scholarly journals Solitude, Silence, and the Training of Psychotherapists: A Preliminary Study

2001 ◽  
Vol 29 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Jeffrey B. Vanmeter ◽  
Mark R. McMinn ◽  
Leslie D. Bissell ◽  
Mahinder Kaur ◽  
Jana D. Pressley
Keyword(s):  
Graduate Students ◽  
Training Program ◽  
Graduate Training ◽  
Total Duration ◽  
Spiritual Disciplines ◽  
Personality Characteristics ◽  
Wait List Control ◽  
Striking Increase ◽  
Preliminary Study ◽  
Research Questions

The spiritual disciplines of silence and solitude have long been practiced within the contemplative Christian tradition as a means of character transformation and experiencing God. Do these disciplines affect the use of silence in psychotherapy for Christian clinicians in a graduate training program? Nineteen graduate students in clinical psychology were assigned to a wait-list control condition or a training program involving the disciplines of solitude and silence, and the groups were reversed after the first cohort completed the spiritual disciplines training. One group, which was coincidentally comprised of more introverted individuals, demonstrated a striking increase in the number of silent periods and total duration of silence during simulated psychotherapy sessions during the period of training. The other group, more extraverted in nature, did not show significant changes in therapeutic silence during the training. These results cause us to pose research questions regarding the interaction of personality characteristics and spiritual disciplines in training Christian psychotherapists.

scholarly journals Moving Online: A Pilot Clinical Trial of the Changing Talk Online (CHATO) Communication Education for Nursing Home Staff

2020 ◽  
Author(s):  
Kristine N Williams ◽  
Carissa K Coleman ◽  
Yelena Perkhounkova ◽  
Tim Beachy ◽  
Maria Hein ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Home ◽  
Training Program ◽  
Effective Means ◽  
Posttest Score ◽  
Behavioral Symptoms ◽  
Wait List ◽  
Web Based ◽  
Wait List Control ◽  
Design And Methods

Abstract Background and Objectives Staff-resident communication is a critical part of nursing home (NH) care. Reducing elderspeak and increasing person-centered communication has been shown to reduce behavioral symptoms experienced by persons living with dementia. An online version of a successful classroom-based communication-training program that reduced staff elderspeak and resident behavioral symptoms was evaluated. The objective of this study was to establish feasibility and determine the preliminary effects of the online program in preparation for a national pragmatic clinical trial. Research Design and Methods Seven NHs were randomized to immediate intervention or wait-list control conditions. The NHs were provided with the web-based training program that staff individually accessed. Primary outcomes were knowledge scores and communication ratings of a video-recorded interaction, using pre- to post-training comparisons. Results Knowledge increased from a mean pretest score of 61.9% (SD=20.0) to a mean posttest score of 84.6% (SD=13.5) for the combined group. Knowledge significantly improved between Time 1 and Time 2 for the immediate intervention participants (p<.001), but not for the wait-list control participants (p=.091), and this difference was statistically significant (p<.001). Ability to recognize ineffective, inappropriate, non-person-centered, and elderspeak communication improved after training (p<.001). The magnitude of improvement in communication recognition was comparable to that of the original classroom format. Discussion and Implications The adapted communication intervention was feasible and improved knowledge and communication. Online instruction can improve access to quality education and is an effective means to improve dementia care by overcoming barriers to in-person training.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

Teaching Sociology Graduate Students to Teach with Techology

2005 ◽  
Vol os-22 (1) ◽  
pp. 42-55
Author(s):  
James L. Williams ◽  
Daniel G. Rodeheaver
Keyword(s):  
Instructional Technology ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Technology Training ◽  
Teaching Sociology ◽  
Training Process ◽  
Instructor Training ◽  
Pedagogical Issue ◽  
Graduate Training Programs

In light of the increasing emphasis on the use of instructional technology in higher education, sociology graduate students need to become conversant with instructional technology and its pedagogical implications. Yet, the literature on graduate instructor training has almost completely neglected this issue. This paper directly addresses this important pedagogical issue. After a discussion of the benefits of instructional technology training, we describe how to integrate training in instructional technology into graduate training programs in sociology. Our discussion offers specific suggestions for incorporating instructional technology training throughout the instructor training process. Our recommendations focus on helping graduate students employ effectively instructional technology and to become conversant with its pedagogical implications.

Treatment of Graves' ophthalmopathy with high-dose intravenous methylprednisolone pulse therapy

1987 ◽  
Vol 116 (4) ◽  
pp. 513-518 ◽  
Author(s):  
Yuji Nagayama ◽  
Motomori Izumi ◽  
Takeshi Kiriyama ◽  
Naokata Yokoyama ◽  
Shigeki Morita ◽  
...  
Keyword(s):  
Sodium Succinate ◽  
Total Duration ◽  
Pulse Therapy ◽  
Methylprednisolone Pulse Therapy ◽  
High Dose ◽  
Methylprednisolone Pulse ◽  
Methylprednisolone Sodium Succinate ◽  
Graves Ophthalmopathy ◽  
Preliminary Study ◽  
Intravenous Methylprednisolone Pulse

Abstract. This preliminary study was undertaken to investigate the efficacy of high-dose iv methylprednisolone pulse therapy in 5 patients with Graves' ophthalmopathy. One gram of methylprednisolone sodium succinate was given iv daily for 3 successive days. The 3-day infusion was repeated 3 to 7 times at intervals of 1 week; total duration of pulse therapy was 3 to 7 weeks. The clinical improvement of eye involvements by pulse therapy was assessed immediately after the last pulse therapy. The clinical assessment of the effect of pulse therapy for Graves' ophthalmopathy showed a good response in 3 patients, a fair response in one, and no response in one. However, in one patient, who was judged to show no response, complete improvement of the enlarged extraocular muscle was observed on orbital computed tomography. Moreover, two patients, who have been followed without any other therapies, showed no relapse of eye involvements for 32 and 10 months, respectively. Although it is impossible to determine whether pulse therapy is more effective than other immunosuppressive therapies, the results of this preliminary study suggest that pulse therapy may be a good immunosuppressive therapy for Graves' ophthalmopathy too. Controlled studies are desired.

scholarly journals Designing and Implementing a Novel Graduate Program to Develop Transdisciplinary Leaders in Urban Sustainability

2020 ◽  
Author(s):  
Megan M. Wallen ◽  
Ingrid Guerra-Lopez ◽  
Louay Meroueh ◽  
Rayman Mohamed ◽  
Andrea Sankar ◽  
...  
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Graduate Program ◽  
Graduate Training ◽  
Urban Sustainability ◽  
Problem Definition ◽  
Urban Setting ◽  
Collaborative Problem Solving ◽  
Research Education ◽  
Graduate Training Program

Urban settings are increasingly faced with challenges across natural and engineered environmental systems, threatening the sustainability of urban centers where >50% of the world's population resides. The pressures of aging infrastructure, water and air pollution, and environmental justice exemplify the growing need for urban professionals to employ complex scientific reasoning across disciplines where they can effectively address the multi-faceted issues of urban sustainability. Here we present an innovative model for preparing the next generation of public, private, and academic leaders to address complex problems in urban sustainability. Specifically, we outline the design and implementation of an integrated, adaptable graduate training program, with the goals of science leadership, curriculum relevancy, community impact, broader applicability, recruitment into science, technology, engineering and mathematics (STEM) programs and careers, and program sustainability. This program addresses human-ecosystem challenges using a transdisciplinary approach to produce scientific products in partnership with local communities, businesses, industries, scientists, and policy makers, while providing a mechanism to understand and overcome contemporary societal challenges. Students receive rigorous training in their home disciplines, coupled with training across disciplinary lines and developmental experiences, to prepare them to communicate, collaborate, and innovate in a variety of contexts. Training success is evaluated across measurable competency domains including problem definition, research methods, communication, collaboration, and problem-solving. After three years the program expanded relationships across fields and professions, successfully established 18 internship opportunities with community partners, created a new dual-title PhD program open to students in 5 academic departments, and facilitated the co-production of knowledge with external partners. This model bridges the gaps between research, education, and application, providing an integrated, rigorous graduate training program that fosters collaborative problem-solving between STEM graduate students and the broader community of professionals conducting sustainability work in a post-industrial urban setting.

scholarly journals Ecological consciousness and the limits of the Academy: a case study approach to ecohealth training and research

2021 ◽  
Author(s):  
Mathieu Feagan
Keyword(s):  
Graduate Students ◽  
Human Health ◽  
Graduate Training ◽  
Ecological Crisis ◽  
Case Study Approach ◽  
Ecological Consciousness ◽  
Study Approach ◽  
Academic Knowledge ◽  
Training And Research

This dissertation explores the concept of ecological consciousness through a case study approach examining recent attempts to use graduate training and research to better address issues of ecological sustainability and human health. Since the 1970s, there has been a growing number of graduate training programs designed to equip a new generation of graduates with the kind of awareness necessary to address the global ecological crisis. Despite these efforts, the crisis on the whole continues to worsen. Although scholars have pointed to the challenges that ecological consciousness poses for graduate training and research, few studies have examined these challenges from the point of view of graduate students themselves. To better understand the opportunities and constraints of graduate training and research, this dissertation uses the framework of ecological consciousness to analyze the experiences of an international group of twenty-six graduate students and professionals trained in ecosystem approaches to human health (ecohealth) in Canada, West and Central Africa, and Central America. Drawing on systems thinking, Indigenous knowledges, and historical materialism, I argue that ecological consciousness means using different ways of knowing to challenge the disciplining tendency of academic knowledge production and open space for a wider ecology of knowledge to develop and express itself. Methodologically, this project is informed by institutional ethnography, building on the diverse experiences and insights of interviewees to make sense of the layered contextual frames of the university, the state, and international development research projects. Despite an orientation toward transformative practices, interviewee experiences reveal strong pressures to fit within top-down, disciplinary processes already governing the administration of training and research, thereby limiting the possibilities for ecological consciousness. I conclude by offering certain theoretical possibilities for how ecological consciousness can support collective action upon the disciplinary employment structures, which graduate students and professionals have a key role in transforming.

Factors Affecting Development of Communities in 3D Immersive Learning Environments

2013 ◽  
Vol 4 (3) ◽  
pp. 18-34 ◽  
Author(s):  
Terry McClannon ◽  
Robert Sanders ◽  
Amy Cheney ◽  
Les Bolt ◽  
Krista Terry
Keyword(s):  
Graduate Students ◽  
Learning Environments ◽  
Survey Research ◽  
Sense Of Community ◽  
Graduate Programs ◽  
Factors Affecting ◽  
3D Environment ◽  
Research Questions ◽  
Immersive Environment ◽  
The Relationship

This study is based on survey research conducted in 2010 and 2011, involving graduate students using a 3D immersive environment for their coursework. Investigators examined students’ perceptions of community and presence via coursework offered in the immersive world. Utilizing the Sense of Community II index and the Communities of Inquiry survey, variables examined include students’ time within their graduate programs, time spent in the 3D environment, and their levels of immersion, as well as the relationship between the two instruments. Analysis showed significant results for each of the research questions for both instruments.

Sign in / Sign up

Export Citation Format

Share Document