Teaching an Undergraduate Seminar in Psychotherapy

1996 ◽  
Vol 23 (2) ◽  
pp. 110-112 ◽  
Author(s):  
Kathryn Graff Low
Keyword(s):  
Role Playing ◽  
Course Evaluations ◽  
Case Material ◽  
Theoretical Orientations ◽  
Therapeutic Setting ◽  
Hands On ◽  
Therapy Sessions

I describe an undergraduate seminar course on psychotherapy that includes both didactic and experiential components. Students attend lectures, discuss case material, read texts on psychotherapy, and participate in role-playing sessions based on different theoretical orientations. These simulated therapy sessions are videotaped and shared during class. Students critique their own role-plays and receive feedback from peers both in and out of the classroom. Such a course improves communication stills and gives undergraduates hands-on experience in a simulated therapeutic setting. Course evaluations are summarised.

Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents

2016 ◽  
Vol 32 (3) ◽  
pp. 543-548
Author(s):  
Apinut Wongkietkachorn ◽  
Pangpoom Boonyawong ◽  
Peera Rhunsiri ◽  
Kasaya Tantiphlachiva
Keyword(s):  
Patient Education ◽  
Surgical Training ◽  
Active Role ◽  
Role Playing ◽  
Training Workshop ◽  
Hands On

scholarly journals 64 Use of a cattle artificial insemination school as extension programming in the Southeast United States

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 5-5
Author(s):  
Landon Marks ◽  
Brandi Karisch ◽  
Cobie Rutherford ◽  
Jane A Parish
Keyword(s):  
Subject Area ◽  
Course Evaluations ◽  
Extension Agents ◽  
State University ◽  
Herd Health ◽  
Saturday Morning ◽  
Southeast United States ◽  
Hands On ◽  
Post Test ◽  
Thursday Evening

Abstract The objectives of this cattle AI school were to provide producer education in cattle reproductive management, semen handling, and insemination technique. The school is unique from other AI training programs in that it consisted of 7 hours of classroom training in economics, reproductive anatomy, estrous cycle, estrus synchronization, estrus detection, AI equipment, nutrition, sire selection, herd health, and biosecurity in relation to AI. Instructors were Mississippi State University (MSU) and Auburn University (AU) faculty and Extension agents with expertise in each subject area. Hands-on laboratory handling of bovine female reproductive tracts was provided as part of this initial classroom instruction. The program included a minimum of 8 hours of hands-on experience with semen handling and cattle insemination technique. The entire course spans a Thursday evening, Friday morning and afternoon, and Saturday morning and was scheduled twice per year. Overall participant ratings of AI school sessions averaged 4.7 on a 1 to 5 scale, where 1 = poor and 5 = excellent. Changes to the AI school were made over time based on producer feedback from previous course evaluations. The MSU Beef Unit was added as a second location in 2012. The evaluation was updated in 2015 to include a pre-test/post-test, 173 participants have completed a test with a pre-test average of 68.32 ± 13.34 and post-test average of 82.49 ± 10.09 (P < 0.001). A presentation for reproductive equipment was added in 2017. The MSU-ES cattle AI school consistently fills to participant capacity at each offering with waiting lists formed each time for future offerings, indicating a strong demand for this program. School participation has expanded from primarily Mississippi-based attendees to attendee representation from 13 additional states in the program. In excess of 1,052 persons have completed the MSU-ES cattle AI school since its inception.

scholarly journals CNA WORK IS BETTER LEARNED HANDS-ON: TRAINING CERTIFIED NURSING ASSISTANTS TO FEED RESIDENTS WITH DEMENTIA

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S663-S664
Author(s):  
Joy W Douglas ◽  
Seung Eun Jung ◽  
Hyunjin Noh ◽  
Amy Ellis ◽  
Christine Ferguson
Keyword(s):  
Focus Groups ◽  
Nursing Home Residents ◽  
Role Playing ◽  
The United States ◽  
Nursing Assistants ◽  
Certified Nursing Assistants ◽  
Job Experience ◽  
Training Modality ◽  
Hands On ◽  
One Year

Abstract In nursing homes across the United States, Certified Nursing Assistants (CNAs) provide essential mealtime assistance to residents with dementia who have difficulty feeding themselves. However, dementia-related training content in CNA programs can vary. In this qualitative study, we sought to understand the training provided to CNAs in Alabama, and to identify the ideal training modality for content related to feeding residents with dementia. Nine focus groups were conducted with 53 CNAs. Each participant had at least one year of working experience as a CNA caring for older adults. Focus groups were audio recorded and transcribed verbatim. Data were analyzed using the directed content analysis approach. Analyses revealed several key themes related to training CNAs to feed residents with dementia. Across focus groups, CNAs agreed that they needed additional training about feeding residents with dementia. They unanimously agreed that the best person to provide such training should be an experienced CNA, not a nurse or other healthcare provider. In terms of delivery, they preferred hands-on training and role playing. CNAs also emphasized that while some learning takes place in a didactic setting, the most valuable learning moments involve on-the-job experience in feeding residents, where they are mentored by seasoned CNAs. Findings from this study revealed the need for providing CNAs training on feeding residents with dementia. CNA training programs that includes hands-on activities mentored by seasoned CNAs could increase CNAs’ ability to provide optimal meal assistance to nursing home residents with dementia.

Hands-On Demonstrations for Natural Hazards

2020 ◽  
Author(s):  
Bruce D. Malamud ◽  
Faith Taylor
Keyword(s):  
Secondary School ◽  
Natural Hazards ◽  
Serious Games ◽  
Local Community ◽  
Role Playing ◽  
School Students ◽  
Group Discussions ◽  
Hands On ◽  
Small Group Discussions ◽  
The Subject

&lt;p&gt;Here we present several teaching demonstrations and hands-on activities for natural hazards. Many methods exist to actively involve students and local community participants, particularly when numbers are large, so that teaching is not just `receiving of information' via monologue talks and using powerpoint. These methods include (a) breaking up into small group discussions, (b) group &amp;#8216;role playing&amp;#8217; exercises, (c) serious games, (d) hands-on activities, and (e) class demonstrations. This paper concentrates on the latter and includes demos/activities for (a) earthquakes, (b) landslides, (c) tsunamis, (d) volcanoes and (e) weather. Natural hazards demonstrations/activities presented here are mostly inexpensive, have been used in front of large university classes and smaller `break-out groups', and are also appropriate for secondary-school students, university students, and local community communications. We have found that as a teaching tool, students and community participants often become much interested and more excited about what they are learning if use is made of these 5-10 minute class demonstrations or activities, even if only peripherally related to the subject at hand. Resultant discussion with questions and comments by students keeps both the students and the lecturer motivated and intrigued about the subjects being discussed. Days, weeks, and months later, the students remember these `demonstrations', but to set these up takes time, effort, and resources of equipment, although not necessarily a large amount of the latter.&lt;/p&gt;

scholarly journals Formation Skills of An Officer-Leader

2019 ◽  
Vol 8 (11) ◽  
pp. 2499-2505
Keyword(s):  
Role Playing ◽  
Training System ◽  
Psychological Skills ◽  
Military Leader ◽  
Psychological Training ◽  
Short Period ◽  
Hands On ◽  
General Officers ◽  
Role Playing Game ◽  
Traditional Approaches

Education of a cadet as a leader is integral to training of officers at many military educational institutions worldwide. A number of them appreciate the necessity of purposeful formation of psychological skills of a leader in future officers. However, psychological training of cadets is limited, since military specialty courses take the lead in the general officers training system. It is possible to create effective conditions for formation and development of psychological skills of a leader in future officers over a fairly short period of time using a role-playing game in the form of psychological hands-on classes. The research objectives were identifying the characteristics of the activities of army officers as leaders and a set of relevant psychological skills; making an overview of the need for leadership (psychological) training of cadets in various countries of the world based on study of official sites of military academies; outlining traditional approaches to education of a military leader and substantiating the expediency of using a role-playing game in the form of psychological hands-on classes; giving a description of a role-playing game; revealing the essence of individual psychological skills of an officer-leader and specifics of their enhancement in the course of a game. This paper reveals the theoretical and experimental aspects of research devoted to introduction of this role-playing game. In particular, it gives its description, identifies the psychological skills of an officer-leader that were studied, and describes the state of these skills enhancement.

Computerized Clinical Practice: Promises and Shortcomings

1986 ◽  
Vol 59 (3) ◽  
pp. 1099-1113 ◽  
Author(s):  
John W. Murphy ◽  
John T. Pardeck
Keyword(s):  
Clinical Practice ◽  
Modern Society ◽  
Computer Programs ◽  
Therapeutic Setting ◽  
Treatment Plans ◽  
Therapy Sessions

Technology is inundating every aspect of modern society, and clinical practice is no exception. Computer programs are currently available that conduct intake interviews, monitor treatment plans, administer, score, and interpret clinical instruments, and conduct actual therapy sessions. A survey of these applications is provided. Technologically generated knowledge may be objective but socially insensitive, because data must be conceptualized as “bits” of information. If practitioners are not careful, computers may reify the therapeutic setting. A critique of computer-generated knowledge is offered, along with suggestions pertaining to the proper use of this technology.

scholarly journals HEALS: A Faith-Based Hypertension Control and Prevention Program for African American Churches: Training of Church Leaders as Program Interventionists

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Sunita Dodani ◽  
Debra Sullivan ◽  
Sydney Pankey ◽  
Catherine Champagne
Keyword(s):  
Prevention Program ◽  
Role Playing ◽  
Church Health ◽  
Health Educators ◽  
Hypertension Control ◽  
Control Programs ◽  
Hands On ◽  
Control And Prevention ◽  
Behavior Modifications ◽  
The Individual

Background. A 12-session church-based HEALS program (healthy eating and living spiritually) was developed for hypertension control and prevention program in African Americans (AAs). This study presents specifics of training lay health educators to effectively deliver HEALS to high-risk AAs.Methods. A one-day workshop was conducted by the research experts in an AA church. Five church members were recruited to be program interventionists called church health counselors (CHCs).Results. Using principles of adult education, a training protocol was developed with the intention of recognizing and supporting CHCs skills. CHCs received training on delivering HEALS program. The process of training emphasized action methods including role playing and hands-on experience with diet portion measurements.Conclusion. With adequate training, the community lay health educator can be an essential partner in a community-based hypertension control programs. This may motivate program participants more and encourages the individual to make the behavior modifications on a permanent basis.

scholarly journals Raising the Curtain on Drama Therapy: Healing Benefits for Youth and Older Adults

2020 ◽  
Vol 3 (1) ◽  
pp. 45-50
Author(s):  
Vanessa Boila ◽  
Lanette Klettke ◽  
Stephanie Quong ◽  
Ciara Gerlitz
Keyword(s):  
Older Adults ◽  
Age Groups ◽  
Role Playing ◽  
Drama Therapy ◽  
Social Emotional ◽  
Positive Effects ◽  
Behavioural Difficulties ◽  
Hands On ◽  
Normative Aging ◽  
Dramatic Arts

The vast majority of people around the world have been exposed to dramatic arts in some way, shape, or form, but only recently has drama therapy been accepted as a therapeutic treatment for individuals across the lifespan. This paper provides a general introduction to drama therapy and some of the techniques (e.g., role playing and storytelling) employed in its delivery and hands-on practice. In addition, the paper explores how drama therapy has been used to treat young people (approximately 10-17 years old) who have autism and/or social, emotional, and behavioural difficulties, and older adults (approximately 60-90 years old) who are experiencing normative or non-normative aging. The findings presented here suggest drama therapy may be an efficacious, healing treatment for a myriad of age groups. For instance, its positive effects on individuals with dementia have been observed, and an assortment of intra- and inter-personal improvements have been documented in youth. Considering drama therapy is still a growing field, less drama therapy research exists in comparison to its alternative treatments.

scholarly journals Exploring gamification approach in hazard identification training for Malaysian construction industry

2019 ◽  
Vol 6 (1) ◽  
pp. 51-57 ◽  
Author(s):  
Norhazren Izatie Mohd ◽  
Kherun Nita Ali ◽  
Shamsulhadi Bandi ◽  
Fuziah Ismail
Keyword(s):  
Construction Industry ◽  
City Planning ◽  
Role Playing ◽  
Safety Training ◽  
Learning By Doing ◽  
Hazard Identification ◽  
Simulation Game ◽  
Case Scenario ◽  
Architecture Education ◽  
Hands On

In recent years gaming products have increasingly been used to enhance learning and training development in academic and commercial sectors.  Games have become more pervasive; they have been adopted for use in many industries and sectors such as defence, medicine, architecture, education, and city planning and government as tools for workers development.  In Malaysia, it has been reported that the construction industry holds the third highest record of occurrences of accidents at work.  Therefore, safety training is inevitable to reduce the alarming rate of accidents on construction sites.  However, currently, available safety training approaches are still lacking in terms of delivering hands-on training and are more theoretical- instead of being more practical-based.  This is due to the nature of the construction environment itself in which safety training involving certain hazards that cannot be implemented hands-on as it may bring harm to trainers, trainees and the environment.  Gaming is an approach that applies technology to provide an almost real experience with interactive field training, and also supporting the theory of learning by doing with real case scenario.  The purpose of this paper is to seek and explore the differences in existing gamification genres such as simulation game, role-playing, action game, strategy game and etc.  Data were collected through available literature.  The findings of the study show that serious game is a suitable genre to be adopted as an approach in hazard identification training for the construction industry in Malaysia. 

scholarly journals Comparison of in-person versus tele-ultrasound point-of-care ultrasound training during the COVID-19 pandemic

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Nilam J. Soni ◽  
Jeremy S. Boyd ◽  
Gregory Mints ◽  
Kevin C. Proud ◽  
Trevor P. Jensen ◽  
...  
Keyword(s):  
Test Scores ◽  
Point Of Care ◽  
Course Evaluations ◽  
Point Of Care Ultrasound ◽  
Knowledge Test ◽  
Significant Difference ◽  
Hands On ◽  
Travel Restrictions ◽  
Ultrasound Technology ◽  
Training Courses

Abstract Background Lack of training is currently the most common barrier to implementation of point-of-care ultrasound (POCUS) use in clinical practice, and in-person POCUS continuing medical education (CME) courses have been paramount in improving this training gap. Due to travel restrictions and physical distancing requirements during the COVID-19 pandemic, most in-person POCUS training courses were cancelled. Though tele-ultrasound technology has existed for several years, use of tele-ultrasound technology to deliver hands-on training during a POCUS CME course has not been previously described. Methods We conducted a retrospective observational study comparing educational outcomes, course evaluations, and learner and faculty feedback from in-person versus tele-ultrasound POCUS courses. The same POCUS educational curriculum was delivered to learners by the two course formats. Data from the most recent pre-pandemic in-person course were compared to tele-ultrasound courses during the COVID-19 pandemic. Results Pre- and post-course knowledge test scores of learners from the in-person (n = 88) and tele-ultrasound course (n = 52) were compared. Though mean pre-course knowledge test scores were higher among learners of the tele-ultrasound versus in-person course (78% vs. 71%; p = 0.001), there was no significant difference in the post-course test scores between learners of the two course formats (89% vs. 87%; p = 0.069). Both learners and faculty rated the tele-ultrasound course highly (4.6–5.0 on a 5-point scale) for effectiveness of virtual lectures, tele-ultrasound hands-on scanning sessions, and course administration. Faculty generally expressed less satisfaction with their ability to engage with learners, troubleshoot image acquisition, and provide feedback during the tele-ultrasound course but felt learners completed the tele-ultrasound course with a better basic POCUS skillset. Conclusions Compared to a traditional in-person course, tele-ultrasound POCUS CME courses appeared to be as effective for improving POCUS knowledge post-course and fulfilling learning objectives. Our findings can serve as a roadmap for educators seeking guidance on development of a tele-ultrasound POCUS training course whose demand will likely persist beyond the COVID-19 pandemic.

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