The importance of supervision and the influence of this relationship on the process of supervision, is often underrated. In order for this process to be implementede success-fully knowledge of the different functions including the administrative- educational- and supportive functions is of the utmost importance. It is also becoming increasingly impor-tant that note should be taken of the impact that cultural differences has on supervisor-relationships, the supervisional process and the effectivity of rendering of service as so-cial service organisations increasingly consists of diverse staff members rendering service to a diverse clientelle. This descriptive study has as goal to describe the impact of cultural differences on the practice focussing on the function of supervision and the establishment of diverse organisations and problems arising in this connection. Carefull attention will be paid as to how respondents experience cultural differences in the working environment, their problems and their opinions of how to solve these problems effectively. Conclusions and recomendations were made, which focussed on problems arising as result of cultural differences. The compilation of tentative guidelines which could be usefull in establishing supervision services with greater cultural sensitivity were given. / Social Work / M.Diac (Maatskaplike Werk-Rigting)

Youth entrepreneurship is one of the solutions to reducing unemployment. The purpose of the study was to analyse youth entrepreneurship business performance in the Capricorn District Municipality in Limpopo Province. An entrepreneurship development model focusing on internal factors (entrepreneurial orientation) and external factors (supportive and cooperative environments), was adapted to establish whether they are related to youth business performance. The business environmental factors, such as business location, crime, and corruption were also tested as to whether they are related to youth business performance. The research used a census survey and primary data was obtained through questionnaires. The respondents for this study were 26 youth entrepreneurship business units in CDM, in the Limpopo Province of South Africa. Data were analysed using descriptive statistics. The findings reveal that youth businesses have shown negative performance in terms of the employment in the CDM, which results in employing fewer than five employees. / Business Management / M. Tech.

The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.

The theme of this dissertation is “Management of the regeneration of post-industrial areas”. The aim of the work is to identify support mechanisms for the redevelopment of post-industrial areas in the Czech Republic. Such support mechanisms were researched and analysed in those EU countries that have broad and varied experience with the regeneration of post-industrial areas. The most favourable case studies were selected from Germany, with a particular focus given to the districts around the city of Leipzig, and the United Kingdom, highlighting the city of Manchester. For these chosen examples, I have analysed the legislative, institutional, and financial tools of urban regeneration support. One chapter is dedicated to the analysis of the environmental assessment tools for buildings and urban communities as alternative approach to the support of municipal regeneration. Findings from all chapters are contrasted with the analysis of four typical examples of derivation of post-industrial areas in Czech cities, which were chosen as being typical of unsuccessful redevelopments. Based on these examples I have compiled recommendations gained from successful mechanisms for urban regeneration abroad which could be considered and put into practice here in the Czech Republic.

THE ABSTRACT This diploma thesis aims to analyse the use of music therapy techniques as means to reduce the manifestations of attention deficit disorders. Furthermore, it deals with the application of said supportive measures in the framework of bullying prevention and its pathological effects. It also focuses on ways music therapy can be instrumental in a pupil's personal and social growth. In the theoretical part, the Framework Educational Programme for Elementary Education is introduced as one of the key changes in primary education in the framework of curricular reform. The chapter also addresses the topic of inclusive education, supportive measures and key competencies. Later on, music therapy is the subject of interest. Its methods, specializations and possibilities of use are listed. The chapter Specific learning and behavioural disorders introduces specific disorders, concentrating in detail on dyslexia, mutism, ADHD and ADD. I point out the use of music therapy as a re-educational tool, as well. I lay out a range of music therapy games which are tried out in the research part of the thesis. The research part deals with the application of music therapy activities within school lessons. These activities are assorted into thematic units, each of them customised to cater to the needs of pupils with...

Au Canada, les Commissions d'Examen des Troubles Mentaux de chaque province ont la responsabilité de déterminer les conditions de prise en charge des personnes déclarées Non Criminellement Responsables pour cause de Troubles Mentaux (NCRTM) et de rendre, sur une base annuelle une des trois décisions suivantes: a) détention dans un hôpital, b) libération conditionnelle, ou c) libération absolue. Pour favoriser la réinsertion sociale, la libération conditionnelle peut être ordonnée avec la condition de vivre dans une ressource d’hébergement dans la communauté. Parmi les personnes vivant avec une maladie mentale, l’accès aux ressources d’hébergement a été associé à une plus grande stabilité résidentielle, une réduction de nombre et de la durée de séjours d'hospitalisation ainsi qu’une réduction des contacts avec le système judiciaire. Toutefois, l’accès aux ressources d’hébergement pour les personnes trouvées NCRTM est limité, en partie lié à la stigmatisation qui entoure cette population. Il existe peu d’études qui traitent du placement en ressources d’hébergement en psychiatrie légale. Pour répondre à cette question, cette thèse comporte trois volets qui seront présentés dans le cadre de deux manuscrits: 1) évaluer le rôle du placement en ressources d’hébergement sur la réhospitalisation et la récidive chez les personnes trouvées NCRTM; 2) décrire les trajectoires de disposition et de placement en ressources d’hébergement, et 3) mieux comprendre les facteurs associés à ces trajectoires. Les données de la province du Québec du Projet National de Trajectoires d’individus trouvés NCRTM ont été utilisées. Un total de 934 personnes trouvées NCRTM entre le 1er mai 2000 et le 30 avril 2005 compose cet échantillon. Dans le premier manuscrit, l’analyse de survie démontre que les individus placés dans un logement indépendant suite à une libération conditionnelle de la Commission d’Examen sont plus susceptibles de commettre une nouvelle infraction et d’être ré-hospitalisés que les personnes en ressources d’hébergement. Dans le deuxième article, l'analyse de données séquentielle a généré quatre modèles statistiquement stables de trajectoires de disposition et de placement résidentiel pour les 36 mois suivant un verdict de NCRTM: 1) libération conditionnelle dans une ressource d’hébergement (11%), 2) libération conditionnelle dans un logement autonome (32%), 3) détention (43%), et 4) libération absolue (14%). Une régression logistique multinomiale révèle que la probabilité d'un placement en ressource supervisée comparé au maintien en détention est significativement réduite pour les personnes traitées dans un hôpital spécialisé en psychiatrie légale, ainsi que pour ceux ayant commis un délit sévère. D'autre part, la probabilité d’être soumis à des dispositions moins restrictives (soit le logement indépendant et la libération absolue) est fortement associée à des facteurs cliniques tels qu’un nombre réduit d'hospitalisations psychiatriques antérieures, un diagnostic de trouble de l'humeur et une absence de diagnostic de trouble de la personnalité. Les résultats de ce projet doctoral soulignent la valeur protectrice des ressources en hébergement pour les personnes trouvées NCRTM, en plus d’apporter des arguments solides pour une gestion de risque chez les personnes trouvées NCRTM qui incorpore des éléments contextuels de prévention du risque, tel que l’accès à des ressources d’hébergement. / In Canada, Provincial and Territorial Review Boards are mandated to evaluate the risk and custody decisions about individuals found Not Criminally Responsible on Account of Mental Disorder (NCRMD) and render one of three dispositions: (a) custody, (b) conditional discharge, or (c) absolute discharge. To promote community reintegration, conditional discharge can be ordered with the condition to live in supportive housing. Among individuals living with a mental illness, supportive housing in the community has been associated with increased housing stability, reduced number and length of hospitalization and reduced involvement with the criminal justice system. However, NCRMD accused face great barriers to housing access as a result of the stigma associated with the forensic label. To date, there is little information regarding the housing placement for the forensic mentally ill individuals, such as those found NCRMD. In order to address the dearth of literature on supportive housing for the forensic population, the goal of the present thesis is threefold and addressed through two manuscripts: 1) to evaluate of the role of housing placement on rehospitalization and recidivism among individuals found NCRMD; 2) to describe the disposition and housing placement trajectories of individuals found NCRMD, and 3) to explore the factors that predict such trajectories. Data from the Québec sample of the National Trajectory Project of individuals found NCRMD were used. A total of 934 individuals found NCRMD between May 1st 2000 and April 30th 2005 comprise this sample. In the first paper, survival analyses showed that individuals placed in independent housing following conditional discharge from the Review Board were more likely to be convicted of a new offense and to be readmitted for psychiatric treatment compared with individuals residing in supportive housing. In the second paper, sequential data analysis resulted in four distinct trajectories: 1) conditional discharge in supportive housing (11%), 2) conditional discharge in independent housing (32%), 3) detention in hospital (43%) and 4) absolute discharge (14%). A multinomial logistic regression revealed that the likelihood of a placement in supportive housing compared to being detained significantly decreased for individuals treated in a forensic hospital, as well as those with an increased index offense severity. On the other hand, less restrictive disposition trajectories (i.e. independent housing and absolute discharge) were significantly influenced by clinical factors such as reduced number of prior psychiatric hospitalizations, a diagnosis of mood disorder and an absence of a comorbid personality disorder diagnosis. The findings from this study point to the protective value that supportive housing can have on the community outcomes of forensic patients, and provides solid arguments for the development of a management strategy that incorporates contextual factors such as supportive housing.

Includes bibliographical references: leaves 255-277 / Self-leadership has emerged as a leadership style that can be utilised to achieve successful performance for the individual and the organisation, prompting the question: What can be done to facilitate self-leadership within nurse educators in nursing education institutions? The purpose of this exploratory, descriptive sequential mixed-methods study was to understand the self-leadership within nurse educators in order to develop guidelines that could facilitate their self-leadership. The integrative literature review, qualitative and quantitative data were integrated and used to develop and validate guidelines that could facilitate self-leadership in nurse educators. Phase 1 (subphase 1) consisted of an integrative literature review that explored and described the concept of self-leadership in nurse educators. In Phase 1 (subphase 2), semi-structured focus group interviews were conducted with purposively selected nurse educators from three sampling units, namely a private nursing school, nursing college and university-based nursing departments in two of the nine provinces in South Africa to explore the nurse educators’ perception of their self-leadership, and how self-leadership could be facilitated in a nursing education institution. Phase 2 of the study entailed developing a structured questionnaire based on the findings of Phase 1. In Phase 2, quantitative data were collected from nurse educators appointed at the remaining nursing education institutions in the two provinces which were not selected for the qualitative phase of the study. This phase was aimed at determining and describing the nurse educators’ (n=265) perceptions on their self-leadership practices in a nursing education institution, using a selfadministered questionnaire. For the integrative literature review, the method of data analysis as outlined by Miles and Huberman was used (Whittemore & Knafl 2005:550– 552). The qualitative data were analysed according to Tesch’s protocol of data analysis. The themes that emerged were perceptions of self-leadership in nurse educators; engagement in self-leadership activities; motivational factors in self-leadership; and facilitation of self-leadership in nurse educators. The quantitative data were analysed using descriptive statistical methods (SPSS version 25). The participants gave their perceptions on 11 composite constructs. Nurse educators agreed the most on natural reward, intrinsic motivation, role modelling and shared leadership but agreed less with management support and positive self-talk. To establish rigour, the researcher utilised diverse empirical and theoretical sources as data sources, and applied strategies to ensure trustworthiness and performed validity and reliability tests. The findings of both Phase 1 and 2 were integrated to develop and validate guidelines to facilitate the self-leadership in nurse educators. Twelve guidelines were developed and were validated by field experts. The guidelines propose recommendations for nurse educators and the management of the nursing education institution, as well as other associated stakeholders such as SANC and government. / Health Studies / D. Litt. et Phil. (Health Studies)

Le présent mémoire explore l’enseignement en classe inversée, tel que rapporté par 25 enseignants de niveau collégial et universitaire au Québec en 2017-2018. L’étude décrite dans ce mémoire documente l’usage de la classe inversée, dans le but d’en favoriser l’usage par la communauté enseignante. Avec le développement rapide de ressources éducatives en ligne en 2020-2021, le contexte technopédagogique est favorable à un plus grand usage de la classe inversée à tous les niveaux de l’éducation. La classe inversée est étudiée comme piste d’amélioration de la réussite scolaire au postsecondaire, puisque la réussite scolaire est une problématique sociale d’actualité qui a des répercussions sur la société, les établissements et les individus. À l’aide d’approches pédagogiques recourant à l’apprentissage actif, les enseignants peuvent concevoir des activités motivantes et engageantes pour les étudiants ce qui a un effet positif sur la motivation. L’approche de la classe inversée, devenue très populaire au postsecondaire, exploite les avantages motivationnels connu de l’apprentissage actif sans sacrifier la capacité à transmettre beaucoup de contenus théoriques durant une session de cours. Le présent mémoire fait l’inventaire des pratiques technopédagogiques en classe inversée et comporte 3 angles d’analyse : l’adoption de la classe inversée, les pratiques d’enseignement et la gestion de classe. Nous avons recours à un modèle de développement professionnel afin de comprendre le contexte de la classe inversée, ses particularités et l’évolution des pratiques des répondants. Ces questions spécifiques sont répondues à l’aide d’une approche où l’on compare 25 différents cas d’usage de la classe inversée pour en faire émerger les convergences. Des entrevues semi-dirigées d’une heure et demie sont analysées à trois reprises pour répondre spécifiquement à ces trois questions, permettant une triangulation par l’analyse qui contribue à dresser un portrait compréhensif de la classe inversée. Premièrement les résultats démontrent que l’adoption de la classe inversée est faite par l’accumulation des pratiques d’enseignement qui la composent au fil du temps. D’un point de départ magistrocentré, on constate que cette accumulation débute plus souvent par l’adoption de nouveaux dispositifs technologiques, puis ensuite de nouvelles approches pédagogiques, plutôt que l’adoption des pédagogies actives, précédant les dispositifs technologiques (Figure 6 à Figure 8). Deuxièmement les résultats permettent d’observer que les pratiques d’enseignement de chaque phase de la séquence pédagogique sont régies par des logiques de conception pédagogique sous-jacentes propres à la classe inversée. La préparation et l’amorce d’un cours sont complémentaires et jouent le rôle de l’acquisition et de la consolidation-réactivation des acquis. Les activités sont davantage magistrocentré et médiatisés hors du cours. Les activités d’apprentissage actif et l’enseignement magistrocentré sont complémentaires en classe, cependant l’enseignement est davantage pédocentré et moins médiatisé hors de la classe. Finalement la conclusion des séances de classe permet généralement aux étudiants de recevoir une rétroaction (ANNEXE VIII). Troisièmement, les résultats indiquent que la gestion de classe en classe inversée se présente sous diverses formes mais favorise généralement le style interactionniste, avec quelques aspects plus interventionnistes ou plus non-interventionnistes (Figure 11). L’étude de la gestion de classe met en lumière les pratiques de contrôle comportemental des étudiants par l’évaluation en classe inversée, en plus de son rôle principal évaluatif et formatif (Figure 12). / This thesis explores the use of flipped classroom teaching, as reported by 25 college and university teachers in Quebec in 2017-2018. The study described in this thesis documents the use of the flipped classroom, with the aim of promoting its use by the teaching community. With the rapid development of online educational resources in 2020-2021, the technopedagogical context is favorable to greater use of the flipped classroom at all levels of education. The flipped classroom is being studied as an avenue for improving post-secondary academic success, since academic success is a topical social issue that has repercussions on society, institutions and individuals. Using active learning pedagogical approaches, teachers can design motivating and engaging activities for students which has a positive effect on motivation. The flipped classroom approach, which has become very popular in post-secondary education, harnesses the known motivational benefits of active learning without sacrificing the ability to convey a lot of theoretical content during a class session. This thesis takes stock of technopedagogical practices in the flipped classroom and includes 3 angles of analysis: its adoption, teaching practices and classroom management. We use a professional development framework to understand the context of the flipped classroom, its peculiarities and the evolution of respondent practices. These specific questions are answered using an approach where we compare 25 different use cases to bring out the convergences. One-and-a-half-hour semi-structured interviews are analyzed three times to specifically answer these three questions, allowing analytical triangulation that helps paint a comprehensive portrait of the flipped classroom. Firstly, the results show that the adoption of the flipped classroom is made by the accumulation of teaching practices that compose it over time. From a teacher-centered point of origin, this accumulation begins more often with the adoption of new technology, then new pedagogical approaches, rather than the adoption of active learning preceding the use of technologies (Figure 6 to Figure 8). Secondly, the results allow us to observe that the teaching practices of each phase of the teaching sequence are governed by underlying teaching design logics specific to the flipped classroom. The preparation and primer of a course are complementary and enable acquisition and consolidationreactivation of acquired knowledge. The activities are more lecture-oriented outside the course. Active learning activities and formal teaching are complementary in the classroom, however teaching is more student-centric in the classroom. Classes concludes generally with feedback (APPENDIX VIII). Thirdly and lastly, the results on classroom management states a variety of approaches but generally favors the interactionist style, with some more interventionist or non-interventionist aspects (Figure 11). Exploring classroom management sheds light on student behavioral control practices through assessments, in addition to its primary evaluative and formative role (Figure 12).

No description available.

In this thesis, I explore the impact and effectiveness of clinical supervision provided by external clinical supervisors, on workers from a variety of practice backgrounds in a residential rehabilitation centre, in the AOD sector. This thesis uses the framework of social work supervision, as defined by Kadushin (1985; 2002), with the administrative, educative and supportive elements. The research focuses closely on the latter two elements. For this purpose, I employ qualitative research methods, via a triangulation of methods, being guided by Participatory Action Research (PAR) and then conducting semi-structured interviews and focus groups as well as acting as a participant observer, to gather the data. The data was analysed using grounded theory. This research was based upon a clinical supervision project that was fully funded and provided free clinical supervision by external supervisors, providing both individual and group supervision, for a period of 10 months. There were a total of 16 respondents with varied roles and training backgrounds as well as an additional six supervisors, interviewed throughout different stages of the project. The various roles undertaken by me throughout the research process provided essential viewpoints on supervision, as well as the place of boundaries and need for support. The power of such a large scale intervention is discussed and ultimately highlights and identifies the particular benefits of supervision in this research arena. This thesis places clinical supervision in the context of workforce development in the Alcohol and Other Drug (AOD) sector. Thus, while this research elucidates a number of benefits and the factors involved with this experience, the clear separation of other modalities such as training, mentoring and Critical Incident debriefing are seen as integral additional avenues of support and professional development. This research concludes also with what the difficulties and hindrances were for people to continue with regular ongoing clinical supervision, and warrants the argument for interminable supervision in this setting. This research points to an overall paucity of literature on efficacy studies, especially in the AOD context in Australia. This research significantly adds to this dearth and examines the factors unique to the AOD sector in Australia, as well as what factors make for effective supervision. The particular impact of external supervisors and group supervision are explored, which underwrites the forwarded concept of a customised supervision for this setting. By making explicit in this research what the efficacy is on those new to supervision, it provides greater clarity for future studies. A number of recommendations are proposed as result of this research. New definitions of the supportive function of supervision and of clinical supervision are forwarded, as is a new look at the evolving history of social work supervision. This thesis highlights the impact of external supervisors and the unique contribution they offer.