c) develop strategies to address barriers, (d) train staff in psychoeducational approaches, and (e) evaluate the training effectiveness. Information on knowledge, confidence, training needs and barriers in conducting psychoeducational groups was collected from 24 nursing staff. Open-ended interviews were conducted to ascertain staff perceptions on training needs and barriers. Interview responses were analyzed for common themes. Staff expressed a need for training and perceived a lack of knowledge and time as barriers in conducting psychoeducational groups. A questionnaire was used to collect data on knowledge (8 items) and confidence (5 items) pre and post training. Pre/post responses were analyzed using descriptive statistics and paired sample t test. Results showed a significant increase in staff knowledge, but not confidence in conducting psychoeducational groups from pre to posttest. Results may be used by psychiatric nursing staff to improve the quality of recovery-oriented care, patient satisfaction, and efficiency of the care delivery system. Recovery-oriented psychiatric care implicitly changes social norms by helping individuals with mental health problems integrate back into their communities.