Lack Of Professional Training Research Articles

Unravelling the stylistic nuances: a comparative multidimensional analysis of amateur and professional translations of Legends of the Condor Heroes

Style research has always been an important field in corpus-based translation studies. However, the stylistic differences between amateur and professional translations of epic Chinese martial arts fiction have received limited attention in the existing literature. This study addresses this gap by examining the stylistic differences in amateur and professional translations of the novel Legends of the Condor Heroes, a representative work of this genre gaining popularity through fan-translation websites. Employing Biber’s multidimensional analysis, this study investigates fictional speech and narration in both amateur and professional translations. The findings reveal that amateur translations exhibit less variation between speech and narration, characterized by lower levels of involvement in dialog and reduced informational density in narrative passages. Moreover, amateur translations tend to employ more abstract language across both speech and narration compared to their professional counterparts. These stylistic disparities may influence readers’ comprehension and engagement with the text, potentially affecting their access to critical narrative elements. The study posits that the lack of professional training and experience, as well as the collaborative and open-source nature of amateur translation communities, may contribute to these observed differences in amateur translations. This research contributes to translation studies by examining stylistic differences between amateur and professional translations of Chinese martial arts fiction, potentially informing future studies on reader engagement and the reception of translated Chinese literature. The findings also highlight the importance of considering the impact of amateur translation practices on the dissemination and reception of popular genres in cross-cultural contexts.

A pilot study of early childhood teachers’ views on teaching a structured physical education curriculum: challenges and recommendations

ABSTRACT Background Early childhood physical education (ECPE) is crucial for children’s development and lifelong learning. Children need developmentally appropriate, structured, and systematic opportunities in physical education (PE) to acquire fundamental physical skills, attitudes, values, and knowledge. The curriculum is the starting point for ensuring the educational success of all children. ECPE with a structured curriculum significantly influences children’s development and future quality of life, as a high-quality ECPE curriculum brings them physical, cognitive, academic, and affective developmental benefits. Teachers determine the quality of education through curriculum implementation and effective learning. Teachers’ attitudes and views are important factors for improving the quality of education. Much of the research has suggested requirements for early childhood teachers (ECTs) in implementing the curriculum. However, few studies have been conducted based on ECTs’ views regarding the implementation of a structured ECPE curriculum. Therefore, it is necessary to learn more about ECTs’ views on curriculum implementation. Purpose The pilot study analysed challenges ECTs face and their recommendations regarding a structured PE curriculum, the ‘Know It, Do It, Love It’ (KDL) curriculum implemented in a Chinese preschool, to assess how well it worked so that adaptations can be made for future large-scale use. Methodology This was a qualitative interpretivist study. The interpretivist research paradigm was used to better understand and interpret ECTs’ views based on their beliefs, values, and experiences. Six early childhood teachers in China participated in individual semi-structured interviews, and the data were analysed inductively via individual-case and cross-case analyses using the open code method. Findings The results revealed that the participants were extremely concerned about insufficient equipment, overloaded schedules, and a lack of professional training. Occasionally, inadequate equipment negatively affected children’s safety and interest in learning. The consistent heavy workload presented a significant challenge in implementing the curriculum. Participants were concerned that they did not have a professional background in PE, which resulted in reduced confidence in teaching the curriculum. Findings suggested that the structured PE curriculum should have activities suitable for indoor environments, develop specific lesson plans with detailed instructions, and secure parental support via a summary of empirical data on the benefits resulting from the curriculum. ECTs should have professional development opportunities to obtain PE knowledge and skills and maximise their willingness to improve their abilities to teach a structured PE curriculum. PE teachers should be provided with professional development in teaching language and improve their safety awareness.

Place du pédopsychiatre auprès de l’enfant négligé

Neglect is the most common form of child abuse. It can also have the most serious impact on a child's development, with an increased and accompanying risk of the emergence of psychiatric disorders from adolescence to adulthood. Child neglect is under-recognized today, due to a lack of training for professionals, the orientation of child psychiatry, and difficulties in understanding what this vague concept refers to. After proposing definitions of neglect, its characteristics, and its effects, we present the possible actions of the child psychiatrist in the ecosystem of the neglected child. Neglect is neither a legal nor a medical term. It is, however, used by doctors and social workers, with a loose definition as the absence of appropriate care for a child's development. Neglect is multifactorial. The French consensus approach to the basic needs of the child has highlighted a meta-need for security, emphasizing attachment and the particular qualities of the caregiver. In light of this report, we understand that affective or emotional neglect is the most problematic form of neglect. The effects of neglect are early, depending on the child's age. They can manifest as developmental delays, sleep disorders, tonus disorders in infants, intellectual disorders, and various internalized and externalized disorders in adolescence. Mortality and morbidity are increased in cases of neglect, and developmental sequelae have been described. Neglect has a greater impact on development than physical abuse. The child psychiatrist can take three types of action to treat the neglected child. Firstly, he or she must identify neglect and alert the appropriate instances so as to protect the child. Identification involves being aware of indicators of neglect and a particular clinical pattern that varies according to age, requiring the exploration of the different lines of development. Three clinical patterns seem to be linked to extreme neglect: anaclitic depression, post-traumatic stress disorder, particularly complex developmental trauma, and attachment disorders. When faced with symptoms suggestive of neglect, the child psychiatrist should try to rule out a sensory or neurodevelopmental cause, sometimes seeking the advice of a specialist. He or she will observe the child's behavior alone and with his or her parents, as well as parent-child relationships, and will consider the child outside the family microsystem in an ecosystemic approach. The child psychiatrist can use available standardized tools that explore the various dimensions of neglect. This multi-consultation assessment should not delay the child psychiatrist's initial actions, given the narrow developmental windows. In particular, the child psychiatrist may be required to report the child's situation to the administrative and judicial authorities. The care provided to the neglected child will then take place within the child's own ecosystem. Interventions must be early, participative and in partnership with social services, educators, and staff at the placement site. Care will seek to compensate for the negative developmental effects of neglect, in order to correct the child's developmental trajectory. It must take into account the child's psychopathology. Psychotherapy, the framework of which will need to be adapted, will help the child to assume ownership of his or her history. Child psychiatrists can also take part in innovative initiatives to help children at risk, such as mobile teams. The final action to be developed by the trained child psychiatrist is preventative. It is important that child psychiatrists be informed and trained to deal with neglect and its effects. Today's neglected children will be tomorrow's adults with the most psychiatric disorders.

Exploring Headteachers' Struggles in Overseeing Kindergarten Education at Basic Schools: An In-Depth Study in Awutu Senya East Municipality

This study explored the the challenges facing headteachers in managing kindergarten schools in the Awutu Senya East Municipality. Using a descriptive survey design, a structured questionnaire was administered to 76 headteachers who were selected through census technique. A five-point Likert scale questionnaire was used to collect data from the respondents. Descriptive statistics (mean and standard deviation) were used to analyse the data obtained. The data highlighted several challenges facing headteachers in managing kindergarten level of basic schools, and these included large class size, inadequate teaching and learning resources, inadequate support from PTA and SMC, lack of professional training in supervision and management for headteachers, lack of co-operation among members of staff among others. It, therefore, recommended that the the Ministry of Education should ensure timely release of capitation grants to support the provision of the needed school resources and upgrade of teaching personnel. Also, there should be a liaison with corporate organisations who as part of the corporate social responsibility can attend to some pertinent needs of the school as identified in the various encountered challenges by headteachers.

The challenges of distance learning in Italy: new inequalities and implications for inclusive education

ABSTRACT The lack of professional training, information and communication technology infrastructure, and digital assets meant that the provision of public education in Italy was profoundly challenged by the shift to distance learning prompted by lockdowns and school closures due to COVID-19. The substitution of in-presence attendance with virtual classes affected schools’ capacity to effectively provide instructional time and imposed high participation barriers on students. The subsequent loss of learning time was disproportionate for Italian students, penalising socioeconomically-disadvantaged students, who lacked resources to access distance learning, with greater educational losses. The education sector’s response to the first pandemic wave generated winners and losers, thus deepening educational inequalities and jeopardising the inclusiveness of public schooling. This study explores the effect of the public education’s response to the pandemic on instructional time, singling out group-specific losses linked to distance learning and infrastructural deficiencies, and its implications for educational losses.

Attitudes and experiences related to the deaths of COVID-19 patients among nursing staff: A qualitative evidence synthesis.

To identify and synthesize the experiences and attitudes of nursing staff regarding the deaths of COVID-19 patients. A qualitative evidence synthesis was carried out, using Noblit and Hare's meta-ethnographic approach. The review protocol was listed in PROSPERO (CRD42022330928). Studies published from January 2020 to January 2022 that met the criteria were searched in PubMed, Web of Science, Scopus, CINAHL, CUIDEN and PsycInfo. A total of 12 articles were included. Thirty-three metaphors emerged, which were grouped into three main themes: Determining factors of care, Feelings about death and Strategies for coping with death. Nurses reported the high emotional toll, the absence of family and the lack of staff, protocol and training as determining factors. Furthermore, staff had doubts about the quality of care that COVID-19 patients received. As coping strategies, nurses developed avoidance behaviours towards COVID-19 patients, selective memories, resilience, and/or leaving the profession. The difficulty in providing adequate nursing care and the high number of deaths has increased anxiety and stress among nurses. These factors, alongside their lived experiences of seeing patients suffering, many dying alone without family members, have had psychological repercussions on nursing staff. The results demonstrate a high emotional toll and doubts surrounding their caregiving role caused by the lack of professional training needed to face a pandemic. This research shows what has been learned for future pandemics and highlights basic components that could provide a foundation for coping interventions for healthcare professionals. WHAT PROBLEM DID THE STUDY ADDRESS?: The challenges posed by COVID-19 patient deaths for nursing staff around the world and also by the pandemic circumstances in which those deaths occurred. WHAT WERE THE MAIN FINDINGS?: The high number of deceased patients who were isolated from family members, communication with family members and doubts surrounding care given during the pandemic have created feelings of fear, stress and anxiety, as well as obsessive thoughts that have changed nursing staff's perception of death due to COVID-19. WHERE AND ON WHOM WILL THE RESEARCH HAVE AN IMPACT?: Results will be useful for preparing for future pandemics, and for policymakers and health staff in supporting healthcare professionals by creating programmes to help them cope with the emotional toll they have felt after dealing with death in such unprecedented circumstances. The authors have adhered to the PRISMA guidelines and the eMERGe Reporting Guidance. No patient or public contribution.

Talking about sexuality in a total institution: A clinical ethnography

ObjectivesTalking about sexuality in a health care total institution is not an easy task insofar as it contributes to the disclosing of the subjective and cultural postures of professionals, in contexts still marked by the absence or lack of professional training on this subject. Talking about sexuality can also endanger or challenge the institution. MethodThis paper presents a secondary analysis of what is presented as a form of “clinical ethnography”. The materials used in this study were collected in 1996–1997, in the context of a crisis situation caused by the revelation of illicit sexual relations between a head special educator and a young woman labelled as mentally handicapped, in a care institution. In the course of a psychosociological intervention carried out in response to a request from the management of the institution, professionals from different categories were able to express themselves on these “events” and to address, more generally, issues related to sexuality in the institution. The sessions, moderated by the author of the study and a psychoanalytic research assistant, were recorded and transcribed for subsequent feedback to participants. ResultsThe thematic content analysis of the transcripts of the sessions allowed for a better understanding of the psychosocial obstacles to communication about sexuality, the subjective difficulties related to speaking out, the phenomena of denial of sexuality, as well as the representations of sexuality in institutional situations. DiscussionThe documents discussed here invite reflection on the complexity of collecting information and stories about sexuality in institutional settings. They explore communication processes and, in particular, the difficulties of communicating about sexuality and sexual abuse in institutions in the health and social sector. ConclusionThis study suggests ways in which clinical support can be provided to teams affected by and confronted with traumatic events and the personal and professional difficulties that may arise from such situations.

Parler de sexualité dans une institution totale : une ethnographie clinique

ObjectivesTalking about sexuality in a health care institution is not an easy task insofar as it contributes to the disclosing of the subjective and cultural postures of professionals, in contexts still marked by the absence or lack of professional training on this subject. Talking about sexuality can also endanger or challenge the institution. MethodThis paper presents a secondary analysis of what is presented as a form of “clinical ethnography.” The materials used in this study were collected in 1996-1997, in the context of a crisis situation caused by the revelation of illicit sexual relations between a head special educator and a young woman labelled as mentally handicapped, in a care institution. In the course of a psychosociological intervention carried out in response to a request from the management of the institution, professionals from different categories were able to express themselves on these “events” and to address, more generally, issues related to sexuality in the institution. The sessions, moderated by the author of the study and a psychoanalytic research assistant, were recorded and transcribed for subsequent feedback to participants. ResultsThe thematic content analysis of the transcripts of the sessions allowed for a better understanding of the psychosocial obstacles to communication about sexuality, the subjective difficulties related to speaking out, the phenomena of denial of sexuality, as well as the representations of sexuality in institutional situations. DiscussionThe documents discussed here invite reflection on the complexity of collecting information and stories about sexuality in institutional settings. They explore communication processes and, in particular, the difficulties of communicating about sexuality and sexual abuse in institutions in the health and social sector. ConclusionThis study suggests ways in which clinical support can be provided to teams affected by and confronted with traumatic events and the personal and professional difficulties that may arise from such situations.

Challenges Facing Teachers in the Provision of Career Guidance Services to Secondary School Students in Magu District, Tanzania

The study sought to examine the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, Tanzania. The study was guided by Social Cognitive Career Theory (SCCT) which was developed by Lent, Brown, and Hackett in 1994. The study employed a convergent parallel research design under a mixed research approach which helped in data collection and analysis. The sample size was 152 participants; simple random sampling was used to select secondary school teachers and form four students. While purposive sampling was used to select public secondary school leavers in 2020 and heads of secondary schools. Quantitative data were collected through questionnaires and analysed using descriptive statistics with the helper of Statistical Package for Social Science (SPSS) version 21 and presented in table, frequency, and percentages. Qualitative data were collected through interviews and analysed thematically. The study revealed that lack of professional training on career guidance, lack of cooperation among the students and teachers, shortage of time in school as well as a shortage of career guidance materials are the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, the study recommends that public secondary school administrator should provide time for career guidance services in their schools. Moreover, public secondary school teachers should cooperate with their students with the aim of ensuring the effective provision of career guidance services in schools

Role of Activity Professionals in Applying APIE Model to Enhance Residents’ Activity and Engagement in Long-Term Care Settings

Residents’ activity is a strong contributor to the quality of life in long-term care facilities. Hence, activity professionals have an essential role to play in enhancing residents’ activity engagement. Professional practice model for activity professionals includes Assessment, Planning, Implementation, and Evaluation (APIE model). Although activity professionals have made advances in demonstrating their value, few studies have focused on the APIE model for activity professionals in long-term care facilities. A survey was conducted to help understand the role of activity professionals in using APIE in long-term care. Questionnaires were completed by 195 activity professionals working as activity directors and activity staff in long-term care settings. The major factors studied were job background, certification, and the performance of activity professionals using the APIE model. Findings showed that 11.8% of the activity professionals had a high school education, 12.3% had no certification, and 9.2% of them had unrelated certifications. When examining the APIE model, we found that activity professionals used person-centered approaches when they assessed residents` needs and wants, planned and implemented the activities, but lacked evaluation when measuring the outcomes; 79.5% of the participants were not tracking the number of minutes residents spent on activities; and 72.8% of the respondents did not measure the impact of resident engagement on clinical outcomes such as falls, depression, cognition, and medication use. Lack of professional training and the application meaningful evaluation related to the impact of activities with residents by activity professionals may challenge administrators’ capacity of estimating the need, value, and role of activity professionals within long-term care facilities. The study advocates for applying the APIE process to the delivery of activities and evaluation of the benefits of residents` activity and engagement.

Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher’s experiences

This study focused on teachers’ materials adaptation as a part of teaching strategies to ensure learning success. Given that such activity is not something light to engage in and requires expertise, the researchers looked at how the process of materials adaptation was carried out. These included what was added, removed, and modified as well as the challenges confronted during the adaptation process and classroom implementation. This study sought perspective from a qualitative case study approach. Documents, classroom observations, and interview were employed to gather data from one senior high school teacher in Aceh, Indonesia. The results were analyzed based on frameworks of language teaching materials analysis, principles of teaching materials, and materials adaptation. Research findings suggested that materials adaptations mostly concentrated on adding and modifying, with less emphasis on eliminating, simplifying, and rearranging. Furthermore, the altered materials aided language learning in various ways. Nevertheless, several modifications made raised issues, such as the lack of a feeling-sharing session with the materials and an inappropriate difficulty level. Inaccessible sources of materials, fear of producing irrelevant information, time constraints, a lack of professional training and school assistance, learners’ uncooperative behavior and low competences were also identified as problems in materials adaption.

The implementation of a community-centered first aid education program for older adults—community health workers perceived barriers

BackgroundOlder adults are a high-risk group for accidental injuries, and strengthening training in first aid for older adults can improve their first aid capabilities and minimize their post-accident mortality. Community health workers are the greatest option to equip older adults with first aid instruction and training. However, the development of first aid education for the public by community health workers fails to take into account the elderly population. In view of this, this study aims to explore the barriers and challenges of first aid training for older adults from the perspective of community health workers and to provide a basis for better first-aid training for older adults in the community.MethodsThis study adopted a qualitative research design. A total of 18 community health workers were recruited from two community health service centers in Qujing and one community health service center in Guangzhou from May to July 2022 to participate in the study. Participants were interviewed face-to-face using semi-structured in-depth interviews. The interview data were analyzed using Krippendorff's thematic clustering technique.ResultsThe results of the study identified community health workers' perceived challenges and barriers to providing first aid training to older adults in the community as older adults-level barriers, community health workers-level barriers, management systems–level barriers, and society-level barriers.ConclusionsCommunity health workers are highly aware of multiple barriers and challenges in providing first aid training to community-based elderly populations. In particular, lack of professional training, heavy workloads, and limited resources and financial support. Therefore, supportive training, policies, and government funding are crucial for community health workers to conduct first aid training for older adults.

Challenges Faced by Persons with Disabilities in Employment in Tanzania: A Case Study of Shanga Organization in Arusha

Countries have issued legislation regarding diversity in workplaces and extended other efforts as well. However, People with Disabilities still do not experience equal access to employment opportunities compared to their counterparts. This study investigated the challenges faced by persons with disabilities in employment in Tanzania using Shanga organization as case study. The case study research design was applied and the researchers used a qualitative approach in data collection. The population of this study consisted of employees, persons with disabilities and stakeholders. This study used purposive sampling in selecting sample size of 30 respondents. Primary data was collected using interviews while documentary review was used to collect secondary data. Qualitative data was analysed by using thematic analysis. Findings designated that people with disabilities are stigmatized, particularly if their infirmities are obvious, such as an inability to walk. Many organizations do not provide adequate accommodations for individuals with disabilities. Findings indicated that the inclusion of persons with disabilities in the labour force is hampered by a lack of professional training, architectural impediments, and prejudice based on functional capacity. The study recommends that the government should ensure that the Disability Act, Employment Act and Labour Relations Act are adequately implemented. The infrastructures should be improved and assistive working tools be provided. The researchers also recommend that a study on the role of government bodies on enhancing work environment for people with disabilities should be conducted.

Assessing Practices and Challenges in Implementing Differentiated Instruction in Mingde Primary School

This study was designed to assess the practices and challenges in implementing differentiated instruction in Mingde primary school. Qualitative research design using case study method was employed to investigate the challenges and practices of differentiated instruction. Semi-structured interviews were conducted to collect data for this study. Data collection method was based on two one to one basis. The findings revealed that there is a conceptual understanding problem among teachers, as well as a difference of understanding regarding differentiated instruction between teachers who teach language versus other science subjects. The study findings reveal that teachers use individualized instruction rather than that of differentiated instruction. The findings also point to the challenges of large class size, stakeholder commitment, and the lack of professional training which hinder teachers from using differentiated instruction in the classroom. In conclusion, Mingde primary school teachers need professional training in differentiated instruction, and the stakeholders should play a role in this training.

Influence of Socio-Economic Variables on The Career Development of Women in Samastipur District of Bihar

The interplay of several socio-economic variables determines the status of women in any society. Women are still subjected to mistreatment and enslavement as a result of discriminatory social traditions, lack of suffi cient education, and lack of professional training. The objective of the current study was to ascertain the infl uence of Socioeconomic status of women on their career development. It was done using a sample of 120 women respondents in the Pusa block of the Samastipur district of Bihar. The fi ndings of the study revealed that majority of the respondents (44.16%) belonged to middle age group (36-50 yrs). Most of the respondents (34.16%) had completed their high school education. More than half of the respondents (53.4%) were having a nuclear family and had upto 5 members in their family. Most of the respondents (80.7%) were housewives and 69.1 per cent of respondents reported a medium annual family income ranging between Rs 1, 60,000- Rs.4, 60,000. The study further revealed that family type and family size were found to be negatively correlated with career development at 5 per cent level, caste and income were found to be positively correlated with career development at 5 per cent level whereas Education, Occupation, Mass media, Household items and Prestige items were found to be positively correlated at 1 per cent level with it. However, variables such as Age, Marital status, House type and livestock were insignifi cant with career development.

Exploring Factors Influencing the Sales Crisis in Iraninan Banking Industry- A Case Study of the Private Commercial Banks

The purpose of this study is to address two questions: Which factors influence the probability of occurrence of the banking sales crisis in the national banking system regarding the private commercial banks? Amongst the influencing factors, which ones have the most influence on the occurrence of the banking sales crisis? To achieve the study purpose, we performed semi-structured interviews with 15 individuals working in the banking society (branch managers, marketing managers, R&D managers, PR managers, and corporate banking managers in private commercial banks). We explored the factors influencing the banking sales crisis in 3 major themes, 5 minor themes, and 67 concepts. Findings showed that the factors influencing the banking sales crisis are as follows: understanding the banking sales crisis, the external drivers, and the internal drivers. The banking sales crisis is most influenced by external drivers, amongst which the economic, political and then, the social factors are the most influencing ones. Following these factors, the internal drivers, such as the lack of professional training in marketing-related fields, the lack of sales experts, and the internal corruption among the banking staff have considerable impacts that exacerbate the sales crisis. Understanding the banking sales crisis is due to the lack of sales knowledge in the banking system.

Integrative review of the literature on screening for gender-based violence during pregnancy: Barriers, facilitators, and tools.

An integrative review of the literature has been developed to explore barriers and facilitators in screening for gender‐based violence in pregnant women and identify available tools for this screening. Studies were identified via a systematic search on the PubMed, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature Complete), Scopus, and LILACS (Latin American and Caribbean Health Sciences Literature) databases and a manual reverse reference search to obtain literature published between 2015 and 2020. The methodology followed the recommendations made by Whittemore & Knafl. The quality of studies was evaluated using the Critical Skills Appraisal Program tool. Twenty‐three of the 4202 articles fulfilled the inclusion criteria. The principal barriers identified were lack of training for professionals (mainly nurses and midwives), lack of support policies, and lack of human and material resources. The main facilitators were to increase professional training programs on case detection, availability of effective instruments, and greater investment in resources to guarantee safety and referral of cases. With regard to the available tools, the Abuse Assessment Screen (AAS) continues to be the most widely used, although others such as the Humiliation, Afraid, Rape, and Kick questionnaire (HARK) could be suitable for antenatal care settings.

Challenges Facing Uganda Police Land Desks in Managing Conflicts in Wakiso and Mukono Districts

Purpose: The purpose of the study was to examine the challenges facing Uganda police land desks in managing conflicts in Wakiso and Mukono districts. Methodology: The research was guided by a cross sectional and descriptive survey research designs which involving both qualitative and quantitative studies. The study population consisted of community members in Wakiso and Mukono districts who were affected by (victims of) land conflicts; Police land desks officials and the district land boards with purposive and stratified sampling used to select them. A sample of 385 respondents was used and questionnaires, interview guides, focus group discussion and documentary review were used to collect data with both SPSS and content analysis was used to analyze the field data. Findings: it was found out that there was corruption on the side of police land desk officers as represented with (mean=4.74, strongly agreed). findings revealed from Mukono and Wakiso district there was lack of professional training by land desk officers in land matters as represented with (mean= 4.65, strongly agreed). Further findings revealed that there was lack of enough financial resources was as follows (mean=4.45, strongly agreed). After analysis findings revealed that 38.1 % of respondent attributed to poor administration of the desk, 23.8% corruption, 19% lack of facilitation, 9.5% low salaries, 4.8% to communication gap and money transaction used by the ring leaders in causing conflicts and distorting peace. Unique contribution to theory, practice and policy: The study findings would shed light on how police land desks are developing and identify the determinants of this development, and the implication of the development processes on land conflict management. Additionally, the findings will help in understanding the bases of land conflicts, and by unbundling these land conflicts by type, the study will shed light on the comparative impact of different conflict types on national budget. After the findings, this thesis will commend necessary policy options that will bind the benefits of police land desks, boost available laws, and restrain land conflicts.

Addressing sexuality and intimate relations in community mental health services for people with serious mental illness: A qualitative study of mental health practitioners' experiences.

The literature on the experience of mental health providers (MHPs) working with people with serious mental illness (SMI) in community-based mental health programs related to sex, sexuality, and intimacy is scarce. The purpose of the present study was to explore the situations, thoughts, feelings, dilemmas, and challenges experienced by MHPs around these issues. Semistructured interviews were conducted with 13 MHPs working with people with SMI in six different community mental health programs in Israel. Four main themes emerged: (a) lack of professional training and skill sets to discuss clients' sexuality and intimacy issues, (b) ambivalence regarding the status and appropriateness of sexual relationships and intimacy as recovery-related goals, (c) discomfort discussing sexuality as a barrier to shared decision making and person-centered care, and (d) distinct programmatic and structural barriers to discussing and addressing needs and preferences related to sexuality and intimacy. The study highlights challenges experienced by MHPs working with people with SMI when confronted with sexual activities, relationships, and intimacy issues raised by service users. The development and implementation of trainings and resources designed to bolster MHPs' skill sets addressing sexuality and intimacy should be a priority for the field of psychiatric rehabilitation. MHPs who work with people with SMI in community-based settings often experience complex thoughts, feelings, dilemmas, and challenges related to clients' desire for or involvement in intimate and sexual relationships. Our study indicates a need to develop and implement stronger training and supervision to support MHPs to respond effectively to these complex situations and associated challenges. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Adaptation and Validation of the Trans Attitudes and Beliefs Scale to the Spanish Context.

This article examines the reliability and validity of the adaptation of the Trans Attitudes and Beliefs Scale (TABS), an instrument capable of detecting transphobic positions, to the Spanish context. A total of 829 psychology students participated in the adaptation procedure. A confirmatory factor analysis was performed to study the fit of the new scale to the factor structure of the original scale (interpersonal comfort, gender identity beliefs, and human value). Convergent validity evidence showed significant correlations and predictive levels with different constructs and sociodemographic variables. The internal consistency of the mean scores was adequate at the global level. The study showed that the TABS is a psychometrically sound instrument for the assessment of attitudes toward trans people, particularly in the context of debates over access to rights and the lack of professional training in disciplines such as psychology.