Problem: Many studies are written about employees stationed abroad by multinational corporations, but nothing about non-profit organisations. The NPOs from the Swedish idea-driven sector also have employees working abroad. This thesis looks at competence development opportunities for these expatriates and what their employability situation is like after moving back to Sweden. Method: The data in this qualitative study originate from interviews with individuals from different organisations. They worked as expatriates at least three years and returned and repatriated to Sweden at least a year ago. Findings: Different kinds of competence development are available to expatriates. Whether they take advantage of this depends largely on the individual’s motivation, but also on international partner organisations’ capacity and what resources are set aside by Swedish employers. The competence development show some, but not a definite correlation to employability once the expatriate has repatriated back to Sweden. The international assignment is usually a project employment which ends as they return, so the repatriate does not get much help from the NPO in transitioning back to their home country. The results are clear that that the individual is most vulnerable during the period when they are trying to re-establish a life at home. Swedish employers are unsure how to handle a job applicant with international experience and more often than not, regard the years abroad as empty space on their CV. It is up to the repatriate to use their social skills, social network and connections, be flexible, and motivate themselves to market themselves as employable individuals in order to find a job.

The aim of this study was to examine the social workers experience and their thoughts about their work with elderly clients who suffers from an alcohol addiction. More specifically was to find out how the social workers themselves look upon their own competence in the work with this type of clients. We also wanted to find out how their cooperation with other authorities looks like in Malmö Stad. Our research questions were:•What experiences and thoughts do social workers have about their work with elderly people with alcohol addiction?•What are the social workers experiencing when it comes to collaboration with other authorities in their work with elderly clients with alcohol addiction?All six of our informants has volunteered to be a part of our study. The interviews are based on a semi structured model with open questions. The results of our study are that alcohol addiction is a problem that is hard to talk about and just because you are getting older does not mean that the problem is getting smaller. It is a problem that is getting more and more common among the ageing population and we need more research to be able to come up with social efforts that will meet this problem.

No description available.

The power of peer-to-peer teaching and learning was explored in an interviewing assignment between upper and lower classes in Human Development and Family Life Education. The freshmen and sophomores participated in a Professional Perspectives in Family Science class, whereas the juniors and seniors were completing their practicum experiences. In both classes there is a focus on professionalism and career competence. The two groups of students were pair-matched and the upperclass Practicum students interviewed the underclass Professional Perspectives students as if it were a formal graduate school admission or an employment interview. Both participants had to prepare for the mock interview by partnering with the university career development center. After the interview the upperclass participant of the pair provided feedback to the underclass student. The metacognitive learning in this task was that upperclass students had to reflect on their own performance. By being in the interviewee role, they became aware of the parameters that could be explored in more formal real-life situations, and had an opportunity to enhance their competence for future interviews.

The purpose of this study was to explore how social work practitioners employed in schools perceive their level of competency in suicide prevention, assessment, and intervention and to identify educational and professional challenges specific to this area of inquiry. This study sought to explore the following research questions: 1) How do school social workers perceive their level of competency in suicide prevention, assessment, and intervention with at-risk suicidal children and youth? 2) What are school social workers educational or professional challenges in providing suicide prevention, assessment, and intervention? This research study was predicated on a qualitative research design and conventional content analysis. The research design allowed for an in-depth examination of school social workers’ ability to make critical decisions when providing suicide prevention, assessment and intervention to youth at risk of suicide. The findings of this study suggest that, despite past and current education, training, and clinical practice experience working with at-risk suicidal youth, continual training is necessary in increasing perceived professional competency and addressing familial, organizational and societal challenges pertinent to at-risk suicidal youth. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

abstract: Using data from a randomized, experimental trial of a brief family-based preventive intervention for parentally-bereaved families, this study evaluated whether participation in the Family Bereavement Program (FBP) when the offspring were in childhood/adolescence (ages 8 to 16) improved competencies when the offspring were emerging/young adults (ages 23 to 32). Participants were 244 emerging/young adults; data used were from assessments at pretest, posttest, 6 years post-intervention, and 15 years post-intervention. In addition to testing the direct effects of the program, developmental cascade effects models were used to test the relations between program-induced improvements in positive parenting and decreased negative life events at posttest and subsequent effects on domains of competence and behavior problems in adolescence/emerging adulthood (ages 14 to 22) and four developmental competencies of emerging/young adulthood: academic, peer, romantic, and work competence. Results supported a cascading effects model of program effects on competence outcomes. In the full sample, there were significant mediation effects of the intervention to decreased negative life events at posttest to increased grade-point average (GPA) at the 6-year follow-up to higher academic and work competence at the 15-year follow-up. For females only, two additional significant mediational pathways of the FBP occurred. The FBP led to an increase in peer competence 6 years post-intervention, which was associated with an increase in work competence 15 years post-intervention. Also, the FBP led to a decrease in externalizing problems in adolescence/emerging adulthood, but externalizing problems were positively associated with work competence. For males, additional mediation effects of the FBP on work competence occurred. The FBP decreased negative life events. However, higher negative life events were associated with lower externalizing problems in adolescence/emerging adulthood, and externalizing problems were positively associated with work competence. For males only, a significant three-pathway mediation effect of the intervention occurred on increased positive parenting at posttest to increased romantic attachment at the 6-year follow-up to higher romantic competence at the 15-year follow-up. Peer competence showed continuity over development. Mediational analyses highlighted the role of program-induced improvements in parenting, reductions in exposure to negative life events, and earlier developmental competencies on competence outcomes in emerging/young adulthood. Implications for promoting resilience in parentally-bereaved, at-risk youth are discussed. / Dissertation/Thesis / Doctoral Dissertation Psychology 2020

In this workshop, the STFM Group on Musculoskeletal Education will facilitate participants incorporating the ACGME milestones into a musculoskeletal curriculum. Participants will submit prior to the workshop perceived barriers in implementing the milestones. During the workshop, participants will engage in a hands-on curriculum that promotes milestone progression in residents, including concepts such as self-learning and leadership while learning core musculoskeletal medicine concepts, such as shoulder/knee exams and concussion management. Participants will apply these skills while training to administer a SMART (Sideline Management Assessment Response Techniques) course and thus learn how to assess resident competence in providing medical coverage at sporting events where these key concepts and skills such as spinal immobilization are necessary. The workshop will conclude with a discussion on collaboration and methods that promote interdisciplinary education in musculoskeletal medicine. Objectives: After attending this workshop, participants will be able to: 1. Apply the ACGME milestones to key portions of a musculoskeletal curriculum, including joint exams, joint injections, casting/splinting, and sideline management 2. Reproduce hands-on skill stations in a residency setting, form the foundation for residency competence, and promote muscle memory in key musculoskeletal procedures. 3. Lead a SMART (Sideline Management Assessment Response Techniques) course in their residency setting.

No description available.

Magister Artium (Social Work) - MA(SW) / Substance abuse has become a major concern in the Western Cape Province of South Africa as it devastates many lives and negatively influences families and communities. When there is a substance-abusing sibling in the family, the wellbeing of other family members and non-substance abusing siblings tends to be neglected. This may mean that families could grapple with parental autonomy support to meet the psychological needs of autonomy, competence and relatedness of the non-substance abusing siblings within the family. However, prior to this study, there was scant insight into the perceptions and experiences of adolescents living with a substance-using sibling regarding parental autonomy support.

No description available.