There exists a strong endorsement in the literature of the effectiveness of an individual counseling experience as an influence in the personal and professional development of counseling students, yet few counselor education programs seem to require that students complete such an experience. Thus, the question arises as to why the required individual counseling experience as a client is not being required by a large proportion of counseling programs. The purposes of this descriptive, exploratory study were to determine the prevalence of the required experience as a client in individual counseling, examine the opinions of counselor education program leaders regarding the risks and benefits of experiential training components, determine the modalities used to deliver experiential training components, obtain counselor education program coordinators' views on the various modalities, and explore policies and procedures used in counselor education programs with respect to experiential training components. Finally, this study attempted to determine the level of satisfaction of those program directors who do utilize a required individual counseling experience, as well as their policies and procedures with regard to outcome measurement. Results of the study showed that there were some significant inverse relationships between counselor education program directors' opinions regarding potential benefits for counseling students and their policies regarding a required individual counseling experience. Additionally, although respondents did not strongly endorse the potential risks associated with the exercise, it is still not required by the majority of the counselor education programs surveyed. However, those program directors who do endorse a required individual counseling experience reported on its many benefits, and offered qualitative insights into how the requirement is implemented. The results of this study have implications for the counseling profession by offering empirical evidence regarding the prevalence of a required individual counseling experience for master's-level counseling students. The results of this study contribute to the counseling profession's knowledge base by determining counseling program directors' opinions of the potential benefits and risks of a required individual counseling experience, and by establishing that program directors whose programs require this exercise are overwhelmingly satisfied that the experience accomplishes the purposes for which it is intended.

This thesis deals with coaching with an emphasis on career and personal development. Coaching is becoming a new phenomenon which helps a person to discover and maximize his or her potential. Through in-depth qualitative research it has been established which coaching services people are most interested in. One of the sub goals of this thesis was also to analyze current tendencies and trends in coaching. The theoretical information from expert sources were verified in the practical part of this thesis and emerged from public enquiry that clients usually use coaching services which are concerned with interpersonal relationships, managing financial resources and improving their opportunities on the labour market. In conclusion of this work, I evaluate the performance of set goals for this thesis and propose recommendations for putting this subject matter into practice.

Made available in DSpace on 2016-04-04T18:27:50Z (GMT). No. of bitstreams: 1 Henri Karam Amorim.pdf: 1200951 bytes, checksum: 365f1b1e3b1e6e2242eb83e9143f137a (MD5) Previous issue date: 2010-02-12 / For the humanist Viktor Frankl, the quest of meaning is something inherent to all human being, and the condition for such is the self transcendence; faith, while religious act, is one of the possibilities of self transcendence and it constitutes itself as one overmeaning or last meaning. Based on this theoretical reference, the Catholic communitarian living is understood here as one experience of Christian faith experienced in one Catholic Parish. In this perspective, the present research had as objective to understand the senses of the experience of faith lived in one Catholic community as personal growth of those who participate in it. In view of it, it has been proposed in one parish of the Metropolitan Area of Campinas the achievement of a group, seen as one more space within the community itself, in order to help people to enlarge their perspectives of personal growth departing from the consideration of their experiences of life. There were five meetings, with the average length of two hours each, in a fortnightly periodicity. All the nine participants, chosen among adult people commited with voluntary work, were designated for community leaderships and invited to participate in the group by the researcher. After each group meeting, accounts were redacted to register the more meaningful moments of the group as well as its movement as a whole; there were also versions of the meaning, that is, brief writings that register the meaning lived in each meeting for each one of the participants. From this whole of registers it has been elaborated a qualitativephenomenological analysis, gathering by axes of meanings everything that was lived and said by the participants. The gathering that was organized and its analysis allowed an enlightenment about the relations between things the community of faith lives and the mobilization regarding the personal growth of its participants; they also made possible to realize that the living of the Christian religious faith in a communitarian Catholic context is promoter of personal growth, in spite of such growth not always being guaranteed by the simple fact of participating in the community, since it is also felt and perceived as a space of contradictions. / Para o humanista Victor Frankl, a busca de sentido ? algo inerente a todo ser humano e a condi??o para tal ? a autotranscend?ncia; a f?, enquanto ato religioso, ? uma das possibilidades da autotranscend?ncia e se constitui como um suprassentido ou sentido ?ltimo. Com base neste referencial te?rico, a viv?ncia comunit?ria cat?lica ? entendida aqui como uma experi?ncia de f? crist? experienciada numa par?quia cat?lica. Nesta perspectiva, a presente pesquisa teve como objetivo compreender os sentidos da experi?ncia de f? vivida em uma comunidade cat?lica como crescimento pessoal daqueles que dela participam. Em vista disso, foi proposto em uma par?quia da regi?o metropolitana de Campinas a realiza??o de um grupo, visto como um espa?o a mais dentro da pr?pria comunidade, a fim de ajudar as pessoas a ampliar suas perspectivas de crescimento pessoal a partir da considera??o de suas experi?ncias de vida. Foram cinco encontros, com dura??o m?dia de duas horas cada, numa periodicidade quinzenal. Os nove participantes, escolhidos dentre pessoas adultas comprometidas com o trabalho volunt?rio, foram indicados por lideran?as comunit?rias e convidados a participar do grupo pelo pesquisador. Ap?s cada encontro grupal, foram redigidas narrativas registrando os momentos mais significativos do grupo bem como seu movimento como um todo; foram feitas tamb?m vers?es de sentido , isto ?, escritos breves que registram o sentido vivido em cada reuni?o por cada um dos participantes. Deste conjunto de registros foi elaborada uma an?lise qualitativo-fenomenol?gica, reunindo por eixos de significados tudo o que foi vivido e falado pelos participantes. O grupo realizado e sua an?lise permitiram um esclarecimento acerca das rela??es entre viv?ncias de comunidade de f? e mobiliza??o em vista de crescimento pessoal de seus participantes; possibilitaram tamb?m perceber que a viv?ncia da f? religiosa crist? num contexto comunit?rio cat?lico ? promotora de crescimento pessoal, embora tal crescimento nem sempre esteja garantido pelo simples fato de participar da comunidade, uma vez que ela ? tamb?m sentida e percebida como um espa?o de contradi??es.

The subject of my task deals with the work of disabled theatre performers with the aim to analyze and describe the entire process of creation of a theatre performance in an amateur assemble. Furthermore, the benefit of the dramatic production for both personal as well as social development of the disabled performers, derived from the theoretical assumptions, was evaluated. The work at first highlights the features and classification of the metal retardation degree and is trying to inform about very special expressive approaches in both therapeutics and pedagogy. Much attention is paid to the drama-related therapies, such as dramatherapy and especially teatrotherapy which will underline the outcome of the whole creation process - a performance. The dramatic production itself, set within the framework of the expressive abovementioned therapies, is influenced by the way of the dramatic education and, therefore, its fundamental principles and methods of its creation are presented as well. Through the common instruments employed in the quality research, i.e. the observations and interviews with the participants in the drama-creation scheme, the whole process of the performance creation from rehearsal to the premiere is explored. The research was conducted in a Prague research body dealing with leisure...

Delivered through the medium of a Community of Philosophical Inquiry, this thesis outlines the experience of engaging prisoners in philosophical conversation, thereby articulat-ing the relevance of this type of education for those in long-term confinement. The research, which took place in two prisons, explores the role of prison education, community dialogue and active philosophising in encouraging personal development. With similar populations but contrasting characters, HMPs Grendon and Full Sutton provided the backdrop to grounded, ethnographically-led research. The research design reflects the exploratory nature of the approach. Derek Layder’s adaptive theory has provided a methodological framework, whilst the theoretical framework draws on desistance literature, prison sociology, and philosophical pedagogy to enhance and develop understanding of the emergent themes. However, as a criminological piece of research, it sits within the criminological, and more specifically, prison sociological paradigm. The thesis culminates in a discussion of personal development that articulates the role of education in developing growth identities among prisoner-participants. The research de-scribes the role of philosophical dialogue in developing trust and relationships between and among the participants; the relevance of this type of education to prisoners’ psychological wellbeing; and the significance of the subject-matter to participants’ perspectives. The thesis argues that prison promotes the formation of a hyper-masculine ‘survival’ identity. It goes on to argue that education, and more specifically philosophy education, can play a role in culti-vating growth identities that encourage personal exploration, self-reflection, and development of new interests and skills among prisoners.

A Educação a Distância (EaD) tem se transformado à medida que as tecnologias de informação e comunicação se desenvolvem e são incorporadas no ensino. Estimula uma aprendizagem interativa, em processo de consolidação e expansão. Neste contexto, este estudo objetiva apresentar uma proposta de curso na modalidade EaD com enfoque na gestão orçamentária e financeira dos recursos da saúde por meio de um termo de referência, documento que descreve elementos educacionais organizados em um quadro demonstrativo com itens justificados a partir do referencial teórico. Tal iniciativa considera a necessidade de preparar gestores/as e demais agentes para atuarem com segurança nos processos de tomada de decisão quanto à aplicação dos recursos financeiros destinados à saúde. Para tanto, foi desenvolvida pesquisa bibliográfica para a construção do referencial teórico, organizado em quatro eixos: (i) a contextualização da educação a distância, seus princípios e modelos; (ii) abordagens pedagógicas e sistemáticas de desenvolvimento; (iii) organização, avaliação e custeio; e, por fim, (iv) experiências em EaD voltadas a profissionais da saúde. Como resultado, o termo de referência, produto desta Dissertação, foi estruturado em cinco eixos: (i) técnicas a serem utilizadas; (ii) gestão e organização do curso; (iii) sistemáticas de desenvolvimento; (iv) conteúdos a serem desenvolvidos; e (v) instrumentos de avaliação. Por fim, optou-se por enfatizar no termo de referência conceitos e metodologias que apresentassem sentido prático e aplicabilidade para favorecer o aprendizado de profissionais da saúde. Além disso, a estrutura do produto poderá ser empregada em outros cursos a depender do projeto político-pedagógico delineado. / Distance Education (DE) has been transformed as information and communication technologies develop themselves and are incorporated into education. It stimulates an interactive learning, in the process of consolidation and expansion. In this context, this study aims to present a course proposal in the DE mode with a focus on the budgetary and financial management of health resources by means of a reference term, a document that describes educational elements organized in a demonstration frame with items justified from the theoretical referential. This initiative considers the need to prepare managers and other agents to act safely in the decision-making processes regarding the application of financial resources for health. For that, a bibliographical research was developed to construct the theoretical framework, organized in four axes: (i) the contextualization of distance education, its principles and models; (ii) pedagogical and systematic approaches to development; (iii) organization, evaluation and costing; And, finally, (iv) experiences in DE aimed at health professionals. As a result, the term of reference, the product of this Dissertation, was structured in five axes: (i) techniques to be used; (ii) management and organization of the course; (iii) development systematic; (iv) content to be developed; And (v) evaluation tools. Finally, it was decided to emphasize in the reference term concepts and methodologies that presented practical meaning and applicability to favor the learning of health professionals. In addition, the structure of the product can be used in other courses depending on the political-pedagogical project outlined.

Esta pesquisa apresenta um modelo de capacitação para o atendimento de parada cardiorrespiratória a partir de uma abordagem qualitativa com foco na prática pedagógica envolvida nesse processo. Os objetivos específicos foram: aplicar o método Objective Structured Clinical Examination (OSCE)adaptado para o atendimento de parada cardiorrespiratória, elaborar uma metodologia para a capacitação dos profissionais para o atendimento de parada cardiorrespiratória e analisar os mediadores pedagógicos aplicados no processo capacitação. A pesquisa foi realizada em uma Assistência Médica Ambulatorial Integrada, localizada na Região Leste do Município de São Paulo. Estimou-se que a capacitação ocorreria no centro de treinamento e no espaço dos participantes, o que demandou o reconhecimento antecipado do campo e articulações junto à Supervisão Técnica de Saúde. A organização dos materiais didáticos envolveu a parceria com um instrutor credenciado pela American Heart Association, além da elaboração e aplicação da metodologia OSCE adaptada para o processo de aprendizagem. Os sujeitos da pesquisa foram oito participantes voluntários, do turno da manhã e da tarde, integrantes da equipe de enfermagem da unidade. Procedeu-se uma capacitação em três etapas: a primeira constitui-se uma aula teórico-prática em atendimento à parada cardiorrespiratória no centro de treinamento. A segunda foi uma simulação de um caso clínico de parada cardiorrespiratória na sala de classificação de risco, envolvendo uma atriz e os sujeitos da pesquisa, seguido de um atendimento na sala de emergência utilizando um manequim e aplicando todos os procedimentos recomendados. Na terceira etapa foi realizada uma entrevista semiestruturada norteado por perguntas disparadoras. As cenas foram captadas por meio de gravação de imagens e de áudio na segunda etapas, a fim de promover um feedback aos participantes. Ao término dessa construção, procedeu-se à entrevista com roteiro semiestruturado individualmente, de forma a conhecer as dificuldades e facilidades vivenciadas pelos participantes e, simultaneamente, analisar a aplicabilidade da metodologia proposta. Quanto aos dados da entrevista, realizou-se a escuta, transcrição e sistematização em categorias por meio da técnica de análise de conteúdo. Os fundamentos teóricos e pedagógicos propostos por Robert Harden (1975), Paulo Freire (2014) e Edgar Morin (2003), nortearam a discussão dos resultados em duas categorias analíticas: mediação pedagógica no processo de capacitação e aprendizado no ambiente de trabalho como forma de produção. O resultado foi uma associação de três fases operacionais. A primeira fase de fundamento teórico-prático foi caracterizada pela interação proativa. A segunda fase de simulação com uma paciente-atriz, os participantes foram ativos no atendimento, entretanto os sinais de agravo clínico provocaram comportamento de apreensão, rapidamente superado. Houve uma pequena disfunção no acesso aos materiais, porém a equipe demonstrou equilíbrio, fito às manobras de ressuscitação realizando os procedimentos com sucesso. A terceira etapa foi a entrevista semiestruturada, resultando em uma súmula de pertinência pedagógica e metodológica para a transformação da prática. Cabe ressaltar que o conjunto da metodologia favoreceu a co-construção do sentido da aprendizagem e da reflexão crítica como base da transformação. Em síntese, foi possível concretizar a elaboração de um modelo de capacitação e comprovar sua aplicabilidade na prática do atendimento à parada cardiorrespiratória. / This research presents a training model for cardiorespiratory arrest care based on a qualitative approach focused on the pedagogical practice involved in this process. The specific goals were: to apply the Objective Structured Clinical Examination (OSCE) method - adapted for cardiorespiratory arrest attendance, to create a professionals\' qualification methodology for cardiorespiratory arrest attendance and to analyze the pedagogical mediators applied in the training process. The research was carried out in an Integrated Ambulatory Medical Assistance, located in Sao Paulo\'s eastern area. It was stipulated that the training would take place at the training center and the participants environment, which required field early recognition and articulation with the Technical Health Supervision. The teaching supplies organization involved the partnership with an American Heart Association accredited instructor, besides the use of OSCE - adapted methodology for the learning process. The research subjects were eight volunteers, from morning and afternoon shifts, members of the unit\'s nursing team. A training was carried out in three stages: the first one constituted of a theoretical / practical class in cardiorespiratory arrest attendance at the training center. The second stage was a simulation of a clinical case of cardiorespiratory arrest at the risk classification room, people involved were an actress and the subjects of the research, followed by emergency room care using a mannequin and following all recommended procedures. In the third stage a semi-structured interview was conducted guided by triggering questions. The scenes were captured through recording of images and audio in the second stage, in order to provide feedback to participants. At the end of the training an individual semi-structured interview was conducted, in order to understand the difficulties and facilities experienced by the participants and simultaneously analyze the applicability of the proposed methodology. Regarding to interview data, listening and transcription and systematization were performed in categories through the technique of content analysis. The theoretical and pedagogical foundations proposed by Robert Harden (1975), Paulo Freire (2014) and Edgar Morin (2003) guided the results discussion in two analytical categories: training process pedagogical mediation and learning at work environment as a way of production. The result was an association of three operational phases. The first phase of theoreticalpractical foundation was characterized by proactive interaction. The second fase de simulation with a patient-actress, the participants were active in the attendance however the signs of clinical injury caused apprehension behavior, quickly overcome. There was a small dysfunction in the access to the materials, however the team demonstrated balance, aiming at resuscitation maneuvers performing the procedures successfully. The third step was the semistructured interview, resulting in a summary of pedagogical and methodological relevance for the transformation of the practice. It should be emphasized that the whole methodology favored the co-construction of the meaning of learning and critical reflection as the basis of transformation. In summary, it was possible to accomplish the elaboration of a training model and to prove its applicability in the practice of cardiorespiratory arrest attendance.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-21T15:27:12Z No. of bitstreams: 1 Dissert LUCINDA INEZ ALVES NASCIMENTO.pdf: 1396589 bytes, checksum: 65078e1e6fb2110681a2b838a629ed9a (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-08-28T17:47:07Z (GMT) No. of bitstreams: 1 Dissert LUCINDA INEZ ALVES NASCIMENTO.pdf: 1396589 bytes, checksum: 65078e1e6fb2110681a2b838a629ed9a (MD5) / Made available in DSpace on 2017-08-28T17:47:07Z (GMT). No. of bitstreams: 1 Dissert LUCINDA INEZ ALVES NASCIMENTO.pdf: 1396589 bytes, checksum: 65078e1e6fb2110681a2b838a629ed9a (MD5) Previous issue date: 2015-05-08 / O Programa de Desenvolvimento de Pessoal, vinculado à carreira dos servidores de ensino público federal, oferece apoio à educação continuada a fim de qualificar o servidor para atuar nas áreas desenvolvidas pela instituição, além do incremento salarial após enquadramento na carreira. O objetivo dessa pesquisa é verificar se os conhecimentos adquiridos pelos servidores através do Programa estão sendo aplicados em um campus de um Ifet. O trabalho foi fundamentado nas interlocuções entre os temas gestão de pessoas, gestão por competência e gestão do conhecimento e aprendizagem organizacional, a fim de analisar aspectos facilitadores ou não para internalização dos conhecimentos adquiridos. A metodologia utilizada foi a avaliação elucidativa, observando as percepções dos participantes da pesquisa através de suas respostas a um questionário e a entrevistas semiestruturadas, além da análise de documentos e legislação. O resultado da pesquisa mostrou que os conhecimentos adquiridos são aplicados mais por iniciativa e interesse dos próprios servidores do que pela gestão, que apresenta fragilidades no que tange a ações estratégicas para um aproveitamento eficiente dos conhecimentos dos servidores. / The Staff Development Program, linked to career of the federal public education employees, offers support for continuing education by qualifying the employees to act in areas developed by the institution in addition to the salary increment after framing career. The purpose of this research is to verify whether the knowledge acquired by federal employees through the Program is being applied in a campus of an Ifet (Federal Institute of Education). This work was based on dialogues among the topics people management, management by competence, knowledge management and organizational learning in order to analyze aspects facilitators or not facilitators to application of the knowledge acquired. The methodology used was informative review, noting the perceptions of participants by their answers to a questionnaire and semi-structured interviews, besides analysis of documents and legislations. Research result showed that the acquired knowledge is more applied by initiative and interest of the federal employees than by federal institutions management, which has weaknesses regarding the strategic actions for an efficient use of knowledge of their employees.

Thesis (MPA.) --University of Limpopo, 2014 / iii ABSTRACT Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998), required to develop employees in order to achieve good and effective performance. The Act makes provision for the development of Workplace Skills Plan by government institutions and mandates these institutions, including Government Departments, to budget at least 1% of their payroll for training and development of employees. It is, however, not apparent whether or not the developed Workplace Skills Plans are in line with the employees training needs and training interventions. As a result, the essence of this study is to determine how to align employees training needs with the Departmental Workplace Skills Plan in the Limpopo Department of Health. In addition, the study investigates whether or not training interventions in the Limpopo Department of Health are informed by the identified skills needs. The type of research methodology used in this study is the quantitative approach, which is in the form of a structured questionnaire. The main finding of the study is that although the Limpopo Department of Health developed the Workplace Skills Plan, training interventions were not aligned to it. In addition, a large percentage of the respondents was not aware of the skills audit exercise that the Department undertook. This study also reveals that the post-training evaluation which was done by the Department did not contribute to important subsequent training interventions. The key recommendation made is that the Limpopo Department of Health should make employees aware of the skills audit exercise the Department often undertakes. Additionally, Personal Development Plans should be continuously used to identify pertinent employee training needs relevant for the Departmental Workplace Skills Plan KEY WORDS • Limpopo Department of Health • Workplace Skills Plan • Personal Development Plan • Skills Audit • Training Interventions • Training Needs Analysis • Employees Training Needs

No abstract available