Set Of Professional Skills Research Articles

Find out how to build and lead successful teams

Building and leading successful teams requires a set of professional skills that hinge on intentional practices and strategies.

Writing and Getting Published: Developing This Important Skill Set For Geriatric Mental Health Professionals

Programs that train professionals in geriatric mental health expect their trainees to engage in scholarly activities including writing scientific manuscripts and getting them published either in books or journals. However, the training provided to achieve and/or maintain academic and scholarly productivity is limited. Additionally, there is no standard format or curriculum to teach the trainees on how to acquire this important skill set or develop and maintain their own academic portfolio. Furthermore, these deficiencies in developing scholarly productivity continue to hinder the career growth of the professional caring for older adults with mental health disorders. The clinical and administrative work load for these professionals often presents additional challenges that prevent them from acquiring the skill set to develop a writing and publishing career. In this symposium, we will discuss ideas and methods on how a geriatric mental health professional can develop and implement their own scientific writing and publishing career. We will provide step by step instructions on how scientific manuscripts can be developed and published. Additionally, the faculty presenting at this symposium will provide case examples from their academic portfolio to illustrate how specific manuscripts were developed and published.

Find out how to build and lead successful teams

Building and leading successful teams requires a set of professional skills that hinge on intentional practices and strategies. Yet far too few of us leading teams in higher ed settings have received sufficient — if any — training in how to build and lead teams. If you're feeling overwhelmed by the prospect of learning to lead successful, productive, and inclusive teams, you're not alone.

Find out how to build and lead successful teams

Building and leading successful teams requires a set of professional skills that hinge on intentional practices and strategies. Yet far too few of us leading teams in higher ed settings have received sufficient — if any — training in how to build and lead teams. If you're feeling overwhelmed by the prospect of learning to lead successful, productive, and inclusive teams, you're not alone.

Find out how to build and lead successful teams

Building and leading successful teams requires a set of professional skills that hinge on intentional practices and strategies. Yet far too few of us leading teams in higher ed settings have received sufficient — if any — training in how to build and lead teams. If you're feeling overwhelmed by the prospect of learning to lead successful, productive, and inclusive teams, you're not alone.

The Mismatch Between Neuroscience Graduate Training and Professional Skill Sets.

Neuroscience career paths are rapidly changing as the field expands and increasingly overlaps with computational and data-heavy job sectors. With the steady growth in neuroscience trainees and the diversification of jobs for those trainees, it is important to identify the necessary skills in neuroscience career paths and how well graduate training is preparing our students for this ever-changing workforce. Here, we survey hundreds of neuroscience professionals and graduate students to assess their use and valuation of a range of skills, from bench skills to communication and management. We find that almost all neuroscience professionals report strongly needing management and communication skills, but that these were seen as are less important by graduate students. In addition, coding and data analysis skills are widely used in academic and industry research, predict higher salaries, and are more commonly used by male-identifying graduate students. These findings can help trainees assess their own skill sets as well as encourage educational leaders to offer training in skills beyond the bench, helping to catapult trainees into the next stages of their careers.

РАЗВИТИЕ ПОТЕНЦИАЛА ПЕДАГОГА ДОШКОЛЬНОЙ СФЕРЫ В СИСТЕМЕ НАУЧНО-МЕТОДИЧЕСКОГО СОПРОВОЖДЕНИЯ

In the context of geopolitical and socio-economic challenges, the educational vector is shifting to the enhancement of effective approaches to the development of the pedagogical personnel resources in the system of additional professional education. This study involves an analysis of research on the educational approaches to teaching adults and developing the teacher’s potential. The contemporary trend is also concerned with the study of approaches to designing a unified system of scientific and methodological support for the development of the teacher’s potential. The study focuses on the development of the preschool teacher’s potential in the system of scientific and methodological support. To this end, based on the diagnostic materials, the specific features of the preschool teachers’ perception of their achievements, the relationship between the development of personal accomplishments and professional skills that influence the development of the potential are examined. The components of the potential and a set of the professional skills of the preschool teachers, which are needed to meet the Teacher Professional Standard and Federal State Educational Preschool Standard (TFSEPS) for the effective organization of the educational activity are specified. The core elements of the preschool teacher potential development concept in the system of scientific and methodological support are presented. Materials and methods. Materials of a survey of educators were developed as diagnostic tools for the study, which allowed identifying the features of perception of personal achievements by the teachers of a preschool organization. The comparative analysis was used to investigate the components of the potential and an up-to-date set of professional skills of the preschool teacher. The main elements of the concept of the preschool teacher potential in the system of scientific and methodological support were presented. Results of the study. Results of the study help to analyze the features of the perception of personal achievements by the preschool teachers, identify the relationship between the development of personal achievements and professional skills, clarify the components of the potential and the set of professional skills of a preschool teacher, demonstrate the core elements of the concept of developing the preschool teacher resources in the system of scientific and methodological support, and contribute to a general understanding of the activity strategy. Conclusion. The research materials, i.e., the survey, analysis of data on the teachers’ perception of their personal achievements, the components of the structure of the potential, the set of professional skills of the preschool teacher, the core elements of the concept of the preschool teacher potential development in the system of scientific and methodological support in the changing context of the additional professional educational system and implementation of Federal State Educational Preschool Standard, could be used to set up the activity for improving the professional skills of teaching staff.

Find out how to build and lead successful teams

Building and leading successful teams requires a set of professional skills that hinge on intentional practices and strategies. Yet far too few of us leading teams in higher ed settings have received sufficient — if any — training in how to build and lead teams. If you're feeling overwhelmed by the prospect of learning to lead successful, productive, and inclusive teams, you're not alone.

Becoming an information architect: The evolving librarian’s skillset, mindset, and professional identity

Learning the essential concepts and skills of information architecture (IA) has the potential to not only significantly extend the abilities of practicing library and information science (LIS) professionals, but also to evolve their professional identities and envisioned career opportunities. An online course on IA was designed around: the principles of threshold concepts, practical knowledge for the workplace, and professional ‘soft’ skills, such as collaboration and basic project management. The primary objective for the course was creating experiences for students in which they could discover and engage with critical concepts in IA and to collaborate with their peers to design content-rich and user-centred websites. The learning experiences of two sections of the course (n= 32) were studied, through questionnaires and reflective writings, and analysed thematically. The outcome was that, in learning information architecture concepts, and acquiring and applying the concepts and tools to do information architecture work, the students did more than acquire new professional skillsets; they also evolved in their professional identities.

Lead staff to work together in successful teams

Building and leading successful teams of staff members in your athletics department requires a set of professional skills that hinge on intentional practices and strategies. Yet far too few of us leading teams in higher ed settings have received sufficient — or often any — training in how to build and lead teams. If you're feeling overwhelmed by the prospect of learning to lead successful, productive, and inclusive teams, you're not alone.

Pedagogical management of resolving conflict situations in educational institution

The pedagogical process in an educational institution is determined by the interaction of individuals. Therefore, the decisive factor in the professional development of a teacher is the ability to act as a subject of pedagogical activity and build dialogical interaction with other subjects. Dialogical interpersonal interaction is a prerequisite for the efficient pedagogical activity in an educational institution. In the process of mastering dialogical skills, the professional development of a teacher is ensured. A significant part of the teacher’s professional competencies is associated with interpersonal communications, which focus our attention on the role of dialogical interaction in the professional development of a teacher. Pedagogical competencies are aimed at the implementation of professional activities and the ability to build competent dialogical interaction in the educational process. The optimal result of dialogical interactions is the mastering by the teacher of a certain set of knowledge, professional skills, and personal characteristics, which, in our opinion, could be considered as the criteria of professional growth. We believe that optimization of dialogical interaction between participants in educational relations requires special attention. In the educational institution, it is necessary to pay more attention to the implementation of the communicative potential of the individual, creating a comfortable educational environment for two-way communication. The communicative mobility of all subjects of interaction should be developed at pedagogical councils, training sessions, and parent-teacher meetings with the participation of a school psychologist.

The Magical and the Mundane in Graham Swift’s Here We Are

This article places Graham Swift’s latest novel Here We Are (2020) in the context of his previous writing and argues that much of his fiction is underpinned by the characters’ desire to transcend the limitations of their ordinary lives and to seek solace or a temporary escape within the realm of illusion. The analysis aims to demonstrate that the opposition between the two realms is the central preoccupation in Here We Are. The wish to surmount the mundane is fulfilled quite literally through the protagonist’s dedication to the practice of magic. The meaning of magic as a craft is briefly discussed, especially its quasi-religious connotations. It is also suggested that magic may be a tentative, personal answer to the problem of the “disenchantment” of the world, as diagnosed by Max Weber a hundred years ago. In Swift’s novel, far from being only a set of professional skills, magic creates an illusory realm, alternative to and more appealing than daily life.

Implementation of a competency-based approach in the training of future primary school teachers

Ensuring the reform of today's primary school provides for a certain removal of restrictions in pedagogical activity, providing teachers with freedom in interpreting educational programs, using forms and methods of working with younger students. This requires from elementary school teachers not only deep knowledge, possession of a set of relevant professional skills and abilities, but also an orientation towards pedagogical creativity, towards the needs of the student in the educational process, an understanding of their own responsibility for the results obtained, the ability to act effectively in conditions of academic freedom and decentralization of the school. In modern conditions of education reform, the relevance of the problem under study is explained by a number of factors. Therefore, we consider the solution of certain social and educational problems to be an important component of the activity of a primary school teacher.

Dental radiography and regulation

James Ashworth-Holland explains how you can enhance your professional skillset

Book Review: What Every Mental Health Professional Needs to Know About Sex, 2nd ed., by Stephanie Buehler

The ability to understand and address sexuality issues is a critical skill set for all mental health professionals. This comprehensive review of the second edition of \textit{What Every Mental Health Professional Needs to Know About Sex} includes an overview of the contents with emphasis on the strengths and weaknesses of the text. Written by Stephanie Beuhler, a licensed psychologist and AASECT certified sex therapist and supervisor, the contents are educational, promote increased self-awareness for the reader, and facilitate insight into the lived experiences of clients while also providing practical and useful exercises and resources that are valuable regardless of a clinician’s depth of experience. The book is highly recommended for inclusion in counseling and sexual wellness education at the master’s and doctoral level.

The contamination of trauma. Traumatized minds, broken families and dysfunctional work groups: Organizational and interpersonal dynamics in complex child welfare court proceedings

Professional work groups engaging with traumatized and dysfunctional families are presented with a disproportionate challenge to an already inevitably painful process that can be an obstacle to balanced decision-making in the children’s best interests. Trauma, abuse and neglect can influence the professional culture that condenses around these families. This occurs more often with the most challenging families with a possible history of professional failure resulting in professional conflict, impulsive and poor decision-making due to the occasions that these destructive dynamics have become unmanageable. Serious case reviews into the deaths of children regularly outline professional failures relating to a breakdown in communication within the professional system and essential and potential lifesaving information having been lost or failing to have been acted upon. The ability to understand complex group and organizational dynamics and the ability to manage relationships with traumatized adults and children, as well as within traumatized work groups is, therefore, an essential skill set for professionals working with the most vulnerable children and families. This article explores trauma and its impact on a work group and why this process was disturbed by uncontained anxiety resulting in professional conflict.

Методы обучения английскому языку для специальных целей

Foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.

TEACHING ENGLISH FOR SPECIFIC PURPOSES

The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. ESP concentrates more on language in context than on teaching grammar and language structures.

Private Investigators’ Experiences in Human Trafficking Investigations

ABSTRACT This paper argues that private investigators (PIs) have the potential to supplement law enforcement’s efforts to investigate human trafficking cases. A mixed method design, including survey and interview methods, was used to examine not only the work experience of PIs in human trafficking investigations, but also their strengths and challenges as potential stakeholders in the fight against this problem. The study was based on data from a subsample of participants (n = 39) representing 48% of an original study sample of PIs (n = 81). The findings highlight PIs’ professional potential and skillset to investigate human trafficking cases, which can make crucial contributions to efforts of recovering human trafficking victims and prosecuting perpetrators. This study opens the perspective to further examine PIs’ ability and legitimacy to collaborate with law enforcement agencies to help improve outcomes of human trafficking investigations.

Disaster mental health with Dr. Kevin Rowell.

The following interview with Kevin Rowell, PhD, reflects on his experiences working as a Disaster Mental Health volunteer with the American Red Cross. Rowell provides specific details regarding the nature of his work, including setting, context, and typical duties. He discusses challenges and stressors encountered as well as how to manage potential negative impacts of working in and amongst stress. This interview sheds light on an unusual role of psychologists and highlights how the diverse skillsets of mental health professionals can be used to impact others' wellbeing in a variety of contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).