scholarly journals An In-House Prevocational Training Program for Newly Discharged Psychiatric Inpatients: Exploring Its Employment Outcomes and the Predictive Factors

2015 ◽  
Vol 22 (2) ◽  
pp. 94-103 ◽  
Author(s):  
Wen-Fang Chuang ◽  
Eric Hwang ◽  
Hui-Ling Lee ◽  
Shang-Liang Wu
Keyword(s):  
Training Program ◽  
Predictive Factors ◽  
Psychiatric Inpatients ◽  
Employment Outcomes ◽  
Prevocational Training

The Relationship between Training Activities and Job Placement in Vocational Education of the Severely and Profoundly Handicapped

AAESPH Review ◽  
1977 ◽  
Vol 2 (2) ◽  
pp. 25-45 ◽  
Author(s):  
Dennis E. Mithaug ◽  
Lee D. Hagmeier ◽  
Norris G. Haring
Keyword(s):  
Training Program ◽  
Job Placement ◽  
Entry Level ◽  
Training Activities ◽  
General Training ◽  
Prevocational Training ◽  
The Relationship ◽  
Term Objective ◽  
Client Assessment

This paper discusses problems associated with vocational training and job placement by focusing upon the functional relationship between the two. Developing a successful prevocational training program for the severely and profoundly handicapped is contingent upon a precise specification of the long-term objective, job placement. Rather than providing a flexible and general training program that could potentially lead anywhere (and, as a consequence, would probably lead nowhere), this approach specifies the client's next most probable placement as the basis for arranging training. This means that an assessment of the requirements for entry into the next job placement or training program is necessary. The information obtained from this assessment provides a basis for evaluating individual clients' strengths and weaknesses for that particular job. The client assessment, in turn, determines the appropriate prevocational training objectives, which in turn suggest the range of training activities that most probably relate to the targeted job. The paper also describes a procedure employed In a pilot study to assess entry-level requirements of sheltered workshops in the Seattle area. The instrument developed from that study is attached for possible use in other prevocational training programs serving the severely and profoundly handicapped.

Suicide in adolescent psychiatric inpatients: incidence and predictive factors

1994 ◽  
Vol 89 (4) ◽  
pp. 235-241 ◽  
Author(s):  
E. Kjelsberg ◽  
E. Neegaard ◽  
A. A. Dahl
Keyword(s):  
Predictive Factors ◽  
Psychiatric Inpatients

Development and evaluation of an interpersonal skill-training program for psychiatric inpatients.

1975 ◽  
Vol 84 (1) ◽  
pp. 51-58 ◽  
Author(s):  
Jean B. Goldsmith ◽  
Richard M. McFall
Keyword(s):  
Training Program ◽  
Skill Training ◽  
Psychiatric Inpatients ◽  
Interpersonal Skill ◽  
Skill Training Program

Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives

2000 ◽  
Vol 66 (4) ◽  
pp. 509-529 ◽  
Author(s):  
Michael R. Benz ◽  
Lauren Lindstrom ◽  
Paul Yovanoff
Keyword(s):  
High School ◽  
Continuing Education ◽  
Students With Disabilities ◽  
Predictive Factors ◽  
Work Experience ◽  
Employment Outcomes ◽  
Student Perspectives ◽  
High School Diploma ◽  
Policy And Practice

This article reports on findings from two studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings from these studies indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized attention from staff were highly valued by participants. Recommendations for policy and practice are discussed.

Training program in maxillofacial prosthetics for medical artists

1975 ◽  
Vol 39 (11) ◽  
pp. 716-721
Author(s):  
A Katz ◽  
S Pruzansky
Keyword(s):  
Training Program

Vanderbilt dental auxiliary training program

1971 ◽  
Vol 35 (10) ◽  
pp. 641-641
Author(s):  
SJ Gibbs ◽  
L Zucker
Keyword(s):  
Training Program

A rater training program in removable prosthodontics

1984 ◽  
Vol 48 (5) ◽  
pp. 251-257 ◽  
Author(s):  
Weaver ◽  
W Saeger
Keyword(s):  
Training Program ◽  
Rater Training

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

An AAC Training Program with Emphasis on Collaboration and Inclusion

2004 ◽  
Vol 13 (2) ◽  
pp. 13-17 ◽  
Author(s):  
Gloria Soto
Keyword(s):  
Training Program
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