Initial Professional Training Research Articles

Testing fidelity to a new psychological intervention for family members of substance misusers during implementation in Italy

Providing treatment and help to family members of people with alcohol and drug problems is a new approach. In the UK, a new intervention—the ‘5‐Step Method’— has been developed, which has shown positive results in reducing family members' symptoms and improving their coping. This method has been utilized in Italy, also with positive results. This paper analyses 52 treatment reports compiled by the treating professionals, to examine how well the method has been introduced into the Italian sociocultural context. Information about the intervention from these treatment reports was grouped into categories by independent judges. These categories were analysed using univariate statistics, followed by multivariate dynamic analysis using STATIS, a multidimensional statistical methodology capable of analysing the temporal phenomenon (over the five sessions) in question. This methodology examined the resulting 3‐way matrix: cases, variables, and time. The analysis shows that the training was effective: the trained personnel did deliver the five steps and did do in each step what was suggested in the manual. It also suggests that some overall strategies, such as giving family members a plan and proposing up to five sessions with the family member are very helpful interventions. Suggestions for improving both the intervention, and for incorporating instruction in this method as part of initial professional training, are made.

A Model of Effective Fieldwork Supervision for Trainee Educational Psychologists

This study seeks to provide current survey data from qualified psychologists about effective supervision, in view of increased fieldwork supervision demands, due to restructured initial professional training. A model of effective fieldwork supervision emerges in which a well‐managed and communicative partnership between trainee psychologist and supervisor is formed, in the context of the psychological service, its partners and clients. The authors anticipate that this may support the supervision needs of qualified colleagues, and speculate upon what additional provisions might be relevant in Years 2 and 3 when trainee psychologists will have a dual role as university students and practitioners within services.

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development. In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes. Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory. Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people. Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society. Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.

Envisaging a new education studies major: what are the core educational knowledges to be addressed in pre‐service teacher education?

Reviewing and rethinking the ‘knowledge base’ for teacher education has become a particularly critical issue in recent times, given profound social and cultural shifts and changes and the emergence of new epistemological, political and technological conditions and contexts. This paper takes up the question of what are the key conceptual and contextual knowledges that student teachers arguably need to encounter and engage in their initial professional education and training. It does so by firstly reviewing the changing kinds and orders of knowledge, education and society in and for the twenty‐first century, and then by outlining a specific initiative in this regard: a reworked, reconceptualized Education Studies Major in the pre‐service teacher education program at Deakin University. The challenge the paper takes up is how to help prospective teachers to think differently about knowledge, so that they can better use such understanding to sustain and develop themselves as active, informed, reflexive professional practitioners.

From the doctor's workshop to the iron cage? Evolving modes of physician control in US health systems

As national health systems pursue the common goals of containing expenditure growth and improving quality, many have sought to replace autonomous modes (systems) of physician control that rely on initial professional training and subsequent peer review. A common approach has involved extending bureaucratic modes of physician control that employ techniques such as hierarchical coordination and salaried positions. This paper applies concepts from studies of professional work to frame an empirical analysis of emergent bureaucratic modes of physician control in US hospital-based systems. Conceptually, we draw from recent studies to update Scott's (Health Services Res. 17(3) (1982) 213) typology to specify three bureaucratic modes of physician control: heteronomous, conjoint, and custodial. Empirically, we use case study evidence from eight US hospital-based systems to illustrate the heterogeneity of bureaucratic modes of physician control that span each of the ideal types. The findings indicate that some influential analysts perpetuate a caricature of bureaucratic organization which underplays its capacity to provide multiple modes of physician control that maintain professional autonomy over the content of work, and present opportunities for aligning practice with social goals.

DECP Day Conference: Developing the quality of supervision in educational psychology practice 5 December 2002Summary of Conference Proceedings1. Models of supervisory practice and accessible dialogue2. Supervision for educational psychologists: What do we want and need?3. Breathing psychological life into supervision4. Three-year programmes on initial professional training in educational psychology: Implications for supervision and CPD in educational psychology services5. Developing supervision

DECP Day Conference: Developing the quality of supervision in educational psychology practice 5 December 2002Summary of Conference Proceedings1. Models of supervisory practice and accessible dialogue2. Supervision for educational psychologists: What do we want and need?3. Breathing psychological life into supervision4. Three-year programmes on initial professional training in educational psychology: Implications for supervision and CPD in educational psychology services5. Developing supervision

CPD LinkIntroduction and editorial commentsInduction of EPs: Whose purpose does it serve?Holistic CPD: As a way of EPS life. Creating a vibrant and coherent learning organisationThree year programmes of initial professional training in Educational Psychology: Implications for supervision and CPD in Educational Psychology Services

CPD LinkIntroduction and editorial commentsInduction of EPs: Whose purpose does it serve?Holistic CPD: As a way of EPS life. Creating a vibrant and coherent learning organisationThree year programmes of initial professional training in Educational Psychology: Implications for supervision and CPD in Educational Psychology Services

What Makes a Competent Psychologist?

In developing European standards for the psychological profession, two main approaches to the definition of professional competence have been proposed. One focuses on the roles and functions psychologists should be able to perform (output model), the other on the educational curricula that should be followed in order to become a psychologist (input model). This article starts with a discussion of both approaches, which leads to the conclusion that neither of them offers a sufficient base for setting adequate professional standards. Next a comprehensive model of occupational competence is presented which comprises both input and output factors. It is indicated how this model can be utilized in defining competence profiles for the psychological specialties, as well as in developing and maintaining competence. Issues covered include: student selection, academic curriculum design, initial professional training, continued professional training, institutional and individual accreditation, and quality assurance.

Flexible formats of clinical supervision: Description, evaluation and implementation

Clinical supervision is central to initial professional training and to continuing professional development, taking up a significant proportion of mental health professionals' time. However, the methods used in supervision appear to be dominated by the 1:1 format. This is problematic, given the growing demand for more supervision within the professions, and the drive for enhanced efficiency in the NHS. To contribute to a solution, the present paper provides a summary of the major options for more flexible and efficient supervision formats. These options were developed and evaluated through a national survey of training courses ( N =13) and a regional action research project. The project involved over 100 clinical psychology supervisees, supervisors, service managers and course tutors in open meetings and individual interviews, and gathered data on the use of and attitudes towards flexible supervision formats. The results suggested that 1:1 supervision was most frequently practised, but that group, coand m...

Research commissions in the initial professional training of educational psychologists: Examining the case for urban pedagogy

This paper reports a study of what characterises urban pedagogy and outlines a small-scale research contribution towards a better definition of the concept as it is currently being debated in one LEA. Also considered is a strategy for equipping educational psychologists in training with the research skills required to adopt more agentive roles in organisations. As part of an initial professional training programme, live research commissions were undertaken linked to an LEA development plan. This particular commission included the interviewing and direct observation of 13 teachers working with pupils at key stages 2–4 in inner city schools, who had been identified as exceptionally skilled by LEA advisers. Findings indicate some of the teachers’ priorities, including maintaining control, working at a brisk pace and sustaining pupil engagement. These features are related to the belief systems and models of pedagogy held by the teachers and were deconstructed to three main elements: the importance of academic achievement to urban children, a focus on the whole child in the educative process, and a passionate desire to break the cycle of social deprivation. Implications are discussed in relation to LEA policy-making, the initial training of educational psychologists and ways of enhancing the future role of educational psychology services.

Flexible formats of clinical supervision: Description, evaluation and implementation

Clinical supervision is central to initial professional training and to continuing professional development, taking up a significant proportion of mental health professionals' time. However, the methods used in supervision appear to be dominated by the 1:1 format. This is problematic, given the growing demand for more supervision within the professions, and the drive for enhanced efficiency in the NHS. To contribute to a solution, the present paper provides a summary of the major options for more flexible and efficient supervision formats. These options were developed and evaluated through a national survey of training courses ( N =13) and a regional action research project. The project involved over 100 clinical psychology supervisees, supervisors, service managers and course tutors in open meetings and individual interviews, and gathered data on the use of and attitudes towards flexible supervision formats. The results suggested that 1:1 supervision was most frequently practised, but that group, coand mixed supervision formats were also used and were perceived favourably. It is concluded that flexible formats of supervision are practised amongst UK clinical psychologists to a significant extent, similar to that of other mental health professionals in the US. However, more widespread implementation of these formats would necessitate considerable investment in supervisor training and support, especially in group supervision formats.

Professional preparation and development for health promotion: a review of literature

To enhance knowledge of the issues involved in the education and training of health professionals in health promotion, a focused but broad-based literature review took place. More than 70 studies of relevance were selected from the literature on human resource development and education, as well as pro fessional preparation and development in health promotion. Studies reviewed covered current trends in initial professional education and training, con tinuing professional development, validation and accreditation, and evalu ation. In none of these fields was there a significant literature based on systematic evaluation, but weaknesses in current practice were identified. A number of specific recommendations relating to the education and training of health professionals can be indentified. These include: the importance of conceptual development and the capacity to reflect critically on practice; the value of efforts to bridge theory and practice through greater use of work- based systems of professional development; and the need to specify more clearly the health promotion role of health and education professionals so as to facilitate the development of appropriate methods of initial and continuing educaiton and training.

Library schools and information technology: A European overview

This paper summarizes the findings of a recent study, funded by the Commission of the European Communities, of the ways in which the training institutions for initial professional library training in the countries of the European Community (EC) have incorporated information technology into their curricula. Four stages of development are identified: 1. initial experiments; 2. introductory IT units added to the course; 3. permeation of IT into the whole course; and 4. new IT-oriented courses being developed. The countries of the EC vary greatly in stage of development, with the southern nations generally less advanced and the northern nations more. The U.K. is most advanced (stage 3, tending towards 4), whereas Italy is the least advanced, still in stage 1. It is suggested that library schools should cooperate more, both within and between countries, and that student and faculty exchanges should be used to facilitate technology transfer to the less advanced nations within the Community. The idea of a new European Library School to serve the entire EC is not supported.

How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management

Summary Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too much time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning the...

The Politics of Local Environmental Management

Environmental management on the part of local government is now being accorded a high priority in certain parts of Australia. To date, for example, approximately 25 local councils in Victoria – either singly or jointly – have been involved in the development of Local Conservation Strategies (LCSs), most with some financial assistance from the Government of Victoria's Office of the Environment. The majority of these LCSs relate to urban rather than rural settings. There have been differences of approach depending upon such parameters as the initial professional training of the main officers concerned, the council's level of political commitment to the idea, and the socio-economic make-up of the local community.