Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 157-162).

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

Founding the society of knowledge Lithuanian educational system changes in essence. The ways of content conveyance are changing, the active learning methods that induce independence and collaboration are ingrafted. The system for especially talented children and young people is being established and developed. The practice of independent development and possibilities to educate students of different abilities and needs are effectively improving. The new goals for teachers are determined. A teacher should be a coordinator of education, a creator of new possibilities in education system, an adviser, a partner, a mediator between students and modern sources of information. The teachers have to develop their competence using learning resources at their workplace and perceive learning possibilities in everyday situations. The teachers who are working at the modern school should be able to work as a team learning and working together, looking for new decisions, causing the interest in work of their colleagues, making an atmosphere of learning and collaborating, looking for more effective teaching and learning ways. The competence becomes more relevant for teachers on solving questions of education management and changing. The modern teacher needs new abilities. The improvement of teaching is very often related to teacher’s knowledge, to the application of innovations in teaching practice, to the improvement of teaching methods aiming producing optimal school subject results... [to full text]

Diss. (sammanfattning) Uppsala : Univ., 2004. / Härtill 4 uppsatser.

Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 4 uppsatser.

O conhecimento dos fatores que tornam o profissional e em conseqüência, a empresa competentes, é essencial para que se escolham as alternativas mais adequadas para contratar e desenvolver os profissionais de acordo com os comportamentos desejados. O professor de Educação Física, antes um trabalhador pouco exigido com relação à postura e conhecimentos técnicos, é hoje, frequentemente, alvo de avaliações por parte dos gestores das academias e clubes esportivos, dos pares que desenvolvem funções semelhantes, de clientes que buscam fazer comparações para a escolha dos melhores profissionais e da sociedade que através da mídia tem acesso aos principais critérios no processo de definição da melhor academia e dos melhores professores para seu programa de exercícios físicos. O propósito desse estudo foi verificar relações entre os atributos de personalidade (e suas facetas) avaliados pelo inventário de personalidade fundamentado na Teoria dos Cinco Fatores (NEO PI-R) e a competência profissional percebida pelos professores de Educação Física que atuam em academias de ginástica, no que ser refere aos componentes \"conhecimento e habilidade\". A amostra foi constituída por 64 professores de Educação Física (25 do sexo feminino e 39 do sexo masculino), com idade média de 30,3 anos (±5,8) atuantes nas áreas de ginástica, hidroginástica e musculação. Foram aplicados dois instrumentos; o primeiro para avaliação das competências profissionais percebidas (Nascimento,1999); e o segundo visando verificar atributos de personalidade dos professores através de um instrumento de auto-registro (NEO PI-R). Para verificação da relação entre os fatores (e as facetas) de personalidade analisados e a competência profissional percebida pelos profissionais, foi aplicada a correlação de Pearson (p<=0,05). Entre os fatores analisados, os resultados demonstraram correlação negativa significativa entre as competências (conhecimento e habilidade) e o fator \"Amabilidade\". Quando analisadas as facetas, verificou-se correlação negativa significativa entre as \"Habilidades Profissionais\" e as facetas complacência e embaraço/constrangimento. Ainda com relação às facetas, foi verificada a correlação positiva significativa entre as \"Habilidades Profissionais\" e a Impulsividade. É importante destacar que o fato desse estudo se concentrar na competência profissional percebida, e não naquela aferida através de clientes e superiores, pode trazer algumas limitações na tentativa de relacionar os atributos de personalidade e a competência profissional. Em razão disso, torna-se fundamental que se desenvolvam variações desse estudo com o propósito de verificar a correlação dos mesmos fatores de personalidade analisados (Neuroticismo, Extroversão, Abertura, Amabilidade e Conscienciosidade) e suas facetas, com a competência profissional 8 avaliada por outros observadores da ação do profissional de Educação Física em academias de ginástica, como clientes, coordenadores e diretores. / The knowledge of the factors which make a professional, and consequently, a company competent is essential for choosing the most adequate alternatives for hiring and developing professionals with desired behavior. In the past, physical education teachers had little demand in regards to personal attitude and technical knowledge. Today, the teachers are frequently evaluated by health club managers, peers, clients who by comparison search for the best professional, and also by the society that can through the media have access to the best criteria in the process of choosing the most adequate gym and professionals for their physical exercises. The purpose of this study was to evaluate the relationship between the personality traits (and their facets) using the personality inventory which is based on the five factor theory (NEO PI-R) and the physical education teacher´s professional competence regarding their ability and knowledge perceived in health club professionals working in health clubs. In order to conduct the study, a sample of 64 physical education teachers (25 female and 39 male) with the average age of 30,3 (±5,8) were used. All of these subjects were professionals working in the area of fitness workouts, hydrogymnastics and weight training. Two instruments were used in this evaluation. The first was used to assess the perceived professional competence (Nascimento, 1999), and the second to verify the teacher´s personality traits using a self-reported instrument (NEO-PI-R). In order to verify the relationship between personality traits (and their facets) and the professional competence perceived by the professionals, the Pearson correlation was used (p<=0,05). Among the analyzed factors, the results have shown a significant negative correlation between the competences (knowledge and abilities) and the \"agreeableness\" factor. When the facets were analyzed, it was verified a significant negative correlation between the \"Professional Abilities\" and the facets of compliance and embarrassment. Still related to the facets, a significant positive correlation between the \"Professional Abilities\" and Impulsiveness was verified. It is important to emphasize the fact that this study focused on the perceived professional competence and not the competence assessed through clients and superiors and this may bring some limitations in trying to link personality traits to professional competence. Because of this, it is crucial that variations of this study may be developed in order to verify the correlation between the same analyzed personality traits (Neuroticism, Extroversion, Openness to Experience, Agreeableness and Conscientiousness) and their facets. It is also important that the 9 professional competence is evaluated by other observers of the Physical Education professional in gyms, such as clients, managers and gym owners.

This thesis is an exploration and analysis of what audiences may be learning about medical professionalism from the fictional television (TV) medical drama House MD. Fictional TV medical dramas are an important form of medical narrative in that they are usually created by writers with no medical training. As such, they carry a higher risk of portraying the practice of medicine inaccurately. A review of the scholarly literature reveals that there is a precedent for fictional TV medical dramas to affect viewers' perception of the practice of medicine and health behaviours, and viewers' understanding of medical ethics issues. It also reveals strong empirical evidence that TV medical dramas can affect audience's perceptions of physicians' character. A thorough review of the first two seasons of House MD reveals 20 lessons on professionalism (i.e. lessons on interactions with colleagues and patients, medical ethics, and professional competence) that the title character, Gregory House, is imparting to viewers. All 20 lessons are in direct conflict with established charters on professionalism. Arguments are made for the programme's potential to negatively affect patient access to care, physician-patient relations, interactions between healthcare professionals, and applications to medical school.

Introduction - India is beginning to resemble the western worlds’ way of living and that leads to an increased risk of chronic diseases such as diabetes. Due to its very large population India has the world second largest number of people with diabetes; 61, 3 million people. Studies have shown that the awareness of diabetes is poor, especially in rural areas. Aim - To investigate nurses’ experience of applying professional competence in patient education with focus on diabetes type II in an Indian rural hospital. Method – Data was gathered through twelve qualitative interviews. The interviews were tape recorded, transcribed verbatim and then analyzed through content analysis. Result – Three main categories were identified; Acquired competence to meet the patients, Helping the patients manage their disease and Nurses’ ideas for quality improvements regarding diabetes care. Conclusion - This study identified different obstacles that could have a negative effect on the care and treatment of patients with diabetes type II. The nurses had many ideas for quality improvements which could raise the awareness of the disease among patients, improve clinical outcomes and the work environment for the nurses. The nurses are willing to get more education about the disease and implement quality improvements if the resources and equipment are provided by the hospital.

The new Swedish Armed Forces will be radically different from the previous invasion-oriented defence and the Armed Forces will be a smaller and more flexible organization, better adapted to the international sphere. With the aim of meeting up with the demands of the transformed Armed Forces posture for professional competence, the Regular Officer Programme (YOP) was introduced in the autumn of 1999. This dissertation aims at attempting to illustrate, address the problems and investigate to what degree the basic officer training of the Regular Officer Programme (Swedish: YOP) and the professional competence of newlygraduated Second Lieutenants can be seen as being legitimate within the scope of professional practices of the Swedish Armed Forces, and how this legitimacy can be described and understood. The theoretical framework of the dissertation is comprised of a sociocultural perspective and institutional theory. The five central concepts of the dissertation are: professional practice, institutional rules, professional competence, learning and legitimacy. The empirical elements of the dissertation were collected during 2001 and 2002 and comprise data from six part-studies. The informants were officer cadets after their first year of the Basic Officer Training Programme (YOP) and officers up to the rank of general. The methods for collecting data have been in the form of a questionnaire study, focus group conversations at thirteen military units, three document studies and a study with questions via e-mail. The questionnaire study was processed by using the computer programme SAS. The focus group conversations, the document studies and the answers via e-mail to questions were analyzed and put into categories contents wise according to the sentence category principle in positive and negative statements, respectively, in relation to YOP and the professional competence of the newly-graduated Second Lieutenants. Results show that both YOP as well as the professional competence of the newly-graduated Second Lieutenants cannot be regarded as being fully legitimate among the informants or within the all the professional practices of the Armed Forces.

Thesis (M.S.)--University of Michigan, 1992.