Developing Wisdom in Christian Psychologists

1992 ◽  
Vol 20 (2) ◽  
pp. 110-118 ◽  
Author(s):  
C. Stephen Evans
Keyword(s):  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Human Person ◽  
Human Beings ◽  
Graduate Study ◽  
Major Topic ◽  
Christian Perspective ◽  
Selection Of

A major topic of the Rech Conference on Christian Graduate Training in Psychology was that of the “Christian virtues” as potentially powerful therapeutic factors that should be manifested in the lives of Christian psychologists. Yet, the Christian training programs do little to intentionally develop such virtues. This paper is a case study examining the virtue of wisdom as one of the central characteristics that should be encouraged in psychology graduate students. I begin by suggesting a way of defining or thinking about the nature of wisdom from a Christian perspective. A wise human person is someone who truly understands what it is to be human and the nature of the possible ways of existing that confront human beings. Understanding what it is to be human is inextricably tied to knowing and understanding God. Selection of those students who have the greatest potential of growing in wisdom during their graduate training is then discussed. I conclude with suggestions for fostering growth in wisdom during the years of graduate study.

Teaching Sociology Graduate Students to Teach with Techology

2005 ◽  
Vol os-22 (1) ◽  
pp. 42-55
Author(s):  
James L. Williams ◽  
Daniel G. Rodeheaver
Keyword(s):  
Instructional Technology ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Technology Training ◽  
Teaching Sociology ◽  
Training Process ◽  
Instructor Training ◽  
Pedagogical Issue ◽  
Graduate Training Programs

In light of the increasing emphasis on the use of instructional technology in higher education, sociology graduate students need to become conversant with instructional technology and its pedagogical implications. Yet, the literature on graduate instructor training has almost completely neglected this issue. This paper directly addresses this important pedagogical issue. After a discussion of the benefits of instructional technology training, we describe how to integrate training in instructional technology into graduate training programs in sociology. Our discussion offers specific suggestions for incorporating instructional technology training throughout the instructor training process. Our recommendations focus on helping graduate students employ effectively instructional technology and to become conversant with its pedagogical implications.

scholarly journals Ecological consciousness and the limits of the Academy: a case study approach to ecohealth training and research

2021 ◽  
Author(s):  
Mathieu Feagan
Keyword(s):  
Graduate Students ◽  
Human Health ◽  
Graduate Training ◽  
Ecological Crisis ◽  
Case Study Approach ◽  
Ecological Consciousness ◽  
Study Approach ◽  
Academic Knowledge ◽  
Training And Research

This dissertation explores the concept of ecological consciousness through a case study approach examining recent attempts to use graduate training and research to better address issues of ecological sustainability and human health. Since the 1970s, there has been a growing number of graduate training programs designed to equip a new generation of graduates with the kind of awareness necessary to address the global ecological crisis. Despite these efforts, the crisis on the whole continues to worsen. Although scholars have pointed to the challenges that ecological consciousness poses for graduate training and research, few studies have examined these challenges from the point of view of graduate students themselves. To better understand the opportunities and constraints of graduate training and research, this dissertation uses the framework of ecological consciousness to analyze the experiences of an international group of twenty-six graduate students and professionals trained in ecosystem approaches to human health (ecohealth) in Canada, West and Central Africa, and Central America. Drawing on systems thinking, Indigenous knowledges, and historical materialism, I argue that ecological consciousness means using different ways of knowing to challenge the disciplining tendency of academic knowledge production and open space for a wider ecology of knowledge to develop and express itself. Methodologically, this project is informed by institutional ethnography, building on the diverse experiences and insights of interviewees to make sense of the layered contextual frames of the university, the state, and international development research projects. Despite an orientation toward transformative practices, interviewee experiences reveal strong pressures to fit within top-down, disciplinary processes already governing the administration of training and research, thereby limiting the possibilities for ecological consciousness. I conclude by offering certain theoretical possibilities for how ecological consciousness can support collective action upon the disciplinary employment structures, which graduate students and professionals have a key role in transforming.

Barriers to the Integration of Faith and Learning in Christian Graduate Training Programs in Psychology

1992 ◽  
Vol 20 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Bruce Narramore
Keyword(s):  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Christian Faith ◽  
Christian Perspective ◽  
Graduate Training Programs ◽  
Faith And Learning ◽  
Made In

Although significant strides have been made in developing graduate training programs in psychology with a distinctively Christian perspective, much remains to be done. In this paper, the author examines several cultural, theological, theoretical, institutional, and individual barriers to the development and maintenance of quality graduate programs integrating psychology with Christian faith and theology.

Pre-Service Training in AAC: Lessons From School Staff Instruction

2016 ◽  
Vol 1 (12) ◽  
pp. 24-31 ◽  
Author(s):  
Jill Senner ◽  
Matthew Baud
Keyword(s):  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Hands On ◽  
Service Training ◽  
Language Pathology ◽  
Training Opportunities ◽  
Instructional Staff

The article is designed to provide speech-language pathologists with information they can use in designing hands-on augmentative & alternative communication (AAC) partner training programs directed toward speech-language pathology graduate students and instructional staff working in schools. First, the article develops a rationale for the need for such instruction. Next, it details necessary elements of such training programs described in the literature. Then, the authors detail the increases in instructional staff use of partner-augmented input following their implementation of a program based upon one of these training approaches. Last, the authors present the lessons they learned that can be applied to the design and implementation of graduate training opportunities in AAC.

scholarly journals Ecological consciousness and the limits of the Academy: a case study approach to ecohealth training and research

2021 ◽  
Author(s):  
Mathieu Feagan
Keyword(s):  
Graduate Students ◽  
Human Health ◽  
Graduate Training ◽  
Ecological Crisis ◽  
Case Study Approach ◽  
Ecological Consciousness ◽  
Study Approach ◽  
Academic Knowledge ◽  
Training And Research

This dissertation explores the concept of ecological consciousness through a case study approach examining recent attempts to use graduate training and research to better address issues of ecological sustainability and human health. Since the 1970s, there has been a growing number of graduate training programs designed to equip a new generation of graduates with the kind of awareness necessary to address the global ecological crisis. Despite these efforts, the crisis on the whole continues to worsen. Although scholars have pointed to the challenges that ecological consciousness poses for graduate training and research, few studies have examined these challenges from the point of view of graduate students themselves. To better understand the opportunities and constraints of graduate training and research, this dissertation uses the framework of ecological consciousness to analyze the experiences of an international group of twenty-six graduate students and professionals trained in ecosystem approaches to human health (ecohealth) in Canada, West and Central Africa, and Central America. Drawing on systems thinking, Indigenous knowledges, and historical materialism, I argue that ecological consciousness means using different ways of knowing to challenge the disciplining tendency of academic knowledge production and open space for a wider ecology of knowledge to develop and express itself. Methodologically, this project is informed by institutional ethnography, building on the diverse experiences and insights of interviewees to make sense of the layered contextual frames of the university, the state, and international development research projects. Despite an orientation toward transformative practices, interviewee experiences reveal strong pressures to fit within top-down, disciplinary processes already governing the administration of training and research, thereby limiting the possibilities for ecological consciousness. I conclude by offering certain theoretical possibilities for how ecological consciousness can support collective action upon the disciplinary employment structures, which graduate students and professionals have a key role in transforming.

Doctoral Training in the French- Speaking Countries of Europe: Objectives and Suggestions for Improvement

2003 ◽  
Vol 8 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Markus Brauer ◽  
Jean-Claude Abric ◽  
Ewa Drozda-Senkowska ◽  
Patrick Lemaire ◽  
Fabio Lorenzi-Cioldi ◽  
...  
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Financial Support ◽  
Scientific Community ◽  
Graduate Training ◽  
Professional Activities ◽  
French Speaking ◽  
University Professor ◽  
Selection Of ◽  
Close Contacts

In this article we discuss a number of objectives we consider important for improving graduate training. In addition, we propose several methods by which each objective may be attained. The suggestions are geared toward Francophone universities in Europe (including France, Belgium, and Switzerland) and their particular constraints, but they may prove useful for colleagues in other countries as well. First, we discuss how doctoral students can receive top-quality training in order to acquire the knowledge specific to the demands of a future university professor and researcher. Next, we develop more general objectives, including the development of a broad view of the discipline and the acquisition of skills such as the ability to write and publish scientific articles. We also emphasize the involvement of graduate students in professional activities and the necessity of developing close contacts with members of the broader scientific community. Finally, we discuss the selection of and the financial support for graduate students.

Who Is Training Behind the Wall?

2012 ◽  
Vol 39 (11) ◽  
pp. 1405-1420 ◽  
Author(s):  
Philip R. Magaletta ◽  
Marc W. Patry ◽  
John C. Norcross
Keyword(s):  
Mental Health ◽  
Criminal Justice ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Outcome Data ◽  
Psychology Interns ◽  
Correctional Settings ◽  
Correctional Mental Health ◽  
Graduate Training Programs

Despite the critical inmate need for correctional mental health services, little attention is paid to those in training to provide such services. The present study fills this gap by examining, across 25 years, 896 predoctoral psychology interns who matched for and completed a 1-year federal corrections internship. Student characteristics, their graduate training programs, and postinternship hiring outcomes are presented. More women and students with prior clinical experience in criminal justice settings have, through the years, entered into internships in correctional settings. Outcome data suggest that more than half the graduate students find employment in correctional settings after completion of internship and that having criminal justice experiences prior to internship and receiving training in more urban locations was related to such hires. Implications for training and recruiting a strong psychology services workforce in corrections are discussed.

scholarly journals Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

2018 ◽  
Vol 17 (3) ◽  
pp. ar43 ◽  
Author(s):  
Emma C. Goodwin ◽  
Jane N. Cao ◽  
Miles Fletcher ◽  
Justin L. Flaiban ◽  
Erin E. Shortlidge
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Graduate Students ◽  
Teaching Assistants ◽  
Training Programs ◽  
Graduate Training ◽  
Critical Role ◽  
Evidence Based ◽  
Graduate Training Programs ◽  
Qualitative Exploration

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers’s diffusions of innovations model, which we use as a theoretical framework to describe the progress of EBT adoption. We found that most graduate students in our sample are aware of and value EBT, but only 37.5% have implemented EBT. Many who were progressing toward EBT adoption had sought out supplementary instructional experiences beyond the requirements of their programs, and 72% perceived an institutional lack of support for teaching-related professional development opportunities. These data indicate that, while many graduate students are already engaged with the movement to adopt EBT, graduate training programs should emphasize increasing access to quality training in EBT strategies.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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