The researcher-clinician gap has been acknowledged in the literature and has been attributed to a variety of factors. According to Olswang and Prelock (2015), this term refers to a gap between "what we know, and what we do" in the profession, and is essentially the gap between knowledge and evidence. There is often, but not always, a disconnect between what researchers are publishing and what is actually being implemented in a clinical setting (Olswang & Goldstein, 2017). Olswang and Goldstein (2017) provided a suggestion for bridging this researcher-clinician gap, namely through an active partnership during the research and development process. Researchers need to work together with practicing clinicians in order to help better understand delivery needs, which results in an active partnership between research and delivery (Olswang & Goldstein, 2017). An active partnership supports researchers to discern service delivery needs and the realities of the clinical world, which allows for a more balanced way to address internal and external validity while developing treatment protocols which can be implemented into practice (Olswang & Goldstein, 2017). Research is a costly and complex process that requires the collaboration of many individuals. Speech-language pathologists have numerous obligations that may hold them back from playing an active role in research collaboration. According to Craig (2014), the three major barriers that prevent clinicians from research collaboration include lack of time, lack of education and training, and lack of funding. Despite these barriers, collaboration in the field of SLP is crucial for the development of evidence-based (EB) resources for clinicians and to ensure the best outcomes for clients. Furthermore, collaboration between researchers and practicing clinicians can create relationships that evolve and grow stronger over time, which will, in turn narrow the researcher-clinician gap and improve evidence-based practice being pulled into clinical use. Involving practicing clinicians in research by formulating and answering questions relating directly to clinical practice has been suggested to address the researcher-clinician gap (Olswang & Goldstein, 2017). A first step to bridge this gap is to determine the research interests and needs of practicing clinicians. This should lead to the identification of research areas of shared interest and can form the basis of new research collaborations. Such clinical research projects will have the potential to inform clinical practice and benefit the clients and families we serve. The purpose of this survey research is to determine and describe the research interests and needs of practicing clinicians in the Tri-Cities area in Tennessee (TN).Method: An exploratory, descriptive design with quantitative and qualitative analysis was used to explore research interests of practicing clinicians within the Tri-Cities, TN. An exploratory design was deemed appropriate due to the paucity of research on the topic. This study addressed the following questions: What role does research play in the local practicing clinicians' activities?; What are the barriers to consuming and conducting research by local practicing clinicians?; What are the primary research resources of local practicing clinicians?; What are the research needs of local practicing clinicians?; Are local practicing clinicians interested in collaborating on research?; How do local practicing clinicians view themselves contributing to collaborative research?; and What are the differences between work settings, research resources, and interest in research? An electronic survey was developed based on an in-depth literature on the topic and a review of survey research (e.g. Blessing & Forister, 2012; Irwin, Pannbacker & Lass, 2014). The survey consisted of four sections: Research Background, Research Interest, Research Collaboration, and Demographics. It contained 23 questions. The question and response format consisted of the following: 1 question was open-ended and 22 used a semantic differential scale (i.e., Likert-Scale and verbal frequency scale). IRB approval was obtained. Purposive sampling was used as local SLPs certified by ASHA were targeted. A cover letter served to recruit respondents via email. An online survey system, SurveyMonkey ™ was utilized to administer the survey to local practicing clinicians. Descriptive and inferential statistics will be used to analyze the data. Thematic analysis will be performed on the results obtained from the open question. Results: The results will be described both quantitatively and qualitatively. Results will be presented in terms of the practicing clinicians’ overall research needs and with differences between work settings, research resources, and interest in research. Correlations will be determined between variables such as work setting, time to collaborate on research, and research needs. The implications of the findings will be discussed in terms of suggestions for research resources, interests, and potential future collaboration between practicing clinicians and researchers. Recommendations for further research will be discussed. This preliminary research project will serve as a stepping stone to establishing practicing researcher-clinician collaboration in the Tri-Cities, TN area.Conclusion: The researcher-clinician gap remains a concern in the field of speech-language pathology. However, researchers and practicing clinicians can collaboratively create relationships that evolve and grow stronger over time. This in turn will narrow the researcher-clinician gap and improve evidence-based practice to the benefit of the clients served.

No description available.

Research in Indigenous contexts is strongly associated with colonialism (Smith, 1999). In response to this, Indigenous scholars have, in the last two decades, recentred research on Indigenous ways of knowing and doing (Kovach, 2009; Wilson, 2008). This change marks the advent of an "Indigenous research paradigm" based on "an ontology, epistemology, methodology, and axiology that is Indigenous" (Wilson, 2008, p. 38). In recent years, this approach has gained momentum in Canada, making it a "fifth paradigm" and a sought-after research approach across disciplines (Chilisa, 2020, p. 19). This thesis seeks to better understand the evolution of Canadian Indigenous research across disciplines in the last two decades (1997–2020). Using a mixed-methods approach (western and Indigenous), I adopted Arksey and O'Malley's (2005) scoping review methodology for the initial five steps and Kovach's (2010) Indigenous conversational method for the final consultation step. Based on the in-depth analysis of 46 Indigenous research studies, my findings indicate a notable increase in the number of collaborations between Indigenous and non-Indigenous partners, especially in the last five years. This may signal the beginning of an era of reconciliation in research; however, my conversations with Indigenous scholars revealed that, in many cases, collaborations are tainted by tokenism and present many risks for Indigenous researchers. Indigenous research is principle-based, and its key principles are relationality, reciprocity, respect, and accountability. Indigenous scholars emphasized that the key to successful collaborations and to "good" Indigenous research is taking the time to build genuine relationships based on these principles. My research thus demonstrates that healthy and productive collaborative Indigenous research is possible, but only when there is relational accountability on the part of non-Indigenous partners. In sum, using a scoping review analysis and the Indigenous conversational method, this research has established that the marker of robust and valuable Indigenous research is congruency: the clear and explicit alignment between researchers' positionalities, their epistemic frameworks, and the methodologies used to conduct the research.

Yes / Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers’ competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research. Aim To present the main lessons learned from undertaking a pilot in a qualitative PhD study. Discussion This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted. Conclusion Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers’ confidence and competence, and contributes to the understanding of research.

Este texto é resultado de encontros. Encontros de sala de aula, encontros de História, encontros de debate, encontros de vidas. Estes encontros produziram novos fios que foram tecendo-se juntos e unindo-se a uma rede que associava questões acerca do cotidiano escolar, do ensino de História, da formação do professor, da escola noturna e da pesquisa em sala de aula. Desejava-se compreender se a escola é um espaçotempo de pesquisa e se os estudantes são estudantes-pesquisadores e os docentes, professores-pesquisadores. Ao final da pesquisa realizada em uma escola noturna da rede estadual do Rio de Janeiro, pudemos compartilhar experiências vividas no cotidiano de seus praticantes e discutir se a escola proporciona ações de pesquisa entre os estudantes e se a mesma busca desenvolver atividades que partam dos interesses do grupo discente. A escola é um lugar de pesquisa e nós somos estudantes-pesquisadores e professores-pesquisadores mesmo que, muitas vezes, a escola, da forma como está organizada e sofrendo pressões internas e externas diversas, como, por exemplo, a falha formação de professores e as políticas públicas de ensino, negligencie os interesses dos estudantes e que os mesmos não consigam reconhecer-se enquanto condutores de seu processo de aprendizagem, estudantes e professores pesquisadores. É a experiência da pesquisa, de atividades que estimulem o estudante a fazer escolhas, buscar informações, analisá-las, criticá-las, organizar o seu pensamento, apropriar-se dos conhecimentos reunidos e colocar-se diante da sociedade, modificando-se, que formará os cidadãos críticos que a escola e o ensino de História devem auxiliar a form / This text is the result of some meetings. Classroom meetings, History meetings, discussion meetings, life meetings. Those meetings produced some new threads, which have woven together and joined a net that associated questions about school routine, History teaching, teachers training, evening school and research in the classroom. The aim was to understand if school is a research time-space and if pupils are researcher-students and also if teachers are researcher-teachers. By the conclusion of the research, developed in an evening public school in Rio de Janeiro, we could share the daily experiences of its practitioners and discuss if school provides research actions among students, and also if it tries to develop activities from the pupils interest. The school is a research place and we are researcher-students and researcher-teachers, even though, in many circumstances, school, as it is organized, under various internal and external pressures, such as, for instance, the failure in teachers training and the teaching public politics, denies pupils interests. In this kind of organization, students are not able to recognize themselves as conductors of their own learning-teaching process, researcher students and teachers. It is the research experience, from activities which stimulate students to make choices, search for information, analyze and criticize them, organize their thought, appropriate themselves of the gathered acknowledgment and have a position in society, changing themselves, the final result will be the critical citizens, who should be educated under the assistance of school and History teaching.

Este texto é resultado de encontros. Encontros de sala de aula, encontros de História, encontros de debate, encontros de vidas. Estes encontros produziram novos fios que foram tecendo-se juntos e unindo-se a uma rede que associava questões acerca do cotidiano escolar, do ensino de História, da formação do professor, da escola noturna e da pesquisa em sala de aula. Desejava-se compreender se a escola é um espaçotempo de pesquisa e se os estudantes são estudantes-pesquisadores e os docentes, professores-pesquisadores. Ao final da pesquisa realizada em uma escola noturna da rede estadual do Rio de Janeiro, pudemos compartilhar experiências vividas no cotidiano de seus praticantes e discutir se a escola proporciona ações de pesquisa entre os estudantes e se a mesma busca desenvolver atividades que partam dos interesses do grupo discente. A escola é um lugar de pesquisa e nós somos estudantes-pesquisadores e professores-pesquisadores mesmo que, muitas vezes, a escola, da forma como está organizada e sofrendo pressões internas e externas diversas, como, por exemplo, a falha formação de professores e as políticas públicas de ensino, negligencie os interesses dos estudantes e que os mesmos não consigam reconhecer-se enquanto condutores de seu processo de aprendizagem, estudantes e professores pesquisadores. É a experiência da pesquisa, de atividades que estimulem o estudante a fazer escolhas, buscar informações, analisá-las, criticá-las, organizar o seu pensamento, apropriar-se dos conhecimentos reunidos e colocar-se diante da sociedade, modificando-se, que formará os cidadãos críticos que a escola e o ensino de História devem auxiliar a form / This text is the result of some meetings. Classroom meetings, History meetings, discussion meetings, life meetings. Those meetings produced some new threads, which have woven together and joined a net that associated questions about school routine, History teaching, teachers training, evening school and research in the classroom. The aim was to understand if school is a research time-space and if pupils are researcher-students and also if teachers are researcher-teachers. By the conclusion of the research, developed in an evening public school in Rio de Janeiro, we could share the daily experiences of its practitioners and discuss if school provides research actions among students, and also if it tries to develop activities from the pupils interest. The school is a research place and we are researcher-students and researcher-teachers, even though, in many circumstances, school, as it is organized, under various internal and external pressures, such as, for instance, the failure in teachers training and the teaching public politics, denies pupils interests. In this kind of organization, students are not able to recognize themselves as conductors of their own learning-teaching process, researcher students and teachers. It is the research experience, from activities which stimulate students to make choices, search for information, analyze and criticize them, organize their thought, appropriate themselves of the gathered acknowledgment and have a position in society, changing themselves, the final result will be the critical citizens, who should be educated under the assistance of school and History teaching.

For many decades, violence that is perpetuated by parents and loved ones against children in the name of physical child discipline or corporal punishment, has been a major concern for various governments and church leaders among most nations of the world. This does not only take into account hitting or beating a child with a stick, belt, slapping, or choking, but also spanking; especially when it is aggressive or excessive (Bradshaw 2009; Straus 1994; Kanyandago in Waruta & Kinoti 2005, Wolfe 1991; Carl 1985). A very prominent and highly respected religious figure, here in South Africa, Archbishop Emeritus Desmond Tutu, made the following notable assertion to show his support towards the elimination of the practice of corporal punishment in the home: I support the Global Initiative to eliminate all corporal punishment at home, at school, in institutions and community. … Progress towards abolishing corporal punishment is being made, but millions of the world’s children still suffer from humiliating acts of violence and these violations …can have serious lifelong effects. Violence begets violence and we shall reap whirlwind. Children can be disciplined without violence that instills fear and misery, and I look forward to church communities working with other organizations to… make progress towards ending all forms of violence against children. If we really want a peaceful and compassionate world, we need to build communities of trust where all children are respected, where home and school are safe places to be and where discipline is taught by example” (http://www.rapcan.org.za/wgpd/documents: Waterhouse 2012. Retrieved 23th February 2013). However, in spite of the various voices and movements against corporal punishment of children; especially the aggressive form of this practice (as will be analyzed later on in this study), the practice is still a common phenomenon in many African countries, including South Africa. Furthermore, as some research studies have shown, a literalistic view of certain texts of Scriptures in the OT (which are mostly from the Book of Proverbs) do not only seem to influence the widespread of corporal punishment of children, but also the abuse of this form of physical discipline (e.g., Prov. 13:24; 22:15; 23:13-14, 22:15) (Bradshaw 2009; Capps 1995; Straus 1994; Greven 1991). This assumption seems plausible, seeing that as Tripp T & Tripp M (2008:138) rightly allude to, as Christians, “God’s Word is our rule for faith and practice.” The authors, also expressed that, “the Biblical laws and standards sound oppressive and strict in our lawless, arrogant, twenty-first century culture.” However, it is important to also acknowledge that we, as Christians, can be wrong in our interpretation and application of certain Scriptures; thereby, leading to flawed practices (Pohlmann 2007; Pollard 1997). As Pollard (1997:91) has rightly observed, “Clearly, both personal experience and church history teach us that we can be wrong. It is vital, then, that we have a genuine humility as Christians. We must recognize our fallibility, and constantly reassess what we believe.” In other words, there are many well-meaning Christian parents who have put their children in harm’s way by frequently administering spanking to them in ways that are, evidently, excessive or aggressive: while claiming that they are obeying scriptural injunction on child discipline, and are also doing it for the moral and ethical good of their children (Bradshaw 2009; Greven 1991). The researcher, himself, was brought up in a Christian home; where the use and abuse of both high violence (e.g., beating a child with belt, stick, etc) and low violence (e.g., forcefully beating a child with bear hand) methods of physical child discipline were the order of the day (or a frequent occurrence). Furthermore, his well-meaning father often seemed to find justification for his actions based on scriptural grounds. Incidentally, the researcher noticed that this form of child discipline also seems to be widely used by many parents in his local church and many other Christian parents, whom he has come in contact with. And many of these parents seem not to be aware of the immediate and long term negative effects that aggressive corporeal punishment has on their children. The widespread of this phenomenon (corporeal punishment of children) and the traumatic impact it has on children, has led the researcher to do this research study in his local church context (a Pentecostal church), and to develop/propose a biblically sound or balanced model of pastoral care that can help pastors in rendering effective care, to those faced with this problem situation within the church. The theoretical frame work of this research study is based on Pollard’s model of positive deconstruction, as well as some contributions from Straus’ book Beating the Devil out of Them; Corporal Punishment in American Families. The purpose for choosing Pollard’s model of positive deconstruction was to help the researcher in: 1) Identifying the underlying worldview. 2) Analyzing the worldview. 3) Affirming the elements of truth in it (as every world view has some truth in it that needs to be recognizes and affirmed, which makes the process positive and 4) discovering the error in the worldview. These are the four elements in the process of positive deconstruction, as proposed by Pollard. Straus explores the phenomenon of corporal punishment and the traumatic effects of this method of child discipline both in term of its immediate and long term harm (later in life or in adulthood) psychological harm to children. The research methodology that was employed by the researcher in carrying out this research study is qualitative. Consequently, questionnaires were given out to 50 parents in the researcher’s church to fill. Also, one-on-one interviews were arranged with four parents, two children, and also with two pastoral caregivers in the church, on the issues of corporal punishment and child abuse within the Christian home. / Dissertation (MA Theol)--University of Pretoria, 2013. / gm2014 / Practical Theology / unrestricted

The study evaluated the training and development in Vereeniging cluster. The South African Police Service is the principal law enforcement institution and has a crucial role in contributing to the safety and security of South African citizens, including those who visit the country. Based on this it is essential that the organisation has skilled employees who will be able to meet the objectives and future challenges of the organisation. Training and development, therefore, is regarded as an important tool by an organisation, to facilitate the learning and development of all employees of the South African Police Service. Training and development identify, assure and develop individual competencies that will assist them to perform their current and future jobs. The research was conducted in the Vereeniging cluster. Only six stations were considered part of the target population. The respondents were randomly selected from the following stations: Heidelberg, Meyerton, Kliprivier, DeDeur, Ratanda and Vaal Marina. The systematic sampling method was used, where each unit had a chance of being selected. The duty list was utilised to obtain the sample. Structured questionnaires were utilised to obtain the responses from the respondents. The results of the findings indicated that employees were not satisfied about the recruitment and selection procedure and need assessment is not done before employees are sent for training. Respondents indicated that training equipment is not sufficient to assist them to acquire more knowledge during the facilitation of the learning programme. The results also highlighted that post-training appraisal is not done after each learning programme, which is important to determine the need for re-training, if any. The study concludes and recommends that the SAPS should focus on ensuring that the skills development facilitators understand the primary role of skills development. Training practices should be in line with the training standards and requirements and should be systematic and transparent / M Development and Management--North-West University, Vaal Triangle Campus, 2015.

The study evaluated the training and development in Vereeniging cluster. The South African Police Service is the principal law enforcement institution and has a crucial role in contributing to the safety and security of South African citizens, including those who visit the country. Based on this it is essential that the organisation has skilled employees who will be able to meet the objectives and future challenges of the organisation. Training and development, therefore, is regarded as an important tool by an organisation, to facilitate the learning and development of all employees of the South African Police Service. Training and development identify, assure and develop individual competencies that will assist them to perform their current and future jobs. The research was conducted in the Vereeniging cluster. Only six stations were considered part of the target population. The respondents were randomly selected from the following stations: Heidelberg, Meyerton, Kliprivier, DeDeur, Ratanda and Vaal Marina. The systematic sampling method was used, where each unit had a chance of being selected. The duty list was utilised to obtain the sample. Structured questionnaires were utilised to obtain the responses from the respondents. The results of the findings indicated that employees were not satisfied about the recruitment and selection procedure and need assessment is not done before employees are sent for training. Respondents indicated that training equipment is not sufficient to assist them to acquire more knowledge during the facilitation of the learning programme. The results also highlighted that post-training appraisal is not done after each learning programme, which is important to determine the need for re-training, if any. The study concludes and recommends that the SAPS should focus on ensuring that the skills development facilitators understand the primary role of skills development. Training practices should be in line with the training standards and requirements and should be systematic and transparent / M Development and Management--North-West University, Vaal Triangle Campus, 2015.

The purpose of this study is to explore the lived experiences of women who felt that they had to reject their femininity in favour of masculinity, and who later reclaimed their femininity. The epistemological framework of this study is social constructionism. This study involves in-depth interviews with three women who rejected their femininity and subsequently either reclaimed, or are in the process of reclaiming their femininity. The data was analysed using Hermeneutics. The participants' stories were recounted through the researcher's lens in the form of themes that characterised the rejection and the reclaiming of their femininity. A comparative analysis between the three participants was undertaken. The information gained could assist professionals in understanding the process involved in why some women reject and later reclaim their femininity. / Psychology / M.A. (Clinical Psychology)