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Graduate students in mental health service training programs are at risk of experiencing burnout. Using adult attachment theory as the guiding framework, this study examined a conceptual model which depicted the direct and indirect effect of attachment insecurity on burnout and the subsequent psychological distress via low self-compassion and emotion regulation difficulty with two cultural samples recruited from the U.S. and Taiwan, respectively. The final sample included 216 U.S. mental health graduate trainees and 201 Taiwanese trainees. Structural equation modeling was used to analyze the data. Findings from the final models best supported by the data revealed that in both cultural groups, attachment anxiety contributed to lower self-compassion which subsequently resulted in greater burnout and that emotion regulation did not play a mediational role in the models. Results also demonstrated cultural differences in several paths of the research model. For the U.S. sample, only higher attachment anxiety indirectly contributed to more psychological distress through low self-compassion and burnout was best positioned as an outcome variable similar to psychological distress, instead of being a mediator. For the Taiwanese sample, on the other hand, both attachment anxiety and attachment avoidance demonstrated significant indirect effects on higher psychological distress through lower self-compassion and burnout was a 2nd tired mediator through which attachment anxiety indirectly contributed to higher psychological distress. These findings advanced our understanding of the role of adult attachment insecurity in the development of burnout and psychological distress for graduate trainees in mental health fields, as well as the possible cultural differences in the observed variables and their relations. Counseling implications, limitations, and future research directions were discussed.

Yes / A new programme incorporating online study days delivered using team-based learning (TBL) for hospital-based trainee pharmacists (TPs) in the North of England was created. To our knowledge, TBL has not previously been used in educational programmes for TPs designed to supplement their workplace learning. The project aimed to investigate the experiences of TPs learning using online TBL by exploring their perceptions on their engagement, learning, and satisfaction with TBL. Data were collected using online anonymous surveys at the end of four online TBL study days. A bespoke survey consisted of 5-point or 4-point Likert scale and two free text questions. TBL Student Assessment Instrument (SAI), a validated survey, was used to assess TPs' acceptance of TBL. Survey data was summarized descriptively, and free text comments analysed using thematic analysis. TPs developed accountability to their team, remained engaged with TBL delivery online and stated a preference for and satisfaction with this method. TPs valued opportunities to apply their knowledge in challenging scenarios and learn from discussions with their peers, the larger group, and facilitators. TBL was also perceived to be an engaging approach to learning and helped to maintain their interest with the teaching material. However, TPs struggled to engage with pre-work outside of the class due to competing work priorities. This study shows that online TBL was well accepted by TPs and can be successfully used to deliver education to large cohorts of learners. The model developed shows potential for scalability to larger numbers of learners. / The teaching programme was funded by National Health Service England Workforce, Training, Education (NHSE WTE) (previously known as Health Education England).

In recent years there has been increasing interest in developing greater creativity in education. This study focuses on trainee teachers during their initial teacher education and explores their beliefs about and perceptions of developing greater creativity in their practice. The work is located within the context of a school-based initial teacher education course and considers whether and how continuing moves towards school-based training in England can support the impetus towards greater creativity in teachers and their pupils. The study draws from qualitative research undertaken with a small group of trainee English teachers during a one-year School-based Initial Teacher Education course in England. Working from a social constructionist perspective, this research uses the methodology of Action Research. Employing a range of qualitative methods, including discourse analysis of group discussions, individual interviews, a silent discussion, and writing and analysing metaphors, it provides some insight into the trainee teachers’ complex understandings of creativity in the classroom, and how these understandings connect with their developing identity as teachers and with their pedagogy, practice and philosophy. It offers an insight into the trainees’ beliefs about and perceptions of moving towards creativity in their teaching, and the barriers and supports to such practice they encounter, both within the training course and in the partner schools. Reviewing a range of approaches to teaching and learning and considering the trainees’ beliefs and perceptions, the study suggests that agency is central to creativity, and that approaches which support the agency both of trainee teachers and of pupils are most likely to result in greater creativity in the classroom. The study regards creativity as a situated and highly contextual quality, and discusses practical approaches to teaching and learning, gathered under the term Creative Practice, which may be most likely to occasion greater creativity in the classroom. It offers suggestions for teacher educators as to how to better support trainee teachers in moving towards Creative Practice.

Syfte: Genom att svara på våra tre frågeställningar vill vi skapa en större förståelse för vad som driver medarbetare att vilja axla en chefsposition. Genom denna förståelse vill vi också kunna bidra till vetskapen om hur arbetsgivare på ett bättre och genomtänkt sätt kan möta dessa drivkrafter för att fånga upp kompetenta kandidater till vakanta chefspositioner och på ett hållbart och långsiktigt sätt säkerställa sin chefsförsörjning. Metodik: En fallstudie på Landstinget i Kalmar län har genomförts utifrån ett abduktivt angreppssätt. Genom en kvalitativ forskningsstrategi har data samlats in med hjälp av halvstrukturerade intervjuer. Slutsats: Studiens deltagare uppfattar att chefspositioner präglas av ensamhet, högt ställda krav samt möjligheter att påverka organisationen och sin egen arbetssituation. Vidare är drivkraften bakom viljan att bli chef att kunna påverka och skapa resultat för och tillsammans med medarbetare. Det är också en drivkraft att utvecklas personligen, från medarbetare till positionen som chef samt i rollen som chefspositionen medför. För medarbetare vars utveckling stagnerat i grundprofessionen utgör chefspositionen nästa steg för personlig utveckling, vilket kan väcka ett intresse och en drivkraft mot chefspositionen. I traineeprogrammet motsvaras individens förväntningar då mycket fokus ligger på självutveckling och utformning av ledarskap. Dock uppstår ett problem när chefspositionen sedan inte ger utrymme för chefer att få utlopp för sina drivkrafter. Chefspositioner har visat sig kräva mycket annat än just möjligheten att utöva ledarskap. Bland annat äts chefer upp av mängden administration, koordinering och möten och lite tid blir således över för ledarskap. / Purpose: By answering our three research questions, we want to create a better understanding of what motivates people to become managers and to undertake the responsibilities and expectations that comes with the position. Through this understanding we also want to contribute to the knowledge of how employers in a better and well-reasoned way can meet these motivation factors in order to capture qualified candidates for vacant management positions and in a sustainable and long-term way ensure its supply of managers. Methodology: A case study on the Kalmar County Council has been conducted with an abductive approach. Through a qualitative research method data has been collected using semi-structured interviews. Conclusion: The study's participants perceive that managerial positions are characterized by loneliness, high requirements and opportunities to influence the organization and their own work situation. Further, the motivation factors behind the desire to become a manager are to be able to influence and create results for and with employees. Another motivating factor is personal development, in terms of advancing from employee to manager, as well as the ability to develop in the management position itself. For employees whose development has stagnated in their profession, the manager position can offer a possibility to further development, which can arouse an interest for management. The trainee program has been shown to correspond to the individual's expectations where focus lies within self-development and the configuration of leadership. However, a problem arises when in the next step the management positions does not allow managers to vent their motivations. Management positions have been shown to require more than just the ability to exercise leadership. For instance is the ability to exercise leadership inhibited by the amount of the administration, coordination and meetings which leaves little time for leadership.

This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.

After three decades of research, instructional communication scholars find themselves facing several key challenges. These range from an overemphasis in past studies on variable-analytic, atheoretical research to a lack of connection to learning outcomes. Many in the field contend that the time has come for instructional communication researchers to define instructional communication theories, test hypotheses, tie research efforts to learning outcomes, and clarify key terms. The present study addressed these shortcomings by proposing the Content Relevance Centric Theory and testing related hypotheses. The research occurred in a professional training environment and involved the use of a modified content relevance instrument that assessed both teacher communication characteristics and message content relevance. The study gathered data from 247 trainees. Results indicate the importance of the construct as a predictor of trainee behavioral intentions both directly and when mediated by both trainee state motivation and trainer credibility. Study outcomes also question the role of trainee engagement in learning and the connection between behavioral intentions and learning application.

Ungdomsarbetslöshet är idag ett stort problem i Europa. Ungdomar har svårare att få ett heltidsjobb än för 20 år sedan. I samarbete med Arbetsförmedlingen startade Swedbank projektet Unga Jobb med syfte att få fler arbetssökande ungdomar in på arbetsmarknaden. Syftet med studien var att med kvalitativ metod öka vår förståelse för initiativet Unga Jobb och vad samarbetet innebär för huvudaktörerna Arbetsförmedlingen och Swedbank. Syftet var också att studera och analysera kring hur Arbetsförmedlingen, Swedbank och samhället kan ta till vara på positiva konsekvenser av projektet och hur negativa konsekvenser av projektet kan ge lärdomar och undvikas. Studien utfördes som en kvalitativ fallundersökning. Undersökningen bestod av åtta stycken intervjuer med respondenter från Arbetsförmedlingen och Swedbank. Den huvudsakliga slutsatsen vi kan dra av studien är att samverkan är något positivt och som behövs för att lösa svårare frågor som till exempel ungdomsarbetslöshet. Det är viktigt att arbeta för bättre och effektivare åtgärder och finna lösningar som är bra för alla parter, det vill säga samhället, organisationerna och individerna. / Youth unemployment is currently a major problem in Europe. Young people have a harder time getting a full time job than 20 years ago. In cooperation with Arbetsförmedlingen (the Employment Service) Swedbank started the project Unga Jobb in order to get more young job- seekers into the labor market. The purpose of the study was with a qualitative method to get a better understanding of the iniative Unga Jobb and what collaboration means for the main stakeholders Arbetsförmedlingen (the Employment Service) and Swedbank. The purpose was also to study and analyze how Arbetsförmedlingen (the Employment Service), Swedbank and the community can take advantage of positive impacts of the project and how negative impacts of the project can provide lessons and be avoided. The study was conducted as a qualitative case study. The survey consisted of eight interviews with respondents from Arbetsförmedlingen and Swedbank. The main conclusion we can draw from the study is that the corporation is positive and needed to resolve difficult issues such as youth unemployment. It is important to work for better and more effective action and find solutions that are good for all parties, namely the community, organizations and individuals.

The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.

TITLE: Primary and Secondary School trainee teachers' approaches to and experience of computer- based social networks AUTHOR: Bc. Michaela Tomková DEPARTMENT: Department of information technology and technical education SUPERVISOR: doc. RNDr. Miroslava Černochová, CSc. ABSTRACT: The diploma thesis is dealing with online social networks, its functions and possible usage in education. The purpose of diploma thesis is to analyze these particular functions and their possibilities of usage in education process and also map the situation around experience and ideas of Primary and Secondary School trainee teachers in their personal lives and also for their next profession as teachers. The objectives of the thesis were fulfilled using theoretical and empirical research methods. The theoretical methods contained study and analysis of scientific literature, articles and study of results of theme related foreign experiments. The empirical research methods subsumed questionnaire and interview. In the end there is the conclusion of the thesis evaluation and summary of the explorative research results and formulated research findings. KEYWORDS: School trainee teachers, education, online social network