A Profile of Patients Seen by Fly-in Clinical Psychologists at a Non-Urban Facility and Implications for Training and Future Services

2009 ◽  
Vol 39 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Anthony L. Pillay ◽  
Molelekoa J. Kometsi ◽  
Evy-Terressah B. Siyothula

With the serious mental health services deficits in non-urban communities, there is a need to evolve alternative approaches to facilitate access to care. Considering clinical psychology services are largely concentrated in the metropolitan areas, we describe a relatively unusual approach to providing services in an outlying area. The majority of patients attended to in this service are children and adolescents, and most patients have less than secondary-school education. The commonest diagnoses are mental retardation, mood and anxiety disorders, with the last two conditions mainly found in scholars and the unemployed. Fractured families are almost the norm, with four out of five children living with only one or no parents. Over half the patients are from families receiving a state grant. The majority of patients travel great distances to get to the clinical psychologists. The findings point to the need for clinical psychologists to seriously consider developing newer models for providing care, and the need for working outside of traditional approaches.

2005 ◽  
Vol 1 (3) ◽  
Author(s):  
Brian Walmark

KO’s Internet High School (KIHS) provides Grade Nine and Ten students from remote and isolated First Nation schools in Ontario’s far north with the opportunity to receive a high quality secondary school education without having to leave their families and communities. Until KiHS, students as young as fourteen had to leave home and attend school in urban communities. With KiHS, these students can remain home during these critical years and are better equipped both academically and socially to cope with the challenges of city life when they choose to complete their high school education in the south. For more information, see www.kihs.knet.ca


2012 ◽  
Vol 3 (2) ◽  
pp. 117-119
Author(s):  
P.Pachaiyappan P.Pachaiyappan ◽  
◽  
Dr. D.Ushalaya Raj Dr. D.Ushalaya Raj

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Людмила Константиновна Синцова

В статье рассматривается проблема согласования гуманитарного стиля мышления и естественнонаучного знания. Практика показывает, что у студентов, выбравших для обучения гуманитарные специальности, преобладает гуманитарное мышление. Оно сформировано условиями профильного обучения в средней школе и продолжает развиваться на этапе получения высшего образования. Гуманитарный тип мышления характеризуется диалогичностью, вариативностью, креативностью, самостоятельностью в освоении новых знаний, способностью к интеллектуальным изобретениям и экспериментам с неизвестными и неочевидными результатами, к рефлексивности и критичности результатов деятельности. Важнейшими условиями повышения эффективности в освоении содержания естественнонаучных дисциплин студентами-гуманитариями являются учет возможностей и познавательных интересов студентов, использование резервов учебной информации, интерактивных методов обучения.The article deals with the problem of harmonizing the humanitarian style of thinking and natural science knowledge. Practice shows that students who choose humanities to study in humanities have humanitarian thinking that prevails. It is shaped by the profile of secondary school education and continues to evolve at the stage of higher education. The humanitarian type of thinking is characterized by dialogue, variability, creativity, autonomy in the development of new knowledge, the ability to intellectual inventions and experiments with unknown and non-obvious results, to reflexivity and criticality of the results of activities. The most important conditions for increasing the effectiveness in mastering the content of natural science disciplines by students of the humanities are taking into account the capabilities and cognitive interests of students, the use of reserves of educational information, interactive teaching methods.


Author(s):  
Steven Hobaica ◽  
Erica Szkody ◽  
Sarah A. Owens ◽  
Jennifer K. Boland ◽  
Jason J. Washburn ◽  
...  

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