scholarly journals ‘It’s a lot trickier than I expected’: Assessment Issues and Dilemmas for Intern Psychologists

2019 ◽  
Vol 36 (01) ◽  
pp. 3-7 ◽  
Author(s):  
Linda Gilmore ◽  
Marilyn Campbell
Keyword(s):  
Focus Groups ◽  
Developmental Psychology ◽  
Postgraduate Training ◽  
Professional Experience ◽  
Psychoeducational Assessment ◽  
Basic Information ◽  
Professional Issues ◽  
University Staff ◽  
Professional Literature ◽  
Psychology Interns

AbstractBeyond the basic information provided in foundation texts and test manuals, there is a notable scarcity of professional literature addressing complex issues and dilemmas in assessment. At times, psychologists need to make decisions based on their professional experience or personal preferences, and it is possible that some of these decisions are made without adequate justification or reflection. Intern psychologists may be confused by the differing advice they are given by university staff, supervisors and experienced practitioners. Our aim in this project was to identify specific issues in psychoeducational assessment that need clarity, guidance and reflection, not only during postgraduate training, but also across the professional lifespan. Focus groups with educational and developmental psychology interns revealed confusion about aspects of test administration and interpretation, as well as a number of challenging professional issues. The findings have implications for trainers and supervisors, as well as for experienced practitioners.

Introduction

2020 ◽  
pp. 1-8
Author(s):  
Alison Scott-Baumann ◽  
Mathew Guest ◽  
Shuruq Naguib ◽  
Sariya Cheruvallil-Contractor ◽  
Aisha Phoenix
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Critical Thinking ◽  
Focus Groups ◽  
Case Studies ◽  
University Staff ◽  
Teaching Materials ◽  
Wide Range ◽  
New Research ◽  
Analysis Of Teaching

This book focuses on four main questions: · How do university staff and students view Islam and Muslims? · How do Muslim staff and students experience their faith identities in different ways on campus?· Where do they get their information from? · What role do different kinds of campus context play in shaping such perceptions? · What does this mean for our understanding of how universities function, particularly their capacity to foster critical thinking and cultural inclusivity? It is based on new research undertaken within a wide range of UK universities, including a national, sector-wide survey of over 2,000 students attending 132 universities and in-depth case studies of six very different campuses, including two Islamic colleges of higher education (the first study to include such institutions). The qualitative research has included conversations involving 253 staff and students across these six institutions, focus groups with Muslims and non-Muslims, analysis of teaching materials, observation of classes, and a variety of events pertinent to understanding how Islam is presented on campus.

Successful Transition Off Academic Probation: A Qualitative Analysis

2018 ◽  
Vol 10 (1) ◽  
pp. 73-97
Author(s):  
Lori M. Giampa ◽  
Diane G. Symbaluk
Keyword(s):  
Qualitative Analysis ◽  
Focus Groups ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Support Services ◽  
Academic Probation ◽  
Personal Contact ◽  
University Staff ◽  
Successful Transition ◽  
Contact Information

The aim of this study was to identify factors that contributed to the successful transition off academic probation for undergraduate students at MacEwan University1. Focus groups were conducted with volunteers enrolled in any of the main faculties/schools who had successfully to taking time off from university, changing programs, or personal growth. Students underutilized available support services while on academic probation largely due to feelings of embarrassment and shame. Recommendations for institutional improvements centered on personalized approaches that identified existing resources such as listing resources along with contact information in notification of academic probation letters sent to struggling students. Finally, those who successfully transitioned off probation also emphasized the need for personal contact with university staff to help understand the implications of academic probation, and the steps required to successfully transition off it.

scholarly journals The Impact of COVID 19 on University Staff and Students from Iberoamerica: Online Learning and Teaching Experience

2021 ◽  
Vol 18 (11) ◽  
pp. 5820
Author(s):  
Mario Jojoa ◽  
Esther Lazaro ◽  
Begonya Garcia-Zapirain ◽  
Marino J. Gonzalez ◽  
Elena Urizar
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Online Learning ◽  
University Students ◽  
Teaching Experience ◽  
Anxiety And Depression ◽  
Professional Experience ◽  
University Staff ◽  
The University

(1) Background: The COVID-19 pandemic has created a great impact on mental health in society. Considering the little attention paid by scientific studies to either students or university staff during lockdown, the current study has two aims: (a) to analyze the evolution of mental health and (b) to identify predictors of educational/professional experience and online learning/teaching experience. (2) Methods: 1084 university students and 554 staff in total from four different countries (Spain, Colombia, Chile and Nicaragua) participated in the study, affiliated with nine different universities, four of them Spanish and one of which was online. We used an online survey known as LockedDown, which consists of 82 items, analyzed with classical multiple regression analyses and machine learning techniques. (3) Results: Stress level and feelings of anxiety and depression of students and staff either increased or remained over the weeks. A better online learning experience for university students was associated with the age, perception of the experience as beneficial and support of the university. (4) Conclusions: The study has shown evidence of the emotional impact and quality of life for both students and staff. For students, the evolution of feelings of anxiety and depression, as well as the support offered by the university affected the educational experience and online learning. For staff who experienced a positive professional experience, with access to services and products, the quality-of-life levels were maintained.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Introduction

1978 ◽  
Vol 36 (3) ◽  
pp. 543-544
Author(s):  
W. Bernard
Keyword(s):  
Molecular Weight ◽  
Electron Microscope ◽  
Nucleic Acid ◽  
Gene Mapping ◽  
Molecular Genetics ◽  
Cell Biology ◽  
Gene Activity ◽  
Close Connection ◽  
Basic Information ◽  
Simple Systems

In comparison to many other fields of ultrastructural research in Cell Biology, the successful exploration of genes and gene activity with the electron microscope in higher organisms is a late conquest. Nucleic acid molecules of Prokaryotes could be successfully visualized already since the early sixties, thanks to the Kleinschmidt spreading technique - and much basic information was obtained concerning the shape, length, molecular weight of viral, mitochondrial and chloroplast nucleic acid. Later, additonal methods revealed denaturation profiles, distinction between single and double strandedness and the use of heteroduplexes-led to gene mapping of relatively simple systems carried out in close connection with other methods of molecular genetics.

A Response Evocation Program for /ɝ/

1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg
Keyword(s):  
Service Delivery ◽  
Motor Skills ◽  
Task Analysis ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Program Outcomes ◽  
Program Step ◽  
Skills Learning ◽  
Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

The Fundamentals of the Clinical Fellowship Experience

2016 ◽  
Vol 1 (11) ◽  
pp. 81-85
Author(s):  
Melanie Hudson
Keyword(s):  
Growth And Development ◽  
Transition Period ◽  
Clinical Skills ◽  
Practical Experience ◽  
Professional Experience ◽  
New Graduate ◽  
Independent Practitioner

The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.

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