O objetivo deste estudo foi verificar a incidência das principais lesões esportivas comuns em atletas jovens de 16 a 19 anos de idade, que participaram de treinamento regular ou federado no ano de 2002, nas modalidades esportivas basquetebol, futsal e voleibol. Foram identificados, também, alguns aspectos de treinamento e estrutura médica. Para isso, aplicou-se um questionário para 323 atletas e entrevistas com 26 técnicos e 8 médicos, de 20 clubes esportivos de São Paulo. Os resultados do estudo indicaram um total de 343 lesões ou 1,7 lesão/atleta/ano. No basquetebol, as lesões mais comuns foram as entorses; a região corporal mais acometida de lesão foi a do tornozelo, seguida do joelho, coluna e dedos da mão; os armadores foram os mais afetados. No futsal, a lesão mais comum foi a entorse de tornozelo e houve ocorrência de lesão nas regiões da coxa e joelho; pivôs foram os mais afetados. No voleibol, a lesão mais comum foi a tendinite, principalmente na região do joelho, seguida das entorses e lesões musculares; a posição de meio de rede foi a mais afetada. As lesões ocorreram com uma maior freqüência em situações de treinamento. Dos 20 clubes avaliados, apenas oito possuem um médico especializado plantonista. Tal fato indica que alguns fatores de risco, como medidas preventivas em situações de treinamento, exame de pré-participação esportiva e acompanhamento médico especializado, não são devidamente organizados para os atletas jovens nos clubes avaliados / The objective of this study was to evaluate the incidence of the main sports injuries commonly found in young athletes in the 16-19 year age group who participated in regular or federate trainings during 2002 in sports modalities such as basketball, futsal and volleyball. Also identified were some aspects of training and clinical structure. To obtain these data, a questionnaire was applied to 323 athletes and surveys were performed among 26 coaches and 8 physicians from 20 sports clubs located in Sao Paulo (Brazil). The results of the study showed a total of 343 injuries or 1.7 injury/athlete/year. In basketball, the most common injuries were sprains, the most affected body regions in terms of injury being the ankles, followed by knees, backbones and fingers; point guards being the most affected athletes. In futsal, the most common injuries were ankle sprains, the thigh and knee regions being also affected by injuries; pivots were the most affected among the team. In volleyball, the most common injury was tendonitis, mainly in the knee region, followed by sprains and muscle injuries; the most affected position being the forward-center\'s. The frequency of injuries was higher during trainings. Only eight of the 20 sports clubs evaluated actually hire specialized emergency physicians. This fact indicates that some risk factors such as preventive measures during trainings, sports preparation evaluation, and specialized clinical monitoring are not appropriately organized for young athletes in the assessed sports clubs

No description available.

Vaiko teisė į visapusišką asmenybės ugdymą, užtikrinant geros kokybės švietimą, skatina pedagogus racionaliai priimti švietimo erdvėje vykstančius pokyčius, analizuoti edukacinį procesą ir jo dalyvius, atlikti tyrimus ir ieškoti tinkamiausių metodų ir būdų šiai teisei įgyvendinti. Tyrimo objektu pasirinkta aštuntos klasės mokinių anglų kalbos komunikacinės kompetencijos ir tarpusavio santykių sąveika. Ši problema sprendžiama gilinantis į komunikacinės kompetencijos ugdymo galimybes plėtojant paauglių tarpusavio santykius. Išsiaiškinta, kad interaktyvių mokymo(si) metodų galimybių išnaudojimas gali pagerinti aštuntokų tarpusavio santykius ir komunikavimo anglų kalba įgūdžius. Tačiau, anglų kalbos mokytojų asmeninės savybės turi reikšmingą poveikį tik anglų kalbos komunikacinės kompetencijos ugdymui. / Child's right to the full personal development, ensuring good quality education, encourages teachers to adopt the rational space of the developments in education, to analyze the educational process and its participants to perform research and find the best methods and ways to implement this right. The interaction between the eighth grade students' relationship and their English language communication competence are selected as the object of study. This problem has been solved going deeper to the communication competence education opportunities while developing the relationships between adolescents. There was found out that the potential of interactive training methods can improve the relations between students and their English language communication skills. However, English language teachers' personal characteristics have a significant impact only on English language communicative competence education.

This thesis is an action research investigation into the influence of my Christian habitus on my consultancy practice. My research question: How does my Christian faith inform the work I do? is located within the academic field of Spirit at Work. The complexity and difficulties of my professional practice are explored using the literature on Christian spirituality. My investigation uses the research method of practical theology to explore: my own Christian perspective; my role as a spiritual mentor; the nature of spiritual formation; and, faith in relation to work. The analytical methods of theological reflection, narrative inquiry, and autoethnography support the critical reflection. Five themes emerge: the evangelical basis of my Christian perspective; an understanding of the grace of God; the consideration of resistance as sin; strategies to enable spiritual formation; and complex combinations of faith in relation to work. This study has enabled me to interrogate my approach to spiritual formation in relation to work. My inquiry in a variety of contexts – with colleagues, one individual, and with a client –has developed my ability as a reflexive practitioner, and has strengthened my vocation as a spiritual mentor. I have used the Holistic Development Model (HDM) to underpin my approach to spiritual mentoring, and created a Christian interpretation of it. Spiritual formation is explored through the topics of: church, faith, purpose and mission using scripture, adventure and leadership, and difficulty and struggle. The research provides insights into my work as a professional consultant in the area of leadership development. My reflexive learning, combined with participative inquiry, provides an insider perspective on living within an evangelical Christian worldview. Difficulties over how to interpret Christian faith in work contexts are explored, particularly with regard to inclusivity. The research links spiritual formation with leadership, concluding that, in my practice, faith takes precedence.

No description available.

Twenty four eThekwini HIV/AIDS counsellors based in four different work settings and who received training from five different training providers, shared their HIV/AIDS counsellor training experiences. The qualitative, phenomenological study utilized a multi-methods approach. The purpose of HIV/AIDS counselling lacks uniformity. Participants reflected upon their distinction between training satisfaction and perceived competency to render HIV/AIDS counselling after training. Although they were satisfied and empowered by the useful information gained, many felt inadequate to counsel an HIV positive person on completion of training. Inadequate practical learning opportunities were evident. Participants identified the need for a more balanced theoretical and practical training program incorporating experiential and didactic training methods. Entrance criteria to HIV/AIDS counsellor training courses and eventual assessment procedures in the study were diverse. Participants suggested improvements for training methods and course content and proposed a tiered training model that will result in standardized and certified training modules. / Social Work / MA(SS) (Social Work)

The interview is considered to be a critical technique in the therapeutic process. The effective (and by implication, the ineffective) use thereof determines to a great extent the outcome of the therapeutic process. Training in therapeutic interviewing forms an integral part of the training of counsellors and therapists. This study was prompted by BEd (Specialisation in Guidance and Counselling) students' need for a structured and systematic approach to training in therapeutic interviewing skills. A literature study of the phenomenon therapeutic interviewing revealed firstly that the skills needed for effective therapeutic interviewing can be identified and operationally defined and secondly that these skills can be systematically trained. Having a repertoire of interviewing skills is however not a guarantee that therapy or counselling will have a positive outcome. The therapist must be able to create a therapeutic relationship with the client and in this regard the therapist's personality and attitudes, including empathy, warmth, respect, genuineness and unconditional positive regard for the client, are of major importance in helping to create an atmosphere wherein the client can feel free to discuss his problems and innermost feelings and thoughts. In the design of a model to train therapeutic interviewing, consideration must be given to both content and procedure. Not only were interviewing skills addressed in this model, but also skills to communicate empathy, warmth, respect, genuineness and unconditional positive regard. For the purposes of this study, the therapeutic interview was divided into six stages. Skills used in each stage were identified, defined and discussed. A pilot study was conducted to evaluate the effectiveness of the training model. Subjects were trained in accordance with the proposed training procedure. In order to evaluate the subjects' progress and thus also the effectiveness of the training procedure, each subject's pre- and post-training interviews were compared. An evaluation scale was designed for this purpose. The results of the pilot study indicated an improvement in the subjects' interviewing skills. It is hoped that this study will pave the way for innovation in the training of counsellors and therapists in therapeutic interviewing. / Die onderhoud word as 'n kritieke tegniek in die terapeutiese proses beskou. Die effektiewe (en by implikasie, die oneffektiewe) gebruik daarvan bepaal tot 'n groot mate die uitkoms van die terapeutiese proses. Opleiding in terapeutiese onderhoudvoering vorm 'n integrale deel van die opleiding van terapeute en voorligters. BEd (Spesialisering in Skoolvoorligting)studente het 'n bepaalde behoefte aan 'n gestruktureerde en sistematiese benadering tot die opleiding van terapeutiese onderhoudvoeringsvaardighede uitgespreek. 'n Literatuurstudie oor die fenomeen terapeutiese ondemoud het eerstens aan die lig gebring dat vaardighede onderliggend aan die terapeutiese onderhoud geidentifiseer en operasioneel gedefinieer kan word en tweedens dat hierdie vaardighede sistematies aangeleer kan word. 'n Repertoire van onderhoudvoeringsvaardighede is egter nie 'n waarborg dat terapie 'n positiewe uitkoms sal he nie. Die terapeut moet 'n terapeutiese verhouding met die klient kan stig en in hierdie opsig is die terapeut se persoonlikheid en sy houding van empatie, warmte, respek, egtheid en onvoorwaardelike agting van kritieke belang in die skep van 'n atmosfeer, waarbinne die klient vry kan voel om sy probleme, diepste gevoelens en gedagtes te kan bespreek. In die ontwerp van 'n model vir opleiding in terapeutiese onderhoudvoeringsvaardighede moet aandag aan beide inhoud en opleidingsprosedure geskenk word. In hierdie model word nie net die vaardighede vir terapeutiese onderhoudvoering aangespreek nie, maar ook vaardighede om empatie, warmte, respek, egtheid en onvoorwaardelike positiewe agting aan die klient te kommunikeer. Vir die doeleindes van hierdie studie is die terapeutiese onderhoud in ses fases verdeel. Vaardighede wat in elke fase gebruik word, is gerdentifiseer, gedefinieer en bespreek. 'n Loodsondersoek is ondemeem om die effektiwiteit van die opleidingsmodel te evalueer. Proefpersone is aan die hand van die voorgestelde opleidingsprosedure opgelei. Ten einde die proefpersone se vordering en so ook die effektiwitieit van die model te evalueer, is elke proefpersoon se voor- en naopleiding onderhoude vergelyk. 'n Evalueringsskaal is vir hierdie doel ontwerp. Die resultate van die loodsondersoek het getoon dat die proefpersone se onderhoudvoeringsvaardighede verbeter het. Die hoop word uitgespreek dat hierdie studie die weg sal baan vir vernuwing in die opleiding van voorligters en terapeute in terapeutiese onderhoudvoering. / Psychology of Education / D. Ed. (Psychology of Education)

Twenty four eThekwini HIV/AIDS counsellors based in four different work settings and who received training from five different training providers, shared their HIV/AIDS counsellor training experiences. The qualitative, phenomenological study utilized a multi-methods approach. The purpose of HIV/AIDS counselling lacks uniformity. Participants reflected upon their distinction between training satisfaction and perceived competency to render HIV/AIDS counselling after training. Although they were satisfied and empowered by the useful information gained, many felt inadequate to counsel an HIV positive person on completion of training. Inadequate practical learning opportunities were evident. Participants identified the need for a more balanced theoretical and practical training program incorporating experiential and didactic training methods. Entrance criteria to HIV/AIDS counsellor training courses and eventual assessment procedures in the study were diverse. Participants suggested improvements for training methods and course content and proposed a tiered training model that will result in standardized and certified training modules. / Social Work / MA(SS) (Social Work)

The interview is considered to be a critical technique in the therapeutic process. The effective (and by implication, the ineffective) use thereof determines to a great extent the outcome of the therapeutic process. Training in therapeutic interviewing forms an integral part of the training of counsellors and therapists. This study was prompted by BEd (Specialisation in Guidance and Counselling) students' need for a structured and systematic approach to training in therapeutic interviewing skills. A literature study of the phenomenon therapeutic interviewing revealed firstly that the skills needed for effective therapeutic interviewing can be identified and operationally defined and secondly that these skills can be systematically trained. Having a repertoire of interviewing skills is however not a guarantee that therapy or counselling will have a positive outcome. The therapist must be able to create a therapeutic relationship with the client and in this regard the therapist's personality and attitudes, including empathy, warmth, respect, genuineness and unconditional positive regard for the client, are of major importance in helping to create an atmosphere wherein the client can feel free to discuss his problems and innermost feelings and thoughts. In the design of a model to train therapeutic interviewing, consideration must be given to both content and procedure. Not only were interviewing skills addressed in this model, but also skills to communicate empathy, warmth, respect, genuineness and unconditional positive regard. For the purposes of this study, the therapeutic interview was divided into six stages. Skills used in each stage were identified, defined and discussed. A pilot study was conducted to evaluate the effectiveness of the training model. Subjects were trained in accordance with the proposed training procedure. In order to evaluate the subjects' progress and thus also the effectiveness of the training procedure, each subject's pre- and post-training interviews were compared. An evaluation scale was designed for this purpose. The results of the pilot study indicated an improvement in the subjects' interviewing skills. It is hoped that this study will pave the way for innovation in the training of counsellors and therapists in therapeutic interviewing. / Die onderhoud word as 'n kritieke tegniek in die terapeutiese proses beskou. Die effektiewe (en by implikasie, die oneffektiewe) gebruik daarvan bepaal tot 'n groot mate die uitkoms van die terapeutiese proses. Opleiding in terapeutiese onderhoudvoering vorm 'n integrale deel van die opleiding van terapeute en voorligters. BEd (Spesialisering in Skoolvoorligting)studente het 'n bepaalde behoefte aan 'n gestruktureerde en sistematiese benadering tot die opleiding van terapeutiese onderhoudvoeringsvaardighede uitgespreek. 'n Literatuurstudie oor die fenomeen terapeutiese ondemoud het eerstens aan die lig gebring dat vaardighede onderliggend aan die terapeutiese onderhoud geidentifiseer en operasioneel gedefinieer kan word en tweedens dat hierdie vaardighede sistematies aangeleer kan word. 'n Repertoire van onderhoudvoeringsvaardighede is egter nie 'n waarborg dat terapie 'n positiewe uitkoms sal he nie. Die terapeut moet 'n terapeutiese verhouding met die klient kan stig en in hierdie opsig is die terapeut se persoonlikheid en sy houding van empatie, warmte, respek, egtheid en onvoorwaardelike agting van kritieke belang in die skep van 'n atmosfeer, waarbinne die klient vry kan voel om sy probleme, diepste gevoelens en gedagtes te kan bespreek. In die ontwerp van 'n model vir opleiding in terapeutiese onderhoudvoeringsvaardighede moet aandag aan beide inhoud en opleidingsprosedure geskenk word. In hierdie model word nie net die vaardighede vir terapeutiese onderhoudvoering aangespreek nie, maar ook vaardighede om empatie, warmte, respek, egtheid en onvoorwaardelike positiewe agting aan die klient te kommunikeer. Vir die doeleindes van hierdie studie is die terapeutiese onderhoud in ses fases verdeel. Vaardighede wat in elke fase gebruik word, is gerdentifiseer, gedefinieer en bespreek. 'n Loodsondersoek is ondemeem om die effektiwiteit van die opleidingsmodel te evalueer. Proefpersone is aan die hand van die voorgestelde opleidingsprosedure opgelei. Ten einde die proefpersone se vordering en so ook die effektiwitieit van die model te evalueer, is elke proefpersoon se voor- en naopleiding onderhoude vergelyk. 'n Evalueringsskaal is vir hierdie doel ontwerp. Die resultate van die loodsondersoek het getoon dat die proefpersone se onderhoudvoeringsvaardighede verbeter het. Die hoop word uitgespreek dat hierdie studie die weg sal baan vir vernuwing in die opleiding van voorligters en terapeute in terapeutiese onderhoudvoering. / Psychology of Education / D. Ed. (Psychology of Education)