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Background: Therapeutic training is considered as the beginning of therapists' professional development. Research exploring the experiences of therapeutic training, particularly the experiences of trainee counselling psychologists is scarce. Additionally, research exploring the experiences of therapists integrating a new model of therapy is also limited; this is a surprising fact given the growing development of the integration movement in the therapeutic world. Aims: The present study explores how trainee counselling psychologists, with a prior training in a 'core' therapeutic model, experience and make sense of their current training in counselling psychology. As a secondary aim, this study explores how these trainees experienced integrating a new model of therapy in their practice and the process of integration within the context of counselling psychology training. Participants: Six trainee counselling psychologists from three different training courses based in the UK, who had all been previously trained in a single school model (primarily person-centred) participated in the study. Method: The present study is an Interpretative Phenomenological Analysis (IPA) study. Data were collected through single, semi-structured, in-depth interviews during which participants were invited to reflect on their experiences of training. Findings: The five super-ordinate themes that were identified in the participants' narratives are: 'Desires, Expectations and Needs from counselling psychology training', 'The turbulence of counselling psychology training', 'The Questioning I', 'The Changing Self' and the 'Finding Peace'. Each of these themes described different components of these trainees' experience of counselling psychology training and reveal that it is a challenging experience on both an emotional and an intellectual level. Discussion: The identified findings of the present study deconstruct, illuminate and are illuminated by existing theoretical and empirical literature. These findings shed light on the cyclical process of professional development within the context of professional training in counselling psychology in the UK.

<p dir="ltr">Self-care, the intentional and active cultivation of health and wellbeing, has been found to support favorable outcomes across an array of life domains. In addition to preventing and managing disease, burnout, and vicarious traumatization, self-care can promote health and optimal wellbeing. In some occupations (e.g., nursing, psychology, social work), it is mandated as an ethical imperative to prevent impaired professional functioning and associated deleterious effects on clients, patients, and communities served. Yet even in these fields, graduate students report practicing insufficient self-care, which may contribute to decreased retention rates, student productivity, and student wellbeing. As a population with limited time and access to resources, graduate students may need additional external, institutional, and program support to be able to practice effective self-care. The COVID-19 pandemic exacerbated existing lifestyle imbalances present in graduate education and further elucidated the need for systemic self-care support. This study uses a systematized review with thematic analysis to compile studies investigating self-care in graduate student populations, with special attention to studies conducted during the COVID-19 pandemic. Themes that arose include benefits of self-care, individual factors predicting greater self-care use, challenges and barriers to self-care use, recommendations to support self-care in graduate students, and graduate student self-care during COVID-19. Implications and recommendations for programs and institutions are discussed.</p><p dir="ltr">To prevent burnout and impaired professional functioning, it is crucial that psychologists practice self-care. Despite its ethical importance, self-care is generally still considered an individual responsibility, and most doctoral trainees in psychology report practicing insufficient self-care. The intensive time and energy demands of doctoral education—combined with other competing responsibilities—may limit opportunities for adequate self-care, which poses negative implications for trainee wellbeing and professional functioning. This study uses qualitative methods to investigate factors in doctoral trainees’ social ecologies that they perceive support and impede their self-care, with the goal of shining light on factors that promote and impede self-care in an increasingly diverse population. Participants identified myriad risk and protective factors; supports and challenges; and coping strategies they perceived as detrimental and beneficial, with many factors identified as beneficial when present and detrimental when absent (or vice versa). The Phenomenological Variant of Ecological Systems theory (PVEST) was used as a framework to understand these results, which suggest that programs and institutions could do more to combat the harmful effects of white supremacy and toxic productivity on student self-care and wellbeing.</p>

Teachers have to cope with two main changes. Firstly, they have experienced global technological change and the introduction of new technologies into the education system. Secondly, they have to cope with a new generation of pupils (Generation Z). This thesis argues that these changes necessitate a change in the role of the teacher. This research examines how teachers react to these changes. The main research question is “How do teachers conceive their role when they teach Generation Z pupils in a technological learning environment?”. The research focuses on a case study of a school on the northern periphery of the State of Israel. The research focused on the teachers of the “computer notebook” classes. The school supplies every pupil and every teacher a standard personal laptop while the teachers have been integrating the technology and applications into their lessons for the last twenty years. The data was collected by means of questionnaires (20); personal interviews (24); observations (8); and an analysis of relevant documents. The research compares the category of the “traditional teacher” with that of the “technological teacher”. It finds that (a) teachers view the the two roles of traditional and technological teacher as distinct; (b) they recognise a wide variety of technological changes that influence the education system; and (c) they believe that the present pupil generation (Generation Z) requires a new approach to study in contrast with previous generations of pupils. The research shows that in response to the changes described above, the teachers have changed their perspective through the use of the new technologies and define their role in three dimensions (pedagogical, interpersonal, and technological) and indicate that there are 11 skills and abilities required for the technological teacher. However, the research also found that despite the extensive experience of the teachers in using the new technologies, there is no confidence in realising the full potential inherent in these tools. In particular, the opportunity for cooperative learning which is offered by online technologies is not always exploited efficiently. Moreover, the research found that the challenges and barriers in the application of the new pedagogy in the technological learning environment. The contribution of this research is both theoretical and practical. The theoretical contribution of the research is in the characterisation of the pedagogical, interpersonal and technological dimensions that constitute the role of the “technological teacher”. The practical contribution of the research is detailed in the series of recommendations made in relation to the development of schools and the training and continuing professional development of teachers.

Ce travail de recherche porte sur l’étude de la tension entre le discours institutionnel sur la professionnalisation de la sécurité privée en France et le processus d’exercice et d’apprentissage du métier par les agents de sécurité. Différents facteurs indiquent les enjeux du projet institutionnel de professionnalisation et des dispositifs de formation. Le chercheur met en évidence, à partir d’une approche qualitative et multidimensionnelle, les intentions institutionnelles et l’écart existant entre le discours et la réalité. Sur le terrain, les agents de sécurité vivent mal leur entrée dans la profession et la réalisation de leur métier. Pour remplir les objectifs du contrat, ils construisent une norme informelle d’acceptation des risques, inductrice du processus d’apprentissage. L’action ainsi développée permet aux agents de sécurité d’apprendre au fil de l’activité. L’évolution rapide des attentes institutionnelles en matière de sécurité transforme les opérationnels et les interroge dans un nouveau rapport à l’action. Les réponses apportées exigent une approche globale de prévention et de gestion des risques sur les sites et les territoires (pour la plupart en présence du public). Un nouveau concept de coproduction de sécurité publique et privée apparaît et le discours institutionnel change alors d’aspect, mais la réalité opérationnelle reste décalée. / This academic research task focuses on the tension between the institutional discourse on the professionalization of private security in France and on the learning and practice process of the profession by security agents. Different factors point to the issue of the institutional project of the professionalization and of the training systems. The researcher brings to light, with a qualitative and multidimentional approach, the institutional intentions and the gap between the displayed speech and reality. In the field, the security agents feel uncomfortable at the beginning of their profession, when they understand what their profession truly is. To fulfill the objectives of the contract, they build an informal standard risk of acceptance, the key-driver of the training process. The action thus developed allows the security agents to learn in the course of their activity. The swift evolution of institutional expectancies in security matters transforms the operators and calls them in a new relation to action. The answers given require a global approach to risk prevention and management on sites and territories (mostly with the public attending). A new concept of coproduction of private and public security is born and the institutional discourse then changes in appearance, but the operational reality remains ill-adjusted.

Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers are White and middle-class. The dispositions of teachers have important educational ramifications. Teachers' beliefs structure the classroom atmosphere, influence perceptions regarding the abilities of students, and impact how they teach and expect students to learn and behave. In order to foster an accepting and productive learning environment, teachers must have cultural awareness. To ensure that all learners receive a solid academic foundation, teachers must be able to instruct dissimilar students. Special educators have been trained to work with students with unique, special needs, but the reality of today's demographics - and special education classrooms in particular - mandate that they also have the cultural knowledge to effectively serve diverse students. Perceptions and attitudes of elementary special education teachers regarding their cultural awareness and beliefs need to be explored. This study examined the cultural awareness beliefs of elementary special educators working in urban school districts located in southeast Texas. The research also needs to ascertain whether ethnicity or length of service effected such teachers' cultural awareness beliefs. Using the Cultural Awareness Beliefs Inventory (CABI) instrument, the investigator gathered self-reported data from 54 participants. The reliability and validity of the instrument were determined to be sound by previous investigators. The CABI contains eight major components: Teacher Beliefs, School Climate, Culturally Responsive Classroom Management, Home and Community Support, Curriculum and Instruction, Cultural Sensitivity, Cultural Awareness, and Teacher Efficacy. Data were analyzed using percentage analysis and one-way analysis of variance. The findings include: 1) Participants had favorable perceptions towards the School Climate, Culturally Responsive Classroom Management, and Cultural Awareness variables; 2) Participants had unfavorable perceptions regarding Teacher Beliefs; 3) In contrast to some previous research, it did not appear that teaching experience impacted cultural beliefs; and 4) Importantly, it was discerned that teachers' ethnicities yielded statistically significant effects on their cultural awareness and beliefs regarding African American special education students.

Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.