Professional Development Resources Research Articles

Providing gender affirming and inclusive care to transgender men experiencing pregnancy

Objectives and designInformation about providing professional and appropriate perinatal care to transgender men in the perinatal setting is scarce, and healthcare providers often have insufficient knowledge or skills to provide this care. In response, a quality improvement educational program for nursing staff was developed and implemented, with the goal of evaluating the impact of this intervention on nurses’ knowledge, skills, and attitudes when caring for pregnant transgender men. Setting and participantsThe training was offered to nursing staff of a 24-bed inpatient perinatal unit at a large, private academic medical center in a major East Coast city during the unit's quarterly staff meeting in March 2020. InterventionThe training covered the provision of affirming and inclusive perinatal care for transgender men. The content of the training was based on recommendations in the literature and reviewed by content experts. MeasurementsPre-test (N = 55) and post-test (N = 23) online self-administered surveys assessed nursing staff's knowledge of, comfort, and interest in providing gender affirming care for transgender men. Mann-Whitney U and Fischer's exact tests were used to determine significant changes in knowledge and attitudes over time. FindingsFindings suggest the training improved nursing staff's self-reported knowledge and skills in providing gender affirming care to pregnant transgender men over time, with participants demonstrating improved knowledge about communication around pronouns, gender identity, reproductive systems, and obstetric history. Awareness of resources for both professional development and to refer transgender patients also improved. However, persistent deficits in other knowledge, skills, and attitudes remained, suggesting that nurses would likely benefit from further support and training in transgender-specific health issues. Key conclusions and implications for practiceFindings support the utility of unit-based training in improving affirming and inclusive care in the perinatal setting. This highlights opportunities for supporting nurses’ professional practice of caring for transgender patients experiencing pregnancy and may be adapted for use in other specialty units.

Addressing Barriers to Provision of First-Line Pharmacotherapy for Tobacco Use Disorder.

Back to table of contents Previous article Next article CommentaryNo AccessAddressing Barriers to Provision of First-Line Pharmacotherapy for Tobacco Use DisorderA. Eden Evins, M.D., M.P.H., and Corinne Cather, Ph.D.A. Eden EvinsSearch for more papers by this author, M.D., M.P.H., and Corinne CatherSearch for more papers by this author, Ph.D.Published Online:9 Nov 2022https://doi.org/10.1176/appi.ps.20220467AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article"Addressing Barriers to Provision of First-Line Pharmacotherapy for Tobacco Use Disorder." Psychiatric Services, , pp. – Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - Psychiatric Services $35.00 Add to cart PPV Articles - Psychiatric Services Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Metrics KeywordsSchizophrenianegative symptomsnicotinesmoking cessationSmokingPDF download History Received 12 September 2022 Accepted 26 September 2022 Published online 9 November 2022

Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning

ABSTRACT Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful relationships in early childhood settings are uncommon. This article reports on an evaluation of a trial of a whole of service approach to the teaching of gender equity with a group of early childhood services in Melbourne, Australia. The project resulted in many changes in professional practice including applying a gender lens to planning practices and making changes to the resources provided in children’s learning spaces. This research has important implications for how gender equity might be taught with young children and the support that early childhood educators need to implement these changes.

Rapprochement and Reform: Overcoming Factionalism: Response to Commentaries

Back to table of contents Previous article Next article LettersNo AccessRapprochement and Reform: Overcoming Factionalism: Response to CommentariesWilliam R. Smith, M.D., Ph.D. Dominic A. Sisti, M.D.William R. SmithSearch for more papers by this author, M.D., Ph.D. Dominic A. SistiSearch for more papers by this author, M.D.Published Online:1 Nov 2022https://doi.org/10.1176/appi.ps.22073013AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article"Rapprochement and Reform: Overcoming Factionalism: Response to Commentaries." Psychiatric Services, 73(11), p. 1312 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - Psychiatric Services $35.00 Add to cart PPV Articles - Psychiatric Services Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 73Issue 11 November 01, 2022Pages 1312-1312 Metrics PDF download History Published online 1 November 2022 Published in print 1 November 2022

Resilience amongst Ontario registered practical nurses in long-term care homes during COVID-19: A grounded theory study.

This study aimed to understand how the personal and professional resilience of Registered Practical Nurses working in long-term care (LTC) homes in Ontario were impacted during the Coronavirus 2019 pandemic. Registered Practical Nurses are primary regulated healthcare providers that have worked in Ontario LTC homes during the COVID-19 pandemic. As frontline workers, they have experienced increased stress secondary to lockdowns, changing Ministry of Health recommendations, social isolation and limited resources. LTC homes experienced almost a third of all COVID-19-related deaths in Ontario. Understanding registered practical nurses' (RPNs) resilience in this context is vital in developing the programs and supports necessary to help nurses become and stay resilient in LTC and across a range of settings. Purposive sampling was used to recruit 40 Registered Practical Nurses working in LTC homes across Ontario for interviews. Charmaz's Grounded theory guided in-depth one-on-one interviews and analyses completed between April to September 2021. Registered Practical Nurse participants represented 15 (37.5%) private, and 25 (62.5%) public LTC homes across Ontario Local Health Integration Networks. Findings informed two distinct perspectives on resilience, one where nurses were able to maintain resilience and another where they were not. Sustaining and fraying resilience, presented as bimodal processes, was observed in four themes: 'Dynamic Role of the Nurse', 'Preserving Self', 'Banding Together' and 'Sense of Leadership Support'. Resilience was largely drawn from themselves as individuals. Resources to support self-care and work-life balance are needed. Additionally, workplace supports to build capacity for team-based care practices, collegial support in problem-solving and opportunities for 'connecting' with LTC nursing colleagues would be beneficial. Our findings suggest a role for professional development resources in the workplace that could help rebuild this workforce and support RPNs in providing quality care for older adults living in LTC. Our research team included two members of the Registered Practical Nurses Association of Ontario, and these team members contributed to the discussion and design of the study methodology, recruitment, analysis and interpretation. Further, RPNs working in long-term care during the COVID-19 pandemic were the participants in this study and, therefore, contributed to the data. They did not contribute to data analysis or interpretation.

Opioid Use Disorder: Pernicious and Persistent.

Back to table of contents Previous article Next article Reviews and OverviewsNo AccessOpioid Use Disorder: Pernicious and PersistentCecilia L. Bergeria, Ph.D., and Eric C. Strain, M.D.Cecilia L. BergeriaSearch for more papers by this author, Ph.D., and Eric C. StrainSearch for more papers by this author, M.D.Published Online:1 Oct 2022https://doi.org/10.1176/appi.ajp.20220699AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byOpioid Use Disorder, Cannabis Use Disorder, and a Mindfulness Intervention Affecting Pain-Related Neural SubstratesNed H. Kalin, M.D.1 October 2022 | American Journal of Psychiatry, Vol. 179, No. 10 Volume 179Issue 10 October 2022Pages 708-714 Metrics PDF download History Accepted 11 August 2022 Published online 1 October 2022 Published in print 1 October 2022

Method of projects as a resource for professional and personal development of a future teacher

The article is devoted to the problem of professional and personal development of future teachers. Modern society needs highly educated specialists who are ready for the challenges of the time. The teacher must possess not only subject competencies, but also high adaptability to updates, susceptibility to pedagogical innovations, dynamism, flexibility, mobility, digital literacy. Actual requirements for a teacher against the backdrop of rapid changes in society determine the content of his professional training, which is undergoing transformations at different levels. Attention is focused on the method of projects as a resource for the development of professional and personal characteristics of a specialist, ensuring his demand in the labor market. The project method is understood as a joint search-cognitive, creative, productive activity of a teacher and students, aimed at finding a solution to a problem that has arisen and culminating in a practical result. The experience of the successfully implemented information and creative project "Is it good to be able to read?", which became the winner of the International Festival "Children of the Rainbow: Socialization and Development of Communication Skills", 2021. More than 200 people took part in the project. Among them are students of the PSTGU pedagogical direction, children with disabilities and their parents. The work on the project included the stages of forecasting, modeling, design, actual design, testing and reflection. The final product of the project was an interactive digital content developed by students on the Microsoft Sway platform. The article analyzes the didactic, developing, diagnostic, educational possibilities of the project method. The importance of project activities for the development of professional competence of a teacher is shown. The results of a survey of students about the advantages and difficulties of project activities at the university are presented. The results of the analysis of the successful experience of project activities show its potential in the development of a future teacher with a conscious pedagogical position and readiness for active and creative activity. A conclusion is formulated about the resource of the project method, which contributes to building a constructive path for the development of a person in the profession.

Exploring teacher adoption, adaptation, and implementation of a daily report card intervention when using the daily report card online platform

Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers’ adoption and implementation of a high-quality daily report card (DRC) intervention through the use of professional development resources, guided intervention design workflows, algorithm-based decision-making tools, and real-time progress monitoring. We examined teacher adoption, adaptation, and implementation of a DRC intervention when using the DRCO platform with support from a consultant during the 2021–2022 school year. Participants were 29 teachers, 20 of whom used the DRCO to implement a DRC with a student (n = 20). The most frequently chosen target behaviors were student interruptions, non-compliance, and work completion. When using the DRCO platform, teachers achieved several procedures that align with evidence-based guidelines (e.g., screening, baseline tracking, setting achievable goals, tracking behaviors over time). However, goal criterion changes and shaping procedures were used less often than expected. Despite the option to track behaviors solely with technology, 60% of teachers tracked student behaviors via paper methods (e.g., printed the DRC card, used sticky notes). Adaptations were made by 40% teachers; however, all adaptations involved modifying printed materials to be more student-friendly (e.g., add clipart to the DRC) and did not change the guiding principles of the intervention. Tau-effect sizes for academic and behavioral target behaviors on the DRC showed small to moderate change over time and change in target behaviors showed some association with change in global teacher ratings. Lastly, we identified associations between teacher characteristics and adoption and implementation, as well as associations between implementation and student outcomes.

OneOpPF: A Personal Finance Professional Development Resource

This article describes personal finance programming available through the OneOp Personal Finance team (OneOpPF) for the professional development of Extension educators and military Personal Financial Managers for outreach to their clientele. Included is a brief description of six OneOpPF deliverables (webinars, blog posts, Question of the Day tweets, podcasts, social media, and newsletters) and a discussion of impact indicators such as online outreach statistics and continuing education units awarded to program participants. The article concludes with four best practices for working with military stakeholders and a description of how OneOpPF program materials can be accessed by Extension professionals.

Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value

AbstractCollaboration has the potential to strengthen both professional learning and well-being for teachers. However, it can also bring problematic aspects, such as increased workload and conflicts. The purpose of this study was to explore biology teachers’ experiences of collaboration to better understand how upper secondary school organisations can support teachers to obtain valuable collaborations. By analysing accounts of biology teachers’ experiences of collaborations perceived as valued and less valued, I investigate how benefits and difficulties of the collaborations relate to organisational and situational conditions. Benefits and difficulties in different types of collaborations associated with high and low perceived value from collaborations can help identify ways to lower the cost and increase the gain for teachers in collaborations. The results showed that the chosen valued collaborations were often initiated by the teachers and typically involved benefits relating to both teacher and student learning. In the less valued collaborations, benefits were narrower, impacting teachers or students. The importance of structure was emphasised in most collaborations but management support appeared more important in interdisciplinary collaborations involving more than three teachers, while personal affinity between collaborators appeared more important in collaborations involving two or three teachers. Continuity was emphasised in order to give time for consensus and structure to develop, or to sustain discussions on important issues. Overall, this study shows that while continuity appeared important for developing valued collaborations, it can be difficult to obtain. Focusing on biology teachers’ experiences of benefits and difficulties in relation to more or less valued collaborations can help school organisations prioritise support, time and resources for professional development to allow for continuity in valuable collaborations that can strengthen the quality of biology education.

2022 Annual Meeting: Presidential Address

Back to table of contents Previous article Next article APA Presidential AddressesNo Access2022 Annual Meeting: Presidential AddressVivian B. Pender, M.D.Vivian B. PenderSearch for more papers by this author, M.D.Published Online:1 Sep 2022https://doi.org/10.1176/appi.ajp.22179005AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article"2022 Annual Meeting: Presidential Address." American Journal of Psychiatry, 179(9), pp. 606–607 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 179Issue 9 September 2022Pages 606-607 Metrics PDF download History Published online 1 September 2022 Published in print 1 September 2022

Treatments for Depression in Bipolar II Disorder

Back to table of contents Previous article Next article Letters to the EditorNo AccessTreatments for Depression in Bipolar II DisorderSuresh Durgam, M.D., Richard Chen, Ph.D., Joseph R. Calabrese, M.D., Gary S. Sachs, M.D.Suresh DurgamSearch for more papers by this author, M.D., Richard ChenSearch for more papers by this author, Ph.D., Joseph R. CalabreseSearch for more papers by this author, M.D., Gary S. SachsSearch for more papers by this author, M.D.Published Online:1 Sep 2022https://doi.org/10.1176/appi.ajp.22010081AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article Access content To read the fulltext, please use one of the options below to sign in or purchase access. Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 179Issue 9 September 2022Pages 688-690 Metrics KeywordsBipolar and Related DisordersBipolar II DisorderClinical Drug StudiesPharmacotherapyAntipsychoticsSecond GenerationPDF download History Received 27 January 2022 Accepted 21 March 2022 Published online 1 September 2022 Published in print 1 September 2022

Vivian B. Pender, M.D., 148th President, 2021–2022

Back to table of contents Previous article Next article APA Presidential AddressesNo AccessVivian B. Pender, M.D., 148th President, 2021–2022Altha J. Stewart, M.D.Altha J. StewartSearch for more papers by this author, M.D.Published Online:1 Sep 2022https://doi.org/10.1176/appi.ajp.22179007AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article"Vivian B. Pender, M.D., 148th President, 2021–2022." American Journal of Psychiatry, 179(9), p. 610 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 179Issue 9 September 2022Pages 610-610 Metrics PDF download History Published online 1 September 2022 Published in print 1 September 2022

2022 Annual Meeting: President-Elect Address

Back to table of contents Previous article Next article APA Presidential AddressesNo Access2022 Annual Meeting: President-Elect AddressRebecca W. Brendel, M.D., J.D.Rebecca W. BrendelSearch for more papers by this author, M.D., J.D.Published Online:1 Sep 2022https://doi.org/10.1176/appi.ajp.22179006AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article"2022 Annual Meeting: President-Elect Address." American Journal of Psychiatry, 179(9), pp. 608–609 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 179Issue 9 September 2022Pages 608-609 Metrics PDF download History Published online 1 September 2022 Published in print 1 September 2022

Practice based small group learning during a pandemic: an evaluation from Defence Primary Healthcare

ABSTRACT The educational benefits of Practice-Based Small Group Learning (PBSGL) are well known. The Ministry of Defence in the United Kingdom employs a salaried healthcare workforce across the globe with staff frequently moving. Given the success of PBSGL in Canada and Scotland, PBSGL was introduced as a large pilot to assess it as a continuous professional development (CPD) resource. A survey gathering quantitative and qualitative was distributed to the pilot population after using PBSGL for 12 months. This showed the favoured types of CPD were PBSGL and taught CPD update courses. Themes identified from free-text comments were: developing professional educational networks during Covid; evolving themes of CPD; applying learning to practice; practical aspects of delivering CPD to Defence promoting a positive learning environment; human interaction is therapeutic. These were similar to educational and non-educational benefits found in previous evaluations, but with the added benefit of providing a professional educational network during the COVID pandemic. Benefits were preserved when the sessions were run remotely using video-conferencing, although some of the human interaction was lost. As CPD, it was highly valued. For Defence, who need to consider the CPD requirements of their workforce, provision of PBSGL alongside taught CPD updates may satisfy the learning needs of the majority of the workforce.

Weighing the Costs and Benefits of Universal Suicide Risk Screening in Primary Care: An Evidence-Based Approach.

Back to table of contents Previous article Next article Controversies in Psychiatric ServicesNo AccessWeighing the Costs and Benefits of Universal Suicide Risk Screening in Primary Care: An Evidence-Based ApproachCraig J. Bryan, Psy.D., A.B.P.P., Michael H. Allen, M.D., Charles W. Hoge, M.D.Craig J. BryanSearch for more papers by this author, Psy.D., A.B.P.P., Michael H. AllenSearch for more papers by this author, M.D., Charles W. HogeSearch for more papers by this author, M.D.Published Online:11 Jul 2022https://doi.org/10.1176/appi.ps.202100611AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article Access content To read the fulltext, please use one of the options below to sign in or purchase access. Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - Psychiatric Services $35.00 Add to cart PPV Articles - Psychiatric Services Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 74Issue 1 January 01, 2023Pages 79-81 Metrics KeywordsRisk screeningSuicideSelf-destructive behaviorPrimary careUniversal screeningPDF download History Published online 11 July 2022 Published in print 1 January 2023

Universal Suicide Screening Is Feasible and Necessary to Reduce Suicide.

Back to table of contents Previous article Next article Controversies in Psychiatric ServicesNo AccessUniversal Suicide Screening Is Feasible and Necessary to Reduce SuicideJulie Goldstein Grumet, Ph.D., Edwin D. Boudreaux, Ph.D.Julie Goldstein GrumetSearch for more papers by this author, Ph.D., Edwin D. BoudreauxSearch for more papers by this author, Ph.D.Published Online:11 Jul 2022https://doi.org/10.1176/appi.ps.202100625AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - Psychiatric Services $35.00 Add to cart PPV Articles - Psychiatric Services Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 74Issue 1 January 01, 2023Pages 81-83 Metrics KeywordsSuicideSelf-destructive behaviorEmergency psychiatryGeneral hospital psychiatryPractice guidelinesAdolescentsPDF download History Published online 11 July 2022 Published in print 1 January 2023

Engagement in Mental Health Services.

Back to table of contents Previous article Next article Editor’s ChoiceNo AccessEngagement in Mental Health ServicesAlexandra Sosnowski, B.Sc., Nicole Kozloff, M.D., S.M., Lisa B. Dixon, M.D., M.P.H.Alexandra SosnowskiSearch for more papers by this author, B.Sc., Nicole KozloffSearch for more papers by this author, M.D., S.M., Lisa B. DixonSearch for more papers by this author, M.D., M.P.H.Published Online:1 Jul 2022https://doi.org/10.1176/appi.ps.22073006AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail View article"Engagement in Mental Health Services." Psychiatric Services, 73(7), pp. 838–839 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - Psychiatric Services $35.00 Add to cart PPV Articles - Psychiatric Services Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 73Issue 7 July 2022Pages 838-839 Metrics PDF download History Published online 1 July 2022 Published in print 1 July 2022

Новый формат педагогического краеведения в профессиональном росте учителя будущего: от осмысления к трансляции

The importance of the problem under study stems from the rising demands of the state and modern society for a teacher’s professional growth. The objective of this paper is to establish a new format of pedagogical local history as a strategic resource for professional development of the teacher of the future. The notion of pedagogical local history has been explained from the standpoint of a branch of pedagogical science that investigates the past and current situation of education in the country and its areas. Through the generalization of sources, clarification and interpretation of formulations, a new approach was proposed to understanding pedagogy as it relates to the professional readiness of the future teacher to independently manage his or her career, to determine the trajectory of profession, and to set desirable goals to promote the cultural heritage through the interaction of times, the development of a new one, and the preservation of the past. By incorporating the main principles of digitalization into pedagogical practices, regional pedagogical traditions were articulated in the context of the cultural heritage of generations of the Orenburg region. Regional factors have been found as having a novel quality to the seemingly well-known processes of professional evolution of the future teacher due to their “territorial” nature. The influence of pedagogical local history on the construction of a distinctive individual-creative style of a new evolution teacher, as well as the enrichment of historical and pedagogical heritage, was assessed analytically. The authors conclude that evaluating the strategic resources of pedagogical local history, which could play a certain reinforcing role in preparing a teacher for innovative pedagogical activities, based on the traditions and historical experience of studying the region and understanding the modern problems of its development, is of current importance. The Google Forms tool was used to conduct an online survey of 235 instructors.

Continuing Professional Development in Response to COVID-19: Knowledge Mobilization for Occupational Therapy and Physiotherapy via a Curated Web Site.

Once the COVID-19 pandemic was declared, clinicians were redeployed to prepare for increased hospitalizations. This disruption necessitated rapid continuing professional development (CPD) resources for health care providers. This mixed-method study explored the experiences of occupational therapists and physiotherapists who accessed a CPD Web site that provided educational resources related to the pandemic to refresh their clinical knowledge and skills. Faculty from the Michener Institute of Education at the University Health Network and University of Toronto along with 60 collaborators created a Web site to support the need for rapid CPD. An occupational therapist and physiotherapist advisory group informed the evolving design of the occupational therapy and physiotherapy content. In the occupational therapy profession 535 users created an account between April and November 2020 (236 practicing, 283 students, and 16 did not specify) and in the physiotherapy profession 829 created an account (532 practicing, 278 students and 19 did not specify). Each user viewed an average of 53 Web pages. Three themes emerged: (1)To prepare for practice changes, clinicians value a single repository of information; (2) Web site features can either facilitate or hinder access to the needed information; and (3) Participants described diverse learning needs. The Web site design features assisted participants in preparing for redeployment and patient care. Features to encourage self-directed learning, such as the grouping of relevant topics and self-check quizzes, can enhance the user experience.