Continuing Progress into the Future

This final session looks at relapse prevention. Clients begin by reviewing the important takeaways from this treatment program, such as (1) all emotions provide information that can motivate us to take action in helpful ways; (2) staying present in the moment and taking a nonjudgmental view of our emotions can help to prevent emotions from increasing in intensity; (3) the way we think about a situation influences how we feel, and how we feel affects the way we interpret a situation; and (4) although avoiding uncomfortable emotion experiences can work well in the short term, it isn’t an effective long-term coping strategy. Clients then evaluate their progress, revisit their initial treatment goals, and develop a practice plan.

Therapist Materials for Continuing Progress into the Future

The main point of this final session is to review key concepts from this treatment program and to help the client prepare for what comes next. This session looks at relapse prevention and reviews the important takeaway messages of the program. Clients learn a quick method of applying skills when taking action in the future by reviewing an emotion skills action plan and creating their own practice plan. Clients and therapist evaluate client progress and revisit client treatment goals created at the beginning of treatment. Studies on this treatment have shown that clients continue to see additional improvements in their symptoms for up to a full year after completion.

Generating Discretionary Income in an Academic Department of Pathology

The 2021 Association of Pathology Chairs Annual Meeting included a chairs’ session and a premeeting discussion-group webinar sponsored by the Senior Fellows Group (former chairs of academic departments of pathology who have remained active in the Association of Pathology Chairs) focused on generating discretionary income for departments. Discretionary income was defined as revenue that can be used by the department with few, if any, restrictions. Such income is particularly desirable given limitations on departmental budgets. Four discussion-group panelists presented the funds-flow model in their respective institutions and how they derived and used discretionary income. Discretionary income was obtained from both external sources (eg, philanthropy, indirect cost recovery, partnerships with outside entities, medical education courses, research laboratory agreements, clinical trials) and internal sources (eg, core facilities, institutional programmatic support, institutional incentive programs). Significant departmental variations were associated with differences in institutional financial structure and policies, revenue-generating capabilities of the department and individual faculty, practice plan policies, donor intentions, and geographic market forces. Most finances were dependent upon a robust funds-flow model. Uses of discretionary funds included salary support, recruitment expenses (including start-up packages), research equipment, space renovation, social events, support of academic programs, and travel. Panelists also discussed particular challenges of discretionary-fund generation and use during the coronavirus disease 2019 pandemic. Notably, each institution had its own unique methodology for generating discretionary income, and no obvious standard approach was identified. The 2 moderators emphasized the importance of identifying and understanding opportunities, issues, and institutional culture surrounding generation and use of discretionary funds.

Ambitious Coaching Core Practices: Borrowing From Teacher Education to Inform Coach Development Pedagogy

Coach development programs have been moving away from knowledge focused, rationalistic pedagogies toward more constructivist, applied approaches that recognize the complex, relational, and contextual nature of coaching and learning to coach. Teacher educators have been doing similar pedagogical work: trying to identify the dynamic elements of what makes an expert teacher and distill those elements into a learner-centered teacher education framework that brings knowledge into action. One such practice-based teacher education framework is ambitious teaching core practices. Core practices are empirically-based moves and social routines that teachers learn to enact adaptively to enhance learning across diverse groups of students. The purpose of this study was to explore the application of ambitious teaching core practices to coach development and take a step toward identifying and defining coaching core practices. Findings from this Delphi panel of expert coaches resulted in 15 ambitious coaching core practices for facilitating athlete performance and well-being including allowing space for athlete exploration, creativity, and problem solving and developing and flexibly executing a practice plan. Applying the concept of core practices to coaching is both a novel way to understand effective coaching and a first step toward a new practice-based coach development framework.

The New Normal of ENT OPD - Adapting Safe Practices.

The COVID-19 epidemic originating in China has spread rapidly worldwide and converted to pandemic proportions in March 2020. In India and densely populated countries like Brazil and USA the numbers are still rising. Clinicians all over the world are trying to contain it by minimizing the cross-transmission of disease among hospital staff members. In the field of Otorhinolaryngology (ENT) the doctors are exposed to high viral load while examining the patients. Therefore contingency plans are required for dealing with patients in outpatient clinics, and while performing diagnostic endoscopies, minor procedures in OPD and surgeries in operating rooms. Infected patients may shed severe acute respiratory syndrome coronavirus-2 (SARS-CoV- 2) particles into their environment via body secretions. Therefore, Otolaryngologists should be vigilant. In this submission, we share our experience of an innovative practice plan in redesigning the ENT OPD setup, endoscopy set up and OT so as to reduce the risk of transmission of virus not only to doctors but other healthcare workers. We hope that our modifications will serve as a guide for every Otolaryngologist throughout India towards performing their clinical duties confidently without any apprehension and ensuring adequate safety during this testing times in their small set-up/ clinical establishments.

Utilization Of Mobile Phones To Apply Blended Learning At Higher Education: Computer Subject at State Vocational High School 1 BENGKULU

The application of blended learning at vocational high schools is one of the solutions to increase interest in learning to students. The preparation of software is easily accessible on gadgets, thus the delivery of material can be done online. Tasks and practices may be applied in class according to teacher's instruction. By data in the form of the amount of gadgets used by students reaching 100 percent, the delivery of material by video, voice recordings to learning materials can be received easily. The task and practice plan project is delivered at the beginning of lesson with targets determined in accordance with the applicable curriculum. By applying the blended learning method by utilizing gadgets, it can be one alternative for developing and increasing interest in learning to students.