scholarly journals Study on Extended Phenomena of Rising Generation with No Professional Experience in Japan(2)- Investigated Sociocultural Awareness of Japan -

2014 ◽  
Vol null (63) ◽  
pp. 327-351
Author(s):  
정근하
Keyword(s):  
Professional Experience ◽  
Sociocultural Awareness

scholarly journals CULTURAL AWARENESS IN CONTEMPORARY MENTAL HEALTH PRACTICE

2021 ◽  
Vol 74 (11) ◽  
pp. 2762-2767
Author(s):  
Svitlana L. Fedko ◽  
Alona Kurbatova ◽  
Natalya Remesnyk ◽  
Iryna Matviienko ◽  
Alina Parasiei-Hocher ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Cultural Awareness ◽  
Mental Health Practitioners ◽  
Professional Status ◽  
Professional Experience ◽  
Health Care Practitioners ◽  
Health Practitioners ◽  
Sociocultural Awareness

The aim: To analyze cultural conditionality of mental health care practice; to explore the relationship between cultural awareness of mental health practitioners, their professional experience and professional status. Materials and methods: It was hypothesized that cultural competence is expected to emerge with professional experience of mental health practitioners. The Sociocultural Awareness Questionnaire was administered to mental health care practitioners – counselors, clinicians, and therapists – (N=62), aged 27 to 65, with professional work experience from 1 to 25 years. The majority of the respondents were from Kyiv (Ukraine). Results: There is no significant correlation between the duration of the period of professional activity of mental health care practitioners and their ideas concerning cultural awareness (r = -0.084, p = 0.515). In the same way there is no statistically significant differences (U = 397.500, p = 0.866) in cultural awareness between two groups of Mental Health care practitioners based on a professional status criterion. Conclusions: No professional experience, nor status are the basis for the sociocultural awareness of mental health practitioners. The assumption that cultural competence is expected to emerge with experience has not been confirmed during the pilot study.

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.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Transitioning Business for a Circular Economy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan EVANS
Keyword(s):  
Professional Practice ◽  
Circular Economy ◽  
Radical Change ◽  
Virtual Space ◽  
Professional Experience ◽  
Operational Model ◽  
New Vision ◽  
To Come ◽  
Space Requirements

This case study explores the strategic business opportunities, for Lane Crawford, an iconic luxury department store, to transition in a circular economy towards sustainability. A new experimentation framework was developed and conducted among cross departmental employees, during a Design Lab, with intention to co-create novel Circular Economy business concepts towards a new vision: the later was a reframe of the old system based on the principles of sustainability; to move beyond a linear operational model towards a circular economy that can contribute to a regenerative society. This work draws on both academic and professional experience and was conducted through professional practice. It was found that innovative co-created concepts, output from the Design Lab, can create radical change in a circular economy that is holistically beneficial and financially viable; looking forward to extract greater value a)Internal organization requires remodeling to transform towards a circular economy; b)Requirement for more horizonal teams across departments vs solely vertical; c)New language and relationships are required to be able to transition towards a circular economy; d)Some form of physical and virtual space requirements, for cross-disciplinary teams to come together to co-create; e)Ability to iterate, learn and evolve requires agency across the business

An Interview with Associate Professor Margaret Plunkett

2020 ◽  
pp. 47-53
Keyword(s):  
Primary Education ◽  
Gifted Education ◽  
Teacher Educator ◽  
Associate Professor ◽  
Professional Experience ◽  
Teaching Excellence ◽  
Learning And Teaching ◽  
National Office ◽  
Vice Chancellors

Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.

scholarly journals Educating for the Environment: The Role of the Host Destination in Education Travel Programs

2021 ◽  
Vol 13 (15) ◽  
pp. 8351
Author(s):  
Brack W. Hale
Keyword(s):  
Environmental Issues ◽  
Global South ◽  
Professional Experience ◽  
Educational Activities ◽  
Educational Travel ◽  
Local Partnerships

The benefits from educational travel programs (ETPs) for students have been well-documented in the literature, particularly for programs looking at sustainability and environmental issues. However, the impacts the ETPs have on the destinations that host them have been less frequently considered; most of these studies focus, understandably, on destinations in the Global South. This paper draws on a framework of sustainable educational travel to examine how ETPs affect their host destinations in two case study destinations, based on the author’s professional experience in these locations, interviews with host organizations that use the lens of the pandemic, and information from government databases. The findings highlight an awareness of the sustainability of the destination, the importance of good, local partnerships with organizations well-connected in their communities, and educational activities that can benefit both students and hosts. Nonetheless, we have a long way to go to understand the full impacts of ETPs on their host destinations and thus truly learn to avoid them.

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