The Impact of Social Class on Parent-Professional Interaction in School Exclusion Processes: Deficit or Disadvantage?

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Gazeley, Louise

2012-01-01

Although a great deal of previous literature has explored the ways in which social class affects parental engagement in educational processes, there has been surprisingly little discussion of the way in which social class shapes the parent-professional interaction that occurs in school exclusion processes specifically. School exclusion processes…

DIVERGENT OR CONVERGENT TRENDS IN PROFESSIONAL MILITARY EDUCATION IN SLOVENIA?

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Maja Garb

2017-11-01

Full Text Available There is a decade long discussion about the professional military education in Slovenia. The country has developed its own military force after the independence in 1991. Since the lack of the professional officers corps there was a decision adopted to have a convergent system of staffing the military with the officers. The future officers have to obtain high school or university degree at civilian education institutions, after that they get the military training and education provided by the Slovenian Armed Forces. However, there have been some insufficiencies in the system and therefore the ideas how to change the system of professional military education in Slovenia have been constantly raised. There are several questions on military education in Slovenia that are presented and discussed in the paper in the framework of divergence and convergence of the military and its parent society.

The Micro-Politics of Parental Involvement in School Education in Hong Kong: Ethnocentrism, Utilitarianism or Policy Rhetoric!

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Ng, Shun-wing; Yuen, Wai Kwan Gail

2015-01-01

The impact of parental involvement on school management has been recognized by many education professionals and policy-makers. Thus parental involvement in school education becomes one of the prime focuses in the current education reform movement in Hong Kong. Particularly, specific guidelines and policies for involving parents at various levels…

Nurses’ professionalism as a component of evaluation of parents/caregivers satisfaction with nursing care

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Ewa Smoleń

2015-08-01

Full Text Available Background: Professionalism in nursing means the provision of medical and nursing services based on the best knowledge and skills, as well as on great responsibility for the undertaken actions. The opinions of patients and their families concerning professionalism, reflected in the level of satisfaction, contribute to the improvement of the quality of services offered. Material and Methods: The study covered 120 parents/caregivers of children hospitalized in a pediatric ward. Diagnostic survey method was applied in the research. The standardized questionnaire for evaluation of the level of parents/caregivers satisfaction with nursing care (Latour et al. adjusted to the conditions of Polish pediatric hospital services and subjected to validation was adopted as a research tool. Statistical analysis was performed using the Mann-Whitney U test and Kruskal-Wallis test. A value of p ≤ 0.05 was considered to indicate statistical significance. The respondents were selected at random. The parents/caregivers received the questionnaire the day before the child’s discharge. Results: The parents/caregivers generally evaluated the professionalism of nursing care in positive terms (4.3. They expressed higher satisfaction with respect showed by nurses for patients (4.7, while lower satisfaction with nurses introducing themselves (3.2. A high level of satisfaction was obtained with respect to the parents/caregivers’ opinions pertaining to cooperation within a therapeutic team (4.6, organization of nurses’ work (4.6, and quality of nursing care (4.6. Conclusions: Parents/caregivers expressed their satisfaction with the professionalism of nursing care. Education of respondents, frequency and reasons for hospitalization among children proved to be the variables that significantly differed the opinions of parents/caregivers concerning the selected criteria for professionalism of nursing care. No correlation was found between the duration of hospitalization

What is good parental education? Interviews with parents who have attended parental education sessions.

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Petersson, Kerstin; Petersson, Christer; Håkansson, Anders

2004-03-01

The aim of the study was to highlight the experiences and expectations of Swedish parents with respect to general parental education within child healthcare. Interviews were carried out with 25 parents who had attended education sessions. With a few exceptions the fathers did not take part, and those mothers who did comprised a relatively highly educated group; their views therefore predominate in this study. Socially vulnerable parents such as the unemployed and immigrants took part more sporadically in the meetings, which is why less material is available from these groups. The arrangement and analysis of the material was done using qualitative content analysis. We identified two main categories of importance: 'parental education content' and 'parental education structure'. The parents were on the whole satisfied with the content with respect to the child's physical and psychosocial development. On the other hand, first-time parents expressed a degree of uncertainty with respect to the new parent roles and parent relation and they thought that the education should place more emphasis on the interplay between the parents and between child and parents. The degree of confidence in the nurse as group leader was mainly high. The parents thought that the groups functioned well socially and were satisfied with the organization of the meetings. They did, however, demand clearer structure and framework with respect to the content. Since the aim of legally established parental education is to improve the conditions of childhood growth and to provide support to parents, it must be considered especially important to provide resources so that the socially vulnerable groups in the community may also be reached.

Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems.

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Ruffolo, Mary C; Kuhn, Mary T; Evans, Mary E

2006-01-01

Building on the respective strengths of parent-led and professional-led groups, a parent-professional team leadership model for group interventions was developed and evaluated for families of youths with emotional and behavioral problems. The model was developed based on feedback from 26 parents in focus group sessions and recommendations from mental health professionals in staff meetings. Evaluations of an implementation of the model in a support, empowerment, and education group intervention (S.E.E. group) have demonstrated the usefulness of this approach in work with families of children with behavioral and emotional problems. This article discusses the challenges of instituting the model in an S.E.E. group. It explores how parents and professionals build the team leadership model and the strengths of this approach in working with parents of youths with serious emotional disturbances.

Communicating with parents about vaccination: a framework for health professionals.

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Leask, Julie; Kinnersley, Paul; Jackson, Cath; Cheater, Francine; Bedford, Helen; Rowles, Greg

2012-09-21

A critical factor shaping parental attitudes to vaccination is the parent's interactions with health professionals. An effective interaction can address the concerns of vaccine supportive parents and motivate a hesitant parent towards vaccine acceptance. Poor communication can contribute to rejection of vaccinations or dissatisfaction with care. We sought to provide a framework for health professionals when communicating with parents about vaccination. Literature review to identify a spectrum of parent attitudes or 'positions' on childhood vaccination with estimates of the proportion of each group based on population studies. Development of a framework related to each parental position with determination of key indicators, goals and strategies based on communication science, motivational interviewing and valid consent principles. Five distinct parental groups were identified: the 'unquestioning acceptor' (30-40%), the 'cautious acceptor' (25-35%); the 'hesitant' (20-30%); the 'late or selective vaccinator' (2-27%); and the 'refuser' of all vaccines (parents' readiness to vaccinate. In all encounters, health professionals should build rapport, accept questions and concerns, and facilitate valid consent. For the hesitant, late or selective vaccinators, or refusers, strategies should include use of a guiding style and eliciting the parent's own motivations to vaccinate while, avoiding excessive persuasion and adversarial debates. It may be necessary to book another appointment or offer attendance at a specialised adverse events clinic. Good information resources should also be used. Health professionals have a central role in maintaining public trust in vaccination, including addressing parents' concerns. These recommendations are tailored to specific parental positions on vaccination and provide a structured approach to assist professionals. They advocate respectful interactions that aim to guide parents towards quality decisions.

Perception of Physical Child Abuse Among Parents and Professionals in a French Emergency Department.

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Bailhache, Marion; Alioum, Ahmadou; Salmi, Louis-Rachid

2017-04-01

France has not prohibited all forms of corporal punishment, and the point at which an act is regarded as physical abuse is not clearly determined. The aim of our study was to compare perception of a caregiver's violent behavior toward his child by professionals and parents in an emergency department and determine characteristics associated with that perception. A cross-sectional study was conducted from November 2013 to October 2014 in the emergency department of the pediatric university hospital in Bordeaux, France. An anonymous self-administered questionnaire, including vignettes describing hypothetical situations of violent interaction between a parent and child, and items related to sociodemographic and family characteristics, was administered to professionals and parents. Vignettes included varying child's age and behavior, frequency of caregiver's behavior, hitting with/without an object, and targeted child's body part. Violent behavior was restricted to hitting for reasons of feasibility. Respondents were asked to rate the acceptability of situations on a 100-mm visual analog scale. Analyses were multivariate mixed Poisson regressions. A total of 1,001 participants assessed the vignettes. Participants were predominantly females (64%), married or living with a partner (87%), with a median age of 34 years. Professionals assessed vignettes as acceptable significantly more than parents (mean rating 2.8 times higher; p children were less tolerant. Such findings indicate the need for additional research to better appreciate consequences and severity of violent behavior toward children, and the need to educate parents and professionals.

Communicating with parents about vaccination: a framework for health professionals

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Leask Julie

2012-09-01

Full Text Available Abstract Background A critical factor shaping parental attitudes to vaccination is the parent’s interactions with health professionals. An effective interaction can address the concerns of vaccine supportive parents and motivate a hesitant parent towards vaccine acceptance. Poor communication can contribute to rejection of vaccinations or dissatisfaction with care. We sought to provide a framework for health professionals when communicating with parents about vaccination. Methods Literature review to identify a spectrum of parent attitudes or ‘positions’ on childhood vaccination with estimates of the proportion of each group based on population studies. Development of a framework related to each parental position with determination of key indicators, goals and strategies based on communication science, motivational interviewing and valid consent principles. Results Five distinct parental groups were identified: the ‘unquestioning acceptor’ (30–40%, the ‘cautious acceptor’ (25–35%; the ‘hesitant’ (20–30%; the ‘late or selective vaccinator’ (2–27%; and the ‘refuser’ of all vaccines ( Conclusions Health professionals have a central role in maintaining public trust in vaccination, including addressing parents’ concerns. These recommendations are tailored to specific parental positions on vaccination and provide a structured approach to assist professionals. They advocate respectful interactions that aim to guide parents towards quality decisions.

Diagnosing developmental problems in children: parents and professionals negotiate bad news.

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Abrams, E Z; Goodman, J F

1998-04-01

To examine how parents and professionals engage in a process of negotiation over what labels to use and what developmental meaning to ascribe to those labels when imparting a diagnosis of mental disability to parents of young children. We performed a sociolinguistic analysis of 10 feedback sessions with parents whose children had been diagnosed by a clinical team as developmentally disabled. Professionals shied away from explicit use of labels; they preferred to describe children's deficits with rate descriptors (e.g., "slow"). Parties to the sessions see-sawed between optimistic and pessimistic statements. That is, when parents seemed despairing, professionals would try to hold out hope; when parents were unrealistic, professionals gave more blunt statements. Parents who received the most ambiguous interpretations seemed left with diagnostic questions still unanswered; those who received more forthright information appeared better able to move on to issues of prognosis. Diagnoses of developmental disabilities are jointly constructed by parents and professionals. We recommend larger and more controlled studies on the relationship between negotiation and labeling in diagnostic feedback interviews and the impact of these processes on parental satisfaction and adaptation.

Parent Group Education to ENABLE “Barrio” Parents

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Herman Curiel

2014-04-01

Full Text Available This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO. Project ENABLE (Education Neighborhood Action for a Better Living Environment sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.

Graduate medical education in humanism and professionalism: a needs assessment survey of pediatric gastroenterology fellows.

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Garvey, Katharine C; Kesselheim, Jennifer C; Herrick, Daniel B; Woolf, Alan D; Leichtner, Alan M

2014-01-01

The deterioration of humanism and professionalism during graduate medical training is an acknowledged concern, and programs are required to provide professionalism education for pediatric fellows. We conducted a needs assessment survey in a national sample of 138 first- and second-year gastroenterology fellows (82% response rate). Most believed that present humanism and professionalism education met their needs, but this education was largely informal (eg, role modeling). Areas for formal education desired by >70% included competing demands of clinical practice versus research, difficult doctor-patient relationships, depression/burnout, angry parents, medical errors, work-life balance, and the patient illness experience. These results may guide curricula to formalize humanism and professionalism education in pediatric gastroenterology fellowships.

Focus Groups to Reveal Parents' Needs for Prenatal Education

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Dumas, Louise

2002-01-01

Focus group interviews are a useful qualitative research technique to obtain data from small groups about their opinions, attitudes, and/or feelings on a given subject. This particular technique has been used in Western Quebec in order to reveal the opinions, needs, and feelings of health professionals and future parents concerning prenatal education. As part of the region's priorities for 2002, all future parents in this part of the province were to be offered prenatal, government-paid, comm...

Perceptions of Disability and Special Education Services: The Perspectives of Korean-American Parents of Children with Disabilities

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Choi, Nari; Ostendorf, Raymond

2015-01-01

Parents' perception of disabilities and special education services can impact the way they interact with professionals providing services for their children with disabilities. In addition, the cultural background of parents plays an important role in their perception of disabilities, as well as how they communicate with professionals. Thus, it is…

Parenting Interventions for Children with Tic Disorders: Professionals' Perspectives.

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Evans, Gemma A L; Wittkowski, Anja; Butler, Hannah; Hedderly, Tammy; Bunton, Penny

Tic disorders can have an emotional and social impact on children and families, which can in turn have a reciprocal impact on tics. Research into parenting interventions within this population is limited. Twenty-five professionals' views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored using Q-methodology. Three highly correlated factors emerged, indicating three viewpoints with discrete elements that were underpinned by similar general perspectives. All factors endorsed a psychological approach, the importance of parenting practices, and theoretical and clinical justifications for parenting interventions. Discrete elements of the viewpoints debated the advocated focus, barriers and audience of interventions. Multidisciplinary professionals endorsed parenting interventions as a therapeutic tool within tic disorders. Results provide suggestions to further develop and implement interventions.

Parents’ Primary Professional Sources of Parenting Advice Moderate Predictors of Parental Attitudes toward Corporal Punishment

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Taylor, Catherine A.; McKasson, Sarah; Hoy, Guenevere; DeJong, William

2016-01-01

Despite the risk it poses to children’s mental and physical health, approval and use of corporal punishment (CP) remains high in the United States. Informed by the Theory of Planned Behavior, we examined potential predictors of attitudes supportive of CP while assessing the moderating effects of parents’ (N=500) chosen primary professional source of advice regarding child discipline: pediatricians (47.8%), religious leaders (20.8%), mental health professionals (MHPs) (n=18.4%), or other identified professionals (13.0%). We conducted a random-digit-dial telephone survey among parents ages 18 and over within New Orleans, LA. The main outcome measure was derived from the Attitudes Toward Spanking scale (ATS). The main “predictors” were: perceived injunctive norms (i.e., perceived approval of CP by professionals; and by family and friends), perceived descriptive norms of family and friends regarding CP, and expected outcomes of CP use. We used multivariate OLS models to regress ATS scores on the predictor variables for each subset of parents based on their chosen professional source of advice. Perceived approval of CP by professionals was the strongest predictor of parental attitudes supportive of CP, except for those seeking advice from MHPs. Perceived injunctive and descriptive norms of family and friends were important, but only for those seeking advice from pediatricians or religious leaders. Positive expected outcomes of CP mattered, but only for those seeking advice from religious leaders or MHPs. In conclusion, the strength and relevance of variables predicting attitudes toward CP varied according to the professional from which the parent was most likely to seek advice. PMID:28529440

Expectant parents’ experiences of parental education within the antenatal health service

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Norling-Gustafsson A

2011-12-01

Full Text Available Ann Norling-Gustafsson1,2, Katarina Skaghammar1,2, Annsofie Adolfsson1,31School of life Sciences, University of Skövde, Skövde, Sweden; 2Primary Health, MVC, Karlsborg, Sweden; 3Department of Obstetrics and Gynecology, Skaraborg Hospital, Skövde, SwedenAbstract: Being an expectant parent is a life changing event and it is something that most people will experience in their lifetime. Many people who are parents for the first time will participate in parenting education. Most of the previous studies associated with parenting education focus on subjects such as birth outcome and breastfeeding. The purpose of this study is to focus on the less investigated aspect of the parents’ experience of participating in parenting education with Maternal Healthcare Services (MVC. A qualitative, phenomenological, hermeneutical method was selected to be used to analyze our findings and we used the statements of twenty participants to accumulate enough material to develop it into twelve sub-themes and five themes. The results of this study show that these expectant parents had few or no expectations of the parenting education that they were going to participate in. Generally speaking the parents seemed to be satisfied with the program. They described their reasons for participating as a chance to get together with other people in similar circumstances and to share information and they found a midwife to be a trustworthy professional person to confirm the information that was available to them from other sources.Keywords: parent education, parents' experiences, parents’ expectations

Parent-professional alliance and outcomes of child, parent, and family treatment: A systematic review

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Greef, M. de; Pijnenburg, H.M.P.H.M.; Hattum, M.J.C. van; McLeod, B.D.; Scholte, R.H.J.

2017-01-01

This review systematically explored research examining the relation between parent-professional alliance and outcomes of psychosocial treatments provided to children, and their parents and families. Study findings and methodological characteristics were reviewed to investigate the evidence linking

Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals.

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Croteau, Claire; McMahon-Morin, Paméla; Morin, Claudia; Jutras, Benoît; Trudeau, Natacha; Le Dorze, Guylaine

2015-01-01

Describe social participation of a group of children with specific language impairment. 26 parents of children with specific language impairment (SLI) aged from 5 to 13 years and 11 school professionals participated in the study. Data collection was performed with the adapted version for children aged from 5 to 13 years old of the Assessment of Life Habits (Fougeyrollas et al., 2001). The questionnaire encompasses 196 life habits, grouped in 12 dimensions: nutrition, fitness, personal care, communication, housing, mobility, responsibilities, interpersonal relationships, community life, education, work and recreation (Fougeyrollas, 2010). According to their parents and school professionals, children in this study carried out without difficulty life habits related to housing and mobility. However, they experienced difficulty with life habits related to interpersonal relationships, recreation and responsibilities, in addition to communication and education. Children with SLI are perceived by their parents and school professionals as having reduced social participation in many aspects of their daily life. Social participation should be considered as a major outcome when offering services in school to these children. This study proposes specific ways to help children with SLI. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

The state of infant oral healthcare knowledge and awareness: Disparity among parents and healthcare professionals

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Shivaprakash P

2009-03-01

Full Text Available Provision of infant oral health (IOH care is a challenging issue in the rural areas of our country due to lack of pedodontists and other dental workforces. To overcome these barriers it is essential to call the medical and other healthcare professionals to provide IOH care in joint collaboration with dental professionals. However, it is unclear to what extent these medical professionals are really aware of preventive strategies and to what extent they impart them. Thus, the present study was designed to begin from the grass-root levels, that is, assessing the baseline knowledge and awareness regarding IOH care among students (dental/medical and parents (urban/rural. Variation of opinions with inconsistencies were obtained from both medical and/dental students and as well as from both the parental groups. This study calls for further research to evaluate the role of various factors involved in IOH care and to effectively educate all healthcare providers in this area.

Mixed or Missed Messages between Parents and Professionals.

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Kroth, Roger L.

1987-01-01

It is suggested that professionals can help families cope with a child who is hearing-impaired by being sensitive to their emotional needs, both at the time of diagnosis and thereafter. Listening and informing skills are discussed with emphasis on improving the ongoing parent-professional relationship. (Author/VW)

Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents

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Freeman, Nancy K.; Knopf, Herman T.

2007-01-01

Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project…

How to motivate newborn hearing screening in the absence of a national programme: a collaboration between parents and professionals.

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Cutler, Jodi; Lenzi, Giovanni; Berrettini, Stefano; Martini, Alessandro; Martinelli, Stefano

2012-10-01

The establishment of the Italian Pediatric Federation Newborn Hearing Screening Network and the Italian Society of Neonatology Infant Hearing Study Group is the result of an international collaboration between Parents and Medical Professionals in order to promote an effective model in developing Early Hearing Detection Intervention Programs that recognize the role of parents as partners in the process. Among other factors, one important component frequently underestimated in most early intervention programs, both in the USA and other countries, involves the role of parental involvement within the Early Hearing Detection Intervention (EHDI) process. When a parent receives the news of their child's hearing loss, reactions may include, but are not limited to denial, grief, guilt, shame, fear and impotency. A parent may begin to ask certain questions: How do we know if the professionals in our children's lives are capable, educated, trained, up to date in their chosen fields of expertise? Do they respect our children and us as parents? Do they understand the needs of children who are deaf or hard of hearing? A life-long health professional - parental collaboration begins at the moment of the diagnosis of that child. When analyzing the habilitation process of a deaf child, the relationship between health professionals and the crucial role of parents in raising that child is a 50-50 shared responsibility. An objective of EHDI programs must be to empower parents by providing support from the beginning of the process. Distributing informative literature regarding the newborn hearing screening process and providing parents with access to resources such as parental support groups upon diagnosis equips parents with the tools necessary to immediately begin advocating for their children. The Italian Federation Pediatric Audiology Network was created by combining the parental perspective and medical protocols in order to establish the roots for stronger EHDI programs.

Parental and Professional Beliefs on the Treatment and Management of ADHD

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Dryer, Rachel; Kiernan, Michael J.; Tyson, Graham A.

2012-01-01

Objective: This study examined parental and professional beliefs about the efficacy of various treatment strategies for ADHD. Method: Parents of children with and without ADHD and seven medical and nonmedical professional groups (N = 673) completed a questionnaire examining their beliefs about the efficacy of various treatment regimes. Results:…

Individualized Education Programs for Students with Autism: Including Parents in the Process.

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Simpson, Richard L.

1995-01-01

The involvement of parents in developing individualized education programs (IEPs) for their children with autism is discussed. Essential components of IEP documents are outlined, and strategies that professionals can use to promote significant family involvement are considered. (Author/SW)

"KiDS and Diabetes in Schools" project: Experience with an international educational intervention among parents and school professionals.

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Bechara, Glaucia Margonari; Castelo Branco, Fernanda; Rodrigues, Avelino Luiz; Chinnici, Daniela; Chaney, David; Calliari, Luis Eduardo P; Franco, Denise Reis

2018-06-01

Although it is known that school care is a major challenge in diabetes treatment, there is still no published international initiative. The aims of this study were to introduce an international educational intervention tool, the International Diabetes Federation (IDF) KiDS and Diabetes in Schools project (KiDS project), and to describe its impact on diabetes knowledge and behavior of caregivers and school professionals. The KiDS project was developed with the support of IDF and the International Society for Pediatric and Adolescent Diabetes and provides online free material in 10 languages, directed to caregivers and school personnel. A pilot evaluation of the KiDS intervention was performed in Brazil. An educational intervention was conducted in 5 primary schools, with 42 parents and school staff, followed by 2 individual interviews after 1 and 3 months. The results were evaluated in a qualitative study with a descriptive design based on content analysis. School staff acquired new knowledge on diabetes and its treatment. They felt more confident when helping students with diabetes and said the educational intervention promoted a positive impact on the teacher-student relationship, on the caring for health, and on school infrastructure. Family members of children with diabetes stated that the educational intervention gave them an opportunity to strengthen and update information on treatment and improve their knowledge. The KiDS project is the first international tool directed to foster a safe and supportive environment and a better understanding of diabetes in schools. In this pilot evaluation, it achieved the goal of informing and changing the behavior of parents and school staff, thus improving the care provided to children with diabetes in schools. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents

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Renée Punch

2011-01-01

Full Text Available This paper provides an overview and a synthesis of the findings of a large, multifaceted study investigating outcomes from paediatric cochlear implantation. The study included children implanted at several Australian implant clinics and attending a variety of early intervention and educational settings across a range of locations in eastern Australia. It investigated three major aspects of childhood cochlear implantation: (1 parental expectations of their children's implantation, (2 families' decision-making processes, and (3 the communication, social, and educational outcomes of cochlear implantation for deaf children. It employed a mixed-methods approach in which quantitative survey data were gathered from 247 parents and 151 teachers, and qualitative data from semistructured interviews with 27 parents, 15 teachers, and 11 children and adolescents with cochlear implants. The summarised findings highlight several areas where challenges remain for implant clinics, parents, and educators if children with cochlear implants are to reach their full potential personally, educationally, and socially.

Parents' Experience of Hope When Their Child Has Cancer: Perceived Meaning and the Influence of Health Care Professionals.

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Conway, Mary F; Pantaleao, Ashley; Popp, Jill M

This study examined the role and importance of hopefulness for parents of children with cancer, how hope relates to parents' experience with the diagnosis, and the influence nurses and other health care professionals have on parents' hope. Using an interview format, 50 parents of children diagnosed with cancer were given the Reaction to Diagnosis Interview, and asked 5 open-ended questions about hope. Answers were analyzed using content analysis. Parents' adaptation to their child's diagnosis was compared with answers to the hope questions. Parents defined hope as a knowing, belief, or wish regarding their child's health. They emphasized the importance of hope over the course of their child's treatment. Staff increased parents' hope by providing care to children and families, educating parents, and by connecting with and providing a positive outlook for families. Most parents felt there was nothing staff did to decrease their hope. Understanding parents' experiences validates the quality care and connections we make with children and families, and encourages us to consider the effects of our interactions. This underscores the importance of education and support as a means of instilling hope in parents, who are valued, critical members of their child's health care team.

Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals

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McNaughton, David; Hamlin, Dawn; McCarthy, John; Head-Reeves, Darlene; Schreiner, Mary

2008-01-01

The importance of parent-teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest-posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education…

What parents of mentally ill children need and want from mental health professionals.

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Scharer, Kathleen

2002-09-01

Child psychiatric hospitalization is a time of crisis for the parents of a child with a mental disorder. Prior to hospitalization, the child's problematic behavior has escalated. Parents have various types of contact with mental health professionals prior to, during, and after the hospitalization, which influence their ability to care for their child. This paper reports a qualitative descriptive study of what parents need and want from mental health professionals during this time frame. During the study, parents spontaneously talked about what they needed and wanted from mental health professionals, including nursing personnel. The perspectives of 38 parents of 29 hospitalized children were obtained through interviews. Parents identified needing informational, emotional, and instrumental support most often in the interviews. Specific examples from the data are included in this report.

Professional Satisfaction of Secondary Education Teachers: The Case of Greece

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Konstantina Koutrouba

2017-04-01

Full Text Available The present questionnaire-based study examines 379 Greek teachers’ perceptions about professional satisfaction and dissatisfaction. According to the results, teachers are professionally satisfied when they, firstly, feel able to effectively establish behaviour and communication rules in their classrooms, secondly, respond to students’ expectations and cooperate with parents and the school administration, thirdly, are supported by colleagues and educational services and, fourthly, share experiences in a collegial atmosphere. Job dissatisfaction, on the contrary, is reported to derive firstly from Curricula restrictions, secondly from a lack of specialized knowledge about teaching, and thirdly from the lack of a reliable assessment procedure.

Parents' professional sources of advice regarding child discipline and their use of corporal punishment.

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Taylor, Catherine A; Moeller, William; Hamvas, Lauren; Rice, Janet C

2013-02-01

Parents (n = 500) were surveyed about which professional groups they were most likely to seek and follow advice from regarding child discipline as well as their use of corporal punishment (CP). Nearly half of the parents reported that they were most likely to seek child discipline advice from pediatricians (48%), followed by religious leaders (21%) and mental health professionals (18%). Parents who sought advice from religious leaders (vs pediatricians) had nearly 4 times the odds of reporting use of CP. Parents reported that they were more likely to follow the advice of pediatricians than any other professional; however, black parents were as likely to follow the advice of religious leaders as that of pediatricians. Pediatricians play a central role in advising parents about child discipline. Efforts to engage pediatricians in providing violence prevention counseling should continue. Increased efforts are needed to engage other professionals, especially religious leaders, in providing such advice to parents.

THE SPECIFICS OF PARENT-TEACHER INTERACTION IN EARLY CHILDHOOD EDUCATION

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N. L. Antonova

2018-01-01

Full Text Available Introduction. Early school education as a beginning stage of an individual’s educational trajectory fosters an enabling environment for a child’s personal, physical, intellectual and moral development. A productive interaction between pre-school educational organizations and parents is known to play the key role in the mentioned process.Aim. Based on the empirical-sociological materials of the research, this paper is aimed to identify specific features of interaction between parents and teachers as subjects of the system of early childhood education in large industrial cities.Methodology and research methods. The empirical basis of the research was a questionnaire survey conducted among parents (n=220, whose children attended pre-school institutions in Yekaterinburg, and semi-structured interviews with early school teachers (n=30. The teachers were interviewed using the method of systematic sampling. Results and scientific novelty. A serious divergence was identified with regard to how parents and teachers understand the goal of early school education. The social demand of parents consists in preservation and strengthening of physical health of the child, and teachers consider the development of pupils’ abilities as their main task. The research revealed the main topic for discussion between parents and teachers to be organizational issues (due payments, leaving children in the morning, etc.. The conclusion is drawn that passive acceptance of the current situation prevails in teacher-parent interaction, rather than an active attitude to realization of the principles of partnership and cooperation. Parents’ tight schedules become an impediment for building of partner relationship with their children’s teachers and eventually prevent collaborative interaction between the two sides. Nevertheless, parents are shown to trust teachers and recognize the teachers’ professionalism. This circumstance is seen as a founding principle for

Adding Academics to the Work/Family Puzzle: Graduate Student Parents in Higher Education and Student Affairs

Science.gov (United States)

Sallee, Margaret W.

2015-01-01

Based on interviews with 18 parents who were enrolled in higher education and student affairs master's programs and also employed on college and university campuses, this article explores the ways that student parents navigate their academic, familial, and professional responsibilities. Using role conflict theory as a theoretical guide, this study…

What Are the Lived Experiences of Parents Regarding Special Education Service Decisions for Their Children and Their Interactions with School Officials?

Science.gov (United States)

Doorn, Sean Travis

2017-01-01

This study utilized symbolic interaction theory and a phenomenological methodology to explore the meanings and perceptions of special education by parents whose children have special needs (i.e., disabilities) and their experiences working with school professionals. Parents who accepted Individualized Educational Plan (IEP) services and parents…

Parent attitudes toward integrating parent involvement into teenage driver education courses.

Science.gov (United States)

Hartos, Jessica; Huff, David C

2008-01-01

The widespread adoption of graduated driver licensing (GDL) policies has effectively reduced crash risk for young drivers; however, parents must support, reinforce, and enforce GDL for it to be effective, and research indicates that parents need better information and instruction for adhering to GDL requirements, conducting supervised practice driving, and restricting independent teenage driving. Because teenagers in most states must take driver education to enter the licensing process prior to age 18, integrating parent involvement into driver education may be an effective way to inform and instruct parents on a large scale about teen driver safety. This study assessed parent attitudes (overall and by rural status, minority status, and income level) toward integrating parent involvement into teenage driver education classes. In this study, 321 parents of teenagers enrolled in driver education classes across the state of Montana completed surveys about current involvement in driver education and attitudes toward required involvement. The results indicated that parents were not very involved currently in their teenagers' driver education classes, but 76% reported that parents should be required to be involved. If involvement were required, parents would prefer having written materials sent home, access to information over the Internet, or discussions in person with the instructor; far fewer would prefer to attend classes or behind-the-wheel driving instruction. There were few differences in parent attitudes by rural or minority status but many by income level. Compared to higher income parents, lower income parents were more likely to endorse required parent involvement in teenage driver education classes and to want parent information from driver education about many teen driving issues. That the majority of parents are open to required involvement in their teenagers' driver education classes is promising because doing so could better prepare parents to understand

Parental education and family status--association with children's cigarette smoking.

Science.gov (United States)

Zaloudíková, Iva; Hrubá, Drahoslava; Samara, Ibrahim

2012-03-01

Social influences are among the most important factors associated with children's and adolescents' smoking. Social norms in families, peer groups, professional and municipal communities influence the individuals ones by the process of socialization obtained mainly by interactions and observations. Especially social context of the home environment expressed by household smoking restriction serves as a socialization mechanism that dissuades from the using of tobacco. Parental anti-smoking socialization practices (their attitudes and knowledge about children smoking, discussion about smoking in appropriate quality and frequency, smoking environment in homes) are influenced by their education and family status. Markers of social environment (the level of mothers' and fathers' education, family status) were investigated during interview with 5th graders included in the cohort participating in the programme "Non-smoking Is Normal". Data about the self-reported exposure to passive smoking at homes and cars were taken into consideration. Information about discussions with parents about smoking, opinions about adults smoking, experimentation with smoking, and concurrent decision about smoking in the future were obtained from 766 children aged 11 years. Those who did not know parental education or family status were excluded from the evaluation. Differences were evaluated using the chi-square, Mantel-Haenszel, Fisher and Yates corrected tests in the statistic software Epi Info, version 6. The level of mothers' and fathers' education significantly influenced the exposure of children to passive smoking. Compared to families of higher educated parents, children living in families with middle and low levels of parents' education were significantly more exposed to environmental tobacco smoke at home and in car (RR 1.38; 95% CI 1.04-1.83) and fewer of them live in non-smoking environments. In the whole cohort, 67.5% children have not smoked even one puff yet, 17.2% reported one

Evaluating a brief parental-education program for parents of young children.

Science.gov (United States)

Nicholson, B C; Janz, P C; Fox, R A

1998-06-01

The effectiveness of a brief parental-education program for 40 families with very young children was studied. Families were assigned to either a parental-education or waiting-list control group. The parental-education program included information and strategies drawn from developmental and cognitive psychology and social learning theory. Analysis showed that participating parents significantly reduced their use of corporal and verbal punishment, changed their parenting attitudes, and improved their perceptions of their children's behavior in comparison to the control group. Effects were maintained at six weeks follow-up. Results supported tailoring parental-education programs to the unique needs of participants.

Assessing Health Professional Education: Workshop Summary

Science.gov (United States)

Cuff, Patricia A.

2014-01-01

"Assessing Health Professional Education" is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and…

Educating professionals

DEFF Research Database (Denmark)

Wahlgren, Bjarne

2011-01-01

relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts’ in accordance with the curriculum. How...... does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter ‘he’) uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.......The purpose of the professional bachelor’s degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article...

Parent and Child Education Program.

Science.gov (United States)

Townley, Kim F.; And Others

The Parent and Child Education Program (PACE) is a pilot program, developed in Kentucky, to provide adult, early childhood and parent education. PACE targets families that have one or both parents without a high school diploma or equivalency certificate and one child three or four years of age. Parents and children ride the bus to school together,…

Parent Perceptions of Sexual Education Needs for Their Children With Autism.

Science.gov (United States)

Lehan Mackin, Melissa; Loew, Nicole; Gonzalez, Alejandra; Tykol, Hannah; Christensen, Taylor

Primary responsibility for sexual education for adolescents with autism spectrum disorder falls on parents who have reported a lack of professional and material support. The purpose of this study was to 1) describe parent perceptions of sexual education needs of their children aged 14-20 with an autism spectrum disorder diagnosis and 2) determine parent-preferred mechanisms of delivery for tailored educational intervention strategies. The study aims were accomplished by a qualitative research design using focus groups and telephone interviews assisted by a structured interview guide. Study methods and analysis were guided by social marketing principles. A total of 15 parents (5 participated in 1 focus group and 10 completed individual interviews) acknowledged their primary role in providing sexual education for their children and confirmed a need for resources to assist them in this role. All parents in this study found that some level of sexual education was necessary and important and that all children had been introduced to sexual information but in varying degrees. Topic preferences included those that would increase the recognition of healthy relationships, provide a measure of self-protection, and ameliorate undesirable consequences of sexual activity. Parents were knowledgeable about how their children best learned and suggested future interventions use technology interfaces with engaging displays and allow for individualized content. These findings highlight a need for additional research and enhanced clinical services to ensure that adolescents with autism spectrum disorder have their informational needs met, are able to avoid risks, and have the greatest capacity for a healthy sexuality as they transition to adulthood. Copyright © 2016 Elsevier Inc. All rights reserved.

TRAINING OF FUTURE PROFESSIONALS TO IMPLEMENTATION OF INFORMAL ART EDUCATION IN EDUCATIONAL AND SOCIAL INSTITUTIONS

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Наталія Сулаєва

2015-09-01

Full Text Available This article presents one of the best ways of training of organizers of informal art education at pre-school, secondary and extracurricular educational institutions, clubs by the place of residence, secondary schools for children deprived of parental care, schools and higher educational institutions of I–II levels of accreditation of social rehabilitation, social service centers for families, children and youth etc. The attention is focused on the appropriateness of formal and informal education combination in the system of professional training of students of higher educational institutions. The definition of “informal art education” is given; its goals, objectives, content are defined. The basic approaches to organization of artistic and educational activity of students in the artistic and creative groups and formation on this basis of skills and management skills of informal art education at educational and social institutions are formulated.

School Diagnostic: Perceptions of Educational Professionals

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Sónia Caridade

2015-07-01

Full Text Available AimThe school is a privileged context to prevent certain problems that may begin during the development of young students. The main objective is to assess the perceptions of educational professionals about the school structure, functioning, and organization, as well as students’ behaviors.MethodWe developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6.ResultsDespite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school.ConclusionIt is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.

Up the years with the Bettersons: Gender and parent education in interwar America.

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Johnson, Ann; Johnston, Elizabeth

2015-08-01

In the 1920s and 1930s, the parent education movement opened doors for many female psychologists and other child development professionals by providing training and jobs. Female experts in the parent education movement spread the emerging "gospel of child development" to other women-mothers-in a variety of formats. Although psychologists like John B. Watson advocated traditional definitions of motherhood focusing on role adjustment, there is evidence that women psychologists and parent educators introduced ways of thinking about family life that challenged tradition, encouraging role expansion and self-fulfillment. We explore examples provided by women at the Minnesota Institute of Child Welfare who produced radio programs on child rearing. Starting in 1932, advice about child rearing was embedded within stories featuring a fictional family, the Bettersons. The family narrative format provides an opportunity to identify implicit (and sometimes explicit) values and norms informing prescribed roles for mothers, fathers, and children. Analysis suggests that gender roles were shifting in more egalitarian directions, with an awareness of new identity options for both women and men. We explore implications for evaluating the impact of female experts involved in the parent education movement. (c) 2015 APA, all rights reserved).

Clinician and Parent Perspectives on Educational Needs for Increasing Adolescent HPV Vaccination.

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Widman, Christy A; Rodriguez, Elisa M; Saad-Harfouche, Frances; Twarozek, Annamaria Masucci; Erwin, Deborah O; Mahoney, Martin C

2018-04-01

Human papillomavirus (HPV)-related morbidity and mortality remain a significant public health burden despite the availability of HPV vaccines for cancer prevention. We engaged clinicians and parents to identify barriers and opportunities related to adolescent HPV vaccination within a focused geographic region. This mixed-method study design used an interviewer-administered semi-structured interview with clinicians (n = 52) and a written self-administered survey with similar items completed by parents (n = 54). Items focused on experiences, opinions, and ideas about HPV vaccine utilization in the clinical setting, family, and patient perceptions about HPV vaccination and potential future efforts to increase vaccine utilization. Quantitative items were analyzed using descriptive statistics, while qualitative content was analyzed thematically. Suggested solutions for achieving higher rates of HPV vaccination noted by clinicians included public health education, the removal of stigma associated with vaccines, media endorsements, and targeting parents as the primary focus of educational messages. Parents expressed the need for more information about HPV-related disease, HPV vaccines, vaccine safety, sexual concerns, and countering misinformation on social media. Results from this mixed-method study affirm that educational campaigns targeting both health care professionals and parents represent a key facilitator for promoting HPV vaccination; disease burden and cancer prevention emerged as key themes for this messaging.

Democratic parenting: paradoxical messages in democratic parent education theories

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Oryan, Shlomit; Gastil, John

2013-06-01

Some prominent parent education theories in the United States and other Western countries base their educational viewpoint explicitly on democratic values, such as mutual respect, equality and personal freedom. These democratic parenting theories advocate sharing power with children and including them in family decision making. This study presents a textual analysis of two such theories, the Adlerian model of parent education and the Parent Effectiveness Training (PET) model, as they are embodied in two original bestselling textbooks. Through content and argumentation analysis of these influential texts, this study examines the paradoxes inherent in these two theories when they articulate how to implement fully democratic principles within the parent-child relationship. We discover that in spite of their democratic rationale, both books offer communication practices that guide the child to modify misbehaviour, enforce parental power, and manipulate the child to make decisions that follow parental judgment, and thus do not endorse the use of a truly democratic parenting style. We suggest, as an alternative to the democratic parenting style, that parents be introduced to a guardianship management style, in which they do not share authority with children, but seek opportunities for enabling children to make more autonomous decisions and participate in more family decision making.

Barriers and facilitators to parents seeking and accessing professional support for anxiety disorders in children: qualitative interview study.

Science.gov (United States)

Reardon, Tessa; Harvey, Kate; Young, Bridget; O'Brien, Doireann; Creswell, Cathy

2018-01-25

Anxiety disorders are among the most common mental health disorders experienced by children, but only a minority of these children access professional help. Understanding the difficulties parents face seeking support for child anxiety disorders could inform targeted interventions to improve treatment access. The aims of the study were to identify barriers and facilitators to seeking and accessing professional support for child anxiety disorders, and ways to minimise these barriers. A qualitative interview study was conducted with parents of 16 children (aged 7-11 years) with anxiety disorders identified through screening in schools. Barriers and facilitators were identified in relation to four distinct stages in the help-seeking process: parents recognising the anxiety difficulty, parents recognising the need for professional support, parents contacting professionals, and families receiving professional support. Barriers and facilitators at each stage related to the child's difficulties, the role of the parent, and parent perceptions of professionals and services. Findings illustrate the need (1) for readily available tools to help parents and professionals identify clinically significant anxiety in children, (2) to ensure that families and professionals can easily access guidance on the help-seeking process and available support, and (3) to ensure existing services offer sufficient provision for less severe difficulties that incorporates direct support for parents.

Professional and personal enhancement: a pragmatic approach in dental education.

Science.gov (United States)

Deivanayagam, Kandaswamy; K, Anbarasi

2016-06-01

Students of health education are often offended by the transitions and challenges they face while encountering diverse people, ideas and academic workloads. They may be offended because of reasons not only related to their societal background but also to their basic competence in managing transitions. In the Asian scenario, students enter the first year of professional education in their late teen age along with the definition of self which was created by their parents. There are different issues that arise in this age group that may positively shape or negatively affect the personalities of students. They need to achieve a sense of balance between personal and professional traits on their own. Several students are often unable to cultivate the expected required qualities, which leads to an abject state of mind and hinder their progress. We identified the most common personal and professional hurdles in the lives of dental students and we provided experiential solutions to overcome the hurdles by using a sociable approach through an integrated, continuing education program. Designing and implementing a cohesive, amalgamated and inspiring personal and professional enhancement action program for dental students. Feedback from students reflected that the needs and expectations of students vary with academic phase. In addition students expressed that this program series inculcated some positive skills, and overall, they are satisfied with the utility of the program. Personal and professional enhancement of students in accordance with individual needs as well as with expected requirements needs a committed administrative action plan. Our results in this context are encouraging and can be considered for application in dental institutions.

Parents and the educational process of art education

OpenAIRE

Bobinac, Barbara

2016-01-01

In this Thesis I have researched the parents and the educational process of art education. I wondered how parents encourage their children in artistic creation. The research was based on 37 parents of 3rd graders. Required information was obtained via questionnaires. I have found that parents support children in artistic activities outside school hours, often providing them with art accessories and materials, with the resulting products being exhibited around their homes. Sometimes th...

Education practitioners' understanding of professional development ...

African Journals Online (AJOL)

The committee of Teacher Education Policy (COTEP) considers the professional development of practitioners as one way to improve the quality of professional practice. An analysis of the literature on professional development in education ...

Parents' experiences of collaboration between welfare professionals regarding children with anxiety or depression - an explorative study

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Catharina Widmark

2013-10-01

Full Text Available Introduction: Well-functioning collaboration between professionals in the welfare sector has a strong influence on the contact with parents of children and adolescents with mental illness, and it is a precondition for the availability of support for these parents. This paper reports how such parents experience collaboration between professionals in mental health care, social services, and schools.Methods: Data were collected by in-depth interviews with seven parents of children and adolescents diagnosed with anxiety and depression. The families were selected from the Child and Adolescent Mental Health (CAMH patient records kept by the Stockholm County Council (Sweden, and they all lived in a catchment area for CAMH outpatient services in Stockholm.Results and discussion: We conclude that when the encounter between parents and professionals is characterized by structure and trust, it is supportive and serves as a holding environment. Coordination and communication links are needed in the collaboration between the professionals, along with appropriately scheduled and well-performed network meetings to create structure in the parent-professional encounter. Indeed, establishment of trust in this interaction is promoted if individual professionals are available, provide the parents with adequate information, are skilled, and show empathy and commitment. 

Parents' experiences of collaboration between welfare professionals regarding children with anxiety or depression - an explorative study

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Catharina Widmark

2013-10-01

Full Text Available Introduction: Well-functioning collaboration between professionals in the welfare sector has a strong influence on the contact with parents of children and adolescents with mental illness, and it is a precondition for the availability of support for these parents. This paper reports how such parents experience collaboration between professionals in mental health care, social services, and schools. Methods: Data were collected by in-depth interviews with seven parents of children and adolescents diagnosed with anxiety and depression. The families were selected from the Child and Adolescent Mental Health (CAMH patient records kept by the Stockholm County Council (Sweden, and they all lived in a catchment area for CAMH outpatient services in Stockholm. Results and discussion: We conclude that when the encounter between parents and professionals is characterized by structure' and trust', it is supportive and serves as a holding environment'. Coordination and communication links are needed 'in the collaboration between the professionals, along with appropriately scheduled and well-performed network meetings 'to create structure in the parent-professional encounter. Indeed, establishment of trust in this interaction is promoted if individual professionals are available, provide the parents with adequate information, are skilled, and show empathy and commitment. 

Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany

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Sandra Landhäusser

2014-12-01

Full Text Available Against the background of a European-wide strategy of governance aimed at improving support for parents and families, the following report details the conceptualization and evaluation of a federal state program 4 in Baden-Württemberg (Germany which was launched in 2008 to encourage family and parent education. Two program components, a voucher system for parents with a new-born child and an element that emphasizes educational offers for families with special needs in particular living situations, were started to increase requests for educational courses. The aim was to establish and deepen cooperation between different public and private professional services that are in contact with parents and their children. The results show that main goals of the program were reached.

Pinterest for Parent Education

Science.gov (United States)

Routh, Brianna; Langworthy, Sara; Jastram, Hannah

2014-01-01

As more parents are using the Internet to answer their questions, Extension needs to provide practical, research-based resources in an accessible format. Pinterest is a platform that can be used by Extension educators to provide continued education and make reputable resources more discoverable for parents. Based on Knowles adult learning theory…

Parental Engagement: Beyond Parental Involvement in Science Education

Science.gov (United States)

St. Louis, Kathleen

This study critically analyzes parents' complex stories of engagement in school and science education. The purpose is not to essentialize parental involvement, but rather to understand the processes of parental involvement and push forward the current discourse on the engagement of low-income minority and immigrant parents in schools and specifically science education. Employing critical grounded theory methods over a four-year span, this study had three areas of focus. First, voices of marginalized parents in the context of various spaces within the school system are examined. Using a qualitative approach, informal, formal, and research spaces were explored along with how minority parents express voice in these various spaces. Findings indicate parents drew on capital to express voice differently in different spaces, essentially authoring new spaces or the type of engagement in existing spaces. Second, the values and beliefs of traditionally marginalized people, the Discourse of mainstream society, and how they can inform a third, more transformative space for parental engagement in science are considered. The voices of low-income, marginalized parents around science and parental engagement (i.e., first space) are contrasted with the tenets of major national science policy documents (i.e., second space). Findings indicate a disparity between the pathways of engagement for low-income parents and policymakers who shape science education. Third, methodological questions of responsibility and assumption in qualitative research are explored. The author's complex struggle to make sense of her positionality, responsibilities, and assumptions as a researcher is chronicled. Findings focused on insider/outsider issues and implications for culturally sensitive research are discussed. Finally, the implications for policy, teaching, and research are discussed.

Shaping parents: impact of contrasting professional counseling on parents' decision making for children with disorders of sex development.

Science.gov (United States)

Streuli, Jürg C; Vayena, Effy; Cavicchia-Balmer, Yvonne; Huber, Johannes

2013-08-01

The management of disorders or differences of sex development (DSD) remains complex, especially with respect to parents' decision for or against early genitoplasty. Most parents still tend to disfavor postponing surgery until the child is old enough to provide consent. To identify the determinants of parental decisions for or against early sex assignment surgery in DSD children, and in particular to assess the influence of contrasting behavior of health-care professionals and the information they dispense. Preliminary data analysis from a focus group identified two broad approaches to counseling information. Two six-minute counseling videos were produced on this basis: one medicalized, by an endocrinologist, the other demedicalized, by a psychologist. Third-year medical students (N = 89) were randomized to watch either video as prospective parents and report its impact on their decision in a self-administered questionnaire. Statistical analysis of questionnaire responses regarding decisions for or against surgery, including self-assessed impact of potential determinants. Thirty-eight of eighty-nine "parents" (43%) chose early surgery for "their" child, including 27/41 "parents" (66%) shown the medicalized video vs. 11/48 (23%) shown the demedicalized video (P parents" perceived their personal attitudes on a four-point Likert scale as the main influence on their decision although their "attitude" was significantly shaped by the video. Parental decisions concerning early sex assignment surgery for DSD children depend on the health professional counseling received, to a degree of which neither parents nor professionals appear fully aware. In the absence of conclusive data for or against early surgery, there is a danger of medicalized or demedicalized parentalism resulting in irreversible and inadequately grounded decisions, regardless of the consensus statement of 2005 and the subsequent call for multidisciplinary management. © 2013 International Society for

Professional and Parental Attitudes toward iPad Application Use in Autism Spectrum Disorder

Science.gov (United States)

Clark, Megan L. E.; Austin, David W.; Craike, Melinda J.

2015-01-01

This study explored the attitudes of parents and professionals who work with children with autism spectrum disorder (ASD) toward the utilization of iPads and use of iPad applications by children with ASD. A survey of parents (n = 90) and professionals (n = 31) assessed information and communication technology (ICT) anxiety and self-efficacy,…

FROM ADVANCE TO TRANS-PROFESSIONAL EDUCATION

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A. G. Kislov

2018-01-01

Full Text Available Introduction. For several decades, the gap of vocational education with quickly changing realities in labour market, in the field of technologies and socio-economic sphere, and the need for the advancing vocational training, have been considered as the topical and steadily growing problems. Numerous attempts to overcome the presented above problems by means of fundamentalization and predictive methods have not led to anything so far. It is obvious that other education opportunities for in-demand, highly skilled, competitive specialists are needed.The aims of the publication are to discuss the potential of trans-professional education; to come up with arguments in favour of its introduction as the most perspective direction which might allow university and college graduates: to be guided better on labour market; to be more confident in unstable, unpredictable reality; to adapt quickly to dynamically changing situations in the world of professions.Methodology and research methods. The research paper is based on comparative analysis that provided an opportunity to find out the conceptual grounds of traditional mono-professional education and trans-professional education appropriate for challenges of modern Russia.Results and scientific novelty. It is emphasized that mono-professionalism as a paradigm reference point of professional education content is called for global reconsideration; for many years, preservation of traditional forms and methods have prevented mono-professionalism of good intentions to give it the advancing character, especially, at its initial stage.For the first time, trans-professional education has been considered as a result of considerably heterogeneous (as opposed to homogeneous bi- and polyprofessional training; the essence of that training consists in learning not related specialties concerned to one professional group, but professions that are absolutely far apart. Such approach will promote not only expansion of

Collaborating With Parents of Children With Chronic Conditions and Professionals to Design, Develop and Pre-pilot PLAnT (the Parent Learning Needs and Preferences Assessment Tool).

Science.gov (United States)

Nightingale, Ruth; Wirz, Lucy; Cook, Wendy; Swallow, Veronica

This study aimed to design, develop and pre-pilot an assessment tool (PLAnT) to identify parents' learning needs and preferences when carrying out home-based clinical care for their child with a chronic condition. A mixed methods, two-phased design was used. Phase 1: a total of 10 parents/carers and 13 professionals from six UK's children's kidney units participated in qualitative interviews. Interview data were used to develop the PLAnT. Eight of these participants subsequently took part in an online survey to refine the PLAnT. Phase 2: thirteen parents were paired with one of nine professionals to undertake a pre-pilot evaluation of PLAnT. Data were analyzed using the Framework approach. A key emergent theme identifying parents' learning needs and preferences was identified. The importance of professionals being aware of parents' learning needs and preferences was recognised. Participants discussed how parents' learning needs and preferences should be identified, including: the purpose for doing this, the process for doing this, and what would the outcome be of identifying parents' needs. The evidence suggests that asking parents directly about their learning needs and preferences may be the most reliable way for professionals to ascertain how to support individual parents' learning when sharing management of their child's chronic condition. With the increasing emphasis on parent-professional shared management of childhood chronic conditions, professionals can be guided by PLAnT in their assessment of parents' learning needs and preferences, based on identified barriers and facilitators to parental learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Educational Programs for Intelligence Professionals.

Science.gov (United States)

Miller, Jerry P.

1994-01-01

Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

Professional Learning of Instructors in Vocational and Professional Education

Science.gov (United States)

Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

2018-01-01

This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

Parent Involvement in Education: Toward an Understanding of Parents' Decision Making

Science.gov (United States)

Anderson, Kellie J.; Minke, Kathleen M.

2007-01-01

Parent involvement (PI) in education is associated with positive outcomes for students; however, little is known about how parents decide to be involved in children's education. On the basis of the K. V. Hoover-Dempsey and H. M. Sandler (1995, 1997) model of parent decision making, the authors examined the relationship among 4 parent variables…

Parenting Interventions for Children with Tic Disorders: Professionals? Perspectives

OpenAIRE

Evans, Gemma A. L.; Wittkowski, Anja; Butler, Hannah; Hedderly, Tammy; Bunton, Penny

2015-01-01

Tic disorders can have an emotional and social impact on children and families, which can in turn have a reciprocal impact on tics. Research into parenting interventions within this population is limited. Twenty-five professionals? views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored using Q-methodology. Three highly correlated factors emerged, indicating three viewpoints with discrete elements that were underpinned by similar general per...

Efforts and Models of Education for Parents: the Danish Approach

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Rosendal Jensen, Niels

2009-12-01

Full Text Available The report examines the relationship between day care institutions, schools and so called “parents unfamiliar to education” as well as the relationship between the institutions. With in Danish public and professional discourse concepts like parents unfamiliar to education are usually referring to environments, parents or families with either no or just very restricted experience of education except for the basic school (folkeskole. The “grand old man” of Danish educational research, Prof. Em. Erik Jørgen Hansen, defines the concept as follows: Parents who are distant from or not familiar with education, are parents without tradition of education and by that fact they are not able to contribute constructively in order to back up their own children during their education. Many teachers and pedagogues are not used to that term; they rather prefer concepts like “socially exposed” or “socially disadvantaged” parents or social classes or strata. The report does not only focus on parents who are not capable to support the school achievements of their children, since a low level of education is usually connected with social disadvantage. Such parents are often not capable of understanding and meeting the demands from side of the school when sending their children to school. They lack the competencies or the necessary competence of action. For the moment being much attention is done from side of the Ministries of Education and Social Affairs (recently renamed Ministry of Welfare in order to create equal possibilities for all children. Many kinds of expertise (directions, counsels, researchers, etc. have been more than eager to promote recommendations aiming at achieving the ambitious goal: 2015 95% of all young people should complement a full education (classes 10.-12.. Research results are pointing out the importance of increased participation of parents. In other word the agenda is set for ‘parents’ education’. It seems necessary

Pedagogical professional training in Cuban educative context

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Mayre Acosta Calderón

2015-05-01

Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

(Unreceptiveness in interactions with professionals: experiences of parents of children with retinopathy of prematurity

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Beatriz Castanheira Facio

Full Text Available Abstract OBJECTIVE To analyze the influence of health professionals' receptiveness on parental care of children with retinopathy of prematurity (ROP. METHOD A qualitative study developed under the theoretical framework of Symbolic Interactionism and using a narrative research methodology. Six women and three men, being parents of children with retinopathy of prematurity were individually interviewed in depth. RESULTS From the scope of information, emotions and their rights, the parents experienced receptiveness from some professionals and unreceptiveness from others. The predominance of unreceptive attitudes in the parental narratives originated the following analysis themes: Informational (unreceptiveness, Emotional (unreceptiveness, and (Unreceptiveness of rights. CONCLUSION The study supports human and comprehensive healthcare in the context of retinopathy of prematurity by pointing out the interactive process with health professionals as a potential stressor of parental care. The results signal a nuclear of attitudinal changes and reinforce challenges to the child and family-centered approach.

Parents on education

NARCIS (Netherlands)

Lex Herweijer; Ria Vogels

2004-01-01

Original title: Ouders over opvoeding en onderwijs. The position of parents with regard to children' education has been changing in recent years: the government believes that they should have a major influence on what happens at their children's school, and also that parents and schools should

The role as moderator and mediator in parent education groups--a leadership and teaching approach model from a parent perspective.

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Forslund Frykedal, Karin; Rosander, Michael

2015-07-01

To investigate the didactic and social leadership in parent education groups based on a parent perspective, and to conceptualise parent experiences of the leader roles in these groups. Leadership in parent education groups has been associated with a lack of confidence in one's ability to function in that role. Research on how it can be delivered to produce a favourable outcome is scarce. It can be difficult to abandon the role of expert and let participants set their own learning agenda. To facilitate these processes requires leadership skills, knowledge of group dynamics as well as pedagogical skills. Qualitative interview study. Semi-structured interviews with parents (25 participants, 21 interviews). Transcripts were analysed using, first, thematic analysis, then comparative analysis. The study resulted in a four-field model, The Leadership - Teaching Approach model. It consists of the dimensions 'Teaching approaches' ('Knowledge is imparted' and 'Knowledge is jointly constructed'), and 'Leadership approaches' ('Instrumental approach' and 'Investigative approach'). Using an investigative approach is necessary to get a well-functioning group that can help the expectant and new parents in the transition to parenthood. Supervision can help develop an awareness of one's professional role as a nurse and leader of a parent education group. The actions and choices of nurses as leaders of parent groups have an impact on how the participants perceive and take in the content and purpose of the group, and whether they perceive it as meaningful. Getting support in reflecting about one's role as a leader in this context can help create a learning environment in which the participants can become engaged in the activities and be strengthened by the experience. © 2015 John Wiley & Sons Ltd.

Parental misclassification of child overweight/obese status: The role of parental education and parental weight status.

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Cullinan, John; Cawley, John

2017-02-01

Childhood overweight and obesity is a major public health challenge for policymakers in many countries. As the most common supervisors of children's activities, parents have a potentially important role to play in obesity prevention. However, a precondition for parents to improve their children's diets, encourage them to be more physically active, or take them to see a doctor about their weight is for the parent to first recognize that their child is overweight or obese. This paper examines the extent of parental misclassification of child weight status, and its correlates, focusing on the role of parental education and the parent's own obesity status. We find evidence that, among non-obese parents, those who are better-educated report their child's weight status more accurately, but among obese parents, the better-educated are 45.18% more likely than parents with lower secondary education to give a false negative report of their child's overweight/obesity; this may reflect social desirability bias. Copyright © 2016 Elsevier B.V. All rights reserved.

Addressing the hidden curriculum: understanding educator professionalism.

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Glicken, Anita Duhl; Merenstein, Gerald B

2007-02-01

Several authors agree that student observations of behaviors are a far greater influence than prescriptions for behavior offered in the classroom. While these authors stress the importance of modeling of professional relationships with patients and colleagues, at times they have fallen short of acknowledging the importance of the values inherent in the role of the professional educator. This includes relationships and concomitant behaviors that stem from the responsibilities of being an educator based on expectations of institutional and societal culture. While medical professionals share standards of medical practice in exercising medical knowledge, few have obtained formal training in the knowledge, skills and attitudes requisite for teaching excellence. Attention needs to be paid to the professionalization of medical educators as teachers, a professionalization process that parallels and often intersects the values and behaviors of medical practice but remains a distinct and important body of knowledge and skills unto itself. Enhancing educator professionalism is a critical issue in educational reform, increasing accountability for meeting student needs. Assumptions regarding educator professionalism are subject to personal and cultural interpretation, warranting additional dialogue and research as we work to expand definitions and guidelines that assess and reward educator performance.

PARENTAL ATTITUDES TOWARDS VOCATIONAL EDUCATION ...

African Journals Online (AJOL)

Elizabeth

by conducting a survey involving 200 parents in Udu Local Government Area of Delta State. The result ... the concept of linkage between education and working life; for instance, ... Parental attitudes towards vocational education: Implications for counselling. Okocha ... and methodically prepared special courses of fairly long.

Culture in Inclusive Schools: Parental Perspectives on Trusting Family-Professional Partnerships

Science.gov (United States)

Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.; Hill, Cokethea; Haines, Shana J.; Gross, Judith M. S.

2016-01-01

This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a)…

Finnish Parents' Attitudes toward Entrepreneurship Education

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Räty, Hannu; Korhonen, Maija; Kasanen, Kati; Komulainen, Katri; Rautiainen, Riitta; Siivonen, Päivi

2016-01-01

This study set out to investigate parental attitudes toward entrepreneurship education as evaluative directing components of social representations. A nationwide sample of parents (N = 625) was asked to indicate their opinions on a set of statements about entrepreneurship education. The parents' attitudinal orientation suggested that they would…

Postgraduate Professional Pedagogical Education in Mexico

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Zhyzhko, Olena

2015-01-01

This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

Parental involvement and educational achievement

NARCIS (Netherlands)

Driessen, G.; Smit, F.; Sleegers, P.

2005-01-01

Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents.

Parenting a child with a traumatic brain injury: experiences of parents and health professionals.

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Brown, Felicity L; Whittingham, Koa; Sofronoff, Kate; Boyd, Roslyn N

2013-01-01

To qualitatively explore the experiences, challenges and needs of parents of children with traumatic brain injury (TBI) in order to inform future intervention research through incorporation of participant knowledge and experience. Parents of children with TBI (n = 10) and experienced health professionals in paediatric rehabilitation (n = 5) took part in focus groups or individual interviews. Audio recordings were transcribed verbatim and an inductive thematic analysis performed. Participants reported that, beyond the impact of the injury on the child, TBI affects the entire family. Parents need to adjust to and manage their child's difficulties and can also experience significant emotional distress, relationship discord and burden of care, further adding to the challenges of the parenting role. Parents can feel isolated and the importance of empowerment, support and information was emphasized. Coping styles of disengagement and avoidance were often reported, despite acknowledgement that these were not beneficial. Parenting interventions may provide essential support for parents in adjusting to and managing their child's difficulties and the efficacy of existing programmes needs evaluation. Addressing parent emotional adjustment and coping strategies is vital following paediatric TBI, given the impact on parent well-being and the potential negative effects on child outcomes through reduced parenting effectiveness. Group programmes may enable connection and support.

A Comparison of Parent and Professional Perceptions of Children with Autism Spectrum Disorder in Portugal

Science.gov (United States)

Reis, Helena; Pereira, Ana; Almeida, Leandro

2017-01-01

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and…

Future Directions in Parent Education Research.

Science.gov (United States)

Aaronson, May

This paper suggests goals for future research programs in parent education. Suggestions include: (1) developing and replicating long-term studies of the effects of parent education, (2) examining the antecedents of adult behavior disorders to plan parenting programs that aim at preventing such disorders, (3) replacing deficit models of parenting…

A History and Evaluation of Parent Education

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Croake, James W.; Glover, Kenneth E.

1977-01-01

This paper traces the history of parent education, the purposive learning activity of parents attempting to change methods of interaction with their children. Parent education will almost certainly receive increasing attention and emphasis within a variety of programs especially in the fields of education and mental health. (Author)

Effects of supportive-educative program on quality of life of adolescents living with a parent with cancer

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Mehrdad Azarbarzin

2015-01-01

Conclusions: This research showed that supportive-educative program can enhance some aspects of quality of life. Therefore, nurses and other health professionals can use this scheme or similar programs for helping adolescents living with a parent with cancer.

Professional Education: Some New Directions.

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Schein, Edgar H.; Kommers, Diane W.

This is a plea for planning for impending changes in professional education. The author analyzes new features of professional practice and shifting expectations of professional students and then undertakes a perceptive analysis of the anatomy of change itself. (MJM)

Parent experiences of communication with healthcare professionals in neonatal intensive care units

DEFF Research Database (Denmark)

Weis, Janne; Lundqvist, Pia

2016-01-01

REVIEW QUESTION/OBJECTIVE: The objectives of this review are to explore parents' experiences of communication with healthcare professionals and to identify the meaningfulness of communication to parents in the neonatal intensive care unit (NICU).More specifically, the objectives are to identify....

English education for healthcare professionals in Japan.

Science.gov (United States)

Moross, Janelle; Seki, Naoko; Morio, Ikuko

2017-11-01

In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.

SPECIFIC PROFESSIONAL COMMUNICATION IN THE STRUCTURE OF THE PROFESSIONAL EDUCATOR

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Olga Abramova

2012-01-01

Full Text Available The article deals with the specific characteristics of professional communication teachers in the course of his career. Characterized by the basic communication skillsfor professional communication teachers, distinguished social and psychological characteristics of professional educator.

Teacher-parent partnership as a precondition for inclusion in education

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Stanković-Đorđević Mirjana M.

2013-01-01

Full Text Available Inclusion in education implies openness and readiness of all social elements to provide every child with the best possible education either within a school environment or in a class which a child would attend at any rate. By approaching each child individually teachers should organise the activities for their students bearing in mind the onward changes of the entire personality of a child. Modern educational practice is based on humanist and constructivist standpoints - a child is in the centre of interest and it should build and construct its own knowledge on its own, while the exchange of information should go both from professionals and parents towards a child and vice versa. Global changes on a family level caused by a birth of a child with developmental disability represent the changes in a family identity as well as the changes in integration processes within the family. The role of a teacher is extremely significant in the process of the family adjustment as well as in the process of a continuous support which is necessary for all families with children with developmental disabilities throughout their lives. The basis of the relationship between a school and parents should be the perception of parents as partners - the interests, priorities and concerns of a family should be in the focus of both theory and practice in schools. The common problem of parents and teachers is the problem of allocating attention from children's limitations and difficulties to their potentials and possibilities, from academic achievements to social and affective outcomes and life skills development.

Supporting students in professional socialisation: Guidelines for professional nurses and educators

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Hester Cathrina (Rina de Swardt

2017-01-01

Full Text Available Professional socialisation of nursing students involves learning skills, attitudes, behaviour and professional roles, largely in the clinical area. During clinical accompaniment and reflective discussions with a group of undergraduate Baccalaureate nursing students in South Africa, students reported negative professional socialisation experiences, primarily in the clinical area. Such experiences could influence the quality of patient care. The objective of this study was to develop and validate guidelines to support professional nurses and educators in the professional socialisation of student nurses. Evidence was generated from an exploration and description of the perceptions of professional nurses regarding their role in the professional socialisation of students, the perceptions of nurse educators regarding the teaching and facilitation of professional socialisation of students, and the socialisation experiences of students. Following a sequential mixed-methods design, qualitative data guided the collection of quantitative data. All data and literature directed the development of these guidelines, which experts reviewed and validated according to a set of criteria. These guidelines focus on the clinical, nursing educational institution environment and values and beliefs of the nursing profession. Facilitation of sound work ethics, professional behaviour, cultural and gender awareness, role modelling and the application of a range of teaching strategies is proposed.

Parental Involvement in Education.

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Blackstone, Tessa

1979-01-01

Arguments in favor of increased parental involvement, particularly in nursery education, are presented. Opposition to participation from parents and teachers is discussed and specific areas in which cooperation might be possible are suggested along with different levels of participation. (JMF)

From child to parent? The significance of children's education for their parents' longevity.

Science.gov (United States)

Torssander, Jenny

2013-04-01

In addition to own education and other socioeconomic resources, the education of one's children may be important for individual health and longevity. Mothers and fathers born between 1932 and 1941 were analyzed by linking them to their children in the Swedish Multi-generation Register, which covers the total population. Controlling for parents' education, social class, and income attenuates but does not remove the association between children's education and parents' mortality risk. Shared but unmeasured familial background characteristics were addressed by comparing siblings in the parental generation. In these fixed-effects analyses, comparing parents whose children had tertiary education with parents whose children completed only compulsory schooling (the reference group) yields a hazard ratio of 0.79 (95 % CI: 0.70-0.89) when the socioeconomic position of both parents is controlled for. The relationship is certainly not purely causal, but part of it could be if, for example, well-educated adult children use their resources to find the best available health care for their aging parents. I therefore introduce the concept of "social foreground" and suggest that children's socioeconomic resources may be an important factor in trying to further understand social inequalities in health.

Development of a Professional Certification in Cancer Patient Education.

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Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

2018-04-19

Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

Sustaining Parenting Education in WI

Science.gov (United States)

Riley, Dave; Eisenmann, Kathleen; Gruenewald, Mary

2004-01-01

How can educators ensure that a good parenting program continues to be offered in the community year after year? A project in Wisconsin illustrates one way to create this sustained commitment and funding. This project has worked well, has been fairly easy and inexpensive, and has even led to new opportunities for parenting education. The project…

Parental Stress, Family-Professional Partnerships, and Family Quality of Life: Families of Children with Autism Spectrum Disorder

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Hsiao, Yun-Ju

2013-01-01

The purpose of this study was to investigate the relationship among the quality of life of families that have at least one child with autism spectrum disorder, parental stress level, and partnerships between the family and professionals. Also, parent perceptions of parental stress, family quality of life, and family-professional partnerships were…

Professionalism Prevails in Adult Education ESL Classrooms

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Brown, Megan C.; Bywater, Kathleen

2010-01-01

The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…

The effect of a modular education program for children with epilepsy and their parents on disease management.

Science.gov (United States)

Turan Gürhopur, Fatma Dilek; Işler Dalgiç, Ayşegül

2018-01-01

The objective of this study was to evaluate the efficacy of Modular Education Program for Children with Epilepsy and Their Parents on disease management. The program was prepared by researchers in an interdisciplinary team. Children with epilepsy and their parents were included in a randomized controlled study using a pre-posttest design. All participants of the modular education program (n=184 (92 children and their 92 parents')) answered a lot of scales immediately before the program. The researcher presented the modular education program, which included eight modules (four for the children and four for the parents), to the children and parents in the intervention group using interactive teaching methods. And all participants of the modular education program answered all scales immediately after the program and one-month, three-month follow-ups. The control group not participating in the modular education program (n=100 (50 children, 50 parents)) also answered all scales in all follow-ups. Scales used the study comprised epilepsy-specific outcome measures (e.g., knowledge, self-efficacy related to seizures, quality of life and anxiety). The statistical analyses of the study data were performed using SAS 9.3 software. Children in intervention group significantly improved in knowledge (pepilepsy (pChildren with Epilepsy and Their Parents on disease management was confirmed. The results indicate that using interactive teaching methods help children with epilepsy and their parents in improving knowledge, self-efficacy about seizures and quality of life. All health professionals who work with children with epilepsy and their parents should provide these modular education programs regularly. Copyright © 2017 Elsevier Inc. All rights reserved.

Development of Professional Teacher Competences for Cooperation with Parents

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Viskovic, Ivana; Višnjic Jevtic, Adrijana

2017-01-01

Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference…

Clinical educators' self-reported personal and professional ...

African Journals Online (AJOL)

The target group was inter-professional clinical educators that are involved in student education on the clinical platform. Although the course participants were professionals and specialists in their own fields, the majority of clinical educators have very little or no knowledge of adult education. The Supervision Course aims to ...

With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups.

Science.gov (United States)

Forslund Frykedal, Karin; Rosander, Michael; Berlin, Anita; Barimani, Mia

2016-12-01

The aim of the study was to describe and to understand midwives' and child healthcare nurses' experiences of working with parent education groups through their descriptions of the role and what they find rewarding and challenging in that work. Data were collected through three open-ended questions from a web survey: 'How do you refer to your role when working in parent education?', 'What is the biggest challenge or difficulty for you when working in parent education?' and 'What is most rewarding when working in parent education?' The answers were analysed by using qualitative content analysis and correlation analysis. The results show that the midwives and child healthcare nurses either included or excluded the group when describing their role as leaders and their influence on parents. The same applies to what they found rewarding and what was difficult and challenging for them in working with the groups. Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content. One important question to deal with is how to best support midwives and nurses in child healthcare to be prepared for working with parent education groups. One obvious thing is to provide specialized training in an educational sense. An important aspect could also be providing supervision, individually or in groups. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Chemotherapy versus supportive care alone in pediatric palliative care for cancer: comparing the preferences of parents and health care professionals.

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Tomlinson, Deborah; Bartels, Ute; Gammon, Janet; Hinds, Pamela S; Volpe, Jocelyne; Bouffet, Eric; Regier, Dean A; Baruchel, Sylvain; Greenberg, Mark; Barrera, Maru; Llewellyn-Thomas, Hilary; Sung, Lillian

2011-11-22

The choice between palliative chemotherapy (defined as the use of cytotoxic medications delivered intravenously for the purpose of our study) and supportive care alone is one of the most difficult decisions in pediatric oncology, yet little is known about the preferences of parents and health care professionals. We compared the strength of these preferences by considering children's quality of life and survival time as key attributes. In addition, we identified factors associated with the reported preferences. We included parents of children whose cancer had no reasonable chance of being cured and health care professionals in pediatric oncology as participants in our study. We administered separate interviews to parents and to health care professionals. Visual analogue scales were shown to respondents to illustrate the anticipated level of the child's quality of life, the expected duration of survival and the probability of cure (shown only to health care professionals). Respondents were then asked which treatment option they would favour given these baseline attributes. In addition, respondents reported what factors might affect such a decision and ranked all factors identified in order of importance. The primary measure was the desirability score for supportive care alone relative to palliative chemotherapy, as obtained using the threshold technique. A total of 77 parents and 128 health care professionals participated in our study. Important factors influencing the decision between therapeutic options were child quality-of-life and survival time among both parents and health care professionals. Hope was particularly important to parents. Parents significantly favoured chemotherapy (42/77, 54.5%) compared with health care professionals (20/128, 15.6%; p parents' desire for supportive care; for health care professionals, the opinions of parents and children were significant factors influencing this decision. Compared with health care professionals, parents more

Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

Directory of Open Access Journals (Sweden)

Akhtarieva R.F.

2015-11-01

Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

Parental socialization styles, parents' educational level, and sexist attitudes in adolescence.

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Garaigordobil, Maite; Aliri, Jone

2012-07-01

The aims of this study were to analyze the differences in the mothers' and fathers' socialization styles depending on their children's sex; whether there are differences in hostile, benevolent, and ambivalent sexism, and neosexism as a function of both parents' socialization styles; and whether the parents' educational level affects their level of sexism and their children's sexism. The sample included 1,455 adolescents and their parents (764 mothers and 648 fathers). The results showed no differences in the socialization style of the father with his children's sexism, but the mother used a more authoritarian style with her daughters. The parents' socialization style had little influence on their children's sexism, although it had a higher impact on the sons' sexism. The father's style had less influence than the mother's on their sons' sexism, and it had no influence on their daughters' sexism. The indulgent style of both parents had the highest relation with a low level of sexism. Moreover, a negative correlation was found between the parents' educational level and their level of sexism, as well as between the mother's educational level and her daughters' sexism. To conclude, the indulgent style and the mother's high educational level promote fewer sexist attitudes.

Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

Science.gov (United States)

Jensen, Dorthe H.; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity

Bridging and bonding interactions in higher education: social capital and students' academic and professional identity formation.

Science.gov (United States)

Jensen, Dorthe H; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.

Theory and practice in professional education

DEFF Research Database (Denmark)

Nielsen, Trine Kløveager

the relationship between theory and practice in teacher, nurse, social work and engineering education, and to contribute with knowledge about how to bridge the gap between theory and practice in these educations. Aim: The aim of the present study is to identify the most promising strategies for improving......, nursing, engineering and social work and in other professional bachelor education programs regarding health, teaching and technology, and how?”. The systematic review consists of a research mapping which will identify and characterize the empirical research concerning the review question and a synthesis......Background: A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice which is often described as the theory practice gap. This PhD-project is part...

Parent involvement as professionalization: professionals' struggle for power in Dutch urban deprived areas

NARCIS (Netherlands)

van den Berg, M.; van Reekum, R.

2011-01-01

Parent involvement policies have been central in the Dutch push towards educational governance. How the implementation of these policies plays out on the ground is context‐dependent. The ethnic and class cleavages impacting the Dutch educational system should be taken into account. On the basis of

STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

Science.gov (United States)

Zintgraff, Alfred Clifton

This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

PARENTS ATTITUDE: INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITY

Directory of Open Access Journals (Sweden)

Daniela Blagoj Dimitrova-Radojicic

2014-06-01

Full Text Available This article reports the findings of a study designed to investigate the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was aimed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.

A web-based communication system for integrated care in cerebral palsy: experienced contribution to parent-professional communication

NARCIS (Netherlands)

Gulmans, Jitske; Vollenbroek-Hutten, Miriam Marie Rosé; van Gemert-Pijnen, Julia E.W.C.; van Harten, Wim H.; van Harten, Willem H.

2012-01-01

Introduction: to improve communication in the integrated care setting of children with cerebral palsy, we developed a web-based system for parent-professional and inter-professional communication. The present study aimed to evaluate parents' experiences regarding the system's contribution to their

Parental and child fruit consumption in the context of general parenting, parental education and ethnic background

NARCIS (Netherlands)

G. Rodenburg (Gerda); A. Oenema (Anke); S.P.J. Kremers (Stef); H. van de Mheen (Dike)

2012-01-01

textabstractThis study examines the association between parental and child fruit consumption in the context of general parenting, parental education and ethnic background. A cross-sectional study was performed among 1762 parent-child dyads. Mean age of the children was 8. years. One parent completed

The School Psychology and Perception of Education Professionals

Directory of Open Access Journals (Sweden)

Ana Carolina Gravena Vanalli

2011-12-01

Full Text Available This study aimed at verifying the education professionals' perception about the performance of school psychologists. To attain this goal, 24 education professionals were interviewed, being 19 educators and five school psychologists from 11 private and public schools of two cities of São Paulo state. Based on descriptions about the psychologists' performance found in the literature, it is possible to compare them to the school psychologists' performance and to the education professionals' perception. From the data obtained, it was verified that the participants had knowledge, even though in a general perspective, about the performance area and considered important the service of those professionals to the school as an institution. However, it was noticed the difference of perception between the performances reported by the psychologists and these professionals' performance described by the other education professionals interviewed, seeming to generate dissatisfaction and possible conflicts. Therefore, it is necessary that the psychologist attributions become clearer and widespread so their interventions could match educators' expectations, provide satisfying results and be more frequently included in school institutions.

How healthcare professionals respond to parents with religious objections to vaccination: a qualitative study.

Science.gov (United States)

Ruijs, Wilhelmina L M; Hautvast, Jeannine L A; van IJzendoorn, Giovanna; van Ansem, Wilke J C; Elwyn, Glyn; van der Velden, Koos; Hulscher, Marlies E J L

2012-08-01

In recent years healthcare professionals have faced increasing concerns about the value of childhood vaccination and many find it difficult to deal with parents who object to vaccination. In general, healthcare professionals are advised to listen respectfully to the objections of parents, provide honest information, and attempt to correct any misperceptions regarding vaccination. Religious objections are one of the possible reasons for refusing vaccination. Although religious objections have a long history, little is known about the way healthcare professionals deal with these specific objections. The aim of this study is to gain insight into the responding of healthcare professionals to parents with religious objections to the vaccination of their children. A qualitative interview study was conducted with health care professionals (HCPs) in the Netherlands who had ample experience with religious objections to vaccination. Purposeful sampling was applied in order to include HCPs with different professional and religious backgrounds. Data saturation was reached after 22 interviews, with 7 child health clinic doctors, 5 child health clinic nurses and 10 general practitioners. The interviews were thematically analyzed. Two analysts coded, reviewed, discussed, and refined the coding of the transcripts until consensus was reached. Emerging concepts were assessed using the constant comparative method from grounded theory. Three manners of responding to religious objections to vaccination were identified: providing medical information, discussion of the decision-making process, and adoption of an authoritarian stance. All of the HCPs provided the parents with medical information. In addition, some HCPs discussed the decision-making process. They verified how the decision was made and if possible consequences were realized. Sometimes they also discussed religious considerations. Whether the decision-making process was discussed depended on the willingness of the parents to

How healthcare professionals respond to parents with religious objections to vaccination: a qualitative study

Directory of Open Access Journals (Sweden)

Ruijs Wilhelmina LM

2012-08-01

Full Text Available Abstract Background In recent years healthcare professionals have faced increasing concerns about the value of childhood vaccination and many find it difficult to deal with parents who object to vaccination. In general, healthcare professionals are advised to listen respectfully to the objections of parents, provide honest information, and attempt to correct any misperceptions regarding vaccination. Religious objections are one of the possible reasons for refusing vaccination. Although religious objections have a long history, little is known about the way healthcare professionals deal with these specific objections. The aim of this study is to gain insight into the responding of healthcare professionals to parents with religious objections to the vaccination of their children. Methods A qualitative interview study was conducted with health care professionals (HCPs in the Netherlands who had ample experience with religious objections to vaccination. Purposeful sampling was applied in order to include HCPs with different professional and religious backgrounds. Data saturation was reached after 22 interviews, with 7 child health clinic doctors, 5 child health clinic nurses and 10 general practitioners. The interviews were thematically analyzed. Two analysts coded, reviewed, discussed, and refined the coding of the transcripts until consensus was reached. Emerging concepts were assessed using the constant comparative method from grounded theory. Results Three manners of responding to religious objections to vaccination were identified: providing medical information, discussion of the decision-making process, and adoption of an authoritarian stance. All of the HCPs provided the parents with medical information. In addition, some HCPs discussed the decision-making process. They verified how the decision was made and if possible consequences were realized. Sometimes they also discussed religious considerations. Whether the decision-making process was

Communication and support from health-care professionals to families, with dependent children, following the diagnosis of parental life-limiting illness: A systematic review.

Science.gov (United States)

Fearnley, Rachel; Boland, Jason W

2017-03-01

Communication between parents and their children about parental life-limiting illness is stressful. Parents want support from health-care professionals; however, the extent of this support is not known. Awareness of family's needs would help ensure appropriate support. To find the current literature exploring (1) how parents with a life-limiting illness, who have dependent children, perceive health-care professionals' communication with them about the illness, diagnosis and treatments, including how social, practical and emotional support is offered to them and (2) how this contributes to the parents' feelings of supporting their children. A systematic literature review and narrative synthesis. Embase, MEDLINE, PsycINFO, CINAHL and ASSIA ProQuest were searched in November 2015 for studies assessing communication between health-care professionals and parents about how to talk with their children about the parent's illness. There were 1342 records identified, five qualitative studies met the inclusion criteria (55 ill parents, 11 spouses/carers, 26 children and 16 health-care professionals). Parents wanted information from health-care professionals about how to talk to their children about the illness; this was not routinely offered. Children also want to talk with a health-care professional about their parents' illness. Health-care professionals are concerned that conversations with parents and their children will be too difficult and time-consuming. Parents with a life-limiting illness want support from their health-care professionals about how to communicate with their children about the illness. Their children look to health-care professionals for information about their parent's illness. Health-care professionals, have an important role but appear reluctant to address these concerns because of fears of insufficient time and expertise.

Reframing cooperation: Challenges in overcoming tensions between professional services and volunteer organizations providing parenting support in immigrant communities

NARCIS (Netherlands)

Ponzoni, E.

2015-01-01

Volunteer organizations can potentially partner with mainstream professional services to provide better parenting support to immigrant parents. This qualitative study of cooperation between professional agencies and volunteer organizations known as migrant volunteer and community organizations

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

Science.gov (United States)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

THE ROLE OF EDUCATIONAL EFFECTIVENESS FOR THE STANDARD OF FEDERAL GOVERNMENTAL EDUCATION PROFESSIONAL HIGH EDUCATION IN THE PROFESSIONAL PREPARATION OF STUDENTS FOR THE PSYCHO-PEDAGOGICAL FIELD

Directory of Open Access Journals (Sweden)

Svetlana Petrovna Akutina

2015-02-01

Full Text Available The goal: the educational research of educational effectiveness FGOS PVO for the professional preparation.The research method and the methodological approach: to enlighten the goals of the Federal Governmental Education Standard (FGOS of the high professional education (VPO of the psycho-pedagogical field within the education system reforming; to create new didactical materials, programs, plans, training courses; to model the educational effectiveness of a high education institution according to the competence approach.The clue of the educational effectiveness is in the developing an individual educational path for students in the comprehensive phase, and as a result the role of an educator, and a tutor increases; the changes in social cultural sphere of an educational institution, the importance of students self-management are to remodel the formulating personal needs paradigm in professional, private, intellectual, cultural and modal advancing.The research results are to open valuable possibilities of educational effectiveness in FGOS VPO influencing the professional preparation, that is filled with innovative forms, me-thods, technological approaches in cooperation between students and educators; to organize socially oriented process within the educational and extra educational context, to construct an individual educational path to obtain a qualification, to guaranty the realization of a new educational system for educators’ cooperation, for tutors and social partners; all these permit to act in different cultural spheres acquiring positive experience of professional training.The application field: the research results are applied in the pedagogical activity to prepare professional figures in the psycho pedagogical area, in educational projects with students, in cooperating with various social partners.

Parent-professional alliance and outcomes of child and family care: A systematic review

NARCIS (Netherlands)

Greef, M. de; Pijnenburg, H.M.P.H.M.; Hattum, M.J.C. van; McLeod, B.D.; Scholte, R.H.J.; Valle, J.F. del; Bravo, A.; López, M.

2016-01-01

This presentation is based on a systematic review on the association between the parent-professional alliance and outcomes of youth and family care. In child and family social services, parents play an important role (Accurso, Hawley, & Garland, 2013; Chaffin & Bard, 2011). They are either the main

Child-rearing in the context of childhood cancer: perspectives of parents and professionals.

Science.gov (United States)

Long, Kristin A; Keeley, Lauren; Reiter-Purtill, Jennifer; Vannatta, Kathryn; Gerhardt, Cynthia A; Noll, Robert B

2014-02-01

Elevated distress has been well documented among parents of children with cancer. Family systems theories suggest that cancer-related stressors and parental distress have the potential to affect child-rearing practices, but this topic has received limited empirical attention. The present work examined self-reported child-rearing practices among mothers and fathers of children with cancer and matched comparisons. Medical and psychosocial professionals with expertise in pediatric oncology selected items from the Child-Rearing Practices Report (CRPR) likely to differentiate parents of children with cancer from matched comparison parents. Then, responses on these targeted items were compared between parents of children with cancer (94 mothers, 67 fathers) and matched comparisons (98 mothers, 75 fathers). Effect sizes of between-group differences were compared for mothers versus fathers. Pediatric oncology healthcare providers predicted that 14 items would differentiate child-rearing practices of parents of children with cancer from parents of typically developing children. Differences emerged on six of the 14 CRPR items. Parents of children with cancer reported higher levels of spoiling and concern about their child's health and development than comparison parents. Items assessing overprotection and emotional responsiveness did not distinguish the two groups of parents. The effect size for the group difference between mothers in the cancer versus comparison groups was significantly greater than that for fathers on one item related to worry about the child's health. Parents of children with cancer report differences in some, but not all, domains of child-rearing, as predicted by healthcare professionals. © 2013 Wiley Periodicals, Inc.

42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

Science.gov (United States)

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon General...

Parent education: an evaluation of STEP on abusive parents' perceptions and abuse potential.

Science.gov (United States)

Fennell, D C; Fishel, A H

1998-01-01

To examine the effects of a structured, time-limited parent training group on abusive or potentially abusive parents. A pretest-posttest control group design was used with consenting parents (N = 18) to examine the effects of Systematic Training for Effective Parenting (STEP) on abusive parents' perceptions of their children's behaviors and on the parents' potential to physically abuse. The Adlerian Parental Assessment of Child Behavior Scale and the Child Abuse Potential Inventory were used to measure treatment effects. After participating in STEP, abusive parents had significantly more positive perceptions of their children and were significantly less potentially abusive. Using volunteers, the project cost an average of $100 for each parent. The research lends empirical support to individual psychology and family systems theory. Future research is indicated using larger samples to examine lay vs. professional leadership of the groups, as well as comparisons of different parenting programs with abusive parents.

Educational achievements of children of parents with multiple sclerosis

DEFF Research Database (Denmark)

Moberg, Julie Yoon; Magyari, Melinda; Koch-Henriksen, N.

2016-01-01

Little is known about the impact of parental multiple sclerosis (MS) on offspring’s educational attainment. The objective of the study was to examine educational achievements in offspring of parents with MS compared with matched children of parents without MS in a nationwide register-based cohort...... from the Civil Registration System without parental MS matched 8:1 to the MS offspring by sex and year of birth. Information about education was linked to the cohorts from nationwide educational registries. We included 4177 children of MS parents and 33,416 reference persons. Children of MS parents.......20). There was a trend toward more MS offspring attaining health-related educations (OR 1.10; 95 % CI 1.00–1.21; p = 0.06). In conclusion, children of MS parents showed a small advantage in grade point average in final examinations in basic school, and they more often tended toward health-related educations. This study...

Black parental involvement in education

African Journals Online (AJOL)

Erna Kinsey

The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. ... Review of selected studies on parental involvement in ..... Anna, a Grade 11 teacher, summed up the feelings of the.

The meaning of early intervention: A parent's experience and reflection on interactions with professionals using a phenomenological ethnographic approach.

Science.gov (United States)

Lee, Yoon H

2015-01-01

The purpose of this study is to describe how a parent's partnership with professionals progresses and evolves throughout the service provisioning process. Using a phenomenological ethnographic approach, the lived reality of a family is depicted as the parent walks through different stages of the Individualized Family Service Plan process over a 6-month period. Data concerning parent-professional interactions were obtained via observation notes and document reviews whereas data regarding parent perceptions were collected through multiple individual interviews. Overall, the parent conveyed her satisfaction with actual services especially regarding the professionals' knowledge and parental advocacy. However, the parent also indicated frustration with the early intervention planning process and "obligated" partnerships with providers. In particular, the providers' lack of sensitivity was noted, and greater emotional and psychological support was suggested. The overall process of developing partnerships with professionals can be excessively intrusive to the family's lives. Future research directions are offered as a contribution for the development of improved policies for early intervention programs regarding family-centered practice, utilizing the perspectives of families.

Impact of an empowerment-based parent education program on the reduction of youth suicide risk factors.

Science.gov (United States)

Toumbourou, John W; Gregg, M Elizabeth

2002-09-01

To evaluate the impact of parent education groups on youth suicide risk factors. The potential for informal transmission of intervention impacts within school communities was assessed. Parent education groups were offered to volunteers from 14 high schools that were closely matched to 14 comparison schools. The professionally led groups aimed to empower parents to assist one another to improve communication skills and relationships with adolescents. Australian 8th-grade students (aged 14 years) responded to classroom surveys repeated at baseline and after 3 months. Logistic regression was used to test for intervention impacts on adolescent substance use, deliquency, self-harm behavior, and depression. There were no differences between the intervention (n = 305) and comparison (n = 272) samples at baseline on the measures of depression, health behavior, or family relationships. Students in the intervention schools demonstrated increased maternal care (adjusted odds ratio [AOR] 1.9), reductions in conflict with parents (AOR.5), reduced substance use (AOR.5 to.6), and less delinquency (AOR.2). Parent education group participants were more likely to be sole parents and their children reported higher rates of substance use at baseline. Intervention impacts revealed a dose-response with the largest impacts associated with directly participating parents, but significant impacts were also evident for others in the intervention schools. Where best friend dyads were identified, the best friend's positive family relationships reduced subsequent substance use among respondents. This and other social contagion processes were posited to explain the transfer of positive impacts beyond the minority of directly participating families. A whole-school parent education intervention demonstrated promising impacts on a range of risk behaviors and protective factors relevant to youth self-harm and suicide.

Ethical Formation in Professional, Scientific and Technological Education

Directory of Open Access Journals (Sweden)

Vinícius Bozzano Nunes

2018-06-01

Full Text Available The mismatch between technological development and human development is evident in the Federal Network of Professional, Scientific and Technological Education, making ethical formation an important point of discussion in this context. This article shows results of research that investigates how this education is represented in the speech of the pedagogical managers of the Network. From the data, the emphasis is on disciplinary approaches and professional or professionalizing representations of business and neoliberal ethics. It is concluded that the morality theme should integrate the debates about Professional Education, reconciling the technical and human dimensions of formation and thus guiding the educational process toward emancipatory.

Intergenerational education transmission: neighborhood quality and/or parents' involvement?

OpenAIRE

Patacchini, Eleonora; Zenou, Yves

2007-01-01

Using cultural transmission, we develop a model that gives some microfoundation to the impact of residential neighborhood on children's educational attainment and then test it using the UK National Child Development Study. We find that, for high-educated parents, the better the quality of the neighborhood in terms of human capital, the higher the parent's involvement in children's education, indicating cultural complementarity. For high-educated parents, we also find that both parents' involv...

Core Professionalism Education in Surgery: A Systematic Review

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Akile Sarıoğlu Büke

2018-03-01

Full Text Available Background: Professionalism education is one of the major elements of surgical residency education. Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education. Study Design: Systematic review. Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

Core Professionalism Education in Surgery: A Systematic Review.

Science.gov (United States)

Sarıoğlu Büke, Akile; Karabilgin Öztürkçü, Özlem Sürel; Yılmaz, Yusuf; Sayek, İskender

2018-03-15

Professionalism education is one of the major elements of surgical residency education. To evaluate the studies on core professionalism education programs in surgical professionalism education. Systematic review. This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

Reflection of the Development of Professional Graduates Education in China

Directory of Open Access Journals (Sweden)

Zhao Jing

2013-12-01

Full Text Available The development of professional degree graduates education plays a crucial role in social economy development and the industrial restructuring, promotes academic degrees and graduates education growth and could further ameliorate China's professional degrees education system. Currently, the professional degree graduates education meet with some problems, such as low level of professional degrees education, the scale of development imbalances, lack of innovation in training mode, quality assurance and management system is incomplete, the policy formulated backwardness. As a higher education theory researcher, rational thinking of these problems would help to stimulate the long-term development of professional degree graduates education and to provide educational reference.

[Rehabilitation in undergraduate education and advanced professional training of the participating professional groups].

Science.gov (United States)

Mau, Wilfried; Bengel, Jürgen; Pfeifer, Klaus

2017-04-01

In the German health care system, multiprofessional and coordinated rehabilitation care provides support for successful disease management. Against a background of the conditions and strong dynamics of the provision, this article gives an overview of some of the pertinent developments in rehabilitation-related undergraduate education and advanced professional training of physicians, psychologists, and exercise therapy professions in Germany. Frequently, there are few provisions and great variation between different locations. New conditions, such as the National Competence-Based Learning Objectives for Undergraduate Medical Education, the National Guidelines for Graduate Medical Education, and the ongoing reform of the psychotherapists' law emphasizing training in psychotherapy at university, allow the expectation of a positive effect on the competence of rehabilitation professionals. Education in physiotherapy is developing according to international standards aimed at improved evidence-based care. For the widely evidence-based undergraduate education and advanced professional training in sports and exercise therapy better profiling and professionalization should be sought.

An urban survey of paediatric environmental health concerns: Perceptions of parents, guardians and health care professionals

Science.gov (United States)

Buka, Irena; Rogers, W Todd; Osornio-Vargas, Alvaro R; Hoffman, Harold; Pearce, Marni; Li, Yuen Yee

2006-01-01

OBJECTIVES To conduct a survey in Edmonton, Alberta, to gather information regarding concerns about the influence of environmental factors on children’s health and to use the information to set an agenda for the resources of the Paediatric Environmental Health Specialty Unit at Misericordia Hospital (Edmonton, Alberta). METHODS Two questionnaires with 28 closed-ended questions were developed to examine parents’, guardians’ and health care professionals’ concerns. They comprised items about six environmental factors (air, water and food quality; household supplies; radiation; and waste disposal). Health care professionals were also asked four questions about their knowledge of and their needs in Paediatric Environmental Health. Parents and guardians attending the public health centres and nurses working therein received questionnaires. Physicians were surveyed by e-mail. RESULTS After verification, the questionnaire data from 400 parents or guardians and 152 health care professionals were used for analyses. Results from contingency table, Hotelling’s T2 and effect size analyses revealed similarities in the levels of concern in both groups, and the results were combined. The greatest concern of both groups was with environmental tobacco smoke, followed by pesticides in water. Concerns about six additional environmental elements were also expressed. The health care professionals showed a high level of concern about the need for resources, specific training and public education regarding paediatric environmental health. CONCLUSION A significant level of concern was consistently found between the two groups studied, regardless of professional training. The highest level of concern was with a well-documented topic (ie, environmental tobacco smoke). Less concern associated with decreased documentation calls for increasing the knowledge of society, including health care professionals, to address the adverse effects of environmental factors on children. PMID

Making the Difference with Active Parenting; Forming Educational Partnerships between Parents and Schools

Science.gov (United States)

Oostdam, Ron; Hooge, Edith

2013-01-01

Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe…

Early Childhood Education and Care Educators Supporting Parent-Child Relationships: A Systematic Literature Review

Science.gov (United States)

O'Connor, Amanda; Nolan, Andrea; Bergmeier, Heidi; Hooley, Merrilyn; Olsson, Craig; Cann, Warren; Williams-Smith, Janet; Skouteris, Helen

2017-01-01

Building strong relationships between children and parents is vital for children's social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator-child, educator-parent, parent-child). Educators build relationships with children and…

[Implementing Inter-Professional Education (IPE): Challenges and Strategies].

Science.gov (United States)

Lee, Chia-Lun; Hung, Chich-Hsiu

2017-12-01

Inter-professional practice (IPP), necessary in today's healthcare environment, should be guided and practiced through inter-professional education (IPE). Within the context of an effective IPE program, collaborative medical professionals must be cognizant of the demands of patients' integrated care, organize a collaborative inter-professional team, and achieve the objectives of patient-centered care. However, the many challenges of IPE include insufficient understanding of inter-professional care, occupational culture-related boundary issues, lack of a college education, and insufficient support from academic and medical institutions. This article suggests adopting effective strategies to promote inter-professional recognition, create a harmonious medical culture, eliminate barriers to education, and enhance support for academic and medical institutions. Inter-professional collaboration between academic and clinical institutions must provide resources and substantive professional training. Effectively implementing IPE and IPP is expected to elicit trust, respect, and efficient communication from team members.

Continuing education and professional development

International Nuclear Information System (INIS)

Adams, Edwina

2002-01-01

The success of a profession will be determined upon its education and training. A profession is required to encompass: a core body of knowledge; a set of ethical codes of practice; and have practitioners with humanistic qualities. In order to maintain the success of a profession it is necessary to have continuing education, which enhances professional development. Continuing professional education includes a form of self-regulation, which ensures the maintenance of a minimum standard of practice in this ever-changing workplace, and by regulating this standard, the discipline becomes more accountable to the client and the profession as a whole. In Australia, the Nuclear Medicine society's continuing education programs and Universities offering postgraduate programs promote continuing education. If technologists are to successfully keep up with developments in instrumentation, protocols and changing health care requirements, we must ensure that the education of practitioners does not cease at certification of entry to the workplace (Au)

Principles for Further Education in Professional Communication: Continuing Education or Postgraduate Degrees?

Science.gov (United States)

Withnall, Janice; Harris, Rebecca

1998-01-01

Presents preliminary findings about practitioners' attitudes to postgraduate education in journalism and public relations. Discusses implications for university education, vocational specialization and continuing professional development in light of current debates on professionalization, the tertiary education sector, and the nature of knowledge…

The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists.

Science.gov (United States)

Bradley, Stacy; Drapeau, Martin; Destefano, Jack

2012-01-01

Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Education of healthcare professionals and the public.

Science.gov (United States)

McNulty, Cliodna A M; Cookson, Barry D; Lewis, Michael A O

2012-07-01

In the winter of 2007-08 a new public-facing antimicrobial campaign was agreed by the Advisory Committee on Antimicrobial Resistance and Healthcare-Associated Infection (ARHAI) Education sub-Group (later divided into subgroups for professional and public education): it comprised posters with a positive message on how the public could help themselves when they had a cold. However, the poster campaign, used in isolation in England, did not improve antibiotic use; therefore, the Public Education sub-Group took forward educational approaches to change the behaviour of the public and health professionals. Professionals have been encouraged to give patients clear information about the likely duration of symptoms, self-care, and benefits and harms of antibiotics, reinforcing the public poster campaigns in surgeries, hospitals and pharmacies. Since 2008, campaigns have been launched in England to coincide with European Antibiotic Awareness Day (EAAD) on 18 November, using Department of Health and EAAD materials. Professional education has been facilitated by the 2008 National Institute for Health and Clinical Excellence respiratory tract infection delayed prescribing guidance for general practitioners. A toolkit of materials for medicines management teams, to facilitate good antimicrobial stewardship in primary care (ASPIC), is being taken forward by the Public Education sub-Group and professional societies. After advice from ARHAI, in 2009 the General Medical Council requested that all postgraduate deans and Royal Colleges ensure infection prevention and control and antimicrobial prescribing become standard practice implemented in all clinical settings, and that they are emphasized strongly in undergraduate and postgraduate medical training. ARHAI has also taken a keen interest in reviewing, advising and leading on a number of European Union initiatives dealing with professional education.

Parent and medical professional willingness to enroll children in a hypothetical pediatric optic neuritis treatment trial

Directory of Open Access Journals (Sweden)

Amy eWaldman

2011-11-01

Full Text Available The Optic Neuritis Treatment Trial and subsequent studies have had a tremendous impact on the treatment and prognosis of optic neuritis and multiple sclerosis in adults. The results of these studies have been extrapolated to children; however, pediatric data are sparse. Using the method of prospective preference assessment, the willingness of parents and medical professionals to enroll children in a hypothetical Pediatric Optic Neuritis Treatment Trial was assessed using a mock consent form and questionnaire. A 3-arm trial was proposed: 1 intravenous corticosteroids, 2 high-dose oral corticosteroids, and 3 an oral placebo. The forms were completed by 198 parents and 49 physicians. After reviewing the hypothetical scenario, trial design, risks and benefits, and alternatives to the study, 21% of parents would enroll their children in the trial whereas 98% of medical professionals would enroll their patients. With medical professional recommendation, 43% of parents would enroll their children. The manner in which this hypothetical trial was presented to parents, specifically with respect to the recommendation of their child’s health care team, influenced a parent’s willingness to participate.

Developing Professional Ethics for Social Educators and Early Childhood Educators in Denmark

DEFF Research Database (Denmark)

Ribers, Bjørn

2016-01-01

Over the last two decades, Danish labour unions have been working continuously on developing professional ethical codes and guidelines for social educators and early childhood and youth educators in Denmark. The majority of empirical research projects studying ethical dimensions of social work...... empirical research results on ethical issues in the professional practice and in the education of welfare professionals. The paper discusses the current state of professional ethics in childhood and youth work and debates the constellation between educational policies, the political process of developing...... and education in Denmark has not previously been published for an international audience. Consequently, many of the important findings and insights remain accessible only in Danish research reports, books and articles written in Danish or other Scandinavian languages. The scope of this paper is to discuss...

Transforming health professionals' education in Rwanda ...

African Journals Online (AJOL)

Key words: Health Professionals' Education, Undergraduate Medical Education, Primary Health Care, Social. Medicine ... tion process to gather all health professions educations .... integrated program in the revised 5-year medical degree.

"A Clash of Two Worlds"; Disjuncture between the Norms and Values Held by Educational Practitioners and Parents of Children with Behavioural, Emotional and Social Difficulties

Science.gov (United States)

Broomhead, Karen

2014-01-01

This article, by Karen Broomhead of Liverpool John Moores University, discusses an exploration of the clashing norms, values and expectations of parenting behaviours between parents of children with behavioural, emotional and social difficulties (BESD) and practitioners. Semi-structured interviews with 15 education professionals, employed in both…

Teacher Professionalism in Technical and Vocational Education

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Tampang, B. L. L.; Wonggo, D.

2018-02-01

The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

Self-assessment of professionalism in physical therapy education.

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Anderson, Deborah K; Irwin, Kent E

2013-01-01

With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. Forty-three PT students (11 male and 32 female, ages 20-28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.

Influences on students' assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents.

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Karlsson, Petra; Johnston, Christine; Barker, Katrina

2017-09-07

This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom. Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched. Results revealed that it is often untrained staff member who determine students' educational needs. The participants' experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students' needs. Students' motivation to use the technology was also found to be critical for its successful uptake. The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants' experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right. Implications for Rehabilitation Classroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment. System barriers to the uptake of assistive technology need to be addressed. To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial. Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.

Using focused ethnography in paediatric settings to explore professionals' and parents' attitudes towards expertise in managing chronic kidney disease stage 3-5.

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Nightingale, Ruth; Sinha, Manish D; Swallow, Veronica

2014-09-18

Interactions between parents and healthcare professionals are essential when parents of children with chronic conditions are learning to share expertise about clinical care, but limited evidence exists on how they actually interact. This paper discusses the use of focused ethnography in paediatric settings as an effective means of exploring attitudes towards expertise. The paper draws on repeated observations, interviews and field-notes involving the parents of six children with chronic kidney disease, and 28 healthcare professionals at two, tertiary, children's hospital-based units. Data were analysed using the Framework approach and the concepts of expertise and self-management. Our study highlighted rewards and challenges associated with focused ethnography in this context. Rewards included the ability to gain a richer understanding of the complex phenomena of mutual acknowledgement of expertise that occurs during parent/ healthcare professional interactions. Challenges related to gaining informed consent and ensuring potential participants had an adequate understanding of the purpose of the study. Two dimensions of parental expertise around their child (personal and clinical) were evident in our data. Parents' and professionals' expertise about the child and their condition was acknowledged and exchanged as parents learnt to share clinical-care with the multi-disciplinary team. Healthcare professionals acknowledged parents' need to understand aspects of each of the eight disciplinary knowledge bases relating to their child's management and recognised parents' expert knowledge of their child, found ways to mobilise this knowledge, and wove parents' expertise into the management plan. Parents spoke of the degree to which their own expert knowledge of their child complemented healthcare professionals' clinical knowledge. However, ambivalence around expertise was evident as both parents and healthcare professionals questioned what the expertise was, and who the

Educational games for health professionals.

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Akl, E A; Sackett, K; Pretorius, R; Erdley, S; Bhoopathi, P S; Mustafa, R; Schünemann, H J

2008-01-23

The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We used a comprehensive search strategy including an electronic search of the following databases: DARE, EPOC register, CENTRAL, MEDLINE, EMBASE, CINAHL, AMED, ERIC, and Dissertation Abstracts Online (search date: January 2007). We also screened the reference list of included studies and relevant reviews, contact authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behaviour (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified 1156 citations. Out of 55 potentially eligible citations, we included one RCT. The methodological quality was fair. The game, used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The findings of this systematic review do not confirm nor refute the utility of games as a teaching

Putting children forward for epilepsy surgery: A qualitative study of UK parents' and health professionals' decision-making experiences.

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Heath, Gemma; Abdin, Shanara; Begum, Rahima; Kearney, Shauna

2016-08-01

Against a backdrop of recommendations for increasing access to and uptake of early surgical intervention for children with medically intractable epilepsy, it is important to understand how parents and professionals decide to put children forward for epilepsy surgery and what their decisional support needs are. The aim of this study was to explore how parents and health professionals make decisions regarding putting children forward for pediatric epilepsy surgery. Individual interviews were conducted with nine parents of children who had undergone pediatric epilepsy surgery at a specialist children's hospital and ten healthcare professionals who made up the children's epilepsy surgery service multidisciplinary healthcare team (MDT). Three MDT meetings were also observed. Data were analyzed thematically. Four themes were generated from analysis of interviews with parents: presentation of surgery as a treatment option, decision-making, looking back, and interventions. Three themes were generated from analysis of interviews/observations with health professionals: triangulating information, team working, and patient and family perspectives. Parents wanted more information and support in deciding to put their child forward for epilepsy surgery. They attempted to balance the potential benefits of surgery against any risks of harm. For health professionals, a multidisciplinary approach was seen as crucial to the decision-making process. Advocating for the family was perceived to be the responsibility of nonmedical professionals. Decision-making can be supported by incorporating families into discussions regarding epilepsy surgery as a potential treatment option earlier in the process and by providing families with additional information and access to other parents with similar experiences. Copyright © 2016 Elsevier Inc. All rights reserved.

The practices and challenges of teacher educators' professional ...

African Journals Online (AJOL)

Teachers' professional development is the core of educational improvement. Thus, the main purpose of this study was to assess the practices and challenges of teacher educators' professional development through Lesson Study in Oromia colleges of teacher education. To this effect, descriptive survey method was used.

Parenting Education at Medford and Churchill High Schools.

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Jensen, Mary Cihak

1986-01-01

Nationally, interest in family life and parenting programs has grown amidst concern for "basic education." Parenting education in today's schools may be justified because of increased family stress and deteriorating family support systems. Most parenting and family life courses are offered within home economics departments, have a narrow…

Black parental involvement in education | Singh | South African ...

African Journals Online (AJOL)

The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. SASA creates the expectation for parents to be meaningful partners in school governance. It envisages a system where school-based educators would collaborate with the parents to ensure quality ...

THE PROBLEMS OF PROFESSIONAL PUBLIC ACCREDITATION OF ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS AND THE PROSPECTS OF ITS IMPLEMENTATION

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Tatyana V. Matveeva

2015-01-01

Full Text Available Leading role in the process of development and improvement of modern Russian education plays an additional professional education, which, to the greatest extent, responds to the qualitative changes in the socio-economic relations in a rapidly changing world. The aim of this paper is to identify the organizational and legal problems of professional and public accreditation of additional professional education programs in Russia and the opportunities development of this institution in modern conditions. The scientific research problem was to justify the need for professional and public accreditation of additional professional education programs of modern universities on the basis of delegation of procedures for evaluating the quality of education by public authorities to the public expert organizations, which ensure the independence and objectivity of the decisions made by qualified experts using a standardized assessment tools and tech to meet the needs of all parties concerned for highly qualified professionals. Methods. Empirical and theoretical methods were applied in the process of solving the problems in the scientific work to achieve the objectives of the study and test the hypothesis of an integrated methodology. Theoretical research methods involve: analysis of different literary sources (including legislative and regulatory enactments of the Higher Authorities of the Russian Federation, regulatory enactments of the Ministry of General and Vocational Education of the Russian Federation, compilation, synthesis of empirical data, comparative analysis, and others. Empirical research methods include: observation, testing, interview, questionnaire, ranking, pedagogical experiment, analysis of the products of activity, method of expert evaluations, methods of mathematical statistics, and other. Results. The expediency of independent accreditation procedures is proved. The goals that need to be solved to enhance the competitiveness of

Variations in Perceived Parenting Education Preferences: A Person-Centred Approach

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Kim, YaeBin

2015-01-01

Parenting education needs assessment surveys were collected from a large group of the parents or caregivers of 698 0-5-year-old children in southern Nevada. Survey questions addressed parenting education interests, family characteristics, and preferred delivery methods of parenting education. Cluster analysis was used to empirically determine if…

Parents' Perceptions of Professional Support for the Emergent Literacy of Young Children with Visual Impairments

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Brennan, Susan A.; Luze, Gayle J.; Peterson, Carla

2009-01-01

This survey explored the emergent literacy experiences that parents provided for their children with visual impairments, aged 1-8, as well as the parents' perceptions of the professional support that they received to facilitate these activities. The results indicated that the parents and children engaged in reading, singing songs, and writing or…

The influence of parental education on child mental health in Spain.

Science.gov (United States)

Sonego, Michela; Llácer, Alicia; Galán, Iñaki; Simón, Fernando

2013-02-01

To analyze the association between parental education and offspring's mental health in a nationally representative Spanish sample, and assess the contribution of other socioeconomic factors to the association. We conducted a secondary analysis of data on 4- to 15-year-olds participating in the 2006 Spanish National Health Survey. Mental health was assessed using the parent-reported Strengths & Difficulties Questionnaire. Parents' respective educational levels were summarized in a single variable. Univariate and multivariate analyses, controlling for family-, child- and parent-related characteristics, were used to study the association. The final sample comprised 5,635 children. A strong association between parental education and parent-reported child mental health was observed among 4- to 11-year-olds, with odds ratios (ORs) increasing as parental educational level decreased. Where both parents had a sub-university level, maternal education showed a stronger association than did paternal education. Following adjustment for covariates, parental education continued to be the strongest risk factor for parent-reported child mental health problems, OR = 3.7 (95% CI 2.4-5.8) for the lowest educational level, but no association was found among 12- to 15-year-olds. Male sex, immigrant status, activity limitation, parent's poor mental health, low social support, poor family function, single-parent families, low family income and social class were associated with parent-reported child mental health problems in both age groups. Our results show that there is a strong association between parental education and parent-reported child mental health, and that this is indeed stronger than that for income and social class. Among adolescents, however, the effect of parental education would appear to be outweighed by other factors.

Life Science Professional Societies Expand Undergraduate Education Efforts

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Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The "Vision and Change in Undergraduate Biology Education" reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by…

Do Parent Education Programs Promote Healthy Post-Divorce Parenting? Critical Distinctions and a Review of the Evidence

Science.gov (United States)

Sigal, Amanda; Sandler, Irwin; Wolchik, Sharlene; Braver, Sanford

2009-01-01

Most parent education programs are designed to improve child well-being following divorce by changing some aspect of parenting. However, there has been relatively little discussion of what aspects of parenting are most critical and the effectiveness of programs to change different aspects of parenting. This paper addresses these issues by: 1. Distinguishing three aspects of post-divorce parenting that have been targeted in parent education programs; 2. Reviewing evidence of the relations between each aspect of parenting and the well-being of children and; 3. Critically reviewing evidence that parent education programs have been successful in changing each aspect of post-divorce parenting. PMID:21552360

NON-FORMAL EDUCATION WITHIN THE FUNCTION OF RESPONSIBLE PARENTING

Directory of Open Access Journals (Sweden)

Dragana Bogavac

2017-06-01

Full Text Available The aim of this survey was to discover to what degree parental non-formal education is present within the function of responsible parenting. The questionnaire research method was used in the survey. For the purpose of this research a questionnaire of 13 questions was constructed relating to the forms of non-formal education, and another questionnaire of 10 questions relating to the parents’ expectations of non-formal education. The sample included 198 parents. Examination of the scores concerning the presence of certain forms of parental non-formal education realized in cooperation with the school leads to the conclusion that the parents possess a positive attitude towards non-formal education. The analysis showed that the parents’ expectations were not on a satisfactory level. According to the results, the fathers displayed a greater interest towards non-formal education (7.72±1.35 than the mothers (6.93±1.85, (p<0.05. Unemployed parents had a greater score (7.85±1.30 than the employed parents (7.22±1.71, (p<0.05. A difference in the acceptance of non-formal education in accordance with the level of formal education was also noticeable (p<0.001. Respondents with a high school degree displayed the highest level of acceptance (7.97±0.78, while the lowest interest was seen in respondents with an associate degree (6.41±2.29. Univariate linear regression analysis showed that statistically important predictors were: gender (OR: -0.23 (-1.24 – -0.33, p< 0.001, work status (OR: -0.14 (-1.24 – -0.01, < 0.05 and the level of formal education (OR: -0.33 (-0.81 – -0.34, p< 0.001. The final results lead to the conclusion that parental non-formal education supports the concept of lifelong education.

A description of professional pediatric physical therapy education.

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Schreiber, Joe; Goodgold, Shelley; Moerchen, Victoria A; Remec, Nushka; Aaron, Carolanne; Kreger, Alison

2011-01-01

The purpose of this work was to reexamine the status of professional pediatric physical therapy education in the United States. A task force designed a 16-item survey and contacted representatives from all professional physical therapy programs. Surveys were gathered from 151 programs for a return rate of 75%. Much variability exists across programs in total number of hours devoted to pediatrics (range, 35-210 hours). In addition, almost 60% of respondents indicated that the individual responsible for delivering the pediatric content will be retiring within the next 15 years. These results describe current pediatric professional education and provide numerous opportunities and challenges for the development of optimal professional pediatric education.

Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

Directory of Open Access Journals (Sweden)

Ummi Nurul Muslimah

2016-07-01

Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

Serious child and adolescent behaviour disorders; a valuation study by professionals, youth and parents.

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Vermeulen, Karin M; Jansen, Daniëlle E M C; Buskens, Erik; Knorth, Erik J; Reijneveld, Sijmen A

2017-06-02

In child and youth care, quantitative estimates of the impact of serious behaviour problems have not yet been made. Such input is needed to support decision making on investments in treatment. The aim of this paper was to elicit valuations of social and conduct disorders in children and adolescents from three different perspectives: professionals, youth, and parents. We obtained valuations from 25 youth care professionals, 50 children (age 9-10) without serious behaviour problems and 36 adolescents (age 16-17) with and without serious behaviour disorders, and 46 parents with children in the aforementioned age categories. Valuations were estimated from 18 descriptions of behaviour disorders in youth aged 9 and 15 years. Descriptions included Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), and Disruptive Behaviour Disorder (DBD). Comorbid conditions were Attention Deficit Hyperactivity Disorder and substance abuse. Valuations were obtained with the EuroQol questionnaire (EQ-5D-3 L) and a visual analogue scale (VAS). Valuations were generally severe; problems were by and large reported to worsen quality of life by 50% compared to being fully healthy. Professionals regarded DBD with substance abuse as most severe (VAS values 0.41 for children, and 0.43 for adolescents, i.e. less than half of normal). They rated ODD as least severe (VAS values 0.58 for children, 0.59 for adolescents). Children, adolescents and parents gave lower valuations than professionals, and had a wider range of scores, particularly at the lower end of the scale. Behaviour disorders pose a formidable burden from the perspectives of professionals as well as children, adolescents and parents. These results may support medical decision making to set priorities with regard to prevention and treatment based on perceived severity.

Concept-Based Content of Professional Linguistic Education

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Makshantseva, Nataliia Veniaminovna; Bankova, Liudmila Lvovna

2016-01-01

The article deals with professional education of future linguists built on the basis of conceptual approach. The topic is exemplified by the Russian language and a successful attempt to implement the concept-based approach to forming the content of professional language education. Within the framework of the proposed research, the concept is…

Transforming educational accountability in medical ethics and humanities education toward professionalism.

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Doukas, David J; Kirch, Darrell G; Brigham, Timothy P; Barzansky, Barbara M; Wear, Stephen; Carrese, Joseph A; Fins, Joseph J; Lederer, Susan E

2015-06-01

Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

Ethics Education for Professionals in Japan: A Critical Review

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Maruyama, Yasushi; Ueno, Tetsu

2010-01-01

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education,…

Sex Education: New Resources Help Parents Talk with Kids.

Science.gov (United States)

Witt, Virginia

2002-01-01

To help parents talk with children about sexual health, the Kaiser Family Foundation and National PTA developed a series of free resources for parents (e.g., the booklet "Talking with Kids: A Parent's Guide to Sex Education") to increase parent involvement and communication around sex education. This paper notes the importance of parents…

Ten steps to conducting health professional education research.

Science.gov (United States)

Scott, Karen; Caldwell, Patrina; Schuwirth, Lambert

2015-08-01

The approaches used to educate future clinicians must be continually improved through evidence-based methods. Clinicians interested in conducting education research need to understand the terminology and conventions of health professional education, in the same way that health professional educators from education backgrounds need to be aware of clinical practices and scientific mores and jargon. This article provides clinicians with 10 steps to conducting health professional education research, and encourages collaboration between clinicians interested in education and health professional educators. The basic steps in conducting education research are introduced, beginning with literature searches, using appropriate terminology and writing conventions, and finding research collaborators. We encourage researchers to ask themselves, 'So what?' about their research idea to ensure it is interesting and relevant to a journal's readers. The nuts and bolts of educational research are then presented, including research questions and methodologies, outcome measures, theoretical frameworks and epistemologies. The final two steps aim to foster internationally relevant and well-designed research studies. Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians. © 2015 John Wiley & Sons Ltd.

What Does Whole Child Education Mean to Parents?

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McCloskey, Molly

2011-01-01

To learn more about how parents understand the whole child approach to education, ASCD commissioned KRC Research to conduct a study that included parent focus groups in Richmond, Virginia; and Columbus, Ohio, as well as a survey of 800 parents across the United States to identify their perceptions of what a whole child education is, how it is…

Designing quality of care--contributions from parents: Parents' experiences of care processes in paediatric care and their contribution to improvements of the care process in collaboration with healthcare professionals.

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Gustavsson, Susanne; Gremyr, Ida; Kenne Sarenmalm, Elisabeth

2016-03-01

The aim of this article was to explore whether current quality dimensions for health care services are sufficient to capture how parents perceive and contribute to quality of health care. New quality improvement initiatives that actively involve patients must be examined with a critical view on established quality dimensions to ensure that these measures support patient involvement. This paper used a qualitative and descriptive design. This paper is based on interviews with parents participating in two experience-based co-design projects in a Swedish hospital that included qualitative content analysis of data from 12 parent interviews in paediatric care. Health care professionals often overemphasize their own significance for value creation in care processes and underappreciate parents' ability to influence and contribute to better quality. However, quality is not based solely on how professionals accomplish their task, but is co-created by health care professionals and parents. Consequently, assessment of quality outcomes also must include parents' ability and context. This paper questions current models of quality dimensions in health care, and suggests additional sub-dimensions, such as family quality and involvement quality. This paper underscores the importance of involving parents in health care improvements with health care professionals to capture as many dimensions of quality as possible. © 2015 John Wiley & Sons Ltd.

Research Degrees as Professional Education?

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Barnacle, Robyn; Dall'Alba, Gloria

2011-01-01

There is an increasing trend within higher education and, more specifically, in higher degrees by research, to treat a professional skills set as a desirable graduate outcome. The increasing value that is being placed on a professional skills set in large part reflects growing interest around the world in the role of research degrees in labour…

Parents' communication decision for children with hearing loss: sources of information and influence.

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Decker, Kalli B; Vallotton, Claire D; Johnson, Harold A

2012-01-01

Choosing a method of communication for a child with hearing loss is a complex process that must occur early to prevent developmental consequences. Research shows that parents' decisions are influenced by professionals; parental attitudes and knowledge also may be influential. The present study investigated additional influences on parents' choices; data were collected via an online survey (N = 36). Results indicated no effects of parents' knowledge of development on their communication choices, but did indicate an effect of parents' values and priorities for their children. Further, parents who chose speech only received information from education or speech/audiology professionals more often. However, there were no group differences in sources parents cited as influential; all parents relied on their own judgment. Results suggest that parents internalize the opinions of professionals. Thus, accurate information from professionals is necessary for parents to make informed decisions about their children's communication.

Meeting in the Middle? A Study of Parent-Professional Partnerships

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O'Connor, Una

2008-01-01

The relationship between a parent and their child who has SEN is one that, by necessity, is shared with a larger than usual group of professionals. It is perhaps inevitable, then, that this relationship has been an occasionally precarious one, with a potential for conflict due to differing perspectives and priorities. Although the ideal of…

Educational Optimism among Parents: A Pilot Study

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Räty, Hannu; Kasanen, Kati

2016-01-01

This study explored parents' (N = 351) educational optimism in terms of their trust in the possibilities of school to develop children's intelligence. It was found that educational optimism could be depicted as a bipolar factor with optimism and pessimism on the opposing ends of the same dimension. Optimistic parents indicated more satisfaction…

Professionalizing tutors and tutorials in higher education

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Colunga, Silvia

2012-01-01

Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

Path Analysis: Health Promotion Information Access of Parent Caretaking Pattern through Parenting Education

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Sunarsih, Tri; Murti, Bhisma; Anantanyu, Sapja; Wijaya, Mahendra

2016-01-01

Parents often inhibit learning process organized by education, due to their ignorance about how to educate child well. Incapability of dealing with those changes leads to dysfunctional families, and problematic children. This research aimed: to analyzed the health promotion information access pattern of parent caretaking pattern through parenting…

Educated parent as a key member of rehabilitation team.

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Mikelić, Valentina Matijević; Bartolović, Jelena; Kosicek, Tena; Crnković, Maja

2011-12-01

Involvement of children with minor motor impairments in early intervention programs is becoming a positive trend. Rehabilitation of young children is usually performed in family environment with continuous monitoring by a team of experts including a physiatrist, speech therapist, psychologist, and rehabilitator. For this reason, it is important to educate parents in proper procedures designed to encourage the child's global and language development. Parental competence in encouraging the child's language development and providing home learning environment is associated with the level of parental education. We performed a retrospective analysis of data on 50 children aged 1-3 years, hospitalized during 2010 at Department of Pediatric Rehabilitation, University Department of Rheumatology, Physical Medicine and Rehabilitation, Sestre milosrdnice University Hospital Center in Zagreb. The aim was to determine the percentage of children included in an early intervention program according to the level of parental education and to assess the impact of the program on the children's language development. The results showed a higher percentage of parents to have high school education and a smaller percentage of parents to have university degree. These data indicated the need of educational programs for parents on the procedures of encouraging child development, including language development.

Parents who influence their children to become scientists: effects of gender and parental education.

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Sonnert, Gerhard

2009-12-01

In this paper we report on testing the 'role-model' and 'opportunity-structure' hypotheses about the parents whom scientists mentioned as career influencers. According to the role-model hypothesis, the gender match between scientist and influencer is paramount (for example, women scientists would disproportionately often mention their mothers as career influencers). According to the opportunity-structure hypothesis, the parent's educational level predicts his/her probability of being mentioned as a career influencer (that is, parents with higher educational levels would be more likely to be named). The examination of a sample of American scientists who had received prestigious postdoctoral fellowships resulted in rejecting the role-model hypothesis and corroborating the opportunity-structure hypothesis. There were a few additional findings. First, women scientists were more likely than men scientists to mention parental influencers. Second, fathers were more likely than mothers to be mentioned as influencers. Third, an interaction was found between the scientist's gender and parental education when predicting a parent's nomination as influencer.

Establishing oral health promoting behaviours in children - parents' views on barriers, facilitators and professional support: a qualitative study.

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Duijster, Denise; de Jong-Lenters, Maddelon; Verrips, Erik; van Loveren, Cor

2015-12-10

The prevention of childhood dental caries relies on adherence to key behaviours, including twice daily tooth brushing with fluoride toothpaste and reducing the consumption of sugary foods and drinks. The aim of this qualitative study was to explore parents' perceptions of barriers and facilitators that influence these oral health behaviours in children. A further objective was to explore parents' views on limitations and opportunities for professional support to promote children's oral health. Six focus group interviews were conducted, including a total of 39 parents of 7-year old children, who were recruited from paediatric dental centres in The Netherlands. Interviews were held with Dutch parents of low and high socioeconomic status and parents from Turkish and Moroccan origin. Focus group interviews were conducted on the basis of a pre-tested semi-structured interview guide and topic list. Content analysis was employed to analyse the data. Analysis of interview transcripts identified many influences on children's oral health behaviours, operating at child, family and community levels. Perceived influences on children's tooth brushing behaviour were primarily located within the direct family environment, including parental knowledge, perceived importance and parental confidence in tooth brushing, locus of control, role modelling, parental monitoring and supervision, parenting strategies and tooth brushing routines and habituation. The consumption of sugary foods and drinks was influenced by both the direct family environment and factors external to the family, including the school, the social environment, commercials and television, supermarkets and affordability of foods. Parents raised several suggestions for professional oral health support, which included the provision of clear and consistent oral health information using a positive approach, dietary regulations at school and a multidisciplinary approach among dental professionals, child health centres and

THE ROLE OF SUPPORT GROUPS IN THE COOPERATION BETWEEN PARENTS OF PEOPLE WITH INTELLECTUAL DISABILITIES AND PROFESSIONAL STAFF

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Metka NOVAK

2014-09-01

Full Text Available Introduction: One of the ways of building and developing a better cooperative relationship between parents of people with severe and profound intellectual disabilities and professional staff is the inclusion of parents in support groups for parents and staff in support groups for staff. Goal: To examine the correlation of the level of cooperative relationship between the parents of people with severe and profound intellectual disabilities and professional staff with the inclusion of parents in support groups for parents and staff in support groups for staff. Methodology: Respondents: parents (296 of people with severe and profound learning disabilities and staff (298 in five centres across Slovenia; Methods: descriptive statistics, test of homogeneity, the rankit method, one-way analysis of variance; Procedures: survey questionnaires for parents and staff. The data was processed using SPSS software for personal computers. Results: The difference between the variances of the groups (parent found is statistically significant (F = 6.16; p = 0.01. Staff included in support groups have a significantly lower level of cooperative relationship with parents (f=10; M = - 0.12 than staff not included in these groups (f = 191; M = 0.04. Conclusion:In contrast to theoretical findings the results indicated less successful cooperation for professional staff included in support groups. The results furthermore did not confirm any differences in the cooperative relationship of parents included in support groups and those who are not. We suggest an in-depth analysis of the workings of support groups.

Parenthood, information and support on the internet. A literature review of research on parents and professionals online

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Daneback Kristian

2009-05-01

Full Text Available Abstract Background The aim of this article was to address questions on how parents use the internet to find information and support regarding children, health and family life. Another aim was to find out how professionals use the internet to provide support and information to parents. This was done by a literature review. Methods Articles were searched for in five databases with a search strategy called "building block" approach. Results The review showed that the majority of today's parents search for both information and social support on the internet. However, there are considerable differences due to gender, age and socio-economic differences. First time middle class mothers aged 30–35 are most active in looking up health and parent information on the internet. In the same time, several studies report diminishing class differences on parent web sites. An important reason to the increasing number of parents who turn to the internet for information and interaction has shown to be the weakened support many of today's parents experience from their own parents, relatives and friends. Professionals have recognized the parents' great interest for going online and offer both information and support on the net. Conclusion Many benefits are reported, for example the possibility to reach out to a wider audience and to increase access to organisations without an increase in costs. Other benefits include the possibility for parents to remain anonymous in their contacts with professionals and that parents' perceived need for information can be effectively met around the clock. Interventions for wider groups of parents, such as parent training on the net, are still very rare and more research is needed to evaluate different types of interventions on the net. However, most studies were empirical and lacked theoretical frameworks which leave questions on how we can more fully understand this phenomenon unanswered.

Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

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Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

2018-01-01

Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…

Communicating with disabled children when inpatients: barriers and facilitators identified by parents and professionals in a qualitative study.

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Sharkey, Siobhan; Lloyd, Claire; Tomlinson, Richard; Thomas, Eleanor; Martin, Alice; Logan, Stuart; Morris, Christopher

2016-06-01

Communication is a fundamental part of health care, but can be more difficult with disabled children. Disabled children are more frequently admitted to hospital than other children. To explore experiences of ward staff and families to identify barriers and facilitators to effective communication with disabled children whilst inpatients. This was an exploratory qualitative study. We consulted 25 staff working on paediatric wards and 15 parents of disabled children recently admitted to those wards. We had difficulty in recruiting children and evaluating their experiences. Data were collected through interviews and focus groups. A thematic analysis of the data supported by the Framework Approach was used to explore experiences and views about communication. Emerging themes were subsequently synthesised to identify barriers and facilitators to good communication. Barriers to communication included time, professionals not prioritising communication in their role and poor information sharing between parents and professionals. Facilitators included professionals building rapport with a child, good relationships between professionals and parents, professionals having a family-centred approach, and the use of communication aids. Communication with disabled children on the ward was perceived as less than optimal. Parents are instrumental in the communication between their children and professionals. Although aware of the importance of communication with disabled children, staff perceived time pressures and lack of priority given to communicating directly with the child as major barriers. © 2014 John Wiley & Sons Ltd.

Parents and schools that grow in the 21st century

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Eulalia Torrubia Balagué

2017-07-01

Full Text Available The University Pontificia of Salamanca a few years ago has offered a program of parental training for families who come to the Master of clinical intervention of Logopedia, by teacher Dolors Rivas Serrat. Children with disorders in language and development receive speech-language intervention. Parents participate in a training program every week and the children receive educational guidance, intervention in learning problems and study support. Some of the issues addressed between parents and education professionals are covered in this article and have to do with changes in the Spanish family, new family models or lack of authority in educational relationships established in the family. And at school. The work we do is developed through a parent school. This methodology is indispensable in the family formation processes. They are privileged spaces of participation and learning, constitute an adequate methodology for educators, counselors and other professionals of education. Pedagogy, as normative science, explains the most adequate family models, the risks of certain educational styles or the importance of authority in family-school relations. These are some of the conclusions that we have reached and which we set out below.

Lessons from the field: Transforming health professionals' education ...

African Journals Online (AJOL)

Health professionals' education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals' education.

Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

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Borisova, Olga; Frolova, Victoria; Merzlikina, Elena

2017-11-01

The article contains the results of development of additional professional education research, including the field of mineral resource extracting in Russia. The paper describes the levels of education received in Russian Federation and determines the place and role of additional professional education among them. Key factors influencing the development of additional professional education are identified. As a result of the research, the authors proved the necessity of introducing additional professional education programs on educational Internet platforms for mineral resource extracting.

Continuing professional education: Motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review.

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Burrow, Simon; Mairs, Hilary; Pusey, Helen; Bradshaw, Timothy; Keady, John

2016-11-01

To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education. A review following systematic principles. Systematic searches for literature published between January 2000 and December 2015 using the databases: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies. Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Parental Perception of Neonates, Parental Stress and Education for NICU Parents

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Young-Mee Ahn, RN, PhD

2007-12-01

Conclusion: Environmental modifications of the nursery setting, particularly its remote location to the NICU, could improve mothers' perception of full-term neonates. NICU mothers, as the principal care- givers, may suffer from culturally-grounded, psychoemotional disturbances after giving birth to a sick infant, which may not be applicable to fathers. The quality of family-centered care in the NICU environment, parental role alteration, and the condition of infants need to be improved to decrease parental stress in the NICU. Fathers may have significant potential in caring for mothers and sick infants during the transition to parenthood. Education for NICU parents should be done for both mothers and fathers in the acute postpartum period.

Teaching and Assessing Professionalism in Radiology Resident Education.

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Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

2017-05-01

Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Adoptive parenting.

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Grotevant, Harold D; Lo, Albert Yh

2017-06-01

Challenges in adoptive parenting continue to emerge as adoption policies and practices evolve. We review three areas of research in adoptive parenting that reflect contemporary shifts in adoption. First, we highlight recent findings concerning openness in adoption contact arrangements, or contact between a child's families of birth and rearing. Second, we examine research regarding racial and cultural socialization in transracial and international adoptions. Finally, we review investigations of parenting experiences of lesbian and gay adoptive parents. Overall, parenting processes (e.g., supportive vs. problematic family interaction) are better predictors of child adjustment than are group differences (e.g., open vs. closed adoptions; adoption by heterosexual vs. same-sex parents). The distinctive needs of adopted children call for preparation of adoption-competent mental health, casework, education, and health care professionals. Copyright © 2017 Elsevier Ltd. All rights reserved.

Competing Paradigms of Educational Justice: Parent Organizing for Educational Equity in a Neoliberal Reform Context

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Nygreen, Kysa

2016-01-01

This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity.…

Educational Aspirations of Male and Female Adolescents from Single-Parent and Two Biological Parent Families: A Comparison of Influential Factors

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Garg, Rashmi; Melanson, Stella; Levin, Elizabeth

2007-01-01

Youth from single-parent families report lower educational aspirations than those from two-parent families. This study explored the influence of background factors (gender, grade, parental education and SES), parental involvement with education, academic self-concept, and peer influences on educational aspirations. The participants were Canadian…

Education as a Value: Students, Teachers and Parents Point of View

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Valdas Pruskus

2011-04-01

prestigious job ( 10th gr. – 21%, 12th gr. – 25% and better career opportunities (10th gr. and 12th gr. – 22% each. That shows us that students first of all are linking education with their material wellbeing. We see that pragmatism and material wellbeing are taking important place in our society. Self determination is making biggest influence to student decisions. 44% of 10th and 12th grade students stated that they are making decisions on their own. So parent influence is becoming not that important. Self confidence, independence and self determination importance is showing up. Only 13% 10th grade and 9% 12th grade students stated that their decisions are influenced by parents. Meanwhile internet and mass media has even lower influence (12th gr. – 5%, 10th gr. – 2%. Teacher influence is also not that big (10th gr. – 1.5%, 12th gr. – 1%. That shows us big decrease of teacher influence on student decisions. That is definitely raising concern and asking for further investigation. Teachers are linking education with: intellectual development (52%, competence achievement (47%, student horizon expanding (46%. Knowledge, science have higher value than material welfare within teachers such as their patents. We can presume that teachers are trying to imply importance of those values to students while educating them. Whatever parent salary is, they are linking education with: achieving professional competence (62%, intellectual development (57%, expanding horizon and getting prestigious job in Lithuania (37% each. That shows us that parents understand importance of education and are trying to pass such view to their children. It’s not surprising that most of parents, even if they have lower wage, are trying that their children would get higher education.

Professional development of teacher educators through informal learning

NARCIS (Netherlands)

MEd Marly Gootzen; drs Maurice Schols; dr Rita Schildwacht; dr.ir. Quinta Kools; drs Marina Bouckaert-den Draak

2012-01-01

Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

The long-term consequences of parental divorce for children's educational attainment

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Fabrizio Bernardi

2014-05-01

Full Text Available Background: In this paper we study the long-term consequences of parental divorce in a comparative perspective. Special attention is paid to the heterogeneity of the consequences of divorce for children's educational attainment by parental education. Objective: The study attempts to establish whether the parental breakup penalty for tertiary education attainment varies by socioeconomic background, and whether it depends on the societal context. Methods: Data are drawn from the first wave of the Generations and Gender Survey, covering 14 countries. We estimate multi-level random-slope models for the completion of tertiary education. Results: The results show that parental divorce is negatively associated with children's tertiary education attainment. Across the 14 countries considered in this study, children of separated parents have a probability of achieving a university degree that is on average seven percentage points lower than that of children from intact families. The breakup penalty is stronger for children of highly educated parents, and is independent of the degree of diffusion of divorce. In countries with early selection into educational tracks, divorce appears to have more negative consequences for the children of poorly educated mothers. Conclusions: For children in most countries, parental divorce is associated with a lower probability of attaining a university degree. The divorce penalty is larger for children with highly educated parents. This equalizing pattern is accentuated in countries with a comprehensive educational system. Comments: Future research on the heterogeneous consequences of parental divorce should addressthe issue of self-selection into divorce, which might lead to an overestimation of the negative effect of divorce on students with highly educated parents. It should also further investigate the micro mechanisms underlying the divorce penalty.

Reform in Teacher Education and the Professionalization of Teaching

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Schlechty, Philip C.; And Others

1978-01-01

The critical link between education and the social, political and economic life of a democracy makes it important that teaching--and other education related occupations--attain professional status. Considers the problems and facets of education that must change if teaching is to reach professional status. (Author/RK)

COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS’ EVALUATION

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Skaistė Kovienė

2017-04-01

Full Text Available Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data and content analysis (empiric data analysis. Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents’ education improvement educational environment area, – pedagogues and parents’ communication and collaboration.

Blogging for educators writing for professional learning

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Sackstein, Starr

2015-01-01

Join the education blogosphere with this easy, go-to guide! This engaging, all-in-one resource from expert blogger Starr Sackstein takes educators by the hand and guides them through the easy, step-by-step process of blogging. You'll quickly turn snippets of writing time into a tool for reflective and collaborative professional growth. With instructive sample blog posts from sites like Blogger and Wordpress and generous examples and resource listings, this guide helps busy educators learn: The value of blogging for professional learning Best practices for safe digital citizenship How to deal w

The meaning of early intervention: A parent's experience and reflection on interactions with professionals using a phenomenological ethnographic approach

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Yoon H. Lee

2015-07-01

Full Text Available The purpose of this study is to describe how a parent's partnership with professionals progresses and evolves throughout the service provisioning process. Using a phenomenological ethnographic approach, the lived reality of a family is depicted as the parent walks through different stages of the Individualized Family Service Plan process over a 6-month period. Data concerning parent–professional interactions were obtained via observation notes and document reviews whereas data regarding parent perceptions were collected through multiple individual interviews. Overall, the parent conveyed her satisfaction with actual services especially regarding the professionals’ knowledge and parental advocacy. However, the parent also indicated frustration with the early intervention planning process and “obligated” partnerships with providers. In particular, the providers’ lack of sensitivity was noted, and greater emotional and psychological support was suggested. The overall process of developing partnerships with professionals can be excessively intrusive to the family's lives. Future research directions are offered as a contribution for the development of improved policies for early intervention programs regarding family-centered practice, utilizing the perspectives of families.

Preferences Regarding School Sexuality Education among Elementary Schoolchildren's Parents

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Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret

2014-01-01

Background: A comprehensive review of the literature failed to find any studies to assess elementary school parents' preferred philosophical approach to teaching sexuality education and sexuality education topics discussed by parents. All previous research reported parent data for grades K-12 or grades 9-12 only. Methods: A random sample of 2400…

Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

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Fellenz, Martin R.

2016-01-01

Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

Educational games for health professionals.

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Akl, Elie A; Kairouz, Victor F; Sackett, Kay M; Erdley, William S; Mustafa, Reem A; Fiander, Michelle; Gabriel, Carolynne; Schünemann, Holger

2013-03-28

The use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations & Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with "a form of competitive activity or sport played according to rules". Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show "Family Feud" and focused on infection control. The study did not assess any patient or process of care outcomes. The

Complexity or Meaning in Health Professional Education and Practice?

Science.gov (United States)

Lowe, Wendy Anne

2014-01-01

Objectives: Discourses of complexity have entered health professional education. This paper explores the meaning of complexity by asking how health professionals are educated and some of the consequences of that education. Design: A qualitative study was carried out drawing on reflexivity, discourse analysis and grounded methodology. Setting: Two…

INFLUENCE OF IMPLEMENTING PROGRAMS FOR PARENTS ON THEIR ATTITUDES ABOUT EDUCATION

OpenAIRE

Sunko, Esmeralda

2008-01-01

Uncertainty in parental roles and clumsiness in family relations showed parents needs for education for quality parenting. Long life learning is the frame for quality parents where needs for knowledge and skills are satisfied. Education workshops for parenthood helped and implemented quality relation between adults and children. In this paper we tested existing differences between attitudes of parents of pupils towards family relations, between two groups of examines, which attended education...

The Professional Success of Higher Education Graduates

Science.gov (United States)

Schomburg, Harald

2007-01-01

Measures of professional success provided by surveys on higher education graduates can be divided into objective (e.g. income or professional position) and subjective (e.g. job satisfaction, reported use of knowledge and skills, work autonomy) indicators. In this article a broad range of measures of professional success is used to describe aspects…

Smart Choices for Cancer Education Professional Development: Your Voice and Visibility for Leadership.

Science.gov (United States)

Kratzke, Cynthia

2017-01-24

The purpose of this article is to provide reflections about the important and exciting opportunities for cancer education career advancement and professional development. Advancement in professional, personal, and career growth for clinicians and health professionals is critical to improve quality cancer care and updated health communication with patients and families. Valuable insights from my recent 2-year term as treasurer, Board of Directors, Cancer Patient Education Network, are shared inspiring others to build their rewarding professional development. The professional leadership opportunity gave me a new energy level to be invested in rapidly changing cancer education with so many diverse cancer education professionals. Professional cancer education associations are dedicated to advancing patient-centered care through professional networks. They create welcoming environments with significant networking and mentoring opportunities. Cancer education touches many lives, and the cancer education associations strongly support new advances. I encourage early or mid-career cancer education professionals to discover how their increased interest may spark leadership and inspire participation in our cancer education professional associations.

Professional Standards for Visual Arts Educators

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National Art Education Association, 2009

2009-01-01

The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts…

Adolescents' prospective screen time by gender and parental education, the mediation of parental influences.

Science.gov (United States)

Totland, Torunn H; Bjelland, Mona; Lien, Nanna; Bergh, Ingunn H; Gebremariam, Mekdes K; Grydeland, May; Ommundsen, Yngvar; Andersen, Lene F

2013-07-06

The present study investigated associations in gender dyads of parents' and adolescents' time spent on television and video viewing (TV/DVD), and computer and electronic game use (PC/games) at the ages of 11 and 13 years. Possible mediating effects of parental modelling and parental regulation in the relationship between parental education and adolescents' prospective TV/DVD and PC/game time were further examined. A total of 908 adolescents, participating at both ages 11 and 13 years in the Norwegian HEalth In Adolescents (HEIA) cohort study (2007-2009), were included in the analyses. Data on adolescents', mothers' and fathers' self reported time spent on TV/DVD and PC/games were measured at both time points by questionnaires. Correlation coefficients were used to examine gender dyads of parents' and adolescents' reports. Mediation analyses using linear regression investigated possible mediation effects of parental modelling and parental regulation in the prospective relationship between parental education and adolescents' time spent on TV/DVD and PC/games between the ages of 11 and 13 years. Correlations of screen time behaviours in gender dyads of parents and adolescents showed significant associations in time spent on TV/DVD at the age of 11 and 13 years. Associations between mothers and sons and between fathers and daughters were also observed in time spent on PC/games at the age of 11 years. Maternal and paternal modelling was further found to mediate the relationship between parental education and adolescents' prospective TV/DVD time between the ages of 11 and 13 years. No mediation effect was observed for parental regulation, however a decrease in both maternal and paternal regulation at the age of 11 years significantly predicted more TV/DVD time among adolescents at the age of 13 years. Cross-sectional and longitudinal relationships were observed in gender dyads of parents' and adolescents' screen time behaviours at the ages of 11 and 13 years, and further

Parent assessment of medical student skills in ambulatory pediatrics

OpenAIRE

Erika Persson; Christina Haines; Mia Lang

2013-01-01

Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent an...

Held to ransom: Parents of self-harming adults describe their lived experience of professional care and caregivers.

Science.gov (United States)

Lindgren, Britt-Marie; Aström, Sture; Graneheim, Ulla Hällgren

2010-09-24

The aim of the study was to discover and describe lived experiences of professional care and caregivers among parents of adults who self-harm. Narrative interviews were conducted with six parents of daughters with self-harming behaviours and analysed using a phenomenological hermeneutic approach. The meanings of the parents' narratives of their lived experiences of professional care and caregivers were interpreted as their being involved in 'limit situations' comparable to hostage dramas. Several meaningful themes contributed to this interpretation: being trapped in a situation with no escape; being in the prisoner's dock; groping in the dark; and finding glimmers of hope. Parents of daughters who were in care because of self-harming often felt obliged to pay an emotional ransom, which included feelings of being accused, being 'broken', being confused, and feeling lost. Moments of peace occurred as welcome breaks offering a short time of rest for the parents. Situations that were understood by the parents and solved in a peaceful way were experienced as a respite and inspired parents with hope for their daughters' recovery.

Toward a Freedom to Learn in Continuing Professional Education.

Science.gov (United States)

Boyer, Cheryl

1986-01-01

A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

Professional Preparation in Physical Education and Coaching.

Science.gov (United States)

American Association for Health, Physical Education, and Recreation, Washington, DC.

This booklet is the product of a conference of the American Association of Health, Physical Education, and Recreation, the purpose of which was to revise professional preparation quidelines in dance, physical education, recreation education, and health and safety education. This report includes sections on physical education and coaching and on…

Professional masters in science education: structure, specificity, effectivity and teaching professional development

Directory of Open Access Journals (Sweden)

Alberto Villani

2017-04-01

Full Text Available Historically teacher education constituted an important object of study and actions in the field of Science education. Between these actions, the professional masters (PM in Science education represent one of the most challenging and broader movements in teacher training up to this moment. However, the literature in the field is still rare and dispersed. Considering the complexity of this project and its singularity as a case of teacher training, due to its standard orientations, its large volume of people and institutions involved, it is important and necessary to produce a wider view of this initiative that has a history of 15 years and was characterized by many disagreements and changes. One of the possibilities to produce this wider view is through a state of art that organize and analyse the actual production in this field. In order to monitor these contributions we conducted a study such as “State of Art” based on the meta analysis guidance, thus, though a critical analysis we faced the challenge to discuss the scientific production on this theme. Therefore, we searched in all journals of education and science education, evaluated as A1 to B4 at Qualis/Capes published from 2000 to 2015, for articles published on this theme and selected 26 to analyse. Based on the empirical analysis of this corpus two categories were defined a-posteriori, representing the main themes whereupon the articles aimed to contribute: the wider nature of PM courses – structure, specificity and efectivity; and the Professional Master in Science Teaching (PMST and the professional development. The first category allowed us to identify the characteristics of the PM courses based on their curricular structure, faculty and educational projects. We highlight the fact that, since its creation, the PMST carry controversies about its singular characteristics. The opposition between its goals and the academic master in science teaching are constantly being used to find

'Do It Yourself' in the Parent-Professional Partnership for the Assessment and Diagnosis of Children with Autism Spectrum Conditions in Hong Kong: A Qualitative Study

Science.gov (United States)

Ho, Hilda S. W.; Yi, Huso; Griffiths, Sian; Chan, Dorothy F. Y.; Murray, Stuart

2014-01-01

Timely and appropriate care for children with autism spectrum conditions is affected by the interaction between healthcare professionals and parents. Despite the importance of the parent-professional partnership, there is a dearth of cultural-specific data on parent-professional partnership in the Chinese context. We conducted 10 in-depth…

Educators and Professional Organizations.

Science.gov (United States)

Clavier, David E.; Wright, Donald K.

1982-01-01

A survey of 173 public relations educators reported, among other results, that almost 90 percent felt membership in their professional organization was important and over 75 percent suggested a need for financial relief to combat cost of membership. For journal availability, see CS 705 902. (PD)

Qualifications and ethics education: the views of ICT professionals

Directory of Open Access Journals (Sweden)

Yeslam Al-Saggaf

2017-11-01

Full Text Available Do information and communications technology (ICT professionals who have ICT qualifications believe that the ethics education they received as part of their ICT degrees helped them recognise ethical problems in the workplace and address them? If they do, are they also influenced by their personal ethics? What else helps them recognise ethical problems in the workplace and address them? And what are their views in relation to the impact of ethics education on professionalism in the ICT workplace? A quantitative survey of 2,315 Australian ICT professionals revealed that participants who reported having various levels of qualifications found ethics education or training, to a small degree, helpful for recognising ethical problems and addressing them; although it is those with Non-ICT qualifications, not those with ICT degrees, who were influenced more by ethics education or training. This suggests that educators need to consider how to better prepare ICT graduates for the workplace challenges and the types of situations they subsequently experience. The survey also found that participants who reported having various levels of qualifications were not influenced by their personal ethics or indeed any other factor making ethics education or training important for developing professionalism. The quantitative survey was followed by qualitative interviews with 43 Australian ICT professionals in six Australian capital cities. These interviews provided further empirical evidence that ethics education is crucial for enabling ICT professionals to recognise ethical problems and resolve them and that educators need to consider how to better prepare ICT graduates for the types of moral dilemmas that they are likely going to face in the workforce.

The Reaffirmation Professional Pedagogical in the formation of educators

Directory of Open Access Journals (Sweden)

Omar Blas Aulet-Álvarez

2016-11-01

Full Text Available The work undertakes the problem of the motivation professional pedagogical in the formation of the professional of the education, like one of the primary addresses of work educational that is carried out now. The reflections that socializing forms part of the inquiries carried out by the bus of investigators of the project institutional: The educational orientation in the formation of educators: Systematizing of results. Intentional the formative work through the strategy curricular of reaffirmation professional pedagogical like an alternating methodological that introduction in her practices. It is purpose of the authors, socialize the experiences reached in the educational practice that facilitate the motivation professional pedagogical stated explicitly in a group of strategic actions whose execution and effective control for the several buses pedagogical of the university, you contributed to perfect the process of the initial formation of students in the races pedagogical and with it elevate the quality of egression.

Continuing Professional Education in the Military

Science.gov (United States)

Gleiman, Ashley; Zacharakis, Jeff

2016-01-01

The military relies on continuing professional education as a key component to the success of its organization. With decreasing budgets and increasing importance for a force that operates efficiently and thinks critically, the cognitive tension among training, education, and learning comes center stage.

[Autism spectrum disorder and evaluation of perceived stress parents and professionals: Study of the psychometric properties of a French adaptation of the Appraisal of Life Event Scale (ALES-vf)].

Science.gov (United States)

Cappe, É; Poirier, N; Boujut, É; Nader-Grosbois, N; Dionne, C; Boulard, A

2017-08-01

from the original three-factor model of Ferguson and his collaborators. Confirmatory analyzes were conducted on data from 173 other parents to test two exploratory models and the original model of Ferguson. It has also been tested on data from 305 professionals (paramedical professionals and teachers) and on the whole sample (parents and professionals). The results suggest a better match of the original three-factor model. In addition, Cronbach's alpha coefficients and inter-item correlations showed a good internal consistency for these three factors. Finally, variance analysis and regressions were performed to test the effect of the nationality of the parents, the child's level of autonomy, the child's level of communication, and on the perceived stress by experienced professionals. ALES-vf, after our adaptation has good psychometric properties for use not only with parents but also with professionals (teachers, educators, psychologists) working with children with ASD. Our analyses showed that the nationality of the parents does not significantly influence the subscales « threat » and « challenge » of ALES-vf, which makes it usable in other Francophone countries. Specificities in the subscales were identified based on group membership (parents and professionals). For example parents get higher average scores on subscales « loss » and « threat » and a lower average score on the subscale « challenge », compared to professionals. Finally, regarding the specifics found among professionals, the results show that the years of experience have an effect on perceived stress. Specifically, teachers and educators who have more experience perceive their work with children with ASD as a challenge. This is consistent with the results of studies showing that teachers who have had experience with children with ASD had less difficulty in their interventions. Copyright © 2016 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Hospital to home paediatric enteral nutrition--parents need support.

LENUS (Irish Health Repository)

Shortall, C

2015-02-01

This study assessed the provision of education and support to parents of children on home enteral nutrition (HEN), current dietetic support available and perceived challenges facing parents and carers. From the 39 responses (13%), 29 (83%, n = 35) parents suggested services for HEN need improvement. 29 (74%, n = 39) parents wanted more structured follow up and 22 (56%) would like one person to co-ordinate HEN, education and discharge. 7 parents (18%) reported a need for further education of health care professionals (HCP). Hospital dietitians were the most common HCPs reported to provide support to patients following discharge. Specialist paediatric HEN dietetic services working in a dedicated HEN team, who would provide accurate training and education and liaise with both parents and community care services post discharge should be in place. This would facilitate transfer to community care, reduce hospital re-admissions, outpatient department attendances and costs.

Barriers to Parental Involvement in Education: An Update

Science.gov (United States)

Hornby, Garry; Blackwell, Ian

2018-01-01

The article on barriers to parental involvement in education that was published in "Educational Review" in 2011 has been surprisingly widely read and cited. The article was prompted by concern over the apparent gap between the rhetoric and reality of parental involvement evident in preceding years. It presented a model which discussed…

General and professional values of student nurses and nurse educators.

Science.gov (United States)

Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole

2018-03-01

The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values. © 2017 John Wiley & Sons Ltd.

Parental asthma education and risks for nonadherence to pediatric asthma treatments.

Science.gov (United States)

Delgado, Eva M; Cho, Christine S; Gildengorin, Ginny; Leibovich, Sara A; Morris, Claudia R

2014-11-01

Targeted parental education reduces acute visits for pediatric asthma. Whether the use of education sources readily available to parents relates to nonadherence to asthma treatments is uncertain. This study describes asthma education sources and assesses for a relationship to risks for nonadherence. Caregivers of children with asthma completed a cross-sectional survey at 2 sites: a pediatric emergency department (ED) and an asthma clinic (AC). Measured items included the use of 7 education sources (primary care, ED, AC, friends/family, TV, internet, and printed materials), scores of child asthma morbidity, parental asthma knowledge, and risks for nonadherence, the primary outcome. Recruitment site, preferred language (English/Spanish), and demographics were recorded. Descriptive statistics, bivariate analyses, and multivariate regressions were performed. A total of 260 participants, 158 from ED and 102 from AC, used a variety of education sources. They reported 4.1 (2.0) of 13 risk factors for nonadherence, with more risks in ED parents than AC parents (4.8 vs 3.9, P The ED parents worried more about medications and had worse access to primary care. The regression did not show a significant relationship between education sources and risks for nonadherence, but ED recruitment, Spanish language, and worse morbidity contributed to higher risks. The use of more asthma education sources was not associated with reduced risks for nonadherence. Of the education sources, a primary care provider may benefit ED parents, who also need refills and education about medications. Spanish-speaking parents report more risks for nonadherence, warranting further study of Spanish-language asthma education.

Exploring the value of parent-tracked baby data in interactions with healthcare professionals : A data-enabled design exploration

NARCIS (Netherlands)

van Kollenburg, J.W.M.; Bogers, S.J.A.; Rutjes, H.; Deckers, E.J.L.; Frens, J.W.; Hummels, C.C.M.

2018-01-01

This paper presents a designerly exploration of the potential values of parent-tracked baby data in interactions between parents and healthcare professionals (HCPs). Where previous work has used parent-tracked data as part of the solution to a problem, we contribute by starting our design

Toward Multinational Professional Military Education in Europe

DEFF Research Database (Denmark)

Schaub Jr, Gary John; Breitenbauch, Henrik Ø.

European NATO nations need better staff officers. Operation Unified Protector exposed a widespread deficiency in the professional knowledge of field-grade European officers. Professional military education (PME) is where corrective Alliance action must focus. The Nordic countries—Norway, Denmark...

Research and professional development of teacher educators

NARCIS (Netherlands)

Lunenberg, Mieke; Willemse, Martijn

2006-01-01

Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

Held to ransom: Parents of self-harming adults describe their lived experience of professional care and caregivers

Directory of Open Access Journals (Sweden)

Britt-Marie Lindgren

2010-09-01

Full Text Available The aim of the study was to discover and describe lived experiences of professional care and caregivers among parents of adults who self-harm. Narrative interviews were conducted with six parents of daughters with self-harming behaviours and analysed using a phenomenological hermeneutic approach. The meanings of the parents’ narratives of their lived experiences of professional care and caregivers were interpreted as their being involved in ‘limit situations’ comparable to hostage dramas. Several meaningful themes contributed to this interpretation: being trapped in a situation with no escape; being in the prisoner's dock; groping in the dark; and finding glimmers of hope. Parents of daughters who were in care because of self-harming often felt obliged to pay an emotional ransom, which included feelings of being accused, being ‘broken’, being confused, and feeling lost. Moments of peace occurred as welcome breaks offering a short time of rest for the parents. Situations that were understood by the parents and solved in a peaceful way were experienced as a respite and inspired parents with hope for their daughters’ recovery.

Exploring the feasibility of the visual language in autism program for children in an early intervention group setting: views of parents, educators, and health professionals.

Science.gov (United States)

Donato, Cynthia; Shane, Howard C; Hemsley, Bronwyn

2014-04-01

To explore the views of key stakeholders on using visual supports for children with developmental disabilities in early intervention group settings. Specifically, this study aimed to determine stakeholders' views on the barriers to and facilitators for the use of visual supports in these settings to inform the feasibility of implementing an immersive Visual Language in Autism program. This study involved three focus groups of parents, educators, and health professionals at one Australian early intervention group setting. Lack of time, limited services, negative attitudes in society, and inconsistent use were cited as common barriers to using visual supports. Facilitators included having access to information and evidence on visual supports, increased awareness of visual supports, and the use of mobile technologies. The Visual Language in Autism program is feasible in early intervention group settings, if barriers to and facilitators for its use are addressed to enable an immersive visual language experience.

Intergenerational Education Transmission: Neighbourhood Quality and/or Parents' Involvement

OpenAIRE

Patacchini, Eleonora; Zenou, Yves

2004-01-01

We develop a model that gives some microfoundation to the impact of residential neighborhood on children’s educational attainment and then test it using the UK National Child Development Study. We find that, for high-educated parents, the better the quality of the neighborhood in terms of human capital, the higher the parent’s involvement in children’s education, indicating cultural complementarity. For highly educated parents, we also find that both parents’ involvement in education and neig...

The Trajectory of Professional Education of the Nursing Assistant

Directory of Open Access Journals (Sweden)

Carla Regina Ulian Manzato

2012-12-01

Full Text Available Among the technical courses offered in Brazil, the field of nursing corresponds to 49.6% of the healthcare sector. From this total, 57% are Nursing Assistant courses. The formation of mid-level human resources has been discussed by nursing teachers and by the institutions that offer nursing-professional training, with special emphasis on the issues related to the quality of technical courses. In this context, a brief historical review of Brazilian legislation on the education and practice of these professionals, including regulations related to this education and to professional nursing practice, is presented chronologically in this paper, examining the laws and the political factors that contributed to guide the trajectory and evolution of professional Nursing Assistant Education. A comparison of the offer of mid-level courses in the field of healthcare and the quantitative of workers reveals the dimensions of Education Institutions' challenge for health sector.

Professionals' views on mental health service users' education: challenges and support.

Science.gov (United States)

Nieminen, I; Kaunonen, M

2017-02-01

WHAT IS KNOWN ON THE SUBJECT?: Mental health service users (MHSUs) may experience disruptions in their education. However, education has been shown to have a positive influence on their recovery, potentially offering them broader employment opportunities. The literature suggests that providing support for MHSUs in their educational efforts may be beneficial and is wished for by the service users themselves. However, there is a lack of mental health professionals' views on the topic in the setting of a community mental health centre. WHAT DOES THIS PAPER ADD TO THE EXISTING KNOWLEDGE?: In the perception of mental health professionals, the predominance of disease in the life of MHSUs and their marginalization may form barriers to their success in education. Professionals can support MHSUs in their educational efforts by strengthening the MHSUs' internal resources and creating a supportive environment with professional expertise available. A service user-centred education might further help MHSUs to achieve their educational goals. Our findings confirm previous knowledge of a recovery-oriented approach to supporting MHSUs' education. This study explored the topic from the professionals' perspective in the context of community mental health centres, which is a fresh view in the research literature. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The findings suggest which types of support professionals perceive to be required for MHSUs to advance their studies. Knowledge of adequate forms of support can be applied in the mental health nursing practice to develop support measures for service users to advance in their studies. All levels of the community mental health centres should be aware of and adopt a recovery-oriented approach. MHSUs and professionals need to have a shared opinion on the definition of recovery orientation. This requires mutual discussion and the more active involvement of MHSUs in the design of their own rehabilitation process. Introduction Studies show

Reaping the Benefits of Parent Education

Science.gov (United States)

Haakmat, Martha

2015-01-01

Martha Haakmat writes in this article that in some ways she understands why parents might have a harder time understanding why Montessori is education at its best, especially as their children progress past preschool. Haakmat goes on to say that the learning path at Montessori schools is more proactive. Montessori schools ask that parents partner…

Ethical Issues in Continuing Professional Education.

Science.gov (United States)

Lawler, Patricia Ann

2000-01-01

Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…

A Strength-Based Approach to Parent Education for Children with Autism

Science.gov (United States)

Steiner, Amanda Mossman

2011-01-01

Despite the ubiquitous nature of parent education in autism treatment, relatively few studies directly address "how" parent education should be conducted. Given that the literature on parental well-being suggests that treatments that facilitate positive parental adaptation to their child's disability may be beneficial, this study…

[Evaluation of the effectiveness of patient-controlled analgesia in children with sickle cell anemia from the perspective of healthcare professionals and parents].

Science.gov (United States)

Turaç, Ayşegül; Rumeli Atıcı, Şebnem

2016-07-01

This study evaluated the efficacy of patient-controlled analgesia (PCA) used by children with sickle cell anemia (SCA) based on the attitudes of parents and healthcare professionals. A total of 86 individuals were involved in the study: 54 parents of children with SCA who were receiving treatment and 32 healthcare providers (doctors, nurses). To evaluate the effectiveness of the PCA method, a questionnaire was prepared to determine the level of knowledge of the participants about the PCA method and their perception of its advantages and disadvantages. According to 65.6% (n=21) of the healthcare providers, PCA should be used during acute phase of pain. The great majority of the participants (93%; n=80) thought that pain was effectively controlled both during the day and at night. PCA reduced the fear of unavailability of analgesic drugs in 83.3% (n=45) of parents and in 87.5% (n=28) of healthcare providers. More parents (37%) reported a reduction in the fear of return of pain than healthcare providers (9.4%) (paddiction. Resolving machine alarms (48%; n=26) and the length of time required to refill the machine (48%; n=26) were reported as disadvantages of PCA method. In this study, parents and healthcare professionals found PCA to be effective in relieving pain in children with SCA; however, fears and biased knowledge of users about the analgesic drug are thought to inhibit reaching sufficient dosage. Educational courses for users about PCA and the drugs used may increase the effectiveness of PCA method.

Professional Education: Key to Transformation

National Research Council Canada - National Science Library

Reoyo, Paul

2002-01-01

The Army, as an institution must face up to the new challenges of the 21st century and transform professional education with the same urgency and energy it is applying to develop the Objective Force...

The Role of Health Literacy in Professional Education and Training.

Science.gov (United States)

Aldoory, Linda

2017-01-01

This chapter marks the territory and leadership potential found in research, practice and policy related to the role of health literacy in higher education and professional training. There is limited published work that has summarized the role and scope of health literacy in higher education and professional training. This chapter will provide a review of the research in the area, a description of some of the educational practices in health literacy, and a case example of how policy might influence the role of health literacy in professional higher education.

Forming Professional Competency of Education Managers in Central European Countries

Science.gov (United States)

Tovkanets, Oksana

2017-01-01

The article deals with the problem of forming education managers' professional competency in the context of European integration educational processes. The peculiarities of education managers' competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The…

Educational Access Is Educational Quality: Indigenous Parents' Perceptions of Schooling in Rural Guatemala

Science.gov (United States)

Ishihara-Brito, Reiko

2013-01-01

This paper presents the findings and implications of a qualitative study conducted in Guatemala, which focused on rural, indigenous parents' perceptions of their children's schooling and educational quality. For these parents, the simple fact that their children had improved access to school signifies a satisfactory educational accomplishment;…

(Un)receptiveness in interactions with professionals: experiences of parents of children with retinopathy of prematurity.

Science.gov (United States)

Facio, Beatriz Castanheira; Marski, Bruna de Souza Lima; Higarashi, Ieda Harumi; Misko, Maira Deguer; Silveira, Aline Oliveira; Wernet, Monika

2016-01-01

To analyze the influence of health professionals' receptiveness on parental care of children with retinopathy of prematurity (ROP). A qualitative study developed under the theoretical framework of Symbolic Interactionism and using a narrative research methodology. Six women and three men, being parents of children with retinopathy of prematurity were individually interviewed in depth. From the scope of information, emotions and their rights, the parents experienced receptiveness from some professionals and unreceptiveness from others. The predominance of unreceptive attitudes in the parental narratives originated the following analysis themes: Informational (un)receptiveness, Emotional (un)receptiveness, and (Un)receptiveness of rights. The study supports human and comprehensive healthcare in the context of retinopathy of prematurity by pointing out the interactive process with health professionals as a potential stressor of parental care. The results signal a nuclear of attitudinal changes and reinforce challenges to the child and family-centered approach. Analisar a influência do acolhimento do profissional de saúde no cuidado parental junto ao filho com retinopatia da prematuridade. Estudo qualitativo desenvolvido sob o referencial teórico do Interacionismo Simbólico e metodológico da pesquisa de narrativas. Foram entrevistados em profundidade e individualmente seis mulheres e três homens, pais de crianças com retinopatia da prematuridade. Os pais vivenciam, nos âmbitos informacional, emocional e de direitos, acolhimento com alguns profissionais e destrato com outros. A predominância da postura de desacolhimento nas narrativas parentais deu origem aos temas de análise: (Des)acolhimento informacional, (Des)acolhimento emocional, e (Des)acolhimento de direitos. O estudo oferece subsídios ao cuidado humano e integral em saúde no contexto da retinopatia da prematuridade ao apontar o processo interativo com os profissionais de saúde enquanto potencial

Understanding How Participation in Education Changes Mothers' Parenting Practices

Science.gov (United States)

Harding, Jessica F.; Morris, Pamela A.

2015-01-01

This research explores whether low-income mothers' participation in education influences a constellation of different parenting practices that are related to young children's academic outcomes. Importantly, understanding whether maternal participation in education influences mothers' parenting practices can illuminate a pathway by which increases…

Adolescents’ prospective screen time by gender and parental education, the mediation of parental influences

Science.gov (United States)

2013-01-01

Background The present study investigated associations in gender dyads of parents’ and adolescents’ time spent on television and video viewing (TV/DVD), and computer and electronic game use (PC/games) at the ages of 11 and 13 years. Possible mediating effects of parental modelling and parental regulation in the relationship between parental education and adolescents’ prospective TV/DVD and PC/game time were further examined. Methods A total of 908 adolescents, participating at both ages 11 and 13 years in the Norwegian HEalth In Adolescents (HEIA) cohort study (2007–2009), were included in the analyses. Data on adolescents’, mothers’ and fathers’ self reported time spent on TV/DVD and PC/games were measured at both time points by questionnaires. Correlation coefficients were used to examine gender dyads of parents’ and adolescents’ reports. Mediation analyses using linear regression investigated possible mediation effects of parental modelling and parental regulation in the prospective relationship between parental education and adolescents’ time spent on TV/DVD and PC/games between the ages of 11 and 13 years. Results Correlations of screen time behaviours in gender dyads of parents and adolescents showed significant associations in time spent on TV/DVD at the age of 11 and 13 years. Associations between mothers and sons and between fathers and daughters were also observed in time spent on PC/games at the age of 11 years. Maternal and paternal modelling was further found to mediate the relationship between parental education and adolescents’ prospective TV/DVD time between the ages of 11 and 13 years. No mediation effect was observed for parental regulation, however a decrease in both maternal and paternal regulation at the age of 11 years significantly predicted more TV/DVD time among adolescents at the age of 13 years. Conclusion Cross-sectional and longitudinal relationships were observed in gender dyads of parents’ and adolescents�

Parental Involvement in Elementary Children's Religious Education: A Phenomenological Approach

Science.gov (United States)

Bunnell, Peter Wayne

2016-01-01

The issue of parental involvement in religious education is an important one for the family, the church, the Christian school, and society. The purpose of this phenomenological study was to describe parents' concepts and practices of involvement in their children's religious education as evangelical Christian parents in Midwestern communities.…

The Motherhood Penalty and the Professional Credential: Inequality in Career Development for Those with Professional Degrees

Science.gov (United States)

Berggren, Caroline; Lauster, Nathanael

2014-01-01

Transitions from education to work constitute a distinct set of situations where discrimination is likely to occur. Gender beliefs generally disadvantage women, and when coupled with beliefs regarding parental responsibility, tend to heavily disadvantage mothers. Yet we suggest that professional credentials create a divided labour market, with…

Father-Inclusive Perinatal Parent Education Programs: A Systematic Review.

Science.gov (United States)

Lee, Joyce Y; Knauer, Heather A; Lee, Shawna J; MacEachern, Mark P; Garfield, Craig F

2018-06-14

Fathers contribute to their children's health starting at the beginning of life. Few parent education programs include fathers. Among those that do, there is little effort to report program effects on father outcomes. In this systematic review, we examined father-inclusive perinatal parent education programs in the United States as they relate to a range of father outcomes. The databases searched were PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Ovid Medline, Cochrane Central Register of Controlled Trials, and PsycINFO. Studies were included if they included an evaluation of a parent education program and a report of father outcomes measured within 1 year of the child's birth and were conducted within the United States. Of 1353 total articles, 21 met study criteria. The overall state of the father-inclusive perinatal parent education program literature was poor, with few interventions available to fathers. Available programs were associated with increased father involvement, coparenting relationship, partner relationship quality, father's mental health, and father's supportive behaviors. Program effects on father-infant interaction, parenting knowledge, and attitudes and parenting self-efficacy were inconclusive. Three programs emerged as best evidence-based interventions. Risk of bias was high for many studies. Outcome variability, small sample size, and publication bias contributed to the weak evidence base. There is a need for more evidence-based interventions to support fathers. Clinicians play a key role in engaging fathers in early parent education programs and health care settings. PROSPERO registration number: CRD42017050099. Copyright © 2018 by the American Academy of Pediatrics.

Building the Commercial Education Professional Competency Profile

Directory of Open Access Journals (Sweden)

Isabel Araya-Muñoz

2012-12-01

Full Text Available This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to describe a particular education situation. Data was analyzed according to two categories: intentions/principles and scope/development. The findings resulted in the characteristics of the Commercial Education professionals, i.e. characteristics related to the discipline, characteristics related to the administrative management of teaching, specific and general characteristics of education and pedagogy, and characteristics associated to human development. Based on those criteria, on the curricular requirements of the information sources and on the curricular perspectives of the Academic Unit, ideas were put into practice to build the competency profile. The ideas proposed comprise the curricular fundamentals of the educational project on which the profile is set out, which include the subject of the study program, the global competency or training goal, the generic competencies as cross-cutting approaches, as well as the –pedagogical and disciplinary− specific competencies. The specific competencies of the discipline are focused on four competency areas: document production, organizational support, technological resources and information management. (1 Translator’s Note: One-year post-Bachelor study program in Commercial Education.

Exploring educational interventions to facilitate health professional students' professionally safe online presence.

Science.gov (United States)

Henning, Marcus A; Hawken, Susan; MacDonald, Joanna; McKimm, Judy; Brown, Menna; Moriarty, Helen; Gasquoine, Sue; Chan, Kwong; Hilder, Jo; Wilkinson, Tim

2017-09-01

To establish the most effective approach and type of educational intervention for health professional students, to enable them to maintain a professionally safe online presence. This was a qualitative, multinational, multi-institutional, multiprofessional study. Practical considerations (availability of participants) led us to use a combination of focus groups and individual interviews, strengthening our findings by triangulating our method of data collection. The study gathered data from 57 nursing, medical and paramedical students across four sites in three countries (Aotearoa/New Zealand, Australia and Wales). A content analysis was conducted to clarify how and why students used Facebook and what strategies they thought might be useful to ensure professional usage. A series of emergent codes were examined and a thematic analysis undertaken from which key themes were crystallized. The results illuminated the ways in which students use social networking sites (SNS). The three key themes to emerge from the data analysis were negotiating identities, distancing and risks. Students expressed the wish to have material about professional safety on SNS taught to them by authoritative figures to explain "the rules" as well as by peers to assist with practicalities. Our interactive research method demonstrated the transformative capacity of the students working in groups. Our study supports the need for an educational intervention to assist health professional students to navigate SNS safely and in a manner appropriate to their future roles as health professionals. Because health professional students develop their professional identity throughout their training, we suggest that the most appropriate intervention incorporate small group interactive sessions from those in authority, and from peers, combined with group work that facilitates and enhances the students' development of a professional identity.

Parenting, discipline, and educational preferences for children on the autism spectrum – a survey of parental attitudes

OpenAIRE

Milton, Damian

2012-01-01

This paper presentation reports upon a pilot project involving a self-completion questionnaire aimed at measuring if there is any correlation between parenting style and educational ideologies parents have regarding the education of their children on the autistic spectrum. This research aim is also accompanied by the wider objective of finding out which educational methods are preferred by parents and the reasons given for these choices. This pilot study is part of piloting a variety of resea...

Evaluation of a public education campaign to support parents to reduce adolescent alcohol use.

Science.gov (United States)

Johnston, Robyn S; Stafford, Julia; Jongenelis, Michelle I; Shaw, Therese; Samsa, Hannah; Costello, Eleanor; Kirby, Gary

2018-04-19

Mass media education campaigns targeting parents may influence parent factors that reduce adolescent drinking; however few such campaigns have been evaluated. The Parents, Young People and Alcohol campaign included two phases of mass media advertising, Cogs and I See, to deliver consistent messages across multiple media channels. The campaign targeted Western Australian parents of 12-17 year olds with messages describing alcohol's effect on the developing brain and adolescent physical and mental health. The campaign reinforced the National Health and Medical Research Council (NHMRC) Guideline that for under 18s, not drinking is the safest option. Parent knowledge, attitudes and behaviours were assessed via cross-sectional surveys administered before the campaign (Time 1) and at two post-tests (Time 2; Time 3). Post-test campaign awareness and perceptions were also assessed. Campaign awareness was high (48% Time 2; 80% Time 3) and over 86% of parents found the campaign believable and relevant at both post-tests. Increased knowledge of the NHMRC guideline and lower belief in alcohol myths were found at both post-tests compared to Time 1. Less positive attitudes to parental supply were found at Time 2, but were not sustained at Time 3. Parents were more likely to have discussed alcohol risks and limiting drinking with their child at Time 3, but parent-to-child alcohol supply did not change significantly. The campaign achieved high awareness and positively influenced parental outcomes. Longer term campaign implementation supported by policy and environmental measures may be required to change parental supply. © 2018 Australasian Professional Society on Alcohol and other Drugs.

Teachers Professionalism and The Challenge Of Education In A Global Era

Directory of Open Access Journals (Sweden)

Sudrajat Sudrajat

2017-01-01

Full Text Available Abstract:  The professional Attitude of a teacher is very necessary for the face of education in this global era. The task of the teacher is not only teaching but also educate, nurture, guide and shape the personality of the student. Mistakes teachers in understanding the profession will result in the shifting of the teacher function slowly. The relationship between teachers and students who need each other turns into a relationship of mutually indifferent, not blissful and boring. The professionalism of teachers is determined by behavior, will and capabilities on condition that Prime. Professionalisation should be viewed as a continuous process, so that the attitude and professional teachers actually formed in this process, pre-service education, educational upgrading, including in his coaching from professional organizations and the workplace, the society against the profession of teacher training, enforcement of the code of ethics of the profession, certification, improved quality of prospective teachers, rewards, etc collectively determine a person including professional development of teachers. This article presents an attempt discussion space for educators, prospective educators, and related parties in order to better understand, implement, and develop attitudes and behavior in the world of education through good example in mind, speech, and action. Keywords: Professional, Teacher, Education, Global Era

Teacher Educators: Proposing New Professional Development Models within an English Further Education Context

Science.gov (United States)

Eliahoo, Rebecca

2017-01-01

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher…

GRADUATE AND PROFESSIONAL EDUCATION, AN ANNOTATED BIBLIOGRAPHY.

Science.gov (United States)

HEISS, ANN M.; AND OTHERS

THIS ANNOTATED BIBLIOGRAPHY CONTAINS REFERENCES TO GENERAL GRADUATE EDUCATION AND TO EDUCATION FOR THE FOLLOWING PROFESSIONAL FIELDS--ARCHITECTURE, BUSINESS, CLINICAL PSYCHOLOGY, DENTISTRY, ENGINEERING, LAW, LIBRARY SCIENCE, MEDICINE, NURSING, SOCIAL WORK, TEACHING, AND THEOLOGY. (HW)

The Role of the Arts in Professional Education: Surveying the Field

Science.gov (United States)

Jarvis, Christine; Gouthro, Patricia

2015-01-01

Many educators of professionals use arts-based approaches, but often explore this within the confines of their own professional disciplines. This paper consists of a thematic review of the literature on arts and professional education, which cuts across professional disciplines in an attempt to identify the specific contribution the arts can make…

Socialization Values and Parenting Practices as Predictors of Parental Involvement in Their Children's Educational Process

NARCIS (Netherlands)

Kikas, Eve; Tulviste, Tiia; Peets, Kätlin

2014-01-01

Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children

Death Education for the Health Professional.

Science.gov (United States)

Benoliel, Jeanne Quint, Ed.

The perspectives of a number of health professionals based on their experiences in providing death education courses are presented in essays. In "Interdisciplinary Death Education in a Nursing School" (Helen L. Swain and Kathleen V. Cowles), the development of an undergraduate elective course in death, dying, and bereavement at the…

Making Lives Go Better: University Education and "Professional Capabilities"

Science.gov (United States)

Walker, M.; McLean, M.

2010-01-01

This article charts a research project on higher education and poverty reduction chronologically, mapping the process of thinking through and generating an Index of public-good professional education based on literatures; empirical data from actors-lecturers, students, alumni, professional bodies and NGOs; and participatory dialogue. Amartya Sen's…

77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

Science.gov (United States)

2012-02-07

... DEPARTMENT OF EDUCATION Applications for New Awards; Indian Education--Professional Development...: Notice. Overview Information: Indian Education--Professional Development Grants Program Notice inviting... Opportunity Description Purpose of Program: The purposes of the Indian Education Professional Development...

The Effectiveness of a Parent Education Programme Offered Through Distance Education About Independent Autistic Children Education Centre (IACEC

Directory of Open Access Journals (Sweden)

Gamze YUCEL

2007-01-01

Full Text Available Purpose of this study was to determine the effectiveness of a parent education program on parents’ awareness about the Independent Autistic Children Education Centre (ACEC: in Turkish OCEM. The program was offered through a distance education program. Participants of the study included parents of 72 children with autism who were receiving education in one of the ACEC in Istanbul. The study was carried out during 2005-2006 school year. The research study was experimental including a pre and a post-test to determine the effectiveness of the program. The Parent Education Program included five VCDs, each of which incorporated about 20 minute-presentation on various topics about Autism and the ACEC, and five handbooks. Participants in experimental and control groups were randomly assigned. The experimental group took a five-week training while the control group did not receive any training. Data were gathered by ACEC Knowledge Test developed by the researchers. The results indicated that significant differences were found between pre-and post-test scores of the experimental group. The findings showed that parent education programme offered through the distance education about Independent Autistic Children Education Centre was significantly effective. .

Support for comprehensive sexuality education: perspectives from parents of school-age youth.

Science.gov (United States)

Eisenberg, Marla E; Bernat, Debra H; Bearinger, Linda H; Resnick, Michael D

2008-04-01

Controversy about school-based sexuality education in public schools has continued over the past decade, despite mounting evidence that comprehensive sexuality education effectively promotes sexual health and that parents support these programs in public schools. The present study replicates and expands upon previous findings regarding public views on school-based sexuality education. One thousand six hundred five parents of school-age children in Minnesota responded to telephone surveys in 2006-2007 (63% participation rate), including items regarding general sexuality education, 12 specific topics, the grade level at which each should be taught, and attitudes toward sexuality education. The large majority of parents supported teaching about both abstinence and contraception (comprehensive sexuality education [CSE]; 89.3%), and support was high across all demographic categories of parents. All specific sexuality education topics received majority support (63.4%-98.6%), even those often viewed as controversial. Parents believed most topics should first be taught during the middle school years. Parents held slightly more favorable views on the effectiveness of CSE compared to abstinence-only education, and these views were strongly associated with support for CSE (odds ratio [OR](CSE) = 14.3; OR(abstinence) = 0.11). This study highlights a mismatch between parents' expressed opinions and preferences, and actual sexuality education content as currently taught in the majority of public schools. In light of broad parental support for education that emphasizes multiple strategies for prevention of pregnancy and sexually transmitted infections (including abstinence), parents should be encouraged to express their opinions on sexuality education to teachers, administrators, and school boards regarding the importance of including a variety of topics and beginning instruction during middle school years or earlier.

Parent assessment of medical student’s skills in ambulatory pediatrics

OpenAIRE

Persson, Erika; Haines, Christina; Lang, Mia

2013-01-01

Background Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and stud...

Professional identity in medical students: pedagogical challenges to medical education.

Science.gov (United States)

Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

2013-01-01

Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

Parents' Attitudes toward Comprehensive and Inclusive Sexuality Education

Science.gov (United States)

Peter, Christina R.; Tasker, Timothy B.; Horn, Stacey S.

2015-01-01

Purpose: Parents are sometimes perceived as barriers to providing comprehensive and inclusive sexuality education to young people. However, little is known about parents' actual attitudes towards providing such broad information to young people. The purpose of this paper is to examine two different approaches to measuring parents' attitudes…

The challenge of promoting professionalism through medical ethics and humanities education.

Science.gov (United States)

Doukas, David J; McCullough, Laurence B; Wear, Stephen; Lehmann, Lisa S; Nixon, Lois LaCivita; Carrese, Joseph A; Shapiro, Johanna F; Green, Michael J; Kirch, Darrell G

2013-11-01

Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose.The first theme highlights that education toward professionalism requires transformational change, whereby medical ethics and humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical education. The third theme focuses on how ethics and humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and humanities teaching.The authors argue that improvement of the ethics and humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to educational processes aimed at producing this outcome.

Barriers to successful recruitment of parents of overweight children for an obesity prevention intervention: a qualitative study among youth health care professionals

Directory of Open Access Journals (Sweden)

Gerards Sanne MPL

2012-05-01

Full Text Available Abstract Background The recruitment of participants for childhood overweight and obesity prevention interventions can be challenging. The goal of this study was to identify barriers that Dutch youth health care (YHC professionals perceive when referring parents of overweight children to an obesity prevention intervention. Methods Sixteen YHC professionals (nurses, physicians and management staff from eleven child health clinics participated in semi-structured interviews. An intervention implementation model was used as the framework for conducting, analyzing and interpreting the interviews. Results All YHC professionals were concerned about childhood obesity and perceived prevention of overweight and obesity as an important task of the YHC organization. In terms of frequency and perceived impact, the most important impeding factors for referring parents of overweight children to an intervention were denial of the overweight problem by parents and their resistance towards discussing weight issues. A few YHC professionals indicated that their communication skills in discussing weight issues could be improved, and some professionals mentioned that they had low self-efficacy in raising this topic. Conclusions We consider it important that YHC professionals receive more training to increase their self-efficacy and skills in motivating parents of overweight children to participate in obesity prevention interventions. Furthermore, parental awareness towards their child’s overweight should be addressed in future studies.

Educating for Professional Identity Development

NARCIS (Netherlands)

C.P. Tan (Chin Peil)

2014-01-01

markdownabstract__Abstract__ In preparing students for their role in their respective communities, vocational and professional education should provide for learning experiences that acculturate them to become the new and bona fide practitioners. In addition to acquiring pre-requisite knowledge

Standards in Gifted Education and Their Effects on Professional Competence

Science.gov (United States)

Johnsen, Susan K.

2012-01-01

Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

Infant simulation in parental and sexuality education in Greenland

DEFF Research Database (Denmark)

Wistoft, Karen

2014-01-01

Introduction: This article examines processes related to teaching and learning through implementation of a new dialogue-based parental and sexuality education program using infant simulators. Aim: The purpose is to examine the ways in which infant simulators used in sexuality education in Greenland...... operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread......, partly through an extensive survey of students and parents (n = 1068). The sample includes 802 answers to questionnaires from students, predominantly aged 13 to 16 years, and 266 parental answers. Classroom observations have been supplemented with personal interviews conducted with the principal...

Parents' Education and their Adult Offspring's Other-Regarding Behavior

DEFF Research Database (Denmark)

Nielsen, Ulrik Haagen

Does socioeconomic background when measured by parental educational attainment explain the heterogeneity in adults' other-regarding preferences? I test this by using data from two online experiments -- a Dictator Game and a Trust Game that were conducted with a broad sample of the Danish adult...... population. I match the experimental data with high-quality data from the Danish population registers about my subjects and their parents. Whereas previous studies have found socioeconomic status, including parental educational attainment, to be predictive for children's generosity, I find no such evidence...... among adults. This result is robust across age groups and genders. I provide two explanations for this. First, sociodemographic characteristics in general appear to be poor predictors of adults' other-regarding behavior. Second, by using Danish survey data, I find that Danish parents' educational...

Physical Education Teachers' Career-Long Professional Learning: Getting Personal

Science.gov (United States)

Makopoulou, Kyriaki; Armour, Kathleen M.

2011-01-01

The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

A Framework for Professional Ethics Courses in Teacher Education

Science.gov (United States)

Warnick, Bryan R.; Silverman, Sarah K.

2011-01-01

Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…

Teaching and Teacher Education for Health Professionals ...

African Journals Online (AJOL)

are discussed as indications for educational skills training for educators in health professionals' education. Method: 250 medical students from the MB ChB programme were surveyed, in an evaluation exercise, to rate the teaching contribution of all the full-time and honorary lecturers (n=88). The students were requested to ...

Effects of Post-Divorce Parental Conflict on Children's Educational Achievement

Directory of Open Access Journals (Sweden)

Sandra Escapa

2017-01-01

Full Text Available This study analyses the effect of parental separation or divorce on children's educational achievement, and includes parental conflict as a factor of analysis. The study is based on the analysis of the Panel of Families and Children, with a sample of 2,731 adolescents aged between13 to 16 years old in Catalonia, Spain. The main results show that the children of divorced parents who have a conflicted relationship are more likely to obtain poorer educational results than the children of divorced parents without conflict and two-parent households. However, children of divorced parents with no conflicted relationship are less likely on average to receive a failing grade than those who live in two-parent households.

Do professional managers have a profession: the specialist/generic distinction amongst higher education professional services staff

OpenAIRE

Bacon, Edwin

2009-01-01

An emerging literature is beginning to create a theoretical framework for analysing the role of professional managers – that is, those without an ongoing academic background – in the context of UK higher education. Here I argue, drawing on my own experience in a range of higher education institutions, that this literature misses a crucial distinction amongst professional managers, namely that between generic HE professionals, and specialists from professions which exist outside the world of h...

Learning as the Basis for Continuing Professional Education

Science.gov (United States)

Daley, Barbara J.; Cervero, Ronald M.

2016-01-01

This chapter is an update and expansion of previous work and explores how professionals construct knowledge in the context of their practice by connecting concepts from their experiences and continuing professional education activities.

A Reflection on Continuing Professional Education Research

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Brennan, Barrie

2017-01-01

Barrie Brennan's thesis entitled "Continuing Professional Education in Australia. A Tale of Missed Opportunities" offers a history of Continuing Professional Development (CPD) in the Australian context. This paper arose from Brennan's research for his thesis and is focused on issues that arose from the introduction of Australia's…

Teacher education program explores building professional learning ...

International Development Research Centre (IDRC) Digital Library (Canada)

2016-05-02

May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

Breaking Down Barriers--Building Strong Foundations: Parents and Teachers of Exceptional Students Working Together.

Science.gov (United States)

Spinelli, Cathleen G.

1999-01-01

Provides guidelines for fostering positive teacher-parent relationships. Discusses recent legislative mandates, how parent/teacher relationships are affected by current policy issues promoted by professional education organizations, and methods of constructive communication. Parents and teachers of students with learning disabilities are urged to…

Is the association between offspring intelligence and parents' educational attainment influenced by schizophrenia or mood disorder in parents?

DEFF Research Database (Denmark)

Greve, Aja Neergaard; Mors, Ole; Mortensen, Erik Lykke

2017-01-01

for developing schizophrenia. Based on these findings, we aim to investigate if the association between educational achievement in parents and intelligence in their offspring is influenced by schizophrenia or mood disorder in parents. In a large population-based sample of young adult male conscripts (n = 156......,531) the presence of a mental disorder in the parents were associated with significantly lower offspring scores on a test of general intelligence, the Børge Priens Prøve (BPP), and higher educational attainment in parents was significantly associated with higher BPP test scores in offspring. A significant...... interaction suggested that the positive association between maternal education and offspring intelligence was stronger in offspring of mothers with schizophrenia compared to the control group (p = 0.03). The associations between parental education and offspring intelligence are also observed when restricting...

The Application of Augmented Reality Technology in Food Professional Education

OpenAIRE

Wei Shan

2015-01-01

This study presents the application of augmented reality technology in food professional education, combining with the current situation of applying virtual reality education, analyzes the problems existing in the virtual reality application in food professional education, puts forward some suggestions and finally prospects the developing trend of the technology of virtual reality now.

The Role of Healthcare Professionals in Encouraging Parents to See and Hold Their Stillborn Baby: A Meta-Synthesis of Qualitative Studies

Science.gov (United States)

Kingdon, Carol; O’Donnell, Emer; Givens, Jennifer; Turner, Mark

2015-01-01

Background Globally, during 2013 there were three million recorded stillbirths. Where clinical guidelines exist some recommend that professionals do not encourage parental contact. The guidance is based on quantitative evidence that seeing and holding the baby is not beneficial for everyone, but has been challenged by bereaved parents' organisations. We aim to inform future guideline development through a synthesis of qualitative studies reporting data relevant to the research question; how does the approach of healthcare professionals to seeing and holding the baby following stillbirth impact parents views and experiences? Methods/Findings Using a predetermined search strategy of PubMed and PsychINFO we identified robust qualitative studies reporting bereaved parental views and/or experiences relating to seeing and holding their stillborn baby (final search 24 February, 2014). Eligible studies were English language, reporting parental views, with gestational loss >20weeks. Quality was independently assessed by three authors using a validated tool. We used meta-ethnographic techniques to identify key themes and a line of argument synthesis. We included 12 papers, representing the views of 333 parents (156 mothers, 150 fathers, and 27 couples) from six countries. The final themes were: "[Still]birth: Nature of care is paramount", "Real babies: Perfect beauties, monsters and spectres", and "Opportunity of a lifetime lost." Our line-of-argument synthesis highlights the contrast between all parents need to know their baby, with the time around birth being the only time memories can be made, and the variable ability that parents have to articulate their preferences at that time. Thus, we hypothesised that how health professionals approach contact between parents and their stillborn baby demands a degree of active management. An important limitation of this paper is all included studies originated from high income, westernised countries raising questions about the

Lifelong Professional Education in the Russian Federation: Personal Aspect

Science.gov (United States)

Ibatova, Aygul Z.; Ippolitova, Natalia V.; Mukhametgaliyeva, Safia Kh.; Rodionova, Anna E.; Yagafarova, Khafiza N.; Ikonnikova, Ludmila N.

2016-01-01

The article analyzes the problem of realization of the postulate of "lifelong education" in the field of professional education in Russia, and reveals its importance for the development of personality of a future specialist. A brief overview and the results of the implementation of this principle in the process of professional training…

Their Children's First Educators: Parents' Views about Child Sexual Abuse Prevention Education

Science.gov (United States)

Walsh, Kerryann; Brandon, Leisa

2012-01-01

In this descriptive focus group study, we investigated parents' views about child sexual abuse prevention education at home and in schools. Focus groups were conducted with a sample of 30 Australian adults who identified as the parent or caregiver of a child/children aged 0-5 years. The study explored (1) parents' "knowledge" about child…

Effectiveness assessment of food education among preschool children, parents and educators

Directory of Open Access Journals (Sweden)

Susana Rodrigo-Cano

2016-01-01

Full Text Available Introduction: Childhood is the period in which risk factors that can start food diseases in adults are developed. Therefore this is the appropriate moment to set up the values of a healthy diet. The main aim of this study was to evaluate the adherence to the Mediterranean Diet in children and also the knowledge about healthy habits in children, parents and teachers before and after food education intervention as well as evaluating its effectiveness. Material and Methods: Cross-sectional study that included 94 students aged between 3 and 6 years old, 12 parents and 8 teachers. The level of healthy habits knowledge was determined with ad hoc questionnaires for all of them whereas the adherence to the Mediterranean Diet was determined with the Quality Test of the Mediterranean Diet on Childhood and Adolescence in children. Results: It has been reached a significant increase in global healthy habits knowledge (t=-6.29; p<0.001, in how often they have to eat (t=-2.35; p<0.05, as well as in fruit (t=-3.92; p<0.01, vegetables (t=-2.35; p<0.05 and fish (t=-7.42; p<0.001 frequency intake in parents and also in physical activities knowledge (t=-2.58; p<0.05 in children. Moreover, children’s parents with more adhesion to the Mediterranean Diet improved their healthy habits knowledge significantly (ρ=0.75; p<0.01. Conclusions: Education interventions for children, parents and educators are necessary in order to increase healthy food knowledge. With food education interventions is possible to get a significant improvement in the parents’ knowledge, the main responsible for their children feeding.

Parenting with Mild Intellectual Deficits: Parental Expectations and the Educational Attainment of their Children

OpenAIRE

Taylor, Julie Lounds; Hurd, Heather Doescher; Seltzer, Marsha Mailick; Greenberg, Jan S.; Floyd, Frank J.

2010-01-01

This study examined how educational expectations parents with mild intellectual deficits had for their children shaped their children’s attainment, and how parents’ own intellectual limitations affected this process. We identified 612 parents with mild intellectual deficits and 2712 comparison parents from the Wisconsin Longitudinal Study, a prospective longitudinal study that followed participants from ages 18 to 64. Compared to the norm, parents with mild intellectual deficits expected thei...

Parental educational practices in relation to children's anxiety disorder-related behavior.

Science.gov (United States)

Mellon, Robert C; Moutavelis, Adrianos G

2011-08-01

Schoolchildren reported their parents' use of aversive control and positive reinforcement contingencies in their educational interventions, as well as parental non-responsiveness to their requests for educational assistance. They also reported their own levels of six dimensions of anxiety disorder-related phenomena. Both parental use of aversive control and non-responsiveness were directly related to overall levels of child anxiety disorder-related behavior; these correlations were more robust than those observed in previous investigations of more diffuse dimensions of parenting style and trait anxiety. Panic disorder/agoraphobia and Generalized anxiety disorder were the dimensions most strongly correlated with both parental aversive control and non-responsiveness, while Compulsive behavior was uniquely uncorrelated with parental non-responsiveness and uniquely correlated with parental use of positive reinforcement contingencies. Differences in the magnitudes of correlations between anxiety disorder-related dimensions and parental educational practices are interpreted in terms of the probable differential effectiveness of their constituent behaviors in terminating parent-mediated negative reinforcers. Copyright © 2011 Elsevier Ltd. All rights reserved.

Reconsidering social science theories in natural resource management continuing professional education

DEFF Research Database (Denmark)

Stumann, Cathy Brown; Gamborg, Christian

2014-01-01

on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls...... for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate...... to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education....

Current Technology Trends and Issues among Health and Physical Education Professionals

Science.gov (United States)

Krause, Jennifer M.; Franks, Hillary; Lynch, Brandy

2017-01-01

Health and physical education professionals who implement technology appropriately can contribute to helping students become physically educated individuals (NASPE, 2009). It is imperative that professionals be knowledgeable and resourceful in how to integrate technology effectively, but it is unclear what current challenges professionals face in…

Community Education Parenting Resource Guide. Bulletin 1982, No. 5.

Science.gov (United States)

Bradwell, John; And Others

Designed for use by community education coordinators, elementary classroom teachers, PTA workers, school volunteers, and parents, this guide offers suggestions about ways to unite the school and the home in efforts to help children learn. The first section discusses the expanded role of the community education coordinator in parenting programs and…

Factors associated with parent support for condom education and availability.

Science.gov (United States)

AugsJoost, Brett; Jerman, Petra; Deardorff, Julianna; Harley, Kim; Constantine, Norman A

2014-04-01

Expanding condom-related knowledge and skills and reducing barriers to condom use have the potential to help reduce pregnancies and sexually transmitted infections among youth. These goals are sometimes addressed through condom education and availability (CEA) programs as part of sexuality education in school. Parents are a key constituency in efforts to implement such programs. A representative statewide sample of households with children (N = 1,093) in California was employed to examine parent support for CEA and the potential influences of demographics (gender, age, and Hispanic ethnicity), sociodemographics (education, religious affiliation, religious service attendance, and political ideology), and condom-related beliefs (belief in condom effectiveness and belief that teens who use condoms during sex are being responsible) on parent support for CEA. The parents in our sample reported a high level of support for CEA (M = 3.23 on a 4-point scale) and believing in a high level of condom effectiveness (M = 3.36 on a 4-point scale). In addition, 84% of the parents agreed that teens who use condoms during sex are being responsible. Hierarchical regression analyses showed that parents who were younger, Hispanic, with a lower educational attainment, without a religious affiliation, less religiously observant, and politically liberal were more supportive of CEA. After controlling for these demographic and sociodemographic factors, condom effectiveness and responsibility beliefs each added independently to the predictability of parent support for CEA. These findings suggest that parent education related to condom effectiveness could help increase support for school-based CEA programs.

Should professional ethics education incorporate single-professional or interprofessional learning?

Science.gov (United States)

Caldicott, Catherine V; Braun, Eli A

2011-03-01

Since ethical issues in the contemporary delivery of health care involve doctors, nurses, technicians, and members of other health professions, the authors consider whether members of diverse health care occupations might benefit from studying ethics in a single classroom. While interprofessional courses may be better at teaching the ethics of the relationships between and among the various health professions, single-professional courses may be better at teaching the ethics of relationships between particular kinds of professionals and patients. An ethics instructor's professional discipline affects his/her credibility with the students, and the course readings may not always be relevant to the actual work of a given discipline. With these challenges in mind, the authors suggest that the boundaries of ethics education in the health professions be reconceived to accommodate the professional mission of a specific discipline as well as the interdependence and collaboration that marks high quality health care.

Adolescent Sexual Health Education: Parents Benefit Too!

Science.gov (United States)

Dinaj-Koci, Veronica; Deveaux, Lynette; Wang, Bo; Lunn, Sonya; Marshall, Sharon; Li, Xiaoming; Stanton, Bonita

2015-10-01

The inclusion of parents in adolescent-targeted interventions is intended to benefit the adolescent. Limited research has explored whether parents participating in these programs also benefit directly. We examined the impact of Caribbean Informed Parents and Children Together, the parenting portion of an adolescent-targeted HIV prevention intervention, on parent-reported measures. Bahamian parent-youth dyads (N = 1,833) participating in the randomized control trial were assigned to receive one of four conditions. Parents were assessed longitudinally at baseline and 6 and 12 months later. Through 12 months follow-up, parents exposed to Caribbean Informed Parents and Children Together showed higher knowledge of condom use skills, perceptions of improved condom use competence on the part of their youth, and perceived improved parent-child communication about sex-related information. Although youth were the targeted beneficiary, parents also benefited directly from the sexual risk reduction parenting program. Parents demonstrated improved perceptions and knowledge that would enable them to more effectively guide their child and also protect themselves from sexual risk. © 2015 Society for Public Health Education.

Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

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Armour, Kathleen M.; Yelling, Martin

2004-01-01

This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

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Brown, Mitzi C.

This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

The Contribution of Professional Accreditation to Quality Assurance in Higher Education

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de Paor, Cathal

2016-01-01

This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory…

Professional Learning in Higher Education: Making Good Practice Relevant

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Daniels, Jeannie

2017-01-01

Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…

Parental training and involvement in sexuality education for students who are deaf.

Science.gov (United States)

Gabriel, K O; Getch, Y Q

2001-07-01

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.

Tackling the Barriers to Disabled Parents' Involvement in Their Children's Education

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Stalker, Kirsten Ogilvie; Brunner, Richard; Maguire, Roseann; Mitchell, June

2011-01-01

Promoting parental participation plays a significant role in education policies across Britain. Previous research has identified various barriers to involving disabled parents. This paper reports findings from part of a study examining disabled parents' engagement in their children's education, which focused on good practice. Twenty-four case…

Continuing Professional Education for Teachers and University and College Faculty

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Cranton, Patricia

2016-01-01

In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

Grandparental education, parental education and child height: evidence from Hong Kong's "Children of 1997" birth cohort.

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Kwok, Man Ki; Leung, Gabriel M; Lam, Tai Hing; Leung, Shirley S L; Schooling, C Mary

2013-08-01

Adult height is the sum of growth during fetal, infancy, childhood, and puberty, controlled by different biological factors. In long-term developed Western populations, height is positively associated with socioeconomic position, but less clearly so in recently developing populations. We aimed to elucidate socioeconomic influences on height at different growth phases. We examined the associations of parents' education and grandparents' education with birth weight and height gain z-scores during infancy (birth to education, but not grandparents', was positively associated with birth weight (z-score, 0.07; 95% confidence interval [CI] 0.01-0.12 for grade ≥12 compared with grade ≤9) and height gain during infancy (0.11; 95% CI, 0.05-0.18), adjusted for gender, gestational age, initial size, parity, parents' age, parents' birthplace, and parents' height. Conversely, similarly adjusted, grandparents' education, but not parents', was associated with height gain during childhood (0.11; 95% CI, 0.04-0.18). Parental education was associated with fetal and infant, but not childhood, linear growth, suggesting the mechanism underlying socioeconomic influences on height at different growth phases may be contextually specific. Copyright © 2013 Elsevier Inc. All rights reserved.

Parental Involvement as a Important Factor for Successful Education

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Maša Đurišić

2017-09-01

Full Text Available To comply with the system of integrated support for their students’, schools need to build partnership with parents and develop mutual responsibility for childrens’ success in the educational system. In this way, parental involement are increased, parents’ effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents’ participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.

Teacher educators: their identities, sub-identities and implications for professional development

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Swennen, J.M.H.; Jones, K.; Volman, M.L.L.

2010-01-01

In this article we address the question: 'What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?' Like other professional identities, the identity

How Important is Parental Education for Child Nutrition?

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Alderman, Harold; Headey, Derek D

2017-06-01

Existing evidence on the impacts of parental education on child nutrition is plagued by both internal and external validity concerns. In this paper we try to address these concerns through a novel econometric analysis of 376,992 preschool children from 56 developing countries. We compare a naïve least square model to specifications that include cluster fixed effects and cohort-based educational rankings to reduce biases from omitted variables before gauging sensitivity to sub-samples and exploring potential explanations of education-nutrition linkages. We find that the estimated nutritional returns to parental education are: (a) substantially reduced in models that include fixed effects and cohort rankings; (b) larger for mothers than for fathers; (c) generally increasing, and minimal for primary education; (d) increasing with household wealth; (e) larger in countries/regions with higher burdens of undernutrition; (f) larger in countries/regions with higher schooling quality; and (g) highly variable across country sub-samples. These results imply substantial uncertainty and variability in the returns to education, but results from the more stringent models imply that even the achievement of very ambitious education targets would only lead to modest reductions in stunting rates in high-burden countries. We speculate that education might have more impact on the nutritional status of the next generation if school curricula focused on directly improving health and nutritional knowledge of future parents.

A quasi-experimental evaluation of parents as sexual health educators resulting in delayed sexual initiation and increased access to condoms.

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Campero, Lourdes; Walker, Dilys; Atienzo, Erika E; Gutierrez, Juan Pablo

2011-04-01

To evaluate the effectiveness of an educational intervention for parents of first year high school students in the State of Morelos, Mexico, whose aim was to impact adolescents' sexual behavior, knowledge and access to contraception. Quasi-experimental prospective study with eleven control and eleven intervention schools using self-administered questionnaires for parents and adolescents pre- and post-intervention. Parent-child dyads in the control and intervention schools were matched according to parents' propensity score; the average treatment effect (ATE) was estimated for adolescent's outcome variables. At follow-up, we found significant differences for adolescents in the intervention schools: 6.8% delayed initiation of sexual intercourse, 14.4% had correct knowledge about emergency contraception (EC), and 164% reported having received condoms from their parents, when comparing with students in control schools. Our results suggest that parent-focused interventions could be an innovative and effective strategy to promote adolescents sexual health. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

'Just wait then and see what he does': a speech act analysis of healthcare professionals' interaction coaching with parents of children with autism spectrum disorders.

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McKnight, Lindsay M; O'Malley-Keighran, Mary-Pat; Carroll, Clare

2016-11-01

There is evidence indicating that parent training programmes including interaction coaching of parents of children with autism spectrum disorders (ASD) can increase parental responsiveness, promote language development and social interaction skills in children with ASD. However, there is a lack of research exploring precisely how healthcare professionals use language in interaction coaching. To identify the speech acts of healthcare professionals during individual video-recorded interaction coaching sessions of a Hanen-influenced parent training programme with parents of children with ASD. This retrospective study used speech act analysis. Healthcare professional participants included two speech-language therapists and one occupational therapist. Sixteen videos were transcribed and a speech act analysis was conducted to identify the form and functions of the language used by the healthcare professionals. Descriptive statistics provided frequencies and percentages for the different speech acts used across the 16 videos. Six types of speech acts used by the healthcare professionals during coaching sessions were identified. These speech acts were, in order of frequency: Instructing, Modelling, Suggesting, Commanding, Commending and Affirming. The healthcare professionals were found to tailor their interaction coaching to the learning needs of the parents. A pattern was observed in which more direct speech acts were used in instances where indirect speech acts did not achieve the intended response. The study provides an insight into the nature of interaction coaching provided by healthcare professionals during a parent training programme. It identifies the types of language used during interaction coaching. It also highlights additional important aspects of interaction coaching such as the ability of healthcare professionals to adjust the directness of the coaching in order to achieve the intended parental response to the child's interaction. The findings may be used

The Use of Practitioners as Part-Time Faculty in Postsecondary Professional Education

Science.gov (United States)

Chan, Joseph

2010-01-01

Donald Schon's theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master…

Twelve Tips for teaching medical professionalism at all levels of medical education.

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Al-Eraky, Mohamed Mostafa

2015-01-01

Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

New evidence: data documenting parental support for earlier sexuality education.

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Barr, Elissa M; Moore, Michele J; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the Florida Department of Health conducted the Florida Child Health Survey (FCHS) by calling back parents who had children in their home and who agreed to participate (N = 1715). Most parents supported the following sexuality education topics being taught specifically in elementary school: communication skills (89%), human anatomy/reproductive information (65%), abstinence (61%), human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) (53%), and gender/sexual orientation issues (52%). Support was even greater in middle school (62-91%) and high school (72-91%) for these topics and for birth control and condom education. Most parents supported comprehensive sexuality education (40.4%), followed by abstinence-plus (36.4%) and abstinence-only (23.2%). Chi-square results showed significant differences in the type of sexuality education supported by almost all parent demographic variables analyzed including sex, race, marital status, and education. Results add substantial support for age-appropriate school-based sexuality education starting at the elementary school level, the new National Sexuality Education Standards, and funding to support evidence-based abstinence-plus or comprehensive sexuality education. © 2013, American School Health Association.

How to support teenagers who are losing a parent to cancer: Bereaved young adults' advice to healthcare professionals-A nationwide survey.

Science.gov (United States)

Alvariza, Anette; Lövgren, Malin; Bylund-Grenklo, Tove; Hakola, Pia; Fürst, Carl Johan; Kreicbergs, Ulrika

2017-06-01

The loss of a parent to cancer is considered one of the most traumatic events a teenager can experience. Studies have shown that teenagers, from the time of diagnosis, are already extremely worried about the consequences of a parent's cancer but tend to be left to manage these concerns on their own. The present study aimed to explore young adults' advice to healthcare professionals on how to support teenagers who are losing a parent to cancer. This work derives from a Swedish nationwide survey and employs a qualitative approach with a descriptive/interpretive design to obtain answers to an open-ended question concerning advice to healthcare professionals. Of the 851 eligible young adults who had lost a parent to cancer when they were 13-16 years of age within the previous 6 to 9 years, 622 participated in our survey (response rate = 73%). Of these 622 young adults, 481 responded to the open-ended question about what advice to give healthcare professionals. Four themes emerged: (1) to be seen and acknowledged; (2) to understand and prepare for illness, treatment, and the impending death; (3) to spend time with the ill parent, and (4) to receive support tailored to the individual teenager's needs. This nationwide study contributes hands-on suggestions to healthcare staff regarding attitudes, communication, and support from the perspective of young adults who, in their teenage years, lost a parent to cancer. Teenagers may feel better supported during a parent's illness if healthcare professionals take this manageable advice forward into practice and see each teenager as individuals; explain the disease, its treatments, and consequences; encourage teenagers to spend time with their ill parent; and recommend sources of support.

Parental Educational Investments and Aspirations in Japan

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Lee, Kristen Schultz

2010-01-01

Previous models of parental educational investments focus on the composition of the sibship (number, gender, ordering, and spacing) and on the social and institutional context in which investment decisions are made. Social-institutional models predict that parents in Japan are likely to underinvest in girls because of their transient status in the…

Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

Science.gov (United States)

Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

2016-03-01

This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement

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Xiaolin Guo

2018-05-01

Full Text Available The impact of social economic status (SES on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1 home monitoring; (2 parent-child communication; and (3 parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement.

Science.gov (United States)

Guo, Xiaolin; Lv, Bo; Zhou, Huan; Liu, Chunhui; Liu, Juan; Jiang, Kexin; Luo, Liang

2018-01-01

The impact of social economic status (SES) on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls) in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1) home monitoring; (2) parent-child communication; and (3) parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Continuous professional development of educators: the state ...

African Journals Online (AJOL)

Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by ...

Management Strategies in Basic Education and Participation of Parents

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Johel Furguerle-Rangel

2016-05-01

Full Text Available In the educational process it is necessary to use management paradigms and active participation of parents. The objective was to determine the use of management strategies by the director of basic education and participation of parents in the educational process. It is a descriptive, transversal and field study, whose instrument was a questionnaire of 26 closed-questions.   The sample comprised 16 directors, 52 teachers and 62 parents. For most managers and faculty the technique of brainstorming, involvement in decision-making, continues knowledge management and radical change are crucial in the educational process of children.   But mothers and fathers believe that managerial groups do not use strategies properly except for reengineering.   The mother and fathers are mainly involved in education management but not in the learning process. It is recommended the deepening of policy management training teaching force, through continuous training provided by the government and the promotion of family participation in the teaching-learning process of children.

Racial and/or Ethnic Differences in Formal Sex Education and Sex Education by Parents among Young Women in the United States.

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Vanderberg, Rachel H; Farkas, Amy H; Miller, Elizabeth; Sucato, Gina S; Akers, Aletha Y; Borrero, Sonya B

2016-02-01

We sought to investigate the associations between race and/or ethnicity and young women's formal sex education and sex education by parents. Cross-sectional analysis of a nationally representative sample of 1768 women aged 15-24 years who participated in the 2011-2013 National Survey of Family Growth. We assessed 6 main outcomes: participants' report of: (1) any formal sex education; (2) formal contraceptive education; (3) formal sexually transmitted infection (STI) education; (4) any sex education by parents; (5) contraceptive education by parents; and (6) STI education by parents. The primary independent variable was self-reported race and/or ethnicity. Nearly all of participants (95%) reported any formal sex education, 68% reported formal contraceptive education, and 92% reported formal STI education. Seventy-five percent of participants reported not having any sex education by parents and only 61% and 56% reported contraceptive and STI education by parents, respectively. US-born Hispanic women were more likely than white women to report STI education by parents (adjusted odds ratio = 1.87; 95% confidence interval, 1.17-2.99). No other significant racial and/or ethnic differences in sex education were found. There are few racial and/or ethnic differences in formal sex education and sex education by parents among young women. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. All rights reserved.

A Case Study of a Parent's Educational Practice.

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Coldron, John; Boulton, Pam

1999-01-01

Examines a parent's ("Sarah") educational practice and provides a description of her family. Focuses on how Sarah began her educational practice before her children were born, her conception of education and educational success, how she makes decisions in a context of uncertainty, and the role of emotions in her educational practice. (CMK)

[Parental aptitude to prevent child sexual abuse after a participatory education intervention].

Science.gov (United States)

Higareda-Almaraz, Martha Alicia; Higareda-Almaraz, Enrique; Higareda-Almaraz, Irma Reyna; Barrera-de León, Juan Carlos; Gómez-Llamas, Meynardo Alonso; Benites-Godínez, Verónica

2011-01-01

To evaluate the aptitude of parents regarding the educational impact of equity education for children to prevent child sexual abuse using participatory strategies. Quasi-experimental design. Ninety-two parents with children in preschool were included in the study. The parents were given a course using participatory educational strategies for one hour daily over a period of 20 days. Prior to the course, a group of experts in child education and sexology prepared a questionnaire with 20 sentences. A Wilcoxon test was used to compare intergroup differences We found statistically significant differences in the parents' responses before and after the educational intervention, with a median (range) of 10(2-12)/18(6-20), pchild sexual abuse. Thus, it is imperative to continue evaluating different educational strategies.

Intergenerational transmission of educational attainment: Three levels of parent-child communication as mediators.

Science.gov (United States)

Chi, Liping

2013-04-01

Although the intergenerational transmission of educational attainment has been confirmed by many researchers, its mechanism still remains controversial. Parent-child communication has been regarded as one of the important mediators. The present study primarily aimed to examine the potentially mediating role of parent-child communication in the transmission of educational attainment, based on a sample of 366 Chinese fifth and sixth graders. Parent-child communication was measured against the three levels of the parents' communication ability, the quality of the father-child and mother-child communications, and the relation between the two dyadic communications. The results duplicated the positive effect of parents' educational attainment on children's academic achievement. Moreover, it was found that parents' communication ability alone played a mediating role, and that the three levels of parent-child communication constructed a "mediator chain" between the parents' educational attainment and the children's academic achievement. Finally, the intergenerational transmission of educational attainment in China and the mediating role of the three levels of parent-child communication were discussed. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

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Sondgerath, Travis

2016-01-01

The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

Making It Visible: An Exploration of How Adult Education Participation Informs Parent Involvement in Education for School-Age Children

Science.gov (United States)

Shiffman, Catherine Dunn

2011-01-01

This article explores the connections between adult education participation and parent involvement in children's education--connections identified during an exploratory case study of parents transitioning into the workforce in compliance with welfare requirements. Data sources included interviews with parents, adult educators, and elementary…

Can higher education improve the professional identity of CNNs?

Science.gov (United States)

Frankland, Sharon

2010-12-01

Community nursery nurses (CNNs) are an important part of the multidisciplinary team. This paper discusses how two students undertaking a foundation degree in early years experienced changes to their personal and professional identities. A 'life history' approach was used to understand and interpret their experiences in depth. Both students would not have entered higher education had it not been for the widening participation drive. The higher education experience had a positive influence on personal and professional identity for the learners. They underlined that the widening participation drive can enable those students from 'non-traditional backgrounds' to enter and benefit from higher education. However, changes to higher education funding and public sector cutbacks have raised grave concerns about the continued ability of CNNs and other early years practitioners to access such courses. This could have a negative effect on the continuing professional development and subsequent changing identities within this particular group.

Taking on the Perspective of the Other: Understanding Parents' and Teachers' Perceptions of Parent Involvement in Students' Educational Experiences

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Wilson, Rene M.

2011-01-01

Parent involvement is considered a vital educational factor that is associated with students' academic success. Engaging parents in the educational process is a challenge confronting many school districts across the United States. This is a significant problem for schools in low socioeconomic communities where lack of resources for parents and…

Professional Identity Development: A Review of the Higher Education Literature

Science.gov (United States)

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

How Professional Organizations Can Help Meet the Professional Development Needs of Middle School Business and Technology Educators

Science.gov (United States)

Crews, Tena B.

2007-01-01

Middle school business and technology educators were surveyed to examine how professional organizations could meet their professional development needs. A 26 percent response rate (n = 148) was received from middle school educators in 37 states. This research was designed to identify the business and technology courses being taught at the middle…

The Role of Parents' Educational Level and Centre Type in Parent Satisfaction with Early Childhood Care Centres: A Study in Greece

Science.gov (United States)

Kelesidou, Sofia; Chatzikou, Maria; Tsiamagka, Evmorfia; Koutra, Evangelia; Abakoumkin, Georgios; Tseliou, Eleftheria

2017-01-01

This research examines specific facets of parent satisfaction with childcare centres, namely satisfaction with parent-centre communication and the educational services they provide, as well as respective parent beliefs. These were investigated in relation to centre type (private vs public) and parents' education. Parents of different educational…

Evaluating Graduate Education and Transcending Biases in Music Teachers' Professional Development

Science.gov (United States)

Laor, Lia

2015-01-01

Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers'…

IMPROVEMENT OF EDUCATIONAL COGNITIVE ACTIVITY STUDENTS IN THE PROFESSIONAL EDUCATIONAL ORGANIZATION ON THE BASIS OF VISUALIZATION TECHNOLOGY OF EDUCATIONAL INFORMATION

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Liliya A. Kolmakova

2015-01-01

Full Text Available The aim of the study is to consider the problem of improving the quality of education in the professional educational organizations.Methods. The scientific and pedagogical analyses of the concepts forming a terminological field of a problem are used. The system, competence-based and personal approaches are used for development of models of cognitive visualization. Questioning of students was carried out to establish the level of development of their informative activity.Results. The constituent parts of the modern educational process and the need to create specific conditions for its implementation are identified and described. The author gives a generalized characteristic of visualization technology of educational information. The application of cognitive visualization models using information and communication technologies are proved. The results showing the evolution of motivational indicators of students’ activity before and after application of LSM and the «Metaplan» in the educational process are presented.Scientific novelty. The pedagogical conditions that allow using information and communication technologies as means of the trainees’ educational informative activity improvement in the professional educational organization are defined. Features of the directed application of methods of cognitive visualization of educational information, both for improvement of educational cognitive activity, and for formation of professional competences of students by profession «A chef, a confectioner» are noted.Practical importance. Use of methods of cognitive visualization in educational process on the example of studying of Chemistry and Biology in the professional educational organization is considered in details. The teaching package providing application of methods of cognitive visualization of educational information for the purpose of improvement of educational cognitive activity of students in the professional educational organization

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities

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Knowles, Christen; Harris, Anne; Van Norman, Renee

2017-01-01

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning…

Parents' Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action.

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Nghipondoka-Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2015-08-18

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children's sexuality education, and the need for parental participation in their children's sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent's participation in sexuality education of their children: a situational analysis; two: parent's participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent's participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent's participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher's paradigmatic assumptions, and the focus group and individual in-depth interviews results

Higher Education and the Professional Job Market

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Alejandro Mungaray Lagarda

2001-05-01

Full Text Available The paper deals with the relationship between the professional job market and institutions of higher education, within the framework of socioeconomic globalization and regional decentralization processes. The discussion focuses on how this relationship generates flaws in the market due to the role played by higher education as an intermediary between job applicants and those offering employment and professional opportunities; and due also to the fact that higher education institutions have their own objectives, which differ from those of the market. The article states the need to acknowledge and overcome the limitations which the concentration of income imposes on Latin American students’ access to this educational level and their continuance in it. The paper also stresses the need for a closer connection between academic and job practices through curricular changes and the certification of knowledge that will be useful on the job. This would allow a better correlation with the productive sector, in that it would improve the absorption of graduates.

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

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Garbacz, S Andrew; Zerr, Argero A; Dishion, Thomas J; Seeley, John R; Stormshak, Elizabeth A

2018-05-01

The present study examined influences of 6 th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7 th and 8 th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6 th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

Parents' Views about Child Sexual Abuse Prevention Education: A Systematic Review

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Hunt, Robyn; Walsh, Kerryann

2011-01-01

This paper presents the results of a systematic review of literature on the topic of parents' views about child sexual abuse prevention education. It describes: i) what parents know about child sexual abuse prevention education; ii) what child sexual abuse prevention messages parents provide to their children and what topics they discuss; iii)…

Maternal scaffolding behavior: links with parenting style and maternal education.

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Carr, Amanda; Pike, Alison

2012-03-01

The purpose of this study was to specify the relationship between positive and harsh parenting and maternal scaffolding behavior. A 2nd aim was to disentangle the effects of maternal education and parenting quality, and a 3rd aim was to test whether parenting quality mediated the association between maternal education and scaffolding practices. We examined associations between positive and harsh parenting practices and contingent and noncontingent tutoring strategies. Ninety-six mother-child dyads (49 boys, 47 girls) from working- and middle-class English families participated. Mothers reported on parenting quality at Time 1 when children were 5 years old and again approximately 5 years later at Time 2. Mother-child pairs were observed working together on a block design task at Time 2, and interactions were coded for contingent (contingent shifting) and noncontingent (fixed failure feedback) dimensions of maternal scaffolding behavior. Positive and harsh parenting accounted for variance in contingent behavior over and above maternal education, whereas only harsh parenting accounted for unique variance in noncontingent scaffolding practices. Our findings provide new evidence for a more differentiated model of the relation between general parenting quality and specific scaffolding behaviors. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Actions to promote professional ethics in the people supported education

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Sucel Batista-Fonseca

2016-06-01

Full Text Available An action plan aimed at strengthening professional ethics supported by the methodology of popular education is a tool for achieving quality in the institutions used by managers and by workers committed with efficiency in our organizations. This study seeks to propose an action plan that promotes ethics in institutions supported by the methodology of popular education. The development of this proposal was made aided by documentary analysis with the use of theoretical methods such as analysis-synthesis, induction, deduction, and leaning on the technique of participant observation. The authors have investigated about professional ethics and Popular Education and analyzed these categories separately. The literature review showed that the methodology of popular education is an essential tool to encourage professional ethics.

Pan-Britain, mixed-methods study of multidisciplinary teams teaching parents to manage children's long-term kidney conditions at home: Study protocol

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2012-01-01

Background Care of children and young people (children) with long-term kidney conditions is usually managed by multidisciplinary teams. Published guidance recommends that whenever possible children with long-term conditions remain at home, meaning parents may be responsible for performing the majority of clinical care-giving. Multidisciplinary team members, therefore, spend considerable time promoting parents' learning about care-delivery and monitoring care-giving. However, this parent-educative aspect of clinicians' role is rarely articulated in the literature so little evidence exists to inform professionals' parent-teaching interventions. Methods/Design This ongoing study addresses this issue using a combination of quantitative and qualitative methods involving the twelve children's kidney units in England, Scotland and Wales. Phase I involves a survey of multidisciplinary team members' parent-teaching interventions using: i) A telephone-administered questionnaire to determine: the numbers of professionals from different disciplines in each team, the information/skills individual professionals relay to parents and the teaching strategies/interventions they use. Data will be managed using SPSS to produce descriptive statistics ii) Digitally-recorded, qualitative group or individual interviews with multidisciplinary team members to explore their accounts of the parent-teaching component of their role. Interviews will be transcribed anonymously and analysed using Framework Technique. Sampling criteria will be derived from analysis to identify one/two unit(s) for subsequent in-depth study Phase II involves six prospective, ethnographic case-studies of professional-parent interactions during parent-teaching encounters. Parents of six children with a long-term kidney condition will be purposively sampled according to their child's age, diagnosis, ethnicity and the clinical care-giving required; snowball sampling will identify the professionals involved in each case

What Do Parents Want?: An Analysis of Education-Related Comments Made by Parents of Children with Different Genetic Syndromes.

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Fidler, Deborah J.; Lawson, John E.; Hodapp, Robert M.

2003-01-01

An analysis of educational desires found parents of children with Down syndrome (n=39) wanted changes in speech therapy and reading services, parents of children with Prader-Willi syndrome (n=25) wanted increases in adaptive physical education services, and parents of children with Williams syndrome (n=26) wanted increases in music services and…

[Patient safety in education and training of healthcare professionals in Germany].

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Hoffmann, Barbara; Siebert, H; Euteneier, A

2015-01-01

In order to improve patient safety, healthcare professionals who care for patients directly or indirectly are required to possess specific knowledge and skills. Patient safety education is not or only poorly represented in education and examination regulations of healthcare professionals in Germany; therefore, it is only practiced rarely and on a voluntary basis. Meanwhile, several training curricula and concepts have been developed in the past 10 years internationally and recently in Germany, too. Based on these concepts the German Coalition for Patient Safety developed a catalogue of core competencies required for safety in patient care. This catalogue will serve as an important orientation when patient safety is to be implemented as a subject of professional education in Germany in the future. Moreover, teaching staff has to be trained and educational and training activities have to be evaluated. Patient safety education and training for (undergraduate) healthcare professional will require capital investment.

The formation of professional identity in medical students: considerations for educators.

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Goldie, John

2012-01-01

Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity--ways of being and relating in professional contexts. This article conceptualises the processes underlying the formation and maintenance of medical students' professional identity drawing on concepts from social psychology. A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed. Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education.

Professional development needs of nurse educators. An Australian case study.

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Oprescu, Florin; McAllister, Margaret; Duncan, David; Jones, Christian

2017-11-01

Because there is a global shortage of nurse educators, highly productive and committed nurse educators are needed to supply a rapidly expanding and changing health landscape. To support the aforementioned effort professional development needs of nurse educators must be systematically identified. This study explores practical issues around professional development needs of nurse educators. One hundred and thirty eight Australian nurse educators based in Queensland answered an online survey around professional development needs. Results indicate that 83% (n = 115) of the respondents were enthusiastic about nurse education yet only 45% (n = 62) were confident in their skills and less than 10% (n = 13) saw themselves as expert nurse educators. The most desired areas of future development in teaching were information technology skills, assessment and technical knowledge. There seems to be a shared need for developing global online and offline support resources and communities of practice to support nurse educators in their teaching and research endeavours. Copyright © 2017 Elsevier Ltd. All rights reserved.

Suggestions for Realization Rather than Professionalization in Adult Basic Education.

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Allen, Fred

1987-01-01

A literature review shows lack of consensus in defining adult education and rejection of the application of the traditional model of professionalism to adult basic education (ABE). Carl Rogers' concept of substituting realization for professionalization, as well as the literature of staff preservice and inservice training, can help practitioners…

Coherence in Professional Education: Does It Foster Dedication and Identification?

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Heggen, Kåre; Terum, Lars Inge

2013-01-01

This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to…

Parental Education and Frequency of Food Consumption in European Children

DEFF Research Database (Denmark)

Fernandez-Alvira, Juan M.; Mouratidou, Theodora; Bammann, Karin

2013-01-01

years. Results: Parental education level affected the intake of obesity-related foods in children. Children in the low and medium parental education level groups had lower odds of more frequently eating low-sugar and low-fat foods (vegetables, fruits, pasta/noodles/rice and wholemeal bread) and higher...

Certified Health Education Specialists' Participation in Professional Associations: Implications for Marketing and Membership

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Thackeray, Rosemary; Neiger, Brad L.; Roe, Kathleen M.

2005-01-01

A number of health education professional associations exist to advance the profession through research, practice, and professional development. Benefits of individual membership may include continuing education, networking, leadership, professional recognition, advocacy, professional mobility, access to research findings, advances in the…

Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers

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Antonova M.V.,

2016-07-01

Full Text Available The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

Evaluation of the parents as primary sexuality educators program.

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Klein, Jonathan D; Sabaratnam, Premini; Pazos, Beatriz; Auerbach, Melissa Matos; Havens, Caryn Graff; Brach, Mary Jo

2005-09-01

To determine the effectiveness of a sexuality education program designed to help parents become more confident and competent in communicating with their children about sex and sexuality. Parents attending a four- to five-part workshop series between February 2001 and April 2002 were recruited to participate. A total of 27 workshop series were conducted at various sites in neighborhoods with high teen pregnancy and STD rates. For each series, program staff administered written pre- and post-workshop surveys to parents and parent surrogates. A follow-up telephone survey was conducted with participants 10 weeks after the last workshop. Matched pre-workshop and follow-up surveys were obtained from 174 participants. Comparison of follow-up to pre-workshop responses revealed that more participants thought discussing sexuality with their children was very important (83% vs. 75%; p Parents as Primary Sexuality Educators program may be an effective way to increase parent-child communication about health, sexuality, and values. Enhancing parents' ability to communicate expectations and values about sexuality may help support children in making healthy decisions about sexual behavior as adolescents.

Partnering with parents to enhance habilitation: a parent's perspective.

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Kovacs, Lisa

2012-11-01

Parents play a very important role in language habilitation for their children who are deaf or hard of hearing. However, many times parents are not aware of the difference they can make in their child's language development. It is important that professionals working with children support parents in understanding their role and identifying language learning strategies that parents can incorporate into their daily routines to increase language development opportunities. Parents also have a key role in monitoring their child's progress to assist the professionals in assessing how well the habilitation strategies they are using are working. Family support and coaching strategies that professionals can use to encourage and support the parent's role in habilitation are discussed. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Education of healthcare professionals for preventing pressure ulcers.

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Porter-Armstrong, Alison P; Moore, Zena Eh; Bradbury, Ian; McDonough, Suzanne

2018-05-25

Pressure ulcers, also known as bed sores or pressure sores, are localised areas of tissue damage arising due to excess pressure and shearing forces. Education of healthcare staff has been recognised as an integral component of pressure ulcer prevention. These educational programmes are directed towards influencing behaviour change on the part of the healthcare professional, to encourage preventative practices with the aim of reducing the incidence of pressure ulcer development. To assess the effects of educational interventions for healthcare professionals on pressure ulcer prevention. In June 2017 we searched the Cochrane Wounds Specialised Register; the Cochrane Central Register of Controlled Trials (CENTRAL); Ovid MEDLINE (including In-Process & Other Non-Indexed Citations); Ovid Embase and EBSCO CINAHL Plus. We also searched clinical trials registries for ongoing and unpublished studies, and scanned reference lists of relevant included studies as well as reviews, meta-analyses and health technology reports to identify additional studies. There were no restrictions with respect to language, date of publication or study setting. We included randomised controlled trials (RCTs) and cluster-RCTs, that evaluated the effect of any educational intervention delivered to healthcare staff in any setting to prevent pressure ulceration. Two review authors independently assessed titles and abstracts of the studies identified by the search strategy for eligibility. We obtained full versions of potentially relevant studies and two authors independently screened these against the inclusion criteria. We identified five studies that met the inclusion criteria for this review: four RCTs and one cluster-RCT. The study characteristics differed in terms of healthcare settings, the nature of the interventions studied and outcome measures reported. The cluster-RCT, and two of the RCTs, explored the effectiveness of education delivered to healthcare staff within residential or nursing

Attitude of parents and teachers towards adolescent reproductive and sexual health education.