PeArLs: ASD professional development for psychologists working across New Zealand--An initiative by Altogether Autism

2012 ◽  
Author(s):  
Tanya Breen
Keyword(s):  
Professional Development ◽  
New Zealand

Ngā Ao e Rua | The Two Worlds: Psychotherapy, Biculturalism, and Professional Development in Aotearoa New Zealand

2014 ◽  
Vol 12 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Grant Dillon ◽  
Andrew Duncan ◽  
Jonathan Fay ◽  
Crea Land ◽  
Margaret Poutu Morice ◽  
...  
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Aotearoa New Zealand

Zooming in: Social work supervisors using online supervision

2017 ◽  
Vol 29 (3) ◽  
pp. 126-130
Author(s):  
Jason Rushton ◽  
Jo Hutchings ◽  
Karen Shepherd ◽  
Jude Douglas
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Supervision ◽  
Online Supervision ◽  
Geographically Dispersed ◽  
Aotearoa New Zealand ◽  
Social Work Practitioners ◽  
Online Group

A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development. 

scholarly journals Assessing readiness to work in primary health care: the content validity of a self-check tool for physiotherapists and other health professionals

2013 ◽  
Vol 5 (1) ◽  
pp. 70 ◽  
Author(s):  
Jenny Stewart ◽  
Kate Haswell
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Primary Health Care ◽  
New Zealand ◽  
Content Validity ◽  
Working Party ◽  
Initial Step ◽  
Validity And Reliability ◽  
Professional Groups ◽  
Primary Health

INTRODUCTION: The New Zealand Primary Health Care Strategy has emphasised the importance of well-coordinated service teams in managing complex chronic conditions. There is international evidence that physiotherapists can contribute effectively to the prevention and management of these conditions. However, there are few examples of physiotherapists in New Zealand (NZ) engaging in primary health care (PHC). It has been recognised that professional development is necessary to optimise physiotherapists’ participation in PHC. AIM: The aim of this study was to both design a self-check tool that physiotherapists could use as an initial step in preparing to work in PHC and to assess the content validity of the tool. METHODS: A literature review informed the development of the self-check tool. The tool was reviewed by members of the Physiotherapy New Zealand PHC working party to establish content validity. RESULTS: The tool was found to have excellent content validity with an overall score of 0.937, exceeding the acceptable index of 0.8. Item validity was excellent or acceptable for all except two items, which were subsequently modified in the final tool. DISCUSSION: This investigation provides initial support for the tool’s potential use by physiotherapists as a means of determining their readiness to work in PHC. It could have application beyond individual professional development to the wider context of team and organisational development. Additionally, with minor modifications the tool could have broader application to other professional groups. KEYWORDS: Continuing education; New Zealand; physiotherapy; primary health care; validity and reliability

scholarly journals Special Education in 1994: Practice in Search of a Policy

1994 ◽  
Author(s):  
Lex Mcdonald
Keyword(s):  
Professional Development ◽  
Special Education ◽  
New Zealand ◽  
Government Policy ◽  
Special Educators ◽  
Inservice Training ◽  
Policy Statement ◽  
Additional Training ◽  
Training Programmes ◽  
Research Studies

For special education in New Zealand, 1994 was a year in limbo as educators, parents and students awaited the Government’s policy statement and intentions. The issues of funding and contestability of service remained central to the proposed reorganisation with considerable apprehension expressed at the direction of change. It was indicated that teachers were needing and seeking professional development in the area of special education and a number of exemplary inservice training programmes were being offered. Many special educators believe that additional training and assistance should be provided to deal with the problem of our disaffected youth but Government policy has precluded adequate interventions in this area. Research studies and projects in 1994 reflected the wide nature of the ongoing issues and concerns in special education.

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