Anti-Racism Education and Training for Adult Mentors Who Work With BIPOC Adolescents

Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors’ attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings.

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Challenges and Solutions to Higher Education Institutions in Africa

International Journal of Education ◽

10.5296/ije.v8i1.8742 ◽

2016 ◽

Vol 8 (1) ◽

pp. 43 ◽

Cited By ~ 5

Author(s):

Tiffany A. Drape ◽

Rick Rudd ◽

Megan Lopez ◽

Donna Radford

Keyword(s):

Higher Education ◽

Secondary Level ◽

Education And Training ◽

Mentoring Programs ◽

Quality Of Education ◽

Agriculture Education ◽

Video Clips ◽

Regional Conference ◽

And Training

The purpose of this study was to explore ways that higher education institutes (HEI’s) that offered agriculture education and training (AET) in their curriculum could change the behavior to improve the quality of education offered to students. Faculty at a regional conference in Africa participated in a daylong focus group workshop aimed at addressing these needs and offering solutions that could be implemented immediately. Using the theory of planned behavior as a guide, participants discussed the challenges and solutions they saw at their institutions and the amount of time it would take to implement changes. A qualitative analysis was conducted using a codebook to analyze various pieces of data that included video clips and artifacts created by the participants at the workshop. Results from the analysis were split in two main themes, challenges or solutions. The main challenges included access to higher education and lack of preparation at the primary and secondary level of school. The main solutions proposed were to restructure the leadership and offer more training to faculty through mentoring programs. These results can guide higher education initiatives for agriculture education and training as well as other discipline areas in higher education.

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A Tale of Two Nations: An Examination of Technical and Vocational Education and Training (TVET) in England and Ireland in the Second Half of the 19th Century against the Background of the Low Standing of TVET in Contemporary Education Systems

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2020/v33i1230285 ◽

2020 ◽

pp. 28-41

Author(s):

Terry Hyland

Keyword(s):

Vocational Education ◽

19Th Century ◽

Education And Training ◽

Vocational Education And Training ◽

Future Research ◽

Philosophical Perspective ◽

Technical And Vocational Education ◽

The 19Th Century ◽

Vocational Studies ◽

And Training

A number of recent studies have pointed to the historically low standing of vocational education against liberal/academic studies in schools and colleges, a status which shows little sign of improvement. Various perspectives on the causes of this state of affairs have been advanced over the years, and philosophical, historical, economic and political factors have been examined in depth. Adopting a predominantly historical/philosophical perspective, this article attempts to throw light on current debates by examining the development of technical and vocational education and training (TVET) in England in the second half of the 19th century, and comparing this with educational developments in this field in Ireland which was then a colony of the British Empire and, after 1801, part of the United Kingdom. It is intended that, through the analysis of contrasting cultures and politico-economic systems, the origins of the differential status of vocational and academic pursuits can be highlighted with a view to suggesting ways of enhancing the standing of vocationalism. There has never been a more urgent time for this form of historical and philosophical policy review since the subordinate status of vocational studies stands in the way of much-needed curriculum and pedagogical reform in educational systems around the world. In conclusion, a number of suggestions are made in relation to the need for a more holistic conception of TVET which pays due attention to the practical and psychomotor aspects of the field emphasised in current approaches to the revival of craft and manual skills and strategies. Future research in the field would do well to take into account emerging studies on craft and manual learning, in addition to attending to the 19th century origins of vocational courses and strategies.

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Digital Elements for SAP ERP Education and Training: Results from a Systematic Literature Review

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v11i4.21843 ◽

2021 ◽

Vol 11 (4) ◽

pp. 115

Author(s):

Sigita Soellner

Keyword(s):

Literature Review ◽

Systematic Literature Review ◽

Education And Training ◽

Future Research ◽

Digital Learning ◽

Face To Face ◽

Industry Standard ◽

Hands On ◽

Face To Face Instruction ◽

And Training

SAP ERP knowledge is becoming more and more important and the demand for corresponding education and training is constantly increasing. As of today, curricula around SAP ERP typically include face-to-face instruction by a lecturer as well as hands-on practice phases in the SAP system to apply and reinforce the theoretical knowledge. In the era of COVID-19, this created challenges, since courses needed to be redesigned to fully digital within a very short amount of time. The purpose of this paper is to identify existing digital elements around SAP ERP education and training that could help lecturers to design engaging hybrid or fully digital learning offerings. To achieve this goal, a systematic literature review was conducted, and the results show that the identified offerings are either infrastructural offerings or simulations. Furthermore, SAP S/4HANA is hardly addressed in prior research, even though it is supposed to become the industry standard by 2027. Consequently, future research should focus on developing digital elements for education and training around SAP S/4HANA. Existing simulations might be adapted, but research should also try to explore further digital elements beyond simulations.

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Who Am I and What Do I Do?

Advances in Social Work ◽

10.18060/23640 ◽

2020 ◽

Vol 20 (2) ◽

pp. 440-453

Author(s):

Carrie W. Rishel ◽

Sara K. Guthrie ◽

Helen P. Hartnett

Keyword(s):

Social Work ◽

Identity Development ◽

Professional Identity ◽

Training Program ◽

Behavioral Health ◽

Interprofessional Education ◽

Qualitative Evaluation ◽

Education And Training ◽

Professional Identity Development ◽

And Training

The purpose of this study is to examine social work professional identity development through interprofessional education and practice. The Integrated Mental and Behavioral Health Training Program (IMBTP) was developed to prepare students for collaborative practice in integrated behavioral health settings. Interprofessional education and training was a core component of the IMBTP. At the conclusion of five cohorts (graduating 2014-2018), 61 MSW students had completed the training program. Content analysis of qualitative evaluation data revealed professional identity development as a recurring theme across multiple domains. Results demonstrate that providing opportunities for social work students to participate in interprofessional education and training allows for a greater understanding of other professional roles and perspectives, while at the same time helping to solidify the role and identity of a social worker. Social work education programs should consider including interprofessional education experiences for all students.

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Court-Involved Girls’ Perceptions of the Attainability of a Desired Possible Self and Its Connection to Past Adversity and Current Behavior

Feminist Criminology ◽

10.1177/1557085116665189 ◽

2016 ◽

Vol 12 (4) ◽

pp. 384-404 ◽

Cited By ~ 1

Author(s):

Marva V. Goodson ◽

Merry Morash

Keyword(s):

Identity Development ◽

Goal Setting ◽

Emotional Abuse ◽

Possible Selves ◽

Intervention Strategies ◽

Future Research ◽

Positive Identity ◽

Identity Based ◽

Court Involved ◽

Current Behavior

Identity-based motivation theory identifies individuals’ perceptions of attainable possible selves as the future-oriented component of self-concept that is a necessary first step in an adolescent’s goal setting and motivation for action. This qualitative study analyzed data from interviews with 27 court-involved girls. Girls with histories of sexual assault and emotional abuse were less likely than others to have attainable possible selves. Girls with unattainable possible selves more often broke the law as adults and dropped out of school. Discussion of findings focuses on implications for future research and on potential intervention strategies to promote girls’ positive identity development.

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Social work education and training in mental health, addictions and suicide: a scoping review protocol

BMJ Open ◽

10.1136/bmjopen-2018-024659 ◽

2019 ◽

Vol 9 (6) ◽

pp. e024659 ◽

Cited By ~ 2

Author(s):

Toula Kourgiantakis ◽

Karen Sewell ◽

Sandra McNeil ◽

Judith Logan ◽

Eunjung Lee ◽

...

Keyword(s):

Mental Health ◽

Social Work ◽

Social Workers ◽

Scoping Review ◽

Social Work Education ◽

Education And Training ◽

Future Research ◽

Training Programmes ◽

Work Education ◽

And Training

IntroductionSocial workers are among the largest group of professionals in the mental health workforce and play a key role in the assessment of mental health, addictions and suicide. Most social workers provide services to individuals with mental health concerns, yet there are gaps in research on social work education and training programmes. The objective of this scoping review is to examine literature on social work education and training in mental health, addictions and suicide.Methods and analysisUsing a scoping review framework developed by Arksey and O’Malley, we will search for literature through seven academic databases: PsycINFO, Sociological Abstracts, CINAHL Plus, Social Sciences Abstracts, Education Source, ERIC and Social Work Abstracts. Two independent reviewers will screen articles utilising a two-stage process. Titles and abstracts will be reviewed in the first stage and full texts will be reviewed in the second stage. Selected articles that meet inclusion criteria will be charted to extract key themes and they will be analysed using a qualitative thematic analysis approach.Ethics and disseminationThis review will fill a knowledge gap in social work education and training in mental health, addictions and suicide. Ethics approval is not required for this scoping review. Through dissemination in publications and relevant conferences, the results may guide future research and education in social work.

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Perspectives on the Education and Training of Learning Disabled Adults

Learning Disability Quarterly ◽

10.2307/1510897 ◽

1985 ◽

Vol 8 (3) ◽

pp. 231-236 ◽

Cited By ~ 16

Author(s):

Warren J. White

Keyword(s):

Postsecondary Education ◽

Social Adjustment ◽

Learning Disabled ◽

Education And Training ◽

Future Research ◽

Adults With Learning Disabilities ◽

Effective Program ◽

Model Training ◽

Program Components ◽

And Training

Adults with learning disabilities often face significant obstacles in their efforts toward leading satisfying lives. In spite of increasing attention toward the education and training of this population of handicapped individuals, little information is available about model training programs, characteristics of the population, and directions for future research and programming. The present article covers each of these major research needs. Among the primary conclusions and issues discussed are the present state of knowledge regarding vocational and social adjustment, postsecondary education options, effective program components, and suggestions for future research.

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Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol

HRB Open Research ◽

10.12688/hrbopenres.13201.2 ◽

2021 ◽

Vol 4 ◽

pp. 9

Author(s):

Philip Hardie ◽

Andrew Darley ◽

Catherine Redmond ◽

Attracta Lafferty ◽

Suzi Jarvis

Keyword(s):

Communication Skills ◽

Teaching Strategies ◽

Scoping Review ◽

Nurse Educators ◽

Education And Training ◽

Future Research ◽

Educational Practices ◽

Staff Nurse ◽

Training Programmes ◽

And Training

The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.

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Peer Mentoring in the Do-it-Yourself Artificial Pancreas System Community

Journal of Diabetes Science and Technology ◽

10.1177/1932296819883876 ◽

2019 ◽

Vol 14 (6) ◽

pp. 1022-1027 ◽

Cited By ~ 4

Author(s):

Hamish Crocket

Keyword(s):

Health Care Professionals ◽

Online Community ◽

Artificial Pancreas ◽

Primary Source ◽

Education And Training ◽

Models Of Care ◽

Future Research ◽

Do It Yourself ◽

And Training

Background: The do-it-yourself (DIY) artificial pancreas system (APS) community is led by people with diabetes (PWD) and their families. In contrast to standard models of care, in which health care professionals are responsible for the education and training of PWD and their families, within the DIY APS, community users are reliant on their peers for education and training. The provision of this support has not previously been studied. This article focuses on the role of mentors within the DIY APS community. Method: Semistructured interviews were conducted with mentors ( n = 9) who were identified with assistance from the DIY APS community. Thematic analysis was undertaken. Results were presented to select participants who endorsed the results as an accurate description of mentoring in the DIY APS community. Results: Mentors’ primary motivation was altruism. An empathetic, process-focused approach was modeled by prominent mentors. The use of online forums as the primary source of user support was perceived to be an effective method for sharing the workload. Key challenges for mentors included the frequency with which users asked questions that were answered in the existing documentation, dealing with conflict and managing workload. Most participants did not perceive mentoring to be risky, but did take steps to ensure that users were taking responsibility for their own systems. Conclusion: This study is the first to examine the role of mentors within the DIY APS community and also within the broader diabetes online community. Future research might seek to quantify the empathetic, process-focused approach to mentoring.

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Industrial Clustering Leadership in Brownsville, Texas and Matamoros, Mexico

IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) ◽

10.21013/jmss.v4.n3.p9 ◽

2016 ◽

Vol 4 (3) ◽

pp. 590

Author(s):

Lewis Carrier ◽

Ify Diala

Keyword(s):

Industrial Cluster ◽

Work Conditions ◽

Education And Training ◽

Future Research ◽

Manufacturing Companies ◽

Power Structures ◽

Cultural Challenges ◽

Industrial Sectors ◽

And Training

<div>The purpose of this case study was to understand the leadership forms and values that could affect organizational practices of an industrial cluster in the Brownsville/Matamoros region. A sample of 30 leaders from manufacturing companies in Brownsville, Texas, and Matamoras, Mexico participated in interviews and surveys. The analysis of the interview and survey data generated 12 major themes that emerged regarding the leadership forms, values, and cross-cultural challenges pertinent to the industrial cluster in the region. Participants viewed marked differences between American and Mexican leadership strategies, with emphasis on differences in procedural and power structures. Unifying goals and a commitment to learning about and understanding culture, family, and community may help foster respect and acceptance of cultural differences across the border. Cluster priorities for leadership include optimizing work conditions, education and training, resource utilization, and focusing on quality products and customer-oriented leadership. Planning, organization, and decentralized knowledge sharing, involving the combined knowledge, understanding, and experience of leaders, require communication, collaboration, and cross-functional teamwork. Education and training for current and future leaders and employees, with reasonable goals aligned with a unified vision for the cluster concept, encompasses measurable performance assessments based on goal achievement, supported by intrinsic and extrinsic rewards. The results from this study led to specific recommendations for leaders of the industrial sectors of Brownsville, Texas, and Matamoras, Mexico. The study concluded with limitations of the study and suggestions for future research based on the major thematic findings from this case study. </div>

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