Pre-professional Training Research Articles

Physiological Characteristics of Musical Theatre Performers and the Effect on Cardiorespiratory Demand Whilst Singing and Dancing.

Musical theatre (MT) combines acting, singing, and dancing within a performance. The purpose of the current study was two-fold: 1) to report on the cardiorespiratory fitness of pre-professional MT dancers, and 2) to examine the cardiorespiratory demand of singing whilst dancing. Twenty-one participants (16 females, 5 males; age 20±1.23 yrs; height 169.1±9.24 cm; weight 62.7±10.56) in their final year of pre-professional training volunteered for the study. All participants performed a maximal aerobic capacity test on a treadmill using a portable breath-by-breath gas analyser. Nine participants completed a 4-minute section from Chorus Line twice, singing and dancing and just dancing, in a randomised order whilst wearing the same portable gas analyser. Blood lactate was measured at the end of each trial. Male participants had significantly greater peak oxygen consumption (M vs F, 67.6±2.30 vs 55.6±4.42 mL/kg/min, p<0.001) and anaerobic threshold (% of peak VO2) (54.6±4.04% vs 43.1±3.68%, p<0.001), whilst maximum heart rate and heart rate at anaerobic threshold were similar. The physiological demands of dancing vs singing + dancing were similar, with the exception of the singing + dancing trial having significantly reduced mean breathing frequency and increased lactate (p<0.01). MT dancers' aerobic capacity is greater than that observed in other theatre-based dance genres. The observed breathing frequency and lactate differences in the Chorus Line trails could be due to singing reducing breathing frequency, thereby influencing cardiorespiratory recovery mechanics and subsequently blood lactate levels.

Gender based way in initial pre-professional training system of young football players

The paper considers the gender-based way in initial pre-professional training of young football players (boys and girls) during their training in children’s and youth sport schools. The gender-based way and system analysis using allows us to get a handle on a system of initial training that includes a number of subsystems. All of them have a goal, objectives, program material and technology (methodology) for its implementation. Unlike the well-known studies, this one consists of using the same methodology in initial pre-professional training for joint football classes of boys and girls in age from 6 to 12 years old. This does not contradict their age characteristics and contributes to mutual enrichment in the development of technical and tactical techniques. From the age of 13, boys and girls begin to choose groups and football teams for in-depth pre-professional training to professional men’s and women’s football.

Reframing workplace inclusion through the lens of universal design: Considerations for vocational rehabilitation professionals in the wake of COVID-19

BACKGROUND: The experience of disability and of how work is conducted in the American economy is undergoing new shifts in response to the coronavirus (COVID-19) pandemic. This unique space in time provides an opportunity to re-examine the importance of universal design (UD) as a way to respond to a workforce that is growing more diverse and living longer with disabilities. UD is a set of strategies that creates places and resources that are accessible to all and considers the needs and wants of people from the outset. Through the use of UD, work environments can be more accessible and useable to all employees. OBJECTIVE: This article describes the changes in the experience of disability within the context of COVID-19 and defines UD and UD for learning principles. We then consider how UD reduces stigma and reduces the need for individual accommodations while promoting inclusivity and improving productivity in the workplace. CONCLUSION: We offer strategies for embedding UD into vocational rehabilitation from pre-professional training to practice, all with a new sense of urgency and opportunity that is present as a result of COVID-19.

Communication Sciences and Disorders Faculty Perceptions of Interprofessional Education

Engagement in interprofessional collaborative practice is critical for communication disorders professionals to provide quality clinical services. Given limited research on implementation of interprofessional education (IPE) within communication disorders pre-professional training programs and research highlighting potential barriers to implementation of IPE, this investigation assessed communication sciences and disorders (CSD) faculty attitudes toward IPE. One hundred fifty-eight CSD faculty from accredited CSD graduate programs completed the Interprofessional Attitudes Scale (Norris, Carpenter, Eaton, Guo, Lassche, Pett, &amp; Blumenthal, 2016). Collectively, the faculty supported CSD students learning from and with students from different disciplines and endorsed IPE as beneficial. Faculty with master’s degrees were more likely to believe that IPE would increase student’s effectiveness as clinical care team members, whereas more faculty with research doctorates indicated that biases toward other professionals could get in the way of providing intervention. Compared to faculty in colleges other than health sciences, faculty in colleges of health sciences reported experiencing more bias toward and from professionals of other disciplines. Despite group differences, a majority of CSD faculty overwhelmingly favored IPE for students suggesting that the attitudes of CSD faculty toward IPE may not be a barrier to implementation of IPE within pre-professional training programs.

CHILDREN’s INVOLVEMENT IN DIGITAL SPACE: GADGETIZATION TRENDS AND THREATS TO HUMAN DEVELOPMENT

The development of digital economy and information and communication technologies places high demands on the professional competencies of modern workers. For successful socialization and pre-professional training of an individual, the basis of user digital skills should be laid in childhood. The purpose of this article was to analyze the characteristics of children's use of "smart" technology and digital resources in everyday life and their impact on the human potential of children. The information base was the results of the sociological survey of parents of children aged 3-17 years, as well as the cohort monitoring wave “Study of conditions for the formation of a healthy generation”, conducted in 2018 in the territory of the Vologda region. The study found that the most popular and frequently used by children kinds of "smart" technology and digital resources are the Internet, a personal computer and a smartphone that provide access to the Internet. At the same time, children spend most of their time on the Internet, which is accessed via smartphones. Network resources are used by children primarily for the purpose of communication, searching for information for carrying out educational tasks and viewing entertainment content. At the same time, the use of social networks and instant messengers has become widespread among teenagers. On the one hand, the use of digital technologies contributes to the better development of intellectual skills and human potential of children, on the other hand, carries risks of information security, early involvement in the digital space, conflict of educational and communication interests and, as a result, decline in academic performance and deterioration of health.

Личностные особенности развития стилей учебно-познавательной деятельности школьников в технологическом парке

The article deals with the development of the leading ways of educational and cognitive activity of students enrolled in programs of specialized education in the technological Park, which provides their pre-professional training for education in specialized universities. The author, based on stylistic approach to the development of educational-cognitive activity reveals personality traits of natural science, physics, mathematics and Humanities students determines the learning technology to ensure the linkages of learning and teaching in the technological Park. Quantum are presented, which ensure the development of educational research, educational search, educational design and educational project activities of students within the framework of functioning of the technological Park.

TEACHING SEX AND AGING TO PRE-PROFESSIONALS: EXPERIENTIAL LEARNING OF A TABOO TOPIC

Myths and stereotypes of sex in late life prevail (e.g., sex becomes unimportant or irrelevant; sex gets worse as individuals age; older adults are asexual). Unless the workforce is adequately prepared and knowledgeable to address the sexual health needs of older adults, it is difficult to disrupt ageism that contribute to discrimination against older adults. Methods: We evaluated a two-day experiential workshop designed for students to develop factual community resources and educational materials related to sex and aging. Results: Using content analysis, we examined open-ended responses from 41 students. We identified three themes that depicted the value of experiential learning, specifically for this taboo topic. Students (1) increased awareness of late life sexual health and behaviors, (2) demonstrated comfort and creative strategies to discuss sex, and (3) appreciated the opportunity for transferable pre-professional skill development. Discussion: Providing pre-professional training helped close the knowledge gap about basic gerontological issues and issues specific to sexual health and sexual behaviors in late life. Students perceived the flipped classroom and collaborative structure of this experiential workshop as beneficial and practical for their learning and professional preparation. They developed skills for translating knowledge into practical resources that likely will transcend professions. Emphasizing the potentially uncomfortable topic of sex and aging provided students an opportunity to increase their comfort when addressing issues they will experience in their various professions. It is critical for gerontology educators to identify strategies to deliver sex and aging education among professionals to enhance interactions with older adults.

Speech-Language Pathologists' Comfort Providing Intervention to Children With Traumatic Brain Injury: Results From a National Survey

Purpose This exploratory study examined speech-language pathologists' (SLPs) clinical experience and work environment characteristics impacting comfort with providing intervention to children with traumatic brain injury (TBI). Method This study included 162 SLPs who responded to a national survey about their comfort providing intervention to children with TBI, clinical experience (i.e., years of experience treating children with TBI, TBI preprofessional training and professional development, and licensure/credentialing), and work environment (i.e., work setting, caseload size, geographic location). Results Findings from latent class analysis revealed 3 distinct groups of SLPs based on their comfort with providing services to children with TBI: those with low comfort, moderate comfort, and high comfort. Further analyses revealed statistically significant differences across the 3 groups in the areas of years of experience treating children with TBI, professional development, work setting, TBI caseload size, and geographic location. Conclusions Our findings reveal that most SLPs feel comfortable providing intervention to children with TBI; however, differences in characteristics across groups suggest that specific steps can be taken to ensure increased comfort for all SLPs working with this population. Practicing SLPs may increase their level of comfort through professional development and hands-on, mentored experience with TBI. Efforts such as these may influence the quality of service provision and expand the population of SLPs who feel comfortable treating children with TBI. Future research is needed to further examine how comfort and SLP characteristics directly impact the quality of speech and language intervention and long-term outcomes of children with TBI.

A Medical Geology curriculum for African geoscience institutions

Abstract Medical Geology is an emerging interdisciplinary study on the connection between geological materials and processes and the health of man and animals. In this science, the principal aim of a formal curriculum would be to equip students with knowledge and skills on the interpretation of the geological impact on geographical distribution of diseases in the environment, and on human and animal health. Such knowledge would no doubt contribute immensely towards better diagnoses and therapy for many environmental health related issues that continue to plague the African people. Africa's unique geoenvironmental and pedological condition gives added relevance to such studies, underlining the need for geoscience and public health students in Africa to apprise themselves with the principles and applications of this study in their pre-professional training. In this paper, robust curricular M.Sc. programmes in Medical Geology are proposed for African geoscience institutions. A field based and project oriented curriculum format is advocated for each programme, with the objective of providing a vibrant learning environment that would enhance student development. But the design is also flexible, rendering the programmes adaptable to various didactic circumstances, such as the specific scientific backgrounds of candidates to be admitted into each programme, and the potential employment situation likely to be encountered upon graduation. It is recognised that to maximize the benefits of such programmes, entering students must have a background in the natural sciences, including basic knowledge of geological materials and geological processes; and if necessary, undertake at least a solid semester of elementary geochemistry (theory and laboratory work), since this discipline embodies the very foundations upon which the subject of Medical Geology is built. The modules provide extended enquiry-based investigations that employ real geochemical data sets, epidemiological records, public health statistics and visualisations, as well as performance assessments that provide evidence of Medical Geology knowledge and enquiry strategies seldom captured in traditional curriculum formats. At a time when African universities and research institutions are encouraging interdisciplinary studies, and new correlations between the geological environment and health continue to be discovered and interpreted around the Continent, the introduction of graduate programmes in Medical Geology seems all too appropriate and timely.

I can’t. I have dance: dance competition culture as serious leisure and pre-professional training

ABSTRACT This article provides an introductory contextualization to dance competition culture’s evolution since the early 1980s in relationship to serious leisure. Dance competition culture (which includes the for-profit regional and national competition events focused on jazz, contemporary or lyrical dance, hip hop, tap, and ballet and the dance studios that train dancers for these events) is a significant site for dance training in the United States. Using a physical cultural studies lens in relation to the conceptualization of serious leisure, the article suggests that dance competition culture is shifting towards pre-professional dance training thereby changing dance competition culture from a serious leisure pursuit into vocational training.

ORGANISATIONAL BASIS OF PROFESSIONAL TRAINING OF A HIGH SCHOOL TEACHER IN THE USA

Abstract. The article is devoted to the problem of the professional training of the high school teacher in theUnited States, where a successful experience of the functioning of the system of training and advanced training of the teaching staff has been accumulated. The system is characterised by flexibility and variability, ability to quickly adapt to the needs of the modern information society. It is substantiated that the decisive role in this process is played by universities – the leading institutions of higher education, which have a powerful scientific and methodological potential. The purpose of the paper: to analyze the organisational principles of professional training of a high school teacher in the USA. Methods of research used: analysis, synthesis, generalization, scientific interpretation of specific pedagogical facts and phenomena, study of documents. It is proved that the profession of a high school teacher in the USA involves scientific research and pedagogical activities. The first component determines the high scientific potential of the specialist, which is explained by special training during the postgraduate studies, the second one is acquired as a result of pedagogical experience. The system of professional training, retraining and advanced training of a teacher of higher education involves three stages: pre-professional training of specialists in the framework of graduate or postgraduate studies; activity on the position of teacher assistant, which is a link between pre-professional and professional stages; professional stage, which involves direct scientific and pedagogical practice and improvement of professional-pedagogical skills according to different programs of advanced training (national, institutional, individual). The main goal of training both masters and doctors on «Higher Education» specialty is to provide the high school of the country with scientific and pedagogical staff, highly skilled specialists in the sector of management; formation and implementation of national and regional policy in the field of higher education, work with student youth, conducting scientific research on various aspects of higher education. Doctoral programmes include the study of pedagogy of high school, legal aspects of higher education, history and philosophy of higher education, organisation and management of higher education and the methods of scientific research, including quantitative (statistical) methods of collecting and processing of information.

Augmentative and alternative communication in the Philippines: a survey of speech-language pathologist competence, training, and practice

A cross-sectional survey study was undertaken to describe the perceived competence, pre- and post-professional training, and practice of Filipino speech-language pathologists (SLPs) in augmentative and alternative communication (AAC). Printed and electronic questionnaires were distributed to all SLPs in the Philippines with at least 1 year of practice experience. A total of 152 (47%) questionnaires were returned. Based on these data, 108 respondents (71%) practiced AAC, but most (range = 59–89%) did not perceive themselves to be competent in working with various client populations with complex communication needs. A majority (range = 70–93%) of the respondents reported limited pre-professional training in all AAC content areas, and at least 82% strongly desired continuing education in almost all areas of AAC. Almost 90% of respondents only occasionally (53%) or rarely (36%) recommended AAC, and 82% considered it as a last resort. Major practice challenges reported were families’ negative attitudes toward AAC and lack of AAC-specific interdisciplinary collaboration. Infrequent use of high-tech AAC was also reported. The findings suggest various ways through which AAC education and services in the Philippines may be enhanced. They also imply the need for further research on alternative service delivery models, as well as additional members of the AAC team.

Профориентация в школе: актуальность и новые задачи

The article analyzes the results of studies of the features of the choice of profession and university by modern youth, conducted in 2018. The problems of professional self-determination of schoolchildren are revealed and new tasks of vocational guidance work at school are identifi ed. The material of the authors can be useful for creating an environment for professional self-determination, early career guidance and pre-professional training of schoolchildren in educational organizations.

Attitudes about research among Allied Medical Students enrolled in speech and hearing undergraduate program.

Objective:To investigate students’ attitudes toward research during their pre-professional training.Methods:The study collected survey data from 31 undergraduate students enrolled in speech and hearing undergraduate program at the College of Applied Medical Sciences at King Saud University, Riyadh, Saudi Arabia. The data were collected at the beginning of a research methodology course over two consecutive terms. The study used a 32-item questionnaire listed in the Likert scale, and it measured students’ perspectives about research across five sub-scales: usefulness of research, research anxiety, research difficulty, life relevancy of research, and attitude toward research.Results:The findings showed that students favorably perceived research with average factor ratings ranging from 4.10 to 5.54 out of 7. Also, the study found that the usefulness of research, life relevancy of research, and attitude toward research were correlated highly.Conclusions:The current study suggests that students’ favorable attitudes toward research may be due, in part, to perceiving research as relevant and useful to their lives and careers.

Physiotherapist-delivered Stress Inoculation Training for acute whiplash-associated disorders: A qualitative study of perceptions and experiences

BackgroundFormally trained and accredited physiotherapists delivered Stress Inoculation Training (SIT) integrated with guideline-based physiotherapy management to individuals with acute whiplash associated disorders (WAD) as part of a randomised controlled trial. The delivery of SIT by physiotherapists is new. ObjectivesTo investigate physiotherapists' perspectives on delivering SIT as part of the trial and in routine practice. DesignQualitative descriptive. MethodPhysiotherapists (n = 11) participated in semi-structured interviews. Interviews were audio-recorded, transcribed verbatim, and analysed thematically. Findings were triangulated against an audit of physiotherapists' adherence to the SIT protocol. ResultsThree themes were identified: perceived value; capacity to deliver; and adaptation and implementation. Physiotherapists' saw value in SIT in that they perceived the program to have improved patient outcomes, enhanced their therapeutic alliance, and provided new skills to manage psychological contributors to WAD. Physiotherapists' capacity to deliver the program was facilitated through the development of confidence in their ability to deliver sessions, viewing SIT as falling within their current professional identity, and having confidence in their ability to manage mismatches in patients' expectations of care. All physiotherapists reported having used SIT to some extent in routine practice, by selectively delivering sessions and/or integrating the content with other management. Physiotherapists were able to deliver SIT as was intended (94.6% adherence). ConclusionsPhysiotherapists' supported adding SIT to usual management of individuals with acute WAD. Education on SIT principles is recommended during pre-professional training to facilitate future implementation.

Experiential Counselor Supervision for Rehabilitation Counselors-in-Training

Background:Preprofessional training for rehabilitation counselors necessarily includes experiential components designed to develop the clinical skills of trainees. Though there are a broad range of supervision models and modes of delivery available, thorough descriptions of supervisory practices are rare, particularly for existential and experiential approaches.Objective:The purpose of this article is to describe an approach to experiential rehabilitation counselor supervision (ERCS) which orients counselors-in-training toward heightened awareness of the clinical environment and being fully present within their counselor–client interactions. Within this existential approach, the depth of focus on the interpersonal counseling experience is offered as a counterbalance to an overemphasis on technical proficiency and procedural fidelity.Framework:The ERCS process exposes students to counseling and supervision in intensified experiential forms within: (a) the counseling session, (b) individual supervision, and (c) group supervision. The supervision format and mode of trainee observation of the counseling session may vary, though in each case, the focus is on awareness and presence above techniques. During individual supervision, the emphasis on awareness is maintained, though precedence is given to supervisee anxiety, supervisee countertransference, and parallel process. In group supervision, trainee and group process dynamics may initially escalate anxieties, but this format opens opportunities for insight through sharing of experiences, facilitated feedback, and activation of therapeutic factors.Conclusion:The ERCS approach is intended to emphasize the primacy of relational components of counseling and to promote interpersonal learning that will be useful for trainees in their direct client work in internship and future employment.

Intervention Techniques Used With Autism Spectrum Disorder by Speech-Language Pathologists in the United States and Taiwan: A Descriptive Analysis of Practice in Clinical Settings

This study examined intervention techniques used with children with autism spectrum disorder (ASD) by speech-language pathologists (SLPs) in the United States and Taiwan working in clinic/hospital settings. The research questions addressed intervention techniques used with children with ASD, intervention techniques used with different age groups (under and above 8 years old), and training received before using the intervention techniques. The survey was distributed through the American Speech-Language-Hearing Association to selected SLPs across the United States. In Taiwan, the survey (Chinese version) was distributed through the Taiwan Speech-Language Pathologist Union, 2018, to certified SLPs. Results revealed that SLPs in the United States and Taiwan used 4 common intervention techniques: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories. Taiwanese SLPs reported SLP preparation program training across these common intervention strategies. In the United States, SLPs reported training via SLP preparation programs, peer therapists, and self-taught. Most SLPs reported using established or emerging evidence-based practices as defined by the National Professional Development Center (2014) and the National Standards Report (2015). Future research should address comparison of SLP preparation programs to examine the impact of preprofessional training on use of evidence-based practices to treat ASD.

Профориентационная среда российских школ: обзор и анализ

Global changes taking place in all spheres of life have had an impact on the sphere of education. The school should prepare a graduate who is able to successfully socialize and be in demand and competitive. That is why the problem of professional self-determination and choice of the future profession for students is especially acute. According to the authors, the training of professional personnel of the XXI century should be carried out in educational organizations with preprofessional training, which is the basis for obtaining high-quality professional education in the very near future. The authors of the article describe the environment of professional self-determination on the basis of early vocational guidance and pre-professional training of schoolchildren, which includes the following blocks: resources, activities, results. The material of the authors can be useful for creating an environment for professional self-determination, early career guidance and pre-professional training of students in educational organizations that will ensure the emergence of a graduate of a “new type” - a young man with the ability to consciously choose a professional path in unity with professional mobility.

ДИФЕРЕНЦІАЦІЯ ЗМІСТУ НАВЧАННЯ У СТАРШІЙ ШКОЛІ: ІСТОРИКО-АНАЛІТИЧНИЙ АСПЕКТ

The article reveals the essence of the concepts: “differentiated education”, “differentiation of the content of education”, “the differentiation of the content of education in high school” in terms of different scientific approaches. The specifics of the course of the process of differentiating the content of education in the senior general education school are determined. The importance of differentiation of the content of education in high school for modern secondary school education is revealed. The analytical and historical aspects of the formation, development and introduction of differentiated teaching in pedagogical theory and practice are determined. The trends of the implementation of the individual and differentiated approaches to the content of training since the 60’s of the twentieth century to the present are described. The importance of pre-professional training in accordance with the Concept of profile education in high school is disclosed. The purpose of pre profile training of pupils in high school is identified. Five levels of assimilation of the content of education: a general theoretical representation; an educational subject; an educational material; practical training activities; the content of education as a result of learning identified.The profiles of the differentiation of the content of education are characterized. The information on the important directions of differentiation of the content of teaching in school education is presented. Such forms of organization of differentiation of the content of education in high school are distinguished and characterized as: the internal differentiation, the external differentiation, the semi-open differentiation, the hidden differentiation. The description of the types of differentiation of the content of education by the level of the organization is given.

РЕАЛІЗАЦІЯ НЕПЕРЕРВНОЇ ОСВІТИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

The article deals with the essence, the problem of professional development of pedagogical workers, as one of the forms of postgraduate pedagogical education system on the example of the Center for the pre-professional and post-graduate education of the Hlukhiv Oleksander Dovzhenko National Pedagogical University.It was determined that the main goal of the Center of the pre-professional and postgraduate education of the Hlukhiv Oleksander Dovzhenko National Pedagogical University is organizational, the scientific-educational and methodical provision of the system of pre-professional and post-graduate pedagogical education of Ukrainian citizens.The main directions of the Center’s activity are described, among them the creation of a model of continuous education in the circle “Education Management – Education Department – general educational institutions of different types, forms and levels of accreditation”, the development of strategic mechanisms for its implementation into practice of vocational guidance work, the development of the system of orientation of citizens for pedagogical professions, preparation of citizens for admission to higher educational establishments, internship and professional development of scientific, pedagogical and scientific and pedagogical staff are provided. It paid services in the field of educational activities, training and retraining of specialists on the orders of employment services, etc.The structural units of the Center are indicated: the sector of pre-professional training, the sector of advanced training, internship, the sector of distance learning and the monitoring of the quality of education, the sector of employment assistance for students and graduates of the the Hlukhiv Oleksander Dovzhenko National Pedagogical University.The forms of training are highlighted, the examples of curriculum plans of the advanced training of pedagogical and scientific and pedagogical workers are given.