PROFESSIONAL DEVELOPMENT ASSIGNMENT: CONSTRUCT A PLAN OF PERSONAL AND PROFESSIONAL SELF-CARE

2017 ◽  
pp. 193-194
Keyword(s):  
Professional Development ◽  
Self Care ◽  
Professional Self

Competence-Oriented Models of Professional Development of Specialists in the Context of Sustainable Education

2021 ◽  
Vol 39 (9) ◽  
Author(s):  
Viktoriia V. Sydorenko ◽  
Alla B. Popova ◽  
Nataliia L. Rehesha ◽  
Oksana O. Sinenko ◽  
Olha I. Trynko
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Informal Education ◽  
Educational Programs ◽  
Innovative Teaching ◽  
National Education ◽  
Professional Activities ◽  
National Education System ◽  
Professional Development Of Teachers ◽  
Professional Self

The article thoroughly describes the competency-oriented models of professional self-improvement and self-realization of teachers in terms of sustainable development. The educational and methodical support of professional development of teachers for lifelong learning through formal, non-formal and informal education according to innovative competence-oriented models of professional development has been developed and experimentally tested. The results of the study can be used in the process of modernization of the national education system, in particular in the activities of educational and methodological centers of vocational education in the development of curricula, educational programs, qualification requirements for professional activities of teachers, innovative teaching and methodological support.

Patient autonomy in home care: Nurses’ relational practices of responsibility

2018 ◽  
Vol 26 (6) ◽  
pp. 1638-1653 ◽  
Author(s):  
Gaby Jacobs
Keyword(s):  
Professional Development ◽  
Home Care ◽  
Narrative Analysis ◽  
Patient Autonomy ◽  
Informal Caregivers ◽  
Self Care ◽  
Care Practice ◽  
Moral Concept ◽  
Healthcare Budget ◽  
Home Care Nurses

Background: Over the last decade, new healthcare policies are transforming healthcare practices towards independent living and self-care of older people and people with a chronic disease or disability within the community. For professional caregivers in home care, such as nurses, this requires a shift from a caring attitude towards the promotion of patient autonomy. Aim: To explore how nurses in home care deal with the transformation towards fostering patient autonomy and self-care. Research design and context: A case study was conducted in a professional development course (‘learning circle’) for home care nurses, including participant observations and focus groups. The theoretical notion of ‘relational agency’ and the moral concept of ‘practices of responsibility’ were used to conduct a narrative analysis on the nurses’ stories about autonomy. Participants: Eight nurses, two coaches and two university lecturers who participated in the learning circle. Ethical considerations: Informed consent was sought at the start of the course and again, at specific moments during the course of the learning circle. Findings: Three main themes were found that expressed the moral demands experienced and negotiated by the nurses: adapting to the person, activating patients’ strengths and collaboration with patients and informal caregivers. Discussion: On a policy and organisational level, the moral discourse on patient autonomy gets intertwined with the instrumental discourse on healthcare budget savings. This is manifested in the ambiguities the nurses face in fostering patient autonomy in their daily home care practice. To support nurses, critical thinking, moral sensitivity and trans-professional working should be part of their professional development. Conclusion: The turn towards autonomy in healthcare raises moral questions about responsibilities for care. Promoting patient autonomy should be a collaborative endeavour and deliberation of patients, professional and informal caregivers together.

Being and Becoming a Psychotherapist in Portugal

2016 ◽  
pp. 93-126
Author(s):  
Helena Moura de Carvalho ◽  
Paula Mena Matos
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Clinical Practice ◽  
Theory Analysis ◽  
Stages Of Development ◽  
Theoretical Orientations ◽  
Professional Experiences ◽  
Personal Domain ◽  
Professional Self ◽  
Being And Becoming

The purpose of this work was to analyze the narratives of 20 Portuguese expert psychotherapists from different theoretical orientations on their personal and professional development during clinical practice. Using a constructive perspective of grounded theory analysis, two main themes emerged. The first theme focuses on the personal and professional experiences that contributed to the development of expert psychotherapists. This theme emphasizes the importance of dialogue and consistency between the personal and professional self-understanding of the development of the psychotherapist. In the second theme, the stages of development and changes of the psychotherapist are organized in two subthemes: (1) steps and changes in development of psychotherapists working in the professional domain and (2) steps and changes in development of psychotherapists in the personal domain. The findings highlight the need to consider the changes in personal and professional development in the study of the development of psychotherapists.

Burnout Prophylactics: Professional Self-Care

2016 ◽  
pp. 505-511
Author(s):  
Mary G. Brownsberger ◽  
Preeti Sunderaraman
Keyword(s):  
Self Care ◽  
Professional Self

Online Learning, Innovation and Knowledge Management

2000 ◽  
Vol 14 (5) ◽  
pp. 327-339
Author(s):  
Ian Roffe
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Online Learning ◽  
Personal Development ◽  
Development Planning ◽  
Educational Institutions ◽  
Staff Appraisal ◽  
Curriculum Vitae ◽  
Optimum Response ◽  
Professional Self

Online learning, innovation and knowledge management are examined as emerging tools for both enterprises and educational organizations. The value of developing intellectual capital is highlighted, as are the conceptual and practical issues for developing expertise. The author argues that educational institutions have certain inherent advantages and some disadvantages for the professional development of their employees, and that the optimum response lies in the integration of well tested techniques: self-profiling, personal development planning, the development of an individual curriculum vitae and systematic staff appraisal. To secure support for development, it is suggested that the focus for professional self-development should be on building competencies that are aligned with the institutional or industrial need, since this will bring the organization key benefits such as more students, improved quality, greater financial contributions, etc. In those circumstances in which support is not achievable, the opportunities offered by access to the Internet mean that professional development can continue through online learning and electronic networking.

SELF-EVALUATION METHODOLOGY OF PROGRAMMERS' COMPETITIVENESS IN THE CONTEXT OF LIFELONG EDUCATION AND PROFESSIONAL SELF-DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 169
Author(s):  
Edgars Katans ◽  
Irēna Katane ◽  
Gatis Vītols
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Wilcoxon Test ◽  
Evaluation Methodology ◽  
Lifelong Education ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Development ◽  
Professional Self

Contemporary social sciences, including pedagogy and psychology, carry out researches in the field of competitiveness. The more competitive each member of the society is, the more competitive is the society as such. The aim of research was: experimentally approbate the developed methodology for evaluating the competitiveness of programmers. Research methods were: survey as pedagogical experiment, projective method for data obtaining; Wilcoxon test for data processing. The results of the  pedagogical experiment testify that: during the pedagogical experiment,  research participants changed their competitiveness self-assessment. Therefore it is very important to know self-evaluation indicators of professional development because it significant impacts both: programmers notions about professional self-development and competitiveness as result of this development, changing competitiveness self-assessment as well. During the experiment, the participants of the research gained new experience of reflection, reflecting on their professional development, including professionalism, career, in past, present and future, and this reflection experience can serve as a basis for programmer's professional development and adequate competitiveness self-assessment. The experimentally approbated self-assessment methodology of professional development and competitiveness is valid and can be used in further research. 

Ethical Importance of Psychotherapists’ Self-Care and When It Fails

2020 ◽  
Author(s):  
Andrés J. Consoli ◽  
Heidi A. Zetzer ◽  
Himadhari Sharma
Keyword(s):  
Self Care ◽  
Daily Practice ◽  
Well Being ◽  
Professional Self ◽  
Great Stress

The practice of psychotherapy can be as rewarding as challenging. Psychotherapists are likely to find themselves inspired by their work at times, while at others, demoralized. The clients they serve can be a source of encouragement, even admiration in their abilities to overcome their difficulties; they can also be a source of great stress and discouragement. Considering the sizable range of emotions psychotherapists will experience in their daily practice, the ability of providers to proactively engage in self-care while striving towards congruence is paramount. In this chapter, the authors elaborate on the constructs of personal and professional self-care as meaningful ways to cope with, if not right out prevent, distress, burnout, and impairment. Moreover, the chapter advances an institutional, organizational, and communitarian view of self-care that acknowledges psychotherapists as members of a socially needed workforce, with their own rights to associate and unionize, while affirming their well-being.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Evaluating a multidimensional strategy to improve the professional self-care of occupational therapists working with people with life limiting illness.

2020 ◽  
Author(s):  
Courtney Apostol ◽  
Kathryn Cranwell ◽  
Danielle Hitch
Keyword(s):  
Data Collection ◽  
Lived Experience ◽  
Patient Group ◽  
Unmet Need ◽  
Self Care ◽  
Occupational Therapists ◽  
Premature Death ◽  
Departmental Culture ◽  
Professional Self ◽  
Limiting Condition

Abstract Background: The term ‘’life limiting conditions’ refers to premature death following decline from chronic conditions, which is a common circumstance in which occupational therapists work with people at the end of life. The challenges for clinicians of working with these patients have long been recognised, and may have a significant impact on their professional self-care. This study aimed to evaluate a multidimensional workplace strategy to improve the professional self-care of occupational therapists working with people living with a life limiting condition.Methods: A pre and post mixed methods survey approach were utilised, with baseline data collection prior to the implementation of a multidimensional workplace strategy. The strategy included professional resilience education, targeted supervision prompts, changes to departmental culture and the promotion of self-care services across multiple organisational levels. Follow up data collection was undertaken after the strategy had been in place for two years. Quantitative data were analysed descriptively, while qualitative data were subjected to thematic analysis. Results: 103 occupational therapists responded (n=55 pre, n=48 post) across multiple service settings. Complex emotional responses and lived experiences were identified by participants working with patients with life limiting conditions, which were not influenced by the workplace strategy. Working with these patients was acknowledged to challenge the traditional focus of occupational therapy on rehabilitation and recovery. Participants were confident about their ability to access self-care support, and supervision emerged as a key medium. While the strategy increased the proportion of occupational therapists undertaking targeted training, around half identified ongoing unmet need around professional self-care with this patient group. Demographic factors (e.g. practice setting, years of experience) also had a significant impact on the experience and needs of participants. Conclusions: The multidimensional workplace strategy resulted in some improvements in professional self-care for occupational therapists, particularly around their use of supervision and awareness of available support resources. However, it did not impact upon their lived experience of working with people with life limiting conditions, and there remain significant gaps in our knowledge of support strategies for self-care of occupational therapist working with this patient group.

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