Implications For Training Research Articles

Training Needs for School Staff Supporting Students Returning to School After a Psychiatric Hospitalization

AbstractSupporting students returning to school after a mental health crisis often involves more training than many school staff members receive. With the increase in youth mental health diagnoses, there has also been an increase in the number of youth requiring psychiatric emergency department visits and hospitalizations. As such, this study employed a basic qualitative design to gather the perspectives of school staff who support students’ mental health about their experiences and training needs related to supporting youth returning to school after psychiatric hospitalization. Semi-structured interviews were conducted with 10 school mental health professionals or administrators. Thematic analysis was used to analyze the data. Three themes were identified: (1) most participants received minimal formal training in graduate school on hospital-to-school transition, (2) most participants learned about hospital-to-school transition on the job, and (3) participants made recommendations and identified specific training needs. Implications for training are discussed including a need for variety (e.g., some practitioners need basic training while others need more advanced training) and different format preferences (in-person may be preferred but online asynchronous is more convenient).

Pre-service geography teachers’ conceptual understanding of contours on maps: implications for teacher training in cartography

ABSTRACT Developing young people’s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers’ understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

The use of investigation management documents in rape and serious sexual offence cases

Purpose In the context of rising reports of rape, set against falling convictions, it has been argued that rape has been de facto decriminalised in England and Wales. This paper aims to explore how police and prosecutors investigating rape and serious sexual offences (RASSO) use and perceive investigation management documents (IMDs), and how high-quality IMDs may lead to better justice outcomes. IMDs must be started by police at the beginning of an investigation and should document: what an officer is/is not doing and why; what the reasonable lines of enquiry are and their outcomes; and what has translated to evidence and supports charge, disclosure or unused material. The document is shared with the crown prosecution service at the point a charging decision is sought. Design/methodology/approach Semi-structured interviews were conducted with 32 police officers and five crown prosecutors across five areas in Year 2 of Operation Soteria Bluestone, a project that aimed to improve how police investigate rape. These interviews were analysed using the qualitative method of thematic analysis. Findings Three main themes were identified relating to timeliness, understanding, and quality of IMDs. It was found that IMDs are not always started at the beginning of RASSO investigations or even at all. Officers also lacked understanding around the purpose of IMDs, often seeing them as duplications of other case files. Finally, prosecutors and police concurred that the quality of IMDs are generally poor and lacking in critical reflection. Originality/value To the best of the author’s knowledge, this is the first academic paper to consider the use of IMDs by police and prosecutors in RASSO investigations. As such, it is both a unique contribution to the field and also provides a platform for future research. Understanding how police officers can produce the highest quality IMDs, in a timely fashion, is of paramount importance given the wider societal context of increasing reports of rape alongside low charge rates. Implications for training are considered.

Engineering ergonomic risk assessment of karate choku zuki straight punch

This study utilizes the Rapid Upper Limb Assessment (RULA) technique to evaluate suggested improvements aimed at enhancing the safety and efficacy of the Choku Zuki (Straight Punch), a high-risk karate exercise. The primary objective is to identify and address potential musculoskeletal issues associated with this technique. Given the prevalence of musculoskeletal injuries in sports, particularly in activities with high intensity like karate, the need for reliable ergonomic risk assessment tools such as RULA is paramount. By applying RULA to analyze the ergonomic aspects of the Choku Zuki punch, this study provides crucial insights into potential areas of concern. It identifies specific postures and movements that may predispose practitioners to injury, allowing for the development of targeted interventions to mitigate risks and enhance safety. Furthermore, this research underscores the importance of integrating ergonomic considerations into sports training regimens to optimize performance and minimize injury risks. Beyond its implications for karate training, the study emphasizes the broader significance of ergonomic assessments in sports science and engineering. It showcases how engineering methodologies can be leveraged to improve the safety, efficiency, and overall performance of sporting activities, fostering collaboration between sports scientists, engineers, athletes, coaches, and healthcare professionals to advance sports performance and safety standards.lities.

Trial by fire: The qualitative essence of interns’ baptism into medical responsibility

BACKGROUND: The transition from medical student to intern represents a challenging period of professional and personal development. This study aimed to explore junior doctors’ experiences navigating this critical passage. MATERIALS AND METHODS: An exploratory qualitative study was conducted on a junior intern doctor working in a tertiary care hospital, in Gujarat. About 40 junior doctors participated in semi-structured interviews reflecting on their internship transition. Data were analyzed using thematic analysis. RESULTS: Perceived deficits in preparedness for clinical work and emotional readiness were a major theme. Interns felt underprepared in skills like clinical reasoning and procedures. The abrupt onset of patient care responsibility provoked anxiety and eroded confidence. Difficulty adapting to workplace culture and hierarchies was another challenge. Long work hours, unfamiliar team dynamics, and new professional relationships were demanding. The intensity of workload and patient care duties provoked overwhelming stress, fatigue, and burnout risk during the junior doctor transition. Peer support and mentoring facilitated adaptation. Enhanced undergraduate training in practical skills and professional competencies was advised to improve preparedness. CONCLUSION: Junior doctors face major challenges to their well-being, confidence, and competence as they transition into clinical practice. Support structures to ease this demanding passage of professional development are needed. Medical schools must strengthen curricula to address preparedness gaps. Improved onboarding and supervised orientation may also benefit new interns. Facilitating an optimal student-to-doctor transition has important implications for physician training, satisfaction, and retention.

The Role of Safety in Change-Promoting Therapeutic Relationships: An Integrative Relational Approach.

The significance of the psychotherapeutic relationship in promoting psychotherapeutic change is widely recognized. In this paper, we contribute to the relational orientation of psychotherapy through a transtheoretical exploration of safety. We aimed to identify and integrate those relational and change-promoting principles and aspects of safety that are school-independent. We conducted an overview and synthesis of the clinical-theoretical and empirical literature that we believe has significantly addressed the role of safety in regulating change-promoting therapeutic relationships. The relational and change-promoting aspects of safety form a dynamic system involving the therapist, the client, and the relationship. These interact, influence each other, and perform multiple homeostatic functions: they allow to resist change, assimilate small changes that do not disrupt the client's way of functioning, regulate major changes that disrupt and alter the client's way of functioning, and regulate adjustments in the way the therapist and client work together. From an integrative-relational perspective, a safe therapist is a precondition for co-creating a safe environment. This establishes trust and fosters an affective bond that provides additional sources of safety for the therapeutic relationship and the client. To promote change, however, the relational aspects of safety need to be fine-tuned (calibrated and personalized) for each therapy in terms of intensity, duration, timing, scope, and sources, accommodating developmental, individual, and situational differences. Crucially, the safety of the therapist, the client, and the relationship must be neither perfect, steady, or static, but rather safe enough, adaptive, and dynamic, leaving space not only for self-discovery and self-awareness but also for the co-regulation of tolerable frustrations, disappointments, and insecurities that facilitate the client's resilience and adaptation. Focusing on school-independent, safety-based relational principles and understanding how they evolve and adapt over time and across circumstances can make a significant contribution to the current relational orientation in psychotherapy. This has important implications for psychotherapy practice, training, and research.

Robotic Surgery for Gynecologic Cancer: Optimism or Controversy in Surgical Oncology?

Robotic Surgery has made possible to remove cancerous organs and tissues in gynecologic cancer patients with less invasive methods. Gynecologist have observed that these minimally invasive surgeries often result in fewer complications and a faster recovery time. As robotic technology continues to develop, the potential advantages of robotic surgery in gynecologic oncology are becoming increasingly evident. Robotic Surgery offers greater precision and control during complex procedures, which can lead to improved patient outcomes and fewer complications. Robotic surgery can often outcome in smaller hospital halts and a rapid return to normal activities. Consequently, more and more GOs are adopting Robotic Surgery to provide their patients with the most advanced and effective treatment options available. Robotic Surgery is now a viable option compared to traditional open surgery. Since its extensive use, negligibly aggressive surgery has become a suitable choice not only for those with severe obesity, but also for women with gynecologic cancers, where traditional open surgery is often associated with significant complications. This review investigates the rationale behind Robotic Surgery, evaluates early results, analyzes its cost-effectiveness and implications for surgical training, and explores innovative applications of robotic-surgical procedure in the treatment of gynecologic cancer.

The Therapeutic Relationship in Videoconferencing Psychotherapy: A Qualitative Study of Therapists' Experiences.

The growth of videoconferencing psychotherapy (VP) requires a closer conceptualization of the therapeutic relationship in VP. Therefore, we investigated the therapeutic relationship in VP from the clinicians' perspective. We conducted three focus groups with 27 Italian VP professional psychotherapists of different theoretical orientations, focusing on their experience of the therapeutic relationship in VP. Data analysis was conducted through inductive thematic analysis. The following themes emerged: (a) construction and management of the online setting (regarding the complexity of the therapeutic boundaries in VP and the efforts to manage this); (b) meaning construction of the request for help and the therapeutic process (regarding how patients and therapist represent the meaning of the therapeutic space and work in VP); (c) patient and therapist involvement in the online relationship (addressing the depth of the therapeutic relationship in VP in terms of intimacy, openness/closure, distance/closeness, and involvement); (d) new elements of the therapeutic relationship introduced by VP (regarding the source and nature of information about the patient and the effects of the technical environment on the relationship); (e) nonverbal aspects and corporeality in VP (dealing with how different aspects of para- and extralinguistic communication may impact the therapeutic relationship in VP); (f) differences in the quality of the emotional and relational level of VP (regarding the emotional attitudes and reactions of patients and therapists and the overall quality of the therapeutic relationship); (g) treatment satisfaction and drop-out (regarding ease of leaving the session, patient satisfaction, and dificulties in terminating therapy); and (h) personal characteristics of patient and therapist that influence VP (regarding the impact of patients personality and therapists training/approach on the progress of VP). Results suggest that the therapeutic relationship in VP has specific features that distinguish it from face-to-face psychotherapy. Implications for practice, training, and research are discussed.

Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET

This study aims to present implications for sustainable education and training of the agricultural workforce. It introduces the case of a smart farm learning factory as an educational facility at Korea Polytechnics. Learning factory refers to the practical experience gained using the knowledge acquired in engineering education to solve problems in the actual work field. For this study, we analyzed the smart farm case of Hongseong Campus of Korea Polytechnics, a government-funded vocational education institution in Korea. The research questions are as follows. First, what is the purpose of establishing a smart farm education and training facility? Secondly, what is the performance of the facility? Thirdly, what are the implications of the Korean smart farm for sustainable TEVT? As a result of analyzing the case, the purpose of establishing the facility was to improve the practical capabilities of convergence technologies used in machinery, automation, industrial facilities, and electrical departments. Additionally, the performance has been found to serve as the foundation for project-based learning subjects that incorporate convergence education, and companies have been able to reduce training costs and contribute to sales profits by using this facility to train employees. Finally, the implication of sustainable TVET through smart farm cases is that it has provided a way to enhance the effectiveness of teaching and learning guidance at agricultural sites, create educational resources that can utilize advanced agricultural technologies for sustainable development, and actively cooperate and collaborate with educational institutions, governments, and local companies.

Training outcomes of a social determinants of mental health‐focused fieldwork course

AbstractWe conducted a concurrent nested mixed‐methods exploration of counselor trainee outcomes of a social determinants of mental health (SDMH)‐focused fieldwork course. Seven trainees completed a pre‐/post‐course SDMH competence scale and nine weekly journal entries. Results of a paired samples t‐test and deductive content analysis suggest increased SDMH competence and efforts to learn about and address clients’ SDMH challenges throughout the semester. Implications for counselor training conclude.

English as a Lingua Franca in Short-term Study Abroad Contexts and Implications for Pre-departure Training

Short-term study abroad (STSA) programmes can provide English language learners important exposure to linguistic diversity and variability associated with English as a lingua franca (ELF). Emphasising the importance of ELF in these programmes highlights how students can navigate and benefit from linguistically diverse environments. This paper examines connections between the reported social interaction patterns of 18 Japanese university students during STSA and ELF perspectives using a qualitative analysis of their reflective writing from before departure, upon return, and nine months post-STSA. The research showed how multilingual encounters can shape students’ ELF perspectives. Supplementary survey data revealed further insight into the character and frequency of STSA social interactions, including ELF use with other international students on linguistically diverse programmes. The findings are used to in the development of suggestions for pre-departure STSA training to prepare students for communication in multilingual settings.

미래 예비교사의 AI 리터러시와 교수 효능감 발달을 위한 교육청 캠프 운영 사례 연구

Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting interviews. Finally, we fostered interaction among the participants during the learning process through Naver Band, and observed the outputs and learning process through activities such as creating teaching and learning content using AI and digital tools. Results: We found high satisfaction levels, and significant positive effects on students' perception of AI, AI literacy, and teaching efficacy. Clearly, the camp courses helped participating students develop AI literacy, enhance teaching efficacy, and build their competencies as future teachers. Conclusions: The "AI and Digital Competency Education Practicum for Future Teachers" conducted in the Winter/Summer School can enhance participants' AI literacy, teaching efficacy, and overall learning satisfaction. This has important educational implications for future teacher training.

Understanding EMI and CLIL: Literature review

Exploring educational contexts, this literature review examines the distinctions between English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL). While both instructional styles aim to enhance language proficiency alongside subject knowledge, they also exhibit distinct pedagogical approaches, objectives, and implementation strategies. The main emphasis of English-Medium Instruction is on delivering material, with a secondary focus on developing language skills. Content and Language Integrated Learning effectively combines subject and language goals, ensuring thorough integration of both aspects. This review meticulously analyses recent studies to provide a comprehensive understanding of the nuanced differences and similarities between EMI and CLIL. Employing a systematic approach, various academic databases, such as Scopus, Web of Science, ERIC, Google Scholar, and JSTOR were exhaustively searched using targeted search terms to identify pertinent research published from 2010 to 2024. The findings illuminate various aspects of each approach, offer valuable insights for educators, policymakers, and researchers, and highlight the implications for teacher training and institutional support. It emphasizes the importance of a profound understanding of these instructional differences to make well-informed decisions tailored to specific educational settings and goals. Such knowledge is crucial for contributing to the evolving discourse on bilingual and multilingual education strategies and enhancing educational outcomes in diverse learning environments.

Effects of Implementing Trauma-Informed Training at Child Protection Professionals

Trauma-informed training is essential for child protection professionals as their support and help to children, young people, and families is a significant factor in overcoming many problems and challenges, including various traumas, from early childhood to adulthood. This article aims to overview the current situation in the implementation of trauma-informed training, analyze studies regarding the effects of the implementation of this training in child protection, and provide evidence-based recommendations that indicate the need to further improve the competencies of child protection professionals for work with children, youth and families with trauma experience. The purpose of this article is to indicate the importance of implementing a trauma-informed approach in working with children and young people who have experienced some trauma, as well as significant challenges, limitations, and possible directions for improving the implementation of trauma-informed training in this area in order to provide them with more adequate and better quality support. The article is based on the analysis of existing scientific literature, and the method of work used is content analysis. The article begins by conceptualizing the trauma-informed approach, advantages, and limitations in implementing this approach in the child protection system. After that, a presentation and analysis of data on trauma-informed training and previous studies findings on the effects of this training on child protection professionals is given. This review showed a lack of more detailed and comprehensive studies on the effects of trauma-informed training in child protection, a lack of studies that deal in more detail with factors, gaps, and challenges in the implementation of this training, and a lack of data of training methods and techniques used for trauma-informed approach transferring to professionals, as well as monitoring. The implications for trauma-informed training for child protection professionals and the gaps to be covered in future studies are discussed.

The moderating role of emotional self-efficacy and gender in teacher empathy and inclusive education

The role of teacher empathy is recognized as a key factor in improving teacher–student interaction, motivation and academic performance. Despite the importance of teacher empathy, its role in promoting inclusive education is still largely unknown. High levels of empathy are not necessarily associated with greater ability to implement inclusive education, as they can lead to excessive emotional engagement and stress, which negatively affect teachers' abilities. Therefore, the present study explored whether the relationship between high empathy and perceived ability to implement inclusive education could be moderated by other variables, such as emotional self-efficacy and gender. A large sample of Italian support teachers (N = 739; Mage = 37.7; females = 86.9%) was recruited for this study. We found that higher levels of empathy were related to higher levels of self-efficacy in inclusive education, especially when levels of emotional self-efficacy were higher. This relationship was only found for female teachers. The results contribute to knowledge about the role of teachers' empathy for inclusion as well as the moderating role of the ability to regulate negative emotions. The study has implications for pre-service teacher education and in-service teacher training.

Examining the applicability of virtual battle space for stress management training in military personnel-A validation study.

Military personnel are often exposed to high levels of both physical and psychological challenges in their work environment and therefore it is important to be trained on how to handle stressful situations. The primary aim of this study was to examine whether military-specific virtual battle space (VBS) scenarios could elicit a physiological and subjective stress response in healthy military personnel, as compared to that of a virtual reality height exposure (VR-HE) stress task that has shown to reliably increase stress levels. Twenty participants engaged in two VBS scenarios and the VR-HE during separate sessions, while measurements of heart rate (HR), heart rate variability (HRV), respiration rate, and subjective stress levels were collected. Contrary to our initial expectations, analysis revealed that neither of the VBS scenarios induced a significant stress response, as indicated by stable HR, HRV, and low subjective stress levels. However, the VR-HE task did elicit a significant physiological stress response, evidenced by increased HR and HRV changes, aligning with previous research findings. Moreover, no discernible alterations were detected in cognitive performance subsequent to these stressors. These results suggest that the current VBS scenarios, despite their potential, may not be effective for stress-related training activities within military settings. The absence of a significant stress response in the VBS conditions points to the need for more immersive and engaging scenarios. By integrating interactive and demanding elements, as well as physical feedback systems and real-time communication, VBS training might better mimic real-world stressors and improve stress resilience in military personnel. The findings of this study have broader implications for stress research and training, suggesting the need for scenario design improvements in virtual training environments to effectively induce stress and improve stress management across various high-stress professions.

Emergency contraception access in Fijian community pharmacies: A descriptive study

ObjectiveTo assess pharmacists’ knowledge regarding emergency contraceptive pills (ECPs), their attitudes towards women obtaining ECPs, and ECP counselling and dispensing practices. MethodsAn online cross-sectional survey using Qualtrics was distributed via pharmacy emails and networks to recruit registered pharmacists working in community-based pharmacies. ResultsThere were 22 valid respondents, predominantly female pharmacists (68%), with an average of 7.5 years of registration. All pharmacists knew the correct time frame after unprotected sex for ECPs to be effective, and 73% knew how ECPs worked, but only 50% knew that there were no contraindications. Most pharmacists (86%) knew that ECPs should be available to all women and girls, but only 59% thought that a married woman should not have to get permission from her husband to buy ECPs. Information or education for clients on the correct use of ECPs was mainly provided by pharmacists (59%), mostly through verbal communication (96%). Only 5% of pharmacists had used the emergency contraception methods wheels. ConclusionsThere were gaps in pharmacists’ knowledge regarding ECPs. Biases, judgemental attitudes, and suboptimal practices existed. Implications for public healthTargeted education and training for pharmacists is needed to improve access to ECPs in Fiji.

A comparative analysis of teachers’ attitudes towards including all students in six countries

ABSTRACT This study aims to explore differences across Greece, the UK, the USA, Malaysia, Romania, and Turkey in terms of their attitudes towards inclusive education and validate the three-model structure for attitudes towards inclusion across the above six countries. All special education teachers were administered the ATTAS-mm scale. They were employed in mainstream schools or parallel support and/or resource classes in six countries. The identified differences were interpreted regarding the effect of years of teaching experience, educational work level of teachers, and the highest degree completed across the different participating countries. Two-step cluster analysis suggested a two-cluster solution for Greece, the USA and the UK, and a three-cluster solution for Malaysia and Turkey. Finally, years of teaching experience, educational work level, and the highest degree completed had a significant effect on teachers’ attitudes towards inclusion in all countries. Results are discussed for their implications in teachers training.

Predicting treatment success and failure using routine outcome data: The role of therapist effects in dynamic predictive modelling

AbstractBackgroundThe goal of this research was to identify how early in psychotherapy a reliable prediction regarding the probability of premature termination, treatment failure or treatment success can be made, and which variables are most predictive. This research breaks new ground by including data on each clinician's historical outcomes (therapist effects) to explore to what degree predictions and decision rules might differ with therapist effectiveness.Materials & MethodsData was drawn from a large online database of clients regularly completing self‐report outcome questionnaires. The sample included clinicians (n = 1020) treating clients (n = 68,690) with an intake score in the clinical range during a treatment episode of between 2 and 10 sessions. Variables available at the first session and later sessions were tested for predictive validity for status at subsequent sessions using general linear regression models and logistic regression models.ResultsThe results suggest that therapy outcomes can be predicted as early as the second session with a good degree of accuracy, 65%. The analyses revealed that predictions made as early as the second session remain valid even for clients taking up to 10 sessions to complete treatment. Adding therapist effects to the predictive model provides a much more nuanced understanding of the results. By session two, therapists in the top quartile demonstrate effect sizes comparable to the effect sizes of bottom quartile therapists at session ten.ConclusionThe probability of client success, failure or early termination varies significantly depending on the clinician. Implications for training and supervision are discussed.

Work Happiness of PhD Graduates Across Different Employment Sectors

AbstractGiven a lack of knowledge about the work happiness of PhD graduates across a range of jobs, we explored which employment sectors graduates were entering, their work happiness and what factors influenced their happiness. We surveyed PhD graduates from two US and one New Zealand university. Analysis of 120 graduate responses revealed that nearly 60% were employed in higher education, mostly in precarious positions. Eighteen percent were employed in government and 18% in the private sector (for-profit), with the remainder in private sector (not-for-profit) and teaching. Approximately 82% were happy with their work, with no significant difference between those inside or outside academia. Qualitative analysis revealed the main factors influencing work happiness were having fulfilling work, a good and supportive work environment, work security, a match between the work, their skillset and career expectation, and a desirable location. The study identifies implications for doctoral training and employers of PhD graduates.