scholarly journals Panmorphic Crisis: Cultural Rupture and Systemic Change

2021 ◽  
Vol 4 (1) ◽  
pp. 87-101
Author(s):  
Gail Simon
Keyword(s):  
Systemic Therapy ◽  
Culturally Relevant ◽  
Systemic Change ◽  
Living Systems ◽  
Cultural Foundations ◽  
The Many ◽  
Training Programmes ◽  
The Impact ◽  
And Training

The systemic community has cultivated a talent for living with perturbation and a graceful approach to not knowing. In this extremely unsettled era of what I am calling panmorphic crisis so much is in urgent need of our attention. In this paper, I discuss some of the many systems in play creating this panmorphic crisis and discuss the impact of changing temporality. Our existing approaches to therapy and the training of practitioners may not be enough to see us out of one era and meet the needs of a new, emergent world. To create a state of preparedness to change may involve some degree of fundamental overhaul structurally and theoretically. I go on to consider approaches to disruption and consider the homeostatic pull towards restorative positions. Crises create opportunities for not only exploring ideas and practices which we take for granted but also for re-organising the cultural foundations on which we build worlds with each other. I reflect on how the myth of return-to-normal is a dangerous agenda when the culture being restored is infused with historical social injustices. In order for systemic therapy and training programmes to make changes that are culturally relevant, we need to study and alter the impact on our work of colonising and pathologising practices and theory. I discuss systemic liminality, its limits and the impact of disruption to our cultural rhythms. Later, I propose the concept of Stolpersteine, stumbling blocks, to help us encounter hidden histories and our prejudices, and offer some questions for us to consider in our undertaking to decolonise and depathologise our practice and theory to meet the challenges of transmaterial living systems.

National Vocations Qualifications (NVQs) in Prisons: A Reflection of Effort and Achievement or the Perpetuation of Existing Patterns of Discrimination?

1996 ◽  
Vol 1 (4) ◽  
pp. 353-368
Author(s):  
Vera Bermingham
Keyword(s):  
Education And Training ◽  
Training And Education ◽  
Higher Education Act ◽  
Work Training ◽  
Vocational Qualifications ◽  
Education Act ◽  
Legislative Reforms ◽  
The Many ◽  
The Impact ◽  
And Training

The purpose of this article is to examine the extent to which gender or racial stereotypes are used to categorise or stigmatise inmates in the allocation of work, training and education in prisons. In setting out the impact of recent legislative reforms, the article begins by outlining the effects of the Further and Higher Education Act 1992 and the changes resulting from the introduction of National Vocational Qualifications (NVQs) to the prison regime. The requirement, for the purposes of Sentence Planning, of documentary evidence of an inmate's education and training profile will be seen to have far reaching effects at all stages through a prisoner's sentence; and beyond, for the many prisoners who will be subject to a period of compulsory supervision after release. Yet, it will also be shown that the system operates to allow highly discriminatory decisions to be taken without proper accountability. The effectiveness and implementation of the Prison Department's equal opportunities policy will be considered. The article will conclude by recommending further research that specifically focuses on the allocation of opportunities for education and training for prisoners.

The Impact of COVID-19 on dental education and training

Dental Update ◽  
2020 ◽  
Vol 47 (6) ◽  
pp. 527-528 ◽  
Author(s):  
Faye Doughty ◽  
Catherine Moshkun
Keyword(s):  
High Risk ◽  
Dental Care ◽  
Dental Education ◽  
Clinical Exposure ◽  
Close Proximity ◽  
Huge Impact ◽  
Training Programmes ◽  
The Uk ◽  
The Impact ◽  
And Training

COVID-19 has had a huge impact on dentistry. Dental care professionals work in close proximity with patients, they are therefore at high risk of contracting coronavirus. As of 25th March, all routine dentistry was postponed. The pandemic has led to clinic closures, university closures and postponement of exams and interviews. This has resulted in a deficit in clinical exposure for undergraduates and trainees. Changes in examination format have been implemented to prevent delays in course completions. The GDC have reassured that measures are being put in place to reduce the effect of COVID-19 on training. CPD/Clinical Relevance: This article aims to explore the impact of SARS-CoV-2 on dental education and dental training programmes in the UK.

scholarly journals Improved Recreation Skills for Those With Autism and Intellectual Disabilities

2021 ◽  
pp. 1-9
Author(s):  
Atef Bahrawi
Keyword(s):  
Intellectual Disabilities ◽  
Autism Spectrum ◽  
Descriptive Approach ◽  
Effectiveness Of Training ◽  
Training Programmes ◽  
The Impact ◽  
Programme Planning ◽  
Training Service ◽  
And Training

The study aimed to evaluate the effectiveness of training programmes on recreation and entertainment skills provided remotely for people with autism spectrum disorder and intellectual disabilities. The researcher used the descriptive approach in his survey input and the study sample was chosen by the stratified random method, where the subjects were distributed in groups and the individuals of the sample were identified. The results indicated that the level of recreational programme planning and implementation was moderate, while the level of follow-up was low. The results also indicated that there are statistically significant differences due to the variables of the recreational training service provider and of the disability category. Special education experts evaluated the effectiveness of the training programmes on recreation and recreational skills through information provided remotely, in general, and in all three areas, to a degree that exceeded the evaluation of families of children with disabilities. To the benefit of the category of intellectual disability, the results showed that there were no statistically significant differences regarding the variables of the student's sex, academic stage, or the tools used in distance education and training. The study recommended conducting further studies dealing with other variables and measuring the impact of providing recreational programs for people with disabilities.

Vocational Pedagogies for the Formation and Training of Early Childhood Educators: Perspectives of VET Lecturers and Level 5 Early Years Learners

2019 ◽  
Vol 3 (1) ◽  
pp. 81-96
Author(s):  
Rosienne Farrugia
Keyword(s):  
Early Childhood ◽  
Vocational Training ◽  
Role Model ◽  
Early Childhood Educators ◽  
Early Years ◽  
Training Programmes ◽  
The Impact ◽  
And Training ◽  
Pedagogical Approaches

This paper examines the kind of pedagogical approaches used in Higher Vocational Education, more specifically initial training programmes for early-years practitioners, from the perspectives of both VET lecturers and students currently involved or enrolled in these programmes. The focus is on understanding the ways in which the pedagogical models and tools adopted carefully match the requirements for the successful formation of early-years professionals. More specifically, this paper seeks to explore and understand the factors that influence the vocational pedagogical strategies used, the extent to which these pedagogies are learner-centred, the opportunities and challenges that Higher VET lecturers experience in their classrooms when embracing pedagogical innovation, the benefits for learners, as well as the impact on the quality of the training provided. Adopting a grounded theory methodology, with the aim of building theoretical ideas grounded in the data, two main data collection methods were used: one-to-one semi-structured interviews with a group of VET lecturers and a focus group with a group of Level 5 early-years learners who at the time of the study were in the process of completing the two-year higher diploma. Through a process involving inductive-abductive logic and the constant comparison, coding, and analysis of the data, a theoretical model of vocational pedagogies for the training and formation of early childhood educators emerged. The findings indicate the need for clear pedagogical direction and informed choices to be made individually and collectively by the team of lecturers teaching the programme; this requires the presence of an ethos and climate of critical reflective practice and life-long learning through the creation or seeking of opportunities for continuous professional development. Its relevance becomes more pronounced in the context of a training programme that prepares future educators as there is a greater application of the pedagogy used at higher vocational training level for its transfer to early-years classrooms and settings. The role of the VET lecturer as a role model is highlighted as being significant in the formation and training of early childhood educators by both sets of participants. The current pedagogical picture portrays a situation where different lecturers adopt different pedagogical approaches that range from the traditional, teacher-focused ones to more innovative, participatory, and practice-based strategies. There is a consensus about the validity of adopting more learner-centred, hands-on pedagogical approaches though this is usually influenced by contextual, cultural-historical, and philosophical factors. The topical debate on professionalizing the Early Years sector is also reflected in the data and seems to influence expectations that both lecturers and learners have on the quality of the programme and the need for more focused exploration of effective vocational pedagogies. The importance of a strategic plan on the relevance and advancement of the teaching and learning practices within the vocational training programmes is highlighted.

scholarly journals Staying SHARP in times of crisis – The impact of COVID-19 on anaesthesiology residency

2021 ◽  
pp. 201010582199067
Author(s):  
Denise Yan Yin Lim ◽  
Von Vee Ng ◽  
Zihui Tan ◽  
Darren LK Koh
Keyword(s):  
Medical Training ◽  
Postgraduate Medical Education ◽  
National Policy ◽  
Healthcare Sector ◽  
Psychological Burden ◽  
Postgraduate Medical Training ◽  
Residency Programme ◽  
Training Programmes ◽  
The Impact ◽  
And Training

The COVID-19 pandemic is an unprecedented crisis that has taken the world by storm, and it has taken an especially immense toll on the healthcare sector. Although much effort has been made to make changes in key areas such as clinical practice, national policy and research, we believe that it is just as important to evaluate the impact of the crisis on postgraduate medical training. To this end, we would like to share our experience within an anaesthesiology residency programme in Singapore, the SingHealth Anaesthesiology Residency Programme, which we hope will benefit other training programmes and anyone involved in postgraduate medical education as a whole. Key challenges identified include restrictions on teaching events, difficulties in completing core posting requirements, changes in clinical workload, postponement of examinations, exposure risk (particularly in relation to aerosol-generating procedures) and psychological burden. Strategies that have been implemented to tackle these challenges are also described, including the use of online platforms, modifications to posting and promotion requirements, manpower adjustments, provision of protective equipment and training in infectious disease protocols. Ultimately, we believe that a supportive work environment is essential to ensure the wellbeing of residents in times of crisis.

scholarly journals COVID-19 impact on junior doctor education and training: a scoping review

2021 ◽  
pp. postgradmedj-2020-139575
Author(s):  
Marc Adam Seifman ◽  
Sibon K Fuzzard ◽  
Henry To ◽  
Debra Nestel
Keyword(s):  
Scoping Review ◽  
Medical Staff ◽  
Medical Training ◽  
Descriptive Analysis ◽  
Education And Training ◽  
Clinical Exposure ◽  
Training Requirements ◽  
Training Programmes ◽  
The Impact ◽  
And Training

COVID-19 has had a significant impact on healthcare resources and the medical workforce. Clinically-based medical education is the principal source of learning, and this has been profoundly impacted by restrictions due to COVID-19. It follows that junior medical staff and their education would be significantly impacted due to the altered volume and breadth of their clinical exposure. Some literature has been published regarding the impact to medical training during COVID-19. This study sought to review junior medical staff perceptions and their reported impact of the COVID-19 pandemic on their education and training.Nine databases (three Ovid MEDLINE databases, Embase, Web of Science, Scopus, Cumulative Index to Nursing and Allied Health Literature, Educational Resources Information Centre and PsychINFO) were searched for studies published in 1 January 2020 through 24 August 2020. Via a scoping review protocol, an iterative process was used to perform the identification, review and charting analysis of the reported outcomes and themes. Descriptive analysis was performed using quantitative and qualitative methods.Of the 25 343 sources identified, 32 were included in the review. There were studies published from nearly all continents, predominantly in surgical journals, with a wide spread of specialties. Themes identified included the current impact of the pandemic in relation to continuation of and modifications to training programmes, as well as the future impact due to training requirements and career progression.Junior medical staff report that the COVID-19 pandemic has had a significant impact on their education and training. Whether the changes imposed by the pandemic on education are temporary measures or permanent fixtures, and whether standards of competence may be impacted, is not yet known. This scoping review forms a basis for further investigation in the field.

scholarly journals Burnout in Surgical Trainees: a Narrative Review of Trends, Contributors, Consequences and Possible Interventions

2021 ◽  
Author(s):  
Judith Johnson ◽  
Tmam Abdulaziz Al-Ghunaim ◽  
Chandra Shekhar Biyani ◽  
Anthony Montgomery ◽  
Roland Morley ◽  
...  
Keyword(s):  
Well Being ◽  
Work Conditions ◽  
Linear Increase ◽  
Surgical Trainee ◽  
Safe Patient Care ◽  
The Past ◽  
Surgical Trainees ◽  
Training Programmes ◽  
The Impact ◽  
And Training

AbstractSurgical disciplines are popular and training places are competitive to obtain, but trainees report higher levels of burnout than either their non-surgical peers or attending or consultant surgeons. In this review, we critically summarise evidence on trends and changes in burnout over the past decade, contributors to surgical trainee burnout, the personal and professional consequences of burnout and consider the evidence for interventions. There is no evidence for a linear increase in burnout levels in surgeons over the past decade but the impact of the COVID-19 pandemic has yet to be established and is likely to be significant. Working long hours and experiencing stressful interpersonal interactions at work are associated with higher burnout in trainees but feeling more supported by training programmes and receiving workplace supervision are associated with reduced burnout. Burnout is associated with poorer overall mental and physical well-being in surgical trainees and has also been linked with the delivery of less safe patient care in this group. Useful interventions could include mentorship and improving work conditions, but there is a need for more and higher quality studies.

scholarly journals Caste and Counselling Psychology in India: Dalit Perspectives in Theory and Practice

2021 ◽  
Vol 2 (1) ◽  
pp. 189-201
Author(s):  
Meena Sawariya
Keyword(s):  
Social Life ◽  
Theory And Practice ◽  
Clinical Settings ◽  
Theoretical Orientations ◽  
Health Concerns ◽  
Whole Process ◽  
Training Programmes ◽  
The Impact ◽  
And Training ◽  
Counselling Psychology

This paper is written from the perspective of a Dalit counselling psychologist and aims to provide an understanding of the exclusion of Dalit perspective in the theoretical as well as therapeutic domains of psychology as a discipline. It aims to elaborate on the impact of caste on the internalised-self of psychologist as well as their client and how it influences the whole process of learning as well as practice. It identifies the gaps in this field and suggests a revision and reformulation of its course and training programmes so that the closed doors can be opened for all. Further it addresses the various dyads of relationships in therapeutic alliance that can be possibly influenced by caste-based oppression in social life. The paper is highly concerned with the unaffordable and inaccessible nature of clinical settings and the persistent ignorance of the mental health concerns of Dalits. In this paper significant issues like the sense of disconnect, lack of dialogical spaces, and dehumanised processes have been explored in detail. Expressing the hope that there will be a possibility of revisiting and reformulation of theoretical orientations and philosophical frameworks, the paper calls for adequate attention towards the Dalit perspective in counselling psychology to envision egalitarianism in reality.

Hydrogen Cyanide Polymers from the Impact of Comet P/Shoemaker-Levy 9 on Jupiter

1997 ◽  
Vol 161 ◽  
pp. 179-187
Author(s):  
Clifford N. Matthews ◽  
Rose A. Pesce-Rodriguez ◽  
Shirley A. Liebman
Keyword(s):  
Amino Acids ◽  
Solar System ◽  
Hydrogen Cyanide ◽  
Nitrogen Heterocycles ◽  
Laboratory Studies ◽  
Heterogeneous Solids ◽  
The Many ◽  
Comet Halley ◽  
The Impact ◽  
By Products

AbstractHydrogen cyanide polymers – heterogeneous solids ranging in color from yellow to orange to brown to black – may be among the organic macromolecules most readily formed within the Solar System. The non-volatile black crust of comet Halley, for example, as well as the extensive orangebrown streaks in the atmosphere of Jupiter, might consist largely of such polymers synthesized from HCN formed by photolysis of methane and ammonia, the color observed depending on the concentration of HCN involved. Laboratory studies of these ubiquitous compounds point to the presence of polyamidine structures synthesized directly from hydrogen cyanide. These would be converted by water to polypeptides which can be further hydrolyzed to α-amino acids. Black polymers and multimers with conjugated ladder structures derived from HCN could also be formed and might well be the source of the many nitrogen heterocycles, adenine included, observed after pyrolysis. The dark brown color arising from the impacts of comet P/Shoemaker-Levy 9 on Jupiter might therefore be mainly caused by the presence of HCN polymers, whether originally present, deposited by the impactor or synthesized directly from HCN. Spectroscopic detection of these predicted macromolecules and their hydrolytic and pyrolytic by-products would strengthen significantly the hypothesis that cyanide polymerization is a preferred pathway for prebiotic and extraterrestrial chemistry.

Voices of Distress: The Emotional Peril of Not Attaining a Dietetic Internship in Ontario

2013 ◽  
Vol 1 (3) ◽  
pp. 9
Author(s):  
Jennifer Lee Brady ◽  
Annie Hoang ◽  
Olivia Siswanto ◽  
Jordana Riesel ◽  
Jacqui Gingras
Keyword(s):  
Empirical Research ◽  
Current Model ◽  
Well Being ◽  
Structured Interview ◽  
Application Process ◽  
Dietetic Education ◽  
Dietetic Internship ◽  
The Impact ◽  
And Training ◽  
Future Growth

Obtaining dietetic licensure in Ontario requires completion of a Dietitians of Canada (DC) accredited four-year undergraduate degree in nutrition and an accredited post-graduate internship or combined Master’s degree program. Given the scarcity of internship positions in Ontario, each year approximately two-thirds of the eligible applicants who apply do not receive a position XX, XX, XX, XX, XX, XX, in press). Anecdotally, not securing an internship position is known to be a particularly disconcerting experience that has significant consequences for individuals’ personal, financial, and professional well-being. However, no known empirical research has yet explored students’ experiences of being unsuccessful in applying for internship positions. Fifteen individuals who applied between 2005 and 2009 to an Ontario-based dietetic internship program, but were unsuccessful at least once, participated in a one-on-one semi-structured interview. Findings reveal that participants’ experiences unfold successively in four phases that are characterized by increasingly heightened emotional peril: naïveté, competition, devastation, and frustration. The authors conclude that the current model of dietetic education and training in Ontario causes lasting distress to students and hinders the future growth and vitality of the dietetic profession. Further research is required to understand the impact of the current model on dietetic educators, internship coordinators, and preceptors as coincident participants in the internship application process.

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