Creative curriculum: Teaching self-awareness in a day care system

1982 ◽  
Vol 9 (4) ◽  
pp. 7-11
Author(s):  
Clare Fleming
2021 ◽  
Vol 12 (6) ◽  
pp. 757-772
Author(s):  
Dongyeo Kang ◽  
Sungjick Lee ◽  
Juhyeon Lim ◽  
Keungeun Lee
Keyword(s):  
Day Care ◽  

1969 ◽  
Vol 50 (9) ◽  
pp. 527-533 ◽  
Author(s):  
Alice H. Collins ◽  
Eunice L. Watson

Systematic collaboration between social workers and those who give day care through an informal system can maximize the positive results for the children


1974 ◽  
Vol 131 (3) ◽  
pp. 323-326 ◽  
Author(s):  
GORDON ADAIR HEATH ◽  
VAUGHN A. HARDESTY

2014 ◽  
Vol 4 (1) ◽  
pp. 23-29
Author(s):  
Constance Hilory Tomberlin

There are a multitude of reasons that a teletinnitus program can be beneficial, not only to the patients, but also within the hospital and audiology department. The ability to use technology for the purpose of tinnitus management allows for improved appointment access for all patients, especially those who live at a distance, has been shown to be more cost effective when the patients travel is otherwise monetarily compensated, and allows for multiple patient's to be seen in the same time slots, allowing for greater access to the clinic for the patients wishing to be seen in-house. There is also the patient's excitement in being part of a new technology-based program. The Gulf Coast Veterans Health Care System (GCVHCS) saw the potential benefits of incorporating a teletinnitus program and began implementation in 2013. There were a few hurdles to work through during the beginning organizational process and the initial execution of the program. Since the establishment of the Teletinnitus program, the GCVHCS has seen an enhancement in patient care, reduction in travel compensation, improvement in clinic utilization, clinic availability, the genuine excitement of the use of a new healthcare media amongst staff and patients, and overall patient satisfaction.


2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.


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