Wrestling with Values: The Values Integration Process Beyond the Training Years

A national survey of “Bibliotherapy Practices in Counseling” was conducted in 2008. This project was partially supported by an Association of Creativity in Counseling Research Award. Little research exists regarding preparation of professional counselors and their specific use of bibliotherapy interventions. Invitations and survey requests were sent to a random sample of current members of the American Counseling Association. Respondent data indicated counselors do use bibliotherapy in their practice; however, this is largely limited to using informational, workbook, and self-help materials. An analysis of counselors' theoretical orientations, client populations, and practice settings is presented. Implications for counselors and counselor-educators and recommendations for future research are offered.

Inclusion is often stated as a key dimension of community music (CM). This is of interest in CM research and practice as well as in broader contexts of music education; finding ways of increasing access through and in music participation are imperative. Inclusion, however, is understood in contrasting ways and is often constructed from an adult’s perspective. While practitioner values and actions for achieving and maintaining inclusive spaces have been investigated, less is known about (a) approaches of CM teams with practitioners who have additional support needs (ASN) and (b) how participation may be constructed by children with and without ASN. To investigate this, an exploratory qualitative study investigated a six-week CM programme. Workshops were delivered for seven children aged 10-12, (three with ASN) by two CM practitioners (one of whom wears hearing aids). Interviews were undertaken with practitioners and a child-led focus group was held after the programme. Data were analysed with thematic analysis, resulting in identification of three practitioner themes: multiple ways in which outlines the potential for children to contribute through different artistic disciplines; special communication, which describes the crucial aspect of maintaining a close working relationship in the delivery team and the importance they placed on recognising and building on golden nuggets which were moments of creative flow in the group. Themes from the children: expressing yourself and building a band explored emotional release that group music making provided and social gains and strong group identification the children perceived in creating a “band” together. Capturing these influential views offers insight into (a) how practitioners’ multimodal communications provided distinct options for participation and (b) the potential of investigating children’s musical identities as providing an effective lens for understanding inclusion.

Identification of a common language describing paediatric physiotherapy practice for children with additional support needs, to support communication with those outside the physiotherapy profession

ObjectivesThis study aimed to explore adolescents’ and professionals’ incentives and experiences of metabolic and bariatric surgery (MBS) and to explore perceived needs and requirements for preoperative and postoperative support through...

The PGP program is an important initiative in improving the quality of education in East Lombok. However, to ensure the success of this program, an effective academic supervision approach is needed, especially one that is oriented towards a coaching mindset. The PKM aims to provide coaching-oriented academic supervision training to teacher leaders in East Lombok. By doing so, it is expected that the teachers will be able to improve their skills in leading and managing the learning process effectively. Training methods include workshop sessions, interactive discussions, case studies, and practical simulations. The training was conducted face-to-face using the coaching mindset as the main foundation. The results of the training showed significant improvement in the understanding and skills of the lead teachers in implementing academic supervision using the coaching approach. The participants were able to identify strengths and areas of development in the learning process, and were able to provide constructive and growth-oriented feedback. In conclusion, coaching-oriented academic supervision training in the PGP program in East Lombok is an important step towards improving the competence of teacher leaders and in turn, the quality of education in the area.

The purpose of this study is 1) to know effect of academic supervision on the professional competencies of elementary school teacher, 2) to know the effect of classroom action research training on the professional competencies of elementary school teachers, 3) to know effect of academic supervision and classrooom action research training on the professional competencies of elementary school teacher. The subject of this study werw all elementary school teachers in all subdistrict of Undaan Kudus regency. This study uses a quantitative contribution method with regression analysis techniques. Respondents were selected using a purposive sampling technique. Data collection research using questionaire. The validity of data uses construct validity bay way of experiential juggment. Data analysis was perfomed using regression analysis techniques in the form of simple and multiple regression. The results of study showed that academic supervision had an effect on techer professional competence of 32,0 %. Whereas classroom action research training has an effect on teacher professional competence of 39,1%. Academic supervision and classroom action research training together have an effect on teacher professional competence of 46,6%.

The purpose of this study is to analyze the Influence of Academic Supervision, Education and Training and Human Resource Management on the Performance of Madrasah Aliyah Negeri Teachers in Sinjai Regency. The population in this study is all teachers of Madrasah Aliyah Negeri Sinjai Regency with a total of 114 samples (saturated samples) The analysis model used in this study is quantitative descriptive and the questionnaire results data were obtained through the SPSS (Statistical Package for the Social Sciences) Version 27 application. The results of the study show that these three variables have a positive and statistically significant effect on teacher performance. Academic supervision that is carried out effectively has been proven to be able to improve the quality of the learning process through guidance, evaluation, and continuous mentoring or follow-up. Education and training illustrate that relevant and continuous training activities are able to make a real contribution to improving teachers' pedagogic and professional competence, broadening insights into learning innovations, and forming adaptive attitudes to curriculum changes and technological developments. Meanwhile, good human resource management, shows that through the recruitment system, the management of educators effectively starts from teacher obedience planning, career development, as well as the provision of motivation and rewards that, are able to create a productive work environment so as to motivate teachers to perform optimally and are quality-oriented. Overall, this study concludes that academic supervision, education and training, and human resource management in general contribute significantly to improving teacher performance. These findings provide important implications for education management, especially in the development of policies that support improving the quality of educators.

Previous community music research indicates a diverse field with many forms of practice. Understanding the views of community music practitioners about their approaches offers an important way to understand their professional identities and strategies they employ. A qualitative study interviewed five community music practitioners from the same company to investigate their approaches. Two had 30 years of experience and were training three practitioners in workshop leading; one trainee (Joseph) has additional support needs (ASN). Two lay researchers with ASN contributed to thematic analysis. Two themes were identified:pedagogical identitiesaccentuated personalization and enacting inclusivity as key dimensions of being a workshop leader;interpersonal processesdemonstrated the crucial nature of individualized communication, humour and building relationships. Although Joseph’s interview shared these themes, he also identified confidence, adaptability and creativity as key qualities for himself to develop and expressed a strong personal identification with participants’ development of self-efficacy. While interviewees had varied musical backgrounds and skills, common principles may offer a basis for the translatable beneficial impacts of community music across the highly diverse facilitators and settings that characterize this field. Appreciating pedagogical contributions of practitioners with ASN can help in envisaging new identities and ways of being creative and inclusive in community music practice.

"This article presents the most relevant results found in the “Licenciatura” graduation research project for the BA in Teaching English offered by the University of Costa Rica, Campus Occidente. The work, entitled “Strengths and Weaknesses in Teaching English Literature in Experimental Bilingual High Schools of the Western Educational Region of Costa Rica: A Study from the Teachers’ Perspectives”, w as conducted in 2012 and 2013. 36 EFL teachers participated. This paper presents results on the strengths and weaknesses of teachers’ academic and professional training in light of the implementation of the English literature syl labus of the Costa Rican Ministry of Public Education (known by the acronym MEP in Spanish). Qualitative and quantitative methodologies were used. Interviews were conducted with participants and English advisors and an online survey was also used. Results show that most EFL teachers do not feel trained to deal with the English literature syllabus because teaching literature is not their major, but the MEP has assumed that mastering the language is sufficient for an English teacher to teach literature. Most teachers reject this presupposition as they think that the MEP ’ S English literature syllabus focuses on literary content rather than using literature to teach and learn English. Teachers assert that there is a discrepancy between their academic training an d what the MEP expects them to do."

This research was conducted with the aim to; (1) examine and analyze the influence of Madrasah head leadership, academic supervision, and functional training on the performance of Madrasah Aliyah teachers (2) examine and analyze the influence of Madrasah head leadership on the performance of Madrasa Aliyah teachers (3) examine and analyze the effect of Madrasah head supervision on the performance of Mardasar Aliyah teachers (4) examine and analyze the effect of functional training on the performance of Madrasah Aliyah teachers in kabupaten Barru, and This research uses primary data and secondary data, primary data through a survey on Madrasah Aliyah in kabupaten Barru which was conducted from September to November 2020 with a population of 273 teachers from 12 Madrasah Aliyah. Determination of the sample using the slovin formula, which is 12 Madrasah Aliyah and 162 respondents were selected. Secondary data includes document data in Madrasah resulting from teacher performance assessments conducted by the head of Madrasah each year. The data analysis used is descriptive to explain and describe the research data, while the quantitative data analysis uses Multiple Linear Regression analysis tool with SPSS program. The results of this research, there are value (R2/r-square) of 0.976. Means that 97.6 percent of the independent variables are madrasah principal leadership, academic supervision, and functional training simultaneously affect the dependent variable on the performance of madrasah aliyah teachers and the rest is about 2.4% affect the other variables that are not included in this research. And variably, the leadership of the madrasah principal has a positive and significant effect on the performance of madrasah aliyah teachers in Barru by 96.9 percent, while the other 13.1 percent can be explained by other factors not examined in this research, and academic supervision has an effect positive and significant impact on teacher performance at madrasah aliyah in Barru. by 89.1 percent, while the other 10.9 percent can be explained by other factors, as well as, functional training has a significant effect on the performance of madrasah aliyah teachers in Barru by 72.1 percent, while the other 27.9 percent can be explained by other factors, and subsequently the leadership of the head of the state madrasah aliyah, and the implementation of academic supervision and functional training is better than private madrasah aliyah in Barru.

This study aims to evaluate the academic supervision program of the principal of a public elementary school in Rejang Lebong Regency, Indonesia. This research is an evaluation study of the CIPP model with a qualitative approach. The subjects of this study were principals and teachers of public elementary schools in Rejang Lebong Regency. Techniques for data collection include observation, interviews, and documentation, as well as data reduction, data presentation, and verification. The outcomes of the study reveal that, first, the setting of the principal's academic supervision program does not meet the criteria. There are still numerous flaws, such as the principal's lack of understanding of the notion of academic supervision, which has prevented them from properly developing program planning. Second, the input of the academic supervision program has not fully supported the program, there are still many shortcomings such as no stakeholder support, and not being able to find the right strategy both in planning and in program implementation. Third, the process of the academic supervision program has not been following the plan, such as the program implementation steps. Fourth, the product of the academic supervision program has not shown an increase in teacher performance. However, both teachers and principals want the principal's academic supervision program to continue by correcting all its shortcomings and weaknesses. The conclusion of the academic supervision program of the principal of the public elementary school in Rejang Lebong Regency as a whole has not been fulfilled but is continuing with improvements, both in terms of context, input, process, and product aspects. For this reason, in this study, the author offers a model of academic supervision training based on KKS and KKG through mentoring.

The significance of niacin in embryonic development has clinical implications in the counseling of pregnant women and may be used to inform nutrition recommendations. This study, therefore, aims to review the associations between maternal periconceptional niacin intake and congenital anomalies. A systematic search of Ovid MEDLINE, ClinicalTrials.gov, AMED, CENTRAL, Emcare, EMBASE, Maternity & Infant Care and Google Scholar was conducted between inception and 30 September 2020. Medical subject heading terms included "nicotinic acids" and related metabolites, "congenital anomalies" and specific types of congenital anomalies. Included studies reported the association between maternal niacin intake and congenital anomalies in their offspring and reported the measure of association. Studies involved solely the women with co-morbidities, animal, in vitro and qualitative studies were excluded. The risk of bias of included studies was assessed using the Newcastle-Ottawa Scale (NOS). A random effects-restricted maximum likelihood model was used to obtain summary estimates, and multivariable meta-regression model was used to adjust study-level covariates. Of 21,908 retrieved citations, 14 case-control studies including 35,743 women met the inclusion criteria. Ten studies were conducted in the U.S, three in Netherlands and one in South Africa. The meta-analysis showed that expectant mothers with an insufficient niacin intake were significantly more likely to have babies with congenital abnormalities (odds ratio 1.13, 95% confidence interval 1.02-1.24) compared to mothers with adequate niacin intake. A similar association between niacin deficiency and congenital anomalies was observed (OR 1.15, 95% CI 1.03-1.26) when sensitivity analysis was conducted by quality of the included studies. Meta-regression showed neither statistically significant impact of study size (p = 0.859) nor time of niacin assessment (p = 0.127). The overall quality of evidence used is high-thirteen studies achieved a rating of six or seven stars out of a possible nine based on the NOS. Inadequate maternal niacin intake is associated with an increased risk of congenital anomalies in the offspring. These findings may have implications in dietary counseling and use of niacin supplementation during pregnancy.

In Turkey, the first aiders are few in quantity and yet they are required in many settings, such as earthquakes. It was thought that training first year university students in first aid and basic life support (FA-BLS) techniques would serve to increase the number of first aiders. It was also thought that another problem, the lack of first aid trainers, might be addressed by training medical students to perform this function. A project aimed at training first year university students in FA-BLS was conducted at Hacettepe University. In the first phase, medical student first aid trainers (MeSFAT) were trained in FA-BLS training techniques by academic trainers and in the second phase, first year university students were trained in FA-BLS techniques by these peer trainers under the academic trainers' supervision. The purpose of this study was to assess the participants' evaluation of this project and to propose a new program to increase the number of first aiders in the country. In total, 31 medical students were certified as MeSFATs and 12 of these trained 40 first year university students in FA-BLS. Various questionnaires were applied to the participants to determine their evaluation of the training program. Most of the participants and the authors considered the program to be successful and effective. This method may be used to increase the number of first aid trainers and first aiders in the community.

The purpose of this research is to describe the development of teacher professionalism as a result of the principal's academic supervision activities. The research methodology employed is a qualitative method with a qualitative descriptive approach. Observation, interviews, and documentation studies were used as data gathering methods. Also, a qualitative analysis was performed while the activities of data reduction, data presentation, and conclusion-making were in progress. The findings of this investigation suggest that school principals as supervisors have attempted to develop the potential and competence of teachers through teacher certification program activities which are attended by most teachers. The coaching program carried out by school principals for teachers consists of academic supervision activities, training (education and training), workshops, work meetings, PKG (teacher performance assessment), PKB (continuous professional assessment), technical guidance, and seminars. The outcomes of the teacher academic supervision activities carried out by the school principal show that the teacher development program activities through academic supervision activities have been progressing well. The problem preventing the principal's academic supervision from being put into effect is the learning method which is still teacher-centered so that it is monotonous and students become passive. The principal's strategy for achieving effective academic supervision is to conduct class observations and assign assignments to the teacher so that the teacher's academic abilities can be seen.

ObjectiveMajor changes in the design and delivery of clinical academic training in the United Kingdom have occurred yet there has been little exploration of the perceptions of integrated clinic academic trainees or educators. We obtained the views of a range of key stakeholders involved in clinical academic training in the East Midlands.DesignA qualitative study with inductive iterative thematic content analysis of findings from trainee surveys and facilitated focus groups.SettingThe East Midlands School of Clinical Academic Training.ParticipantsIntegrated Clinical Academic Trainees, clinical and academic educators involved in clinical academic training.Main outcome measuresThe experience, opinions and beliefs of key stakeholders about barriers and enablers in the delivery of clinical academic training.ResultsWe identified key themes many shared by both trainees and educators. These highlighted issues in the systems and process of the integrated academic pathways, career pathways, supervision and support, the assessment process and the balance between clinical and academic training.ConclusionsOur findings help inform the future development of integrated academic training programmes.