Being and Becoming a Psychotherapist in Portugal

2016 ◽  
pp. 93-126
Author(s):  
Helena Moura de Carvalho ◽  
Paula Mena Matos
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Clinical Practice ◽  
Theory Analysis ◽  
Stages Of Development ◽  
Theoretical Orientations ◽  
Professional Experiences ◽  
Personal Domain ◽  
Professional Self ◽  
Being And Becoming

The purpose of this work was to analyze the narratives of 20 Portuguese expert psychotherapists from different theoretical orientations on their personal and professional development during clinical practice. Using a constructive perspective of grounded theory analysis, two main themes emerged. The first theme focuses on the personal and professional experiences that contributed to the development of expert psychotherapists. This theme emphasizes the importance of dialogue and consistency between the personal and professional self-understanding of the development of the psychotherapist. In the second theme, the stages of development and changes of the psychotherapist are organized in two subthemes: (1) steps and changes in development of psychotherapists working in the professional domain and (2) steps and changes in development of psychotherapists in the personal domain. The findings highlight the need to consider the changes in personal and professional development in the study of the development of psychotherapists.

The journey of an integrationist: A grounded theory analysis.

Psychotherapy ◽  
2016 ◽  
Vol 53 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Tomas Rihacek ◽  
Ester Danelova
Keyword(s):  
Grounded Theory ◽  
Theory Analysis

THE ROLE OF A MENTOR IN THE PROCESS OF TRAINING STUDENTS IN THE SPECIALTY MIDWIFE

2020 ◽  
Vol 1 (8(77)) ◽  
pp. 23-32
Author(s):  
S. Radeva ◽  
L. Georgieva
Keyword(s):  
Clinical Practice ◽  
Practical Training ◽  
Internal Factors ◽  
Professional Orientation ◽  
Young Professionals ◽  
Motivation For Learning ◽  
Obstetric Services ◽  
Professional Self ◽  
Legislative Changes

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.

Disseminated intravascular coagulation syndrome

2020 ◽  
pp. 22-40
Author(s):  
A. Kulikov
Keyword(s):  
Clinical Practice ◽  
Disseminated Intravascular Coagulation ◽  
Blood Cells ◽  
Physical State ◽  
Clinical Manifestations ◽  
Vascular Wall ◽  
Stages Of Development ◽  
Intravascular Coagulation ◽  
Hemostatic Disorder

Presented material reveals main links in the pathogenesis of hemostatic disorder. In particular, attention is paid to the role of the lungs, liver and other organs in the development of this process. Role of vascular wall and blood cells in regulation of the physical state of blood is described in detail. The most frequent factors leading to hypercoagulation are indicated. Difference between hypercoagulation and thrombophilia is shown. The latter is found in clinical practice quite often, but at the same time, it is poorly diagnosed. Such a terrible complication of hemostatic disorder as disseminated intravascular coagulation is described. Its classification, stages of development, clinical manifestations are offered to the readers.

scholarly journals Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes

ZDM ◽  
2021 ◽  
Vol 53 (5) ◽  
pp. 1073-1084 ◽  
Author(s):  
Barbara Jaworski ◽  
Despina Potari
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teaching Practice ◽  
Implementation Process ◽  
Developmental Model ◽  
Mathematical Tasks ◽  
Learning And Development ◽  
Theory Analysis ◽  
Project Proposal ◽  
Trace Learning

AbstractThis paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.

Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

2021 ◽  
pp. 147490412110109
Author(s):  
Henrike Terhart
Keyword(s):  
Grounded Theory ◽  
Teacher Training ◽  
Interview Study ◽  
Theory Analysis ◽  
Theoretical Concepts ◽  
Biographical Approach ◽  
Teachers In Transition ◽  
The University

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

Striking the balance: A grounded theory analysis of staff perspectives

1996 ◽  
Vol 35 (2) ◽  
pp. 249-264 ◽  
Author(s):  
J. A. Clegg ◽  
P. J. Standen ◽  
G. Jones
Keyword(s):  
Grounded Theory ◽  
Theory Analysis

How people with psychosis positively contribute to their family: a grounded theory analysis

2010 ◽  
Vol 33 (3) ◽  
pp. 353-371 ◽  
Author(s):  
Joanne Coldwell ◽  
Sara Meddings ◽  
Paul M. Camic
Keyword(s):  
Grounded Theory ◽  
Theory Analysis

Competence-Oriented Models of Professional Development of Specialists in the Context of Sustainable Education

2021 ◽  
Vol 39 (9) ◽  
Author(s):  
Viktoriia V. Sydorenko ◽  
Alla B. Popova ◽  
Nataliia L. Rehesha ◽  
Oksana O. Sinenko ◽  
Olha I. Trynko
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Informal Education ◽  
Educational Programs ◽  
Innovative Teaching ◽  
National Education ◽  
Professional Activities ◽  
National Education System ◽  
Professional Development Of Teachers ◽  
Professional Self

The article thoroughly describes the competency-oriented models of professional self-improvement and self-realization of teachers in terms of sustainable development. The educational and methodical support of professional development of teachers for lifelong learning through formal, non-formal and informal education according to innovative competence-oriented models of professional development has been developed and experimentally tested. The results of the study can be used in the process of modernization of the national education system, in particular in the activities of educational and methodological centers of vocational education in the development of curricula, educational programs, qualification requirements for professional activities of teachers, innovative teaching and methodological support.

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