There is strong evidence that certain neurophysiological processes link action and observation (Higuchi et al., 2012), which supports the idea that learning a motor skill is enhanced via skill observation (Hayes et al., 2010). Skill learning through observation is optimized when the observation includes a combination of expert and novice models (Rohbanfard and Proteau, 2011). The purported advantage lies in the two types of models’ dissimilar ability (Andrieux & Proteau, 2013). The novice model is characterized by larger margins of error that manifest as variable attempts. Increased variability has been shown to be beneficial in physical practice (Moxley, 1979). The purpose of the first study was to examine the observation of novice variability effect to explore whether it is Schmidt’s (1975) generalized motor programs or schema parameterization representations that is acquired when observing modeled performances. Participants engaged in an observational period in which they observed a criterion model with no variability, a model demonstrating absolute timing variability, a model demonstrating relative timing variability, or a model demonstrating variability in both relative and absolute timing. The results indicate that variability in relative timing information contributes to observational learning, which suggests that generalized motor programs are acquired through observation but not schematic parameterizations. The purpose of the second study was to apply the Rohbanfard and Proteau (2011) paradigm in the medical education context by exploring the impact of video-based observational practice on the clinical learning. First year medical students learned a common surgical skill by observing expert demonstrations of the skill, novice demonstrations, or demonstrations by both an expert and novice model. The study demonstrated a robust effect of observational learning in that all groups improved over time regardless of the type of model they observed. Both studies highlight that an expert model may be the most beneficial when engaging in observational practice. / Thesis / Master of Science (MSc)

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Since the 1950s, interior decoration evolved into interior design. Throughout the 1970s, all of the components for professionalization were in place, but it was not until the 1990s that the final transformation made interior design into a profession. This dissertation documents these changes and posits that is the conflicts inherent in the process of licensure transformed it into a profession. The transformation of interior design is examined through the lens of the theory of professions, especially Andrew Abbott's delineation of transformation through conflict. The historical case studies of the legislative process were of the District of Columbia, which has practice legislation; the Commonwealth of Virginia; which has title legislation; and the State of Ohio, which has no licensing of interior designers as of 2007. Data collection was by interviews with participants of the process of licensure and with the leadership of the interior design community. In addition, primary and secondary documents examined include books, journals, trade magazines, and documents from professional organizations. Specifically, this dissertation addresses these questions: Is interior design a profession? If so, what forces transformed interior design into a profession? And, how is interior design different from architecture? This dissertation posits that interior design is unique from architecture because it developed in home economic programs at state universities during the 1950s, 1960s and 1970s. In this locale, the primary focus of interior design was the micro-environment based on the theory of behavior. This gives students and practitioners a unique viewpoint that allows for the consideration for each end user as integral to the design process. These attributes contribute to the unique qualities of the services interior design offers and separate it from those of architecture. A simplified definition of interior design that I developed is that interior design utilizes the theory of behavior to design spaces in a micro-environment that function at a safe and efficient level for every end user and are aesthetically pleasing. Finally, interior designers need to understand that the strength of their position in the built environment is in the unique services they offers and celebrate their qualities as outlined in this document. / Ph. D.

The Infant and Early Child Mental Health (IECMH) workforce is essential in improving the lives of vulnerable children and families. IECMH practitioners are exposed to challenging emotional experiences which increases their risk of internalizing disorders, burnout, and emotion regulation difficulties, especially in the time of COVID-19. Thus, it is important to identify possible interventions to increase provider wellness in the face of taxing work. The construct of self-care offers a promising area of study as a possible intervention point. However, current operationalizations of self-care have been limited and have emphasized behavioral components rather than cognitive components (e.g., beliefs) pertinent to self-care. This two-part study created and tested the psychometric properties of a novel measure, Self-care Belief and Behavior Questionnaire, in two different samples (e.g., a college sample and IECMH workforce sample). Additionally, this study determined the impact of self-care on professional quality of life and wellbeing outcomes. Exploratory and confirmatory factor results from Study 1 showed that the measure had 3 factors (e.g., self-care behavior, worthiness related to self-care, negative perceptions of self-care) with the first factor of self-care behavior meeting convergent, divergent and concurrent validity standards. These psychometric results were replicated in Study 2 and hierarchical regression results showed that self-care beliefs impact one’s engagement in practicing self-care. Further, self-care behavior impacted professional quality of life and wellbeing for IECMH workers. Self-care is a multi-faceted concept that involves beliefs, thoughts about the self and actual behaviors. Future research should determine the role of organizational support in providing an infrastructure that allows the exploration and education of self-care across system and individual levels.

One of the main purposes of the study, then, became that of estimating the degree of change which may be expected, with regard to attitudes concerning occupations, during a four-year period of college experiences. In order to carry out that purpose, an investigation was made of the occupational attitudes held by Seniors and Freshmen at Radford College, in order to observe whatever differences might exist between the judgments of the two groups. The fact that most of the subject groups were preparing for work in a professional field was taken into consideration where preference was shown for occupation of a professional nature. / M.S.

The purpose of this study was to examine the phenomenon of career plateauing from the point of view of professional/technical specialists employed by the federal government. Answers were sought to the following questions: What effect, if any, does plateauing have on those experiencing it? Does plateauing grow in importance and effect over time? What can be done to alleviate any adverse effects of plateauing? A qualitative, descriptive survey was conducted wherein thirty-five scientists and engineers participated in in-depth interviews relating to their jobs and careers. The data gathered was coded and displayed so that comparisons could be made across the five groups which comprised the sample. The groups were (a) younger, shorter plateaued, (b) older, shorter plateaued, (c) younger, longer plateaued, (d) older, longer plateaued, and (e) non-plateaued. It was found that the younger, shorter plateaued subjects who were in the early stages of their careers did not experience negative reactions to plateauing. It did become problematic in mid career for some respondents but not for others. The career anchor (a concept developed by Edgar Schein) of the subject was the determining factor as to whether or not plateauing was troublesome. Those respondents anchored in technical/functional competence were either slightly or not at all concerned with their plateaued status. Those anchored in managerial competence were greatly concerned. By late career, the negative reactions to plateauing had abated for the managerially anchored and had disappeared for those anchored in technical/functional competence. Suggestions made by the respondents to mitigate any negative effects to plateauing were presented. / Ph. D.

Yes / Consultant radiographer numbers remain low despite the ongoing capacity challenges in diagnostic imaging. This is compounded by the limited evidence of how such roles can positively impact on service delivery, particularly in relation to their leadership expectations. Aims: To examine the activities undertaken by consultant radiographers; evidence the impact of the roles, and consider whether the roles encompass the four domains of consultant practice. Method: Six consultant radiographers employed in a single NHS Trust completed an activity diary over a period of 7 days. Interval sampling every 15 minutes enabled the collection of a large volume of complex data. Findings: All consultants worked beyond their contacted hours. The documented activities demonstrate the breadth of the roles and confirmed that the participants were undertaking all four core functions of consultant practice. Conclusion: The impact of the roles stretched beyond the local department and organisation to the health system and wider profession.

Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.