scholarly journals Professional Support, London: the professional development unit supporting practitioner well-being, refreshment, remediation and revalidation

2013 ◽  
Vol 2 (1) ◽  
pp. u201038.w720 ◽  
Author(s):  
Julia Whiteman ◽  
Penny Morris ◽  
Helen Halpern
Keyword(s):  
Professional Development ◽  
Well Being ◽  
Professional Support ◽  
Development Unit

Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships

2020 ◽  
Vol 122 (11) ◽  
pp. 1-42
Author(s):  
Daniella Molle
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Classroom Practice ◽  
Data Use ◽  
Well Being ◽  
Multilingual Students ◽  
Study Approach ◽  
Mediational Role ◽  
Teacher Data ◽  
Over Time

Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classroom evidence of student learning, to student-focused discourses about multilingual youth. The research questions the study addresses are: As they make sense of data together, (a) how do teachers discursively position multilingual youth? and (b) what factors reinforce and undermine assets-based discourses about multilingual youth? Research Design Leveraging a case study approach, I explore how a team of three middle-school teachers positions students while analyzing classroom evidence during a one-year professional development designed for educators of multilingual youth. I rely primarily on transcripts of professional development sessions to trace student positioning by the team over time as teachers analyze dissimilar types of classroom evidence. Findings The findings reveal complex mediational relationships among teachers’ data use, student positioning, and shared theories of student engagement. These co-constructed theories reinforce deficit views of students when student reasoning and participation in learning are obscured by the data teachers are exploring. When the data make the process of student engagement available for reflection, however, teachers shift toward assets-based discourses. In addition, the findings shed light on relationships between type of evidence and implications for classroom practice. The teachers in the study shift their focus from teacher-centered instruction to the scaffolding of student interaction when the data make visible student participation in learning. Conclusions The study contributes to a nascent knowledge base about the complex relationships between teacher analysis of classroom evidence and assets-based discourses about all students and multilingual students in particular. The findings expand current conceptualizations of teacher data use by foregrounding student positioning over time as a key element of teacher sensemaking, and revealing the significant mediational role that shared theories of student engagement play in teachers’ data use. In terms of practical implications, the study offers insights into the mechanisms through which assets-based discourses about multilingual youth can be fostered across learning contexts.

Transformative Professional Development: Outcomes of the Inner Life Renewal Program

2006 ◽  
Vol 11 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Mary Jo Kreitzer ◽  
Lixin Zhang ◽  
Michelle J. Trotter
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Professional Growth ◽  
Well Being ◽  
Self Awareness ◽  
Listening Skills ◽  
Inner Life ◽  
Program Evaluations ◽  
Renewal Program ◽  
Development Outcomes

Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

scholarly journals Professional support during the postpartum period: Primiparous women’s views on professional services, their expectations, and barriers to mobilizing professional help

2019 ◽  
Author(s):  
Yiping Nan ◽  
Jingjun Zhang ◽  
Nisar Anum ◽  
Lanting Huo ◽  
Lei Yang ◽  
...  
Keyword(s):  
Phenomenological Study ◽  
Well Being ◽  
Professional Services ◽  
Professional Support ◽  
Professional Help ◽  
Services Delivery ◽  
Young Infants ◽  
Health Centres ◽  
Primiparous Women ◽  
Women’S Views

Abstract Background: Mothers of young infants, especially primiparous women who lack experience and knowledge, are usually overwhelmed with a multitude of stressors and challenges. Although support from professionals is needed for new mothers, there is indeed a gap between the necessary high-quality service and the currently provided poor services. This study aimed to explore primiparous women’s views on professional services, identify barriers to mobilizing professional support, and further understand women’s expectations of and preferences for the delivery of professional services. Method: A descriptive phenomenological study design was utilized in this study, and semi-structured interviews were conducted with 28 primiparous women who were selected from two community health centres and who had given birth within one year before the interview. Each conversation lasted between 20-86 minutes. Colaizzi’s seven-step phenomenological approach was used for data analysis. Results: Three major themes were identified: (a) dissatisfaction with current professional services for postpartum women, (b) barriers to mobilizing professional support, and (c) primiparous women’s expectations of professional support. Seven related subthemes included primiparous women’s disappointment with clinical services and their low confidence in services provided by communities, social health centres and online platforms; internal personal reasons and external socio-cultural factors that contributed to barriers in obtaining professional help; and primiparas’ new expectations of baby-care-related services, their personal needs for recovery, and their expectations of methods of services delivery. The necessity of professional support in the first month of confinement was emphasized by primiparas. Online methods were perceived by the majority of participants to be the best way to receive services. Conclusion: The results of this descriptive phenomenological study suggested that the professional services currently provided by medical facilities were insufficient and could not meet the requirements of primiparous women. The identified barriers should be analysed and overcome by enhancing education and eliminating stigma. The results also suggested that providing service focused on women’s requirements may be an effective strategy to enhance primiparous women’s well-being and suggested that women believed that the most acceptable and convenient methods should be considered during the delivery of interventions.

scholarly journals Continuing professional development: researching non-technical competencies can support cognitive reappraisal and reduced stress in clinicians

2017 ◽  
Vol 181 (10) ◽  
pp. 266-266 ◽  
Author(s):  
Tierney Kinnison ◽  
Stephen May
Keyword(s):  
Professional Development ◽  
Cognitive Reappraisal ◽  
Continuing Professional Development ◽  
Well Being ◽  
Coping Responses ◽  
Emotional Change ◽  
Key Skills ◽  
Technical Competencies ◽  
Behaviour Changes ◽  
And Coping

Generic professional capabilities (non-technical competencies) are increasingly valued for their links to patient outcomes and clinician well-being. This study explores the emotional change, and practice-related outcomes, of participants of a veterinary professional key skills (PKS) continuing professional development (CPD) module. Reflective summaries produced by participants were analysed. A change in emotion, from ‘negative’ to ‘positive’, was the focus of analysis. Sections regarding these emotions were thematically analysed. Analysis was performed on 46 summaries. Three themes were identified: ‘the PKS module’ (centred on reluctance becoming surprise and stimulation), ‘developing non-technical competencies’ (unease to confidence) and ‘stress and coping through a reflective focus’ (anxiety to harmony). The changing emotions were connected to positive cognitive reappraisal and often behaviour changes, benefitting self, practice, clients and patients. The PKS module teaches participants to reflect; a new and challenging concept. The consequences of this enabled participants to understand the importance of professional topics, to be appreciative as well as critical, and to enjoy their job. Importantly, the module stimulated coping responses. Better understanding of roles led to participants having more reasonable expectations of themselves, more appreciation of their work and reduced stress. This research supports more attention to professional skills CPD for health professions.

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

scholarly journals Promoting Emotional Well-Being Through an Innovative Personal and Professional Development Curriculum for Pediatric Residents

2019 ◽  
Vol 29 (4) ◽  
pp. 899-900
Author(s):  
Susan R. Hata ◽  
Kristina Dzara ◽  
Robert Meyer ◽  
Avram Z. Traum ◽  
Shannon Scott-Vernaglia
Keyword(s):  
Professional Development ◽  
Well Being ◽  
Pediatric Residents
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