Years Of Professional Training Research Articles

Hypnosis for the Pediatric Respiratory Care Toolbox

Utilization of hypnosis as part of the care of children with respiratory disorders helps these patients achieve symptomatic relief, improves the clinician’s ability to diagnose and treat patients with complicated clinical presentations, and saves some patients from undergoing costly investigations or receiving nonessential treatments. Hypnosis can be defined as a state of inward attention during which the mind is focused on ideas of therapeutic value that can potentiate physiologic change. There are few published randomized trials demonstrating the effectiveness of hypnosis in the management of asthma. Published case-series suggest hypnosis is of benefit for children with cystic fibrosis, dyspnea, habit cough, insomnia, or vocal-cord dysfunction. Hypnosis helps patients control their response to discomfort, which may allow reduction in the amount of pharmacologic analgesia during medical procedures such as phlebotomy or bronchoscopy. Once children decide to learn self-hypnosis, initial instruction time can require 5–30 minutes with older children and even less time with younger children. This training can be incorporated within regular medical-office appointments. Clinical hypnosis for use by various staff members at a pediatric pulmonary center is learned best through active participation in 20-hour experiential hypnosis workshops endorsed by medical hypnosis organizations. While acquiring the skills required for incorporating hypnosis into clinical practice may take relatively few hours, it is the clinician’s years of professional training that permits its appropriate use. Conclusion: Clinical hypnosis is an efficient and effective tool for addressing the mind–body connection for children with respiratory disorders.

Perceived improvement in vocal performance following tertiary-level classical vocal training: Do listeners hear systematic progress?

This study assessed expert listeners' perceptual evaluations of the vocal performances of tertiary level classical singing students over two complete years of training. Fifteen singers sang Caccini's Amarilli, mia bella each year at the start of each academic year of vocal training (Y1, Y2, Y3). Ten expert singing pedagogues assessed a set of each singer's three performances, with performance years presented in randomized order. Listeners first ranked singers' performances from best to worst and then rated each performance for overall vocal quality on a ten point scale to indicate the amount of difference between the performances. The number of Y3 performances that were awarded the top rank was significantly greater than the number of Y1 performances awarded the top rank, but not significantly more than Y2 performances. Mean rating scores for singers' performances were significantly higher for Y3 performances than Y2 and Y1, but Y2 scores were not significantly different from Y1 scores. There was considerable individual variability in singers' systematic stages of improvement during three years of professional training but results indicated that most singers demonstrated a perceptible improvement by Y3.

Facilitating and Encouraging Healthy Emotional Development

The faculty of the 1998 Johnson & Johnson Pediatric Round Table: New Perspectives in Early Emotional Development are among the world's leaders in the field of infant development. Each brought to the table years of experience from a variety of disciplines. The salient points of their discussions are summarized in the following article. Emotional development in infants and children has lifelong effects, and everyone caring for them—pediatricians, child health professionals, families, and caregivers—has an important role in the growth and development of unique and healthy human individuals. A common theme to facilitate optimal infant development, advanced by all participants in this Pediatric Round Table, is the need for excellent communication and cooperation among all individuals who influence young lives. On one level, improved communication between researchers and clinicians will get meaningful new information into practice where it can be used effectively. This process will be even more effective if professionals from both disciplines, in the interests of cross-fertilization, exchange ideas and observations early and frequently. In many ways, round table meetings such as this break new ground and establish the foundation of productive alliances. On another level, communication between professionals and parents, grandparents, and day-to-day caregivers must have an appropriate tone and content to actually deliver meaningful effective messages. It often is important to step back from years of professional training to think in parent terms. What do parents have to know to have the greatest positive effect on their infant? What do I have to avoid saying so that I don't add to their uncertainty, anxiety, or frustration? One often-repeated example of the latter dealt with explaining why the first years of life were important in the child's later health and well-being. All too often this knowledge made parents worry that even the tiniest mistake would destroy their infant's …

La formation initiale en didactique du français ou la pression du court terme

Initial training in the didactics of French or short-term pressure. Anne-Marie CHARTIER, INRP -IUFM de Versailles. The number of publications in the field of didactics in French is increasing ail the time whereas the amount of time available for initial training is so short that we must aim for only the basics. How can this contradiction be resolved ? The article proposes to distinguish between the objectives of the first year (preparatory year for the competitive examination) and those of the second year (professional training year). With regard to this second year, it sets out some empirical solutions which give answers to three problems : how to individualize the training paths of the student teachers by offering them a means of self-assessment ; how to give a global idea of the general work carried out in French by dealing with the problems not topic by topic but by academic cycles (3 school years each) ; finally, how to assess the French module, by asking for work to be produced which can be used during training courses (where the student teacher takes the class by him / herself) and which is different from work which is assessed during trainers'visits to the student at school. The development of theoretical knowledge is therefore considered, in the present circumtances, as an objective of ongoing training.

Comfort and Empathy of Experienced Counselors in Client Situations Involving Death and Loss

Previous research has demonstrated that client issues related to death and dying are more problematic than other serious client issues for beginning counselors. The present study attempts to ascertain whether this holds true for counselors who have considerable experience counseling on issues of death or loss, and whether counselor comfort with and empathy toward death-related situations is related to demographic, professional, or personal variables such as death anxiety. Seventy-one experienced death counselors were asked to rate their degree of comfort with a variety of presenting client scenarios. Counselors were also asked to respond to four case vignettes, two of which were death related and two of which were serious, but non-death related. Results indicated that the experienced death counselors in our study were actually more comfortable and empathic with counseling vignettes that involved death and dying issues and that their level of empathy with such clients was positively correlated with their years of professional training and years of experience with death counseling. However, our findings also suggest that counselors whose case loads consist principally of the dying or bereaved may be less comfortable and empathic with other presenting problems.

Professional Qualification of German Physicians in Medical Informatics

In addition to the medical education in the Federal Republic of Germany which includes a compulsory Medical Informatics course there exists a formal program for professional qualification of physicians in Medical Informatics. After two years of clinical practice and 1.5 years of professional training at an authorized institution, a physician may receive in addition to the medical degree a "supplement Medical Informatics". The qualification requirements are described in detail. Physicians with the additional Medical Informatics qualification perform responsible tasks in their medical domain and serve as partners for fully specialized Medical Informatics experts in the solution of practical Medical Informatics problems. The formal qualification is available for more than 10 years, has become increasingly attractive, and is expected to grow with respect to future Medical Informatics developments.

Admission Into a Physical Therapy Programme in Nigeria: Logic or Lottery?

A retrospective study was conducted to determine the viable predictors of academic and clinical performance in a Nigerian physical therapy programme. The records of 50 students admitted to the physical therapy programme of the Obafemi Awolowo University between 1984 and 1989 were reviewed to obtain data pertaining to (1) overall Joint Admission Matriculation Board (JAMB) examination scores, (2) West African School Certificate (WASC) scores in maths, physics, biology, chemistry and English language, and (3) academic and clinical achievement scores at the end of the second, third and fourth years of professional training. JAMB and WASC admission requirements were not related to academic and clinical performances. Our findings suggest that the present criteria used in selecting students into our educational programme should be reviewed.

Technical Workers in a Newly Industrialising Economy: The Work Experience of Engineers in Singapore

This study looks at the work experience and work related problems of engineers in the specific context of Singapore's political economy. Data was drawn from in-depth interviews and a survey of 250 engineers working in the country's top 20 electronic multinationals. Despite the optimism of visionaries regarding the future of work in high-tech societies it is argued that knowledge workers like engineers armed with years of professional training do not necessarily lead idyllic lives. On the contrary, for a large proportion of this elite corps, normal worklife is constituted by overwork, keeping to unrealistic deadlines and generally experiencing moderate to extreme levels of stress over a large number of situations in the workplace. This subjective aspect of working life is probably the result of the declining position of engineers in the class structure. Globalization, dependent wage work and organizational hierarchies have been identified as primary reasons for this trend of development.

Professional schools of engineering-a call for action

The present design of advanced engineering education does not meet the needs of the engineering manpower marketplace. Training in engineering practice needs to be reinforced. This is best accomplished by establishing professional schools of engineering, independent of conventional university graduate schools, and requiring at least two years of preengineering for admission. The first engineering degree should require an additional three years of professional training. Improvements in accreditation procedures, faculty qualifications, internships, and licensing are required. The substantial involvement of the professional societies is essential to success.

Computational Errors Made by Teachers of Arithmetic

Many investigations have sought to discover the types of difficulties which pupils encounter in acquiring mastery of the fundamental tools of learning. However, no studies have been reported, as far as the writer is aware, showing the extent to which complete mastery of the tool subjects has been attained by the pupil's teachers. The purpose of the study reported in this article was to discover the nature and extent of computational errors which teachers of arithmetic make in solving examples of types frequently found in life-situations. It seems conceivable that many of the learning difficulties exhibited by pupils might be readily overcome if the teachers themselves were expert in the abilities which are the implied outcomes of the subjects taught. During the first term of the summer school at Miami University in 1930, the Guiler-Christofferson Diagnostic Survey Test in Computational Arithmetic was given to thirty-seven students who were enrolled in the writer's course in educational and mental tests. The arithmetic test covers five phases of computation: (i) whole numbers, (2) fractions, (3) decimals, (4) practical measurements, and (5) percentage. Five abilities are included in each part of the test, and each ability is measured by means of two examples. Each example has a value of one point, the highest possible score being fifty points. The particular abilities measured by the test can readily be inferred from the examples listed in Table III. Of the thirty-seven students who took the test, twenty-two had taught arithmetic, along with other subjects, in the public schools of Ohio during the regular school year that had just closed. All these in-service teachers were high-school graduates and had had one or more years of professional training. One of the teachers had taught

Why We Need a Secretary of Education

Previous articleNext article FreeWhy We Need a Secretary of EducationGeorge Drayton StrayerGeorge Drayton Strayer Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 20, Number 8Apr., 1920 Article DOIhttps://doi.org/10.1086/454814 Views: 33Total views on this site PDF download Crossref reports no articles citing this article.