Search

With a half-century of tradition, early and preschool education in the Republic of Croatia is a highly organised system in which preschool teachers meet high professional standards. Among their professional requirements, they have been legally bound to counsel parents since 2008. However, no other documents or papers in Croatia describe or specify what counselling entails. The present research explored 136 preschool teachers and their self-assessment of competence in counselling parents. The results indicate that: (a) preschool teachers rate themselves moderately competent in counselling parents; (b) joining the in-service training is related to a higher level of their self-assessment in counselling parents. Although it is evident that they had acquired the competence for counselling parents during their personal and professional development, the in-service training plays the key role in providing it.

The purpose of this study was to investigate the comparability of the Web-based (L. K. Jones, 1997) and paper-and-pencil (L. K. Jones, 1997) versions of the Career Key career interest inventory. The concurrent validity of the Web-based version was also assessed using the paper-and-pencil version as a criterion measure. A total of 61 female undergraduate students completed both versions of the Career Key. All coefficients were statistically significant, suggesting that for this sample of university women, the Web-based version of the instrument yielded results that were comparable with those of the paper-and-pencil version. [ABSTRACT FROM AUTHOR]

Compares the scores yielded by computerized and paper-and-pencil versions of the third edition of the Self-description Questionnaire (SDQ) and respondents' preferences for computerized assessment. Effect of administration mode on the completion time of SDQ-III; Effect of administration mode on the variability and magnitude of SDQ-III scores.

Purpose: This randomized controlled trial compared the efficacy between the Social Enterprise Intervention (SEI) and Individual Placement and Support (IPS) with homeless youth with mental illness to assess their impact on nonvocational outcomes. Method: Seventy-two homeless youth were recruited from one agency and randomized to the SEI (n = 36) or IPS (n = 36) conditions. Over 20 months, SEI participants received four SEI components, and IPS participants received eight IPS components. Data were collected on mental health, housing, and social support outcomes at baseline and one follow-up period. Results: Findings from mixed analysis of variance indicate that both SEI and IPS participants displayed statistically significant changes in their self-esteem, attention-deficit/hyperactivity disorder (ADHD) problems, inattention problems, living in a shelter, and living in a private residence. Conclusions: This is the first study to demonstrate the comparative efficacy and short-term nonvocational outcomes of SEI and IPS with homeless youth with mental illness. Assessment of long-term outcomes of both interventions is warranted. [Paper presented at the Stockholm Conference on Behavioral and Social Intervention Research, 11-12 May, 2017.]

Even with a rich history demonstrating how complex behaviors are acquired, traditional psychological domains are still not well represented in behavior analytic literature (Dougher & Hackbert, 2000). This paper will briefly present some of the reasons why behavior analysts might be reluctant to foray into traditional "counseling" areas. Next, the traditional counseling process will be defined, followed by ways in which the characteristics and processes of traditional counseling can be explained based on the principles of behavior and by using behavior analytic terms. Finally, this paper will present some traditional counseling programs that adhere to, or are based in, behavioral psychology and will offer some suggestions for areas of future research.

The authors examined the extent to which the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales and 3-point codes of the Self-Directed Search may be considered statistically and practically equivalent across 3 different modes of administration: paper-and-pencil, personal computer, and Internet. Student preferences for the respective versions were also examined. [ABSTRACT FROM AUTHOR]

Pedigree charts remain essential in oncological genetic counseling for identifying individuals with an increased risk of developing hereditary tumors. However, this valuable data source often remains confined to paper files, going unused. We propose a computer-aided detection/diagnosis system, based on machine learning and deep learning techniques, capable of the following: (1) assisting genetic oncologists in digitizing paper-based pedigree charts, and in generating new digital ones, and (2) automatically predicting the genetic predisposition risk directly from these digital pedigree charts. To the best of our knowledge, there are no similar studies in the current literature, and consequently, no utilization of software based on artificial intelligence on pedigree charts has been made public yet. By incorporating medical images and other data from omics sciences, there is also a fertile ground for training additional artificial intelligence systems, broadening the software predictive capabilities. We plan to bridge the gap between scientific advancements and practical implementation by modernizing and enhancing existing oncological genetic counseling services. This would mark the pioneering development of an AI-based application designed to enhance various aspects of genetic counseling, leading to improved patient care and advancements in the field of oncogenetics. [ABSTRACT FROM AUTHOR]

This paper reports on key findings from a mixed method study analysing how teachers in secondary schools (students aged 11-19) in London and South East England view and experience pastoral care provided to students with social, emotional and mental health (SEMH) needs. In England there is statistical evidence which shows schools are increasingly spending funding on support staff rather than teaching staff. The role of Pastoral Support Staff (PSS) who work with students with SEMH in some secondary schools is one such group of support staff. To date there has been limited research into how teachers perceive these changes and the effects on their role and responsibilities. The views of fifty-one respondents were gathered using an online semi-structured survey, followed by semi-structured interviews with six qualified teachers. Using a "figured worlds" conceptual framework, teachers' perceptions of the use of pastoral support staff and the delivery of pastoral care in their schools, and therefore their worlds, were analysed. The findings were analysed using Hoy's and Tschannen-Moran's work on trust in schools exploring the trust dynamic between PSS and teachers. Results show that the teachers who participated in this research felt there was a lack of information sharing between different PSS and teachers and have seen the separation of pastoral care from the role of teacher leading to confusion around their responsibilities.

In the winter of 2014, four terrorists attacked a school in Khyber Pakhtunkhwa (KPK), resulting in more than a hundred students' death. Twenty-two survivors (aged 10-18 years) with physical injuries were admitted to a private hospital in Karachi for further surgical and psychological interventions. The aim of this paper is to share a retrospective experiential account of a trauma management plan, based on the bio-psycho-socio-spiritual model for young survivors of terrorism. In biological management, children with hyper-arousal symptoms and sleep disturbances were started on Prazosin and those meeting criteria for Post-Traumatic Stress Disorders were started on Selective serotonin reuptake inhibitors. The Psychosocial interventions included individual therapy, physical therapy, family education, and music groups. Children and their families were also encouraged to draw on their religious support. At the time of discharge, these children were evaluated through clinical interview to assess for improvement. A massive decrease in their hyper-arousal symptoms was seen as evidenced by improvements in their sleeping patterns, mood and behaviour. Moreover, signs of psychosocial development based on the principles of Post Traumatic Growth were visible. Our main limitations were the short period of time and a lack of follow up opportunity. However, this framework provides a basis to establish trauma services at tertiary care hospitals in developing countries like Pakistan where access to overall health care is limited and specifically psychiatric care is lacking in health care institutes.

Autism Spectrum Disorder (ASD) is one of the most researched topics in the last decades. The research led to a better understanding of the field and raised the number of children properly diagnosed. But also, the ASD became a social topic because it affects both families and society as a whole. In this paper, we propose an innovative ecological approach of ASD, based on a holistic approach of it. We recognize the fact that sectorial approaches, such as intervention in school, or family therapy are not sufficient to overcome the ASD. Instead, we propose an ecological model, in which the assessment and interventions are made at individual, family, school and societal level in order to structure a support network for the child and family.

The success of the Inuit people of Canada in seeking political autonomy resulted in the creation of the Nunavut territory. The new Government of Nunavut (GN) has instituted Inuit Quajimajatiqangit (IQ), the values, norms, and traditional knowledge of the Inuit, as formal policy to guide the delivery of health, social, and civil services in order to ensure their cultural sensitivity. This paper discusses four Inuit IQ principles adopted by the GN that directly relate to the counselling process: Pilimmaksarniq (the importance of felt or revealed truth), Pijitsirniq (community orientation), Inuuqatigiitiarniq (respect and non-interference), and Aajiiqatigiingniq (inclusive decision-making). The paper also describes how non-Aboriginal counsellors working in the Nunavut context can apply these principles in their professional practice with Inuit clients.

This paper examines the question of how counselling psychology might move forward into the future. It argues that, for many counselling psychologists, the defining feature of our profession lies in a humanistic value-base; and that, to move forward, we need to look at how that could be more fully actualised. The paper argues that this value-base is most succinctly expressed in Levinas's concept of 'Welcoming the Other,' and it proposes five ways in which this ethic might be taken forward: developing our capacity to see beyond diagnoses, enhancing our responsiveness, focusing more fully on our client's intelligibility, taking a lead in giving psychology away, and developing our evidence base. The paper concludes by suggesting that the key issue is not the survival of counselling psychology as a profession; but the survival, development and proliferation of this value-base. [ABSTRACT FROM AUTHOR]

The paper presents a personal view of some issues around therapeutic conversations involving difference and minority experience. Language, discourse and mother-tongue are explored from different theoretical standpoints and considered alongside concepts of difference, otherness and the unvoiced. Intercultural counselling offers a framework for unpacking the meaning of decolonising practice in conversations with clients or counsellors from ethnic or other minorities undertaking counselling or supervision. I discuss possibilities for practice informed by existential and hermeneutic phenomenology, including gestalt therapy interventions to bring in the body alongside discourse, and phenomenological empathy as a non-colonising resource in working across difference and diversity.

Background: Anxiety is a natural response to risks and a warning sign. Health literacy as an accessible and dynamic tool can play a crucial role in mental health. This study was conducted to determine the relationship between anxiety and health literacy in those participating in premarital counseling classes in Mashhad. Methods: The present research was a descriptive-analytical study that was conducted in 2019 on 400 individuals participating in premarital classes in comprehensive health centers in Mashhad. Of all men and women participating in premarital classes of Mashhad comprehensive health centers, 400 people were randomly selected from each center (relative to the number of people in each center in the last six months). Data collection tools were the Demographic Information Questionnaire, Beck Standard Anxiety Questionnaire, and Health Literacy Questionnaire for Iranian Adults (HELIA). Data were analyzed using SPSS v. 23 software by Man-Whitney, Kruskal-Wallis, correlation, and regression tests. Results: In this study, 38.8% of participants were male and 61.2% were female. The Mean±SD age of participants was 26.8±14.17 years, the Mean±SD age of men and women was 27.8±7.2 and 25.8±2.5 years, respectively. According to the Beck Anxiety Questionnaire, anxiety scores ranged from zero to 63 and the Mean±SD anxiety was 29.04±8.3. The Mean±SD anxiety of men was 27.7±7.8 and the Mean±SD anxiety of women was 29.8±8.5. The mean score of anxiety in women was higher than men. In general, about 35% of the participants in the study suffered from some degree of anxiety and there was a significant relationship between anxiety and health literacy of the participants (P>0.001). There was also a significant relationship between gender and anxiety, and there was a significant relationship between health literacy and education, but no significant relationship was observed in other variables. Conclusion: Considering the importance of the role of health literacy in improving community health and controlling anxiety in the peace and stability of couples’ future lives, there is a need for planning to teach anxiety management in couples, especially women, given that men suffer more from anxiety than women. [ABSTRACT FROM AUTHOR]

Although the use of theories and evidence is often stressed in the development of health promotion interventions, this does not guarantee the success of an intervention. Thus, we need to reflect on intervention development processes that use different types of theories and evidence. In this paper, we provide a reflective discussion on how we identified evidence-based behavior change techniques and counseling themes for a health promotion intervention. In addition, we discuss the challenges that we encountered and what we learned during the process: a) a lack of previous research and meta-analyses, b) inconsistencies in evidence, c) integrating evidence and theories that have different starting points, and d) collaborating with researchers who represent different evidence and theories. During the process, we benefitted from having the clear goal of conducting evidence- and theory-based work. We solved the challenges by, for example, utilizing different types of evidence and being reflective about the reasons behind any inconsistencies in the evidence. In retrospect, we would have benefitted from closer collaboration between the teams that worked separately with different evidence. These kinds of reflective descriptions of development processes and the challenges encountered during them may help other researchers and professionals avoid encountering the same challenges. [ABSTRACT FROM AUTHOR]

This study will examine masters students’ perceptions of keeping a reflective journal (referred to here as ‘learning log’) in initial and continuing psychotherapeutic training. In line with education, medical and management training, amongst others, the use of a learning log has become an established part of initial and continuing professional development in counselling and psychotherapy. If expressive and reflective writing in this context is considered to be a significant part of the development of reflective practitioners in counselling and psychotherapy questions arise about its facilitation and assessment in relation to student perceptions. [ABSTRACT FROM AUTHOR]

This research on mentoring phenomenon aims at putting forth the areas of mentoring need for the novice and preservice teachers. This study exhibits a pattern consisting of qualitative research model and takes as a basis the case study approach. Criteria sampling technique was used in the research due to reasons peculiar to the research. The research was conducted with primary teachers with one to five years of experience in his/her occupation as well as candidate teachers who haven't started service yet. The data was collected through interviews with novice and preservice teachers. Content analysis method was used in the analysis of the data. As a result of the research, it was found out that both novice and preservice teachers need mentoring on pedagogically significant matters. [This study has been delivered as a speech in "International PAEDEIA Conference: European Symposium Young Teachers as Change Agents" arranged in Gazi University Faculty of Education between 19 to 23 October 2015.]

Children constitute a significant proportion of any nation's population and they are the inheritors of the society. In Nigeria, children hold a great thrust for the future. This paper examined various methods by adult educators in curbing violence among children through various adult education programmes such as literacy education, fundamental education etc. The study was a survey designed to investigate causes, effects and ways of curbing violence among children in Nigeria. Three research questions were formulated and tested for the study. A total of 200 respondents comprising of both teachers and students were selected from 10 public junior secondary schools in Ikeja Local Government Area of Lagos State. An instrument titled "Curbing Violence among Children" was used to collect data. Data were analyzed using frequency tables and percentages. The result revealed that children's violence is mostly caused by family background, peer influence, exposure to violent films, emotional instability and poor child upbringing. Opportunity for sports and other recreational activities, games, debate, excursions, club activities, visitation to schools by parents, establishment of Guidance and Counselling units are some of the strategies suggested for curbing violence among children in the state.

John Bowlby's (1982) attachment theory can be applied to an existing therapeutic framework to enhance the effectiveness of therapy. Using the Adult Attachment Inventory (AAI), a therapist can identify the type of attachment the client formed with his/her caregivers, and use this to navigate an authentic attachment between client and therapist. This paper focuses on the application of attachment theory in adolescent counselling, because in adolescence a person has the linguistic and psychological constructs in place to recognize the significance of attachment, and can take advantage of the brain's adaptive state before brain development reaches its adult configuration.

Numerous models of clinical supervision have been developed; however, there is little empirical support indicating that any one model is superior. Therefore, common factors approaches to supervision integrate essential components that are shared among counseling and supervision models. The purpose of this paper is to present an innovative model of clinical supervision, the Common Factors Discrimination Model (CFDM), which integrates the common factors of counseling and supervision approaches with the specific factors of Bernard's discrimination model for a structured approach to common factors supervision. Strategies and recommendations for implementing the CFDM in clinical supervision are discussed.

This paper addresses how professors in a Social Work and Human Services Program in the Southeastern United States include voices of the oppressed and vulnerable through art forms to develop analytical thinking to prepare human service practitioners. This pedagogical practice is based on Gardner's discussion of Multiple Intelligences. The authors also offer examples, discuss outcome measures for each, cite student responses, and provide considerations for inclusion in course work. This article is focused on human services curricula, such as social work, psychology, clinical psychology, and counseling, but the concepts can be used in a variety of human services professional education settings.

During the post-formation phase, young ventures are often in danger of sliding into bankruptcy. The entrepreneur has to deal with a multitude of complex problems, decisions have to be made under time pressure or uncertainty, and upcoming crises have to be perceived in time. This paper presents seven critical incidents that are (1) realistic, typical, and likely to emerge during the first years of a start-up's existence, (2) assumed to cause severe financial crises for the new venture, but (3) possible to be overcome by the entrepreneur if he makes appropriate decisions. Seven incidents were developed on a theoretical basis and then empirically validated by questionnaires presented to (future) entrepreneurs and start-up counsellors (n = 627) as well as to a sample of students who are at least interested or even engaged in the field of entrepreneurship (n = 367). The incidents reveal likely challenges for entrepreneurs in the post-formation phase. This discovery opens new perspectives for preparing entrepreneurs to deal with the typical risks of the post-formation phase. For example, these lessons provide opportunity for an application within case-oriented courses of entrepreneurship in higher and vocational education and opportunity for reflection on probable emerging crises in start-up counselling.

Focuses on the teaching of counselling and psychotherapy in universities. Guidance for personal problems; Government attention received by professions allied to health.

Focuses on the statutory regulation of psychotherapy and counselling. Organization of modern university; Art psychotherapy and group psychotherapy programs; Linearity of university structures.

Traumatic haemorrhage is a prevalent clinical condition, and effective and timely haemostasis is crucial for the preservation of patients' lives. In recent years, injectable hemostatic materials have gained significant attention due to their excellent hemostatic efficacy, biocompatibility, and biodegradability, making them widely applied in the treatment of incompressible traumatic haemorrhage. Systematic analysis of injectable hemostatic materials is crucial for research in this area. This article provides a comprehensive review of the development and research trends of injectable hemostatic materials over the past 20 years using visualization techniques. Analysis of collaboration and co‐citation networks revealed localized research collaboration networks, highlighting the need for enhanced international collaboration in the field of injectable hemostatic materials. Current research focuses primarily on hemostatic materials, hemostatic processes, and hemostatic mechanisms. Injectable hemostatic materials with excellent performance offer promising strategies for wound healing. This review provides a comprehensive and systematic summary of injectable hemostatic materials, offering valuable guidance for the development and clinical application of novel injectable hemostatic materials. Additionally, visualized methodology and mapping analysis are effective data mining methods that provide approaches and strategies for clear knowledge network analysis. These methods facilitate better understanding and interpretation of research dynamics in the field of injectable hemostatic materials, thereby guiding and inspiring future research. [ABSTRACT FROM AUTHOR]

This paper serves as an introduction to this issue focused on the importance of work-life balance. Developments at work, in organizations and in society at large are drawing attention to the importance of work-life balance. Work-life balance cannot be understood unless we continue to understand the role that leisure plays in this relationship. Leisure has been described as a coping resource and a coping strategy that has strong active and passive components. Its role as a coping strategy is, quite clearly from the papers presented, complex. This complexity should not be ignored, nor should researchers use this complexity to ignore the explanatory potential that resides in such a construct. Challenges exist for those wishing to research the role of leisure as a coping strategy. Challenges are also there for those wishing to further develop the role of leisure counseling and the knowledge that must be shared and developed by researchers and practitioners alike. There is also the challenge to better understand contextual issues and how they influence leisure attitudes. This understanding should focus not only on what may be described as more global issues like the changing nature of work and leisure but also focus at the level of the individual. Here the emphasis should be on exploring both those developmental processes that influence leisure attitudes and the way individuals assign importance to why they engage in leisure activities and how these reasons influence the role leisure is performing and the way different leisure activities are being used.

The literature on critical thinking (CT) in counselling and therapy generally posits higher quality outcomes when CT is applied in therapeutic treatment. We critically examine support for the claim that CT improves clinical outcomes. The purported effects of CT are first identified by arguments in favour of using CT in therapeutic treatment, both in terms of its general efficacy and with regard to its applicability in professional counselling. We then underscore limitations in the current literature, highlighting mainly a gap between theory and practice. Overall, our results suggest that available evidence provides primarily inferential, rather than direct, support for the claim that CT positively influences therapy outcomes. We close the paper by proposing research questions to guide further empirical investigation.

Purpose: The purpose of this technical report is to (a) describe the development and pilot testing of a university training initiative for graduate students in speech-language pathology to conduct online support groups for care partners of individuals with acquired brain injuries and (b) share preliminary data on students' self-efficacy in their counseling skills as a result of training. Method: Four graduate students completed an intensive summer counseling training program consisting of two 90-min student orientations to counseling skills and two online support group sessions for care partners of people with acquired brain injuries. A mixed methods analysis of pilot data collected over the summer of 2023 was conducted. Students completed the modified Counselor Activity Self-Efficacy Scales for speech-language pathologists within 1 week of beginning their counseling training and within 1 week after their clinical training experience. Students also submitted a short reflection paper within 24 hr of their two support group sessions to discuss their overall performance within the session and assess their self-efficacy in their counseling skills. Results: Preliminary data evidenced significant pre- to posttraining gains in two primary counseling areas: (a) psychoeducation (i.e., students' ability to provide information to care partners) and (b) empathy when addressing care partners' concerns regarding their loved one's communication disorder. Students' reflection papers illustrated their sense of growth as clinicians and paralleled the findings from their questionnaires. Conclusions: Our preliminary results highlight the importance of providing counseling opportunities for student clinicians in speech-language pathology graduate programs. Our online clinical model offers an example for replicability across universities to foster self-efficacy in students' counseling skills as part of their graduate studies. "Key" ingredients are provided for replication when developing a student-led online support group program for care partners of individuals with acquired brain injuries. [ABSTRACT FROM AUTHOR]

Background: Mass media significantly contributes to the dissemination of scientific information, including health information on prevention, diagnosis, treatment, national programs, and government schemes. Aims and objectives: To identify the number of news articles related to health in 4 regional newspapers and to classify the news items in terms of type of disease/ health issue covered. Methodology: Four leading newspapers were reviewed to identify the health-related news, their importance in terms of location in the newspaper, and the type of health issue covered. These were further classified based on the level of evidence used. Results: We extracted 720 health-related articles; 411 in English and 309 in Kannada dailies. The English newspaper had maximum coverage on environment 95 (23.1%) and health advisories 60 (14.5%). The Kannada papers on the other hand were dominated by health advisories 65 (21%), followed by nutrition and fitness 48 (15.3%), and environment 40 (12.9%). After the articles were categorized according to their evidence, it was discovered that 92% of them were evidence-based, with 84% of those articles based on Grade-II evidence. Conclusion: Health news in newspapers varies, often focusing on environment and health advisories, and relies heavily on expert opinion rather than empirical data. [ABSTRACT FROM AUTHOR]

A call for papers for a special issue on "Method, Power, and Process: Frontiers of Qualitative and Mixed-Methods Research" is presented.

Cognitive Processing weakness (CPW) is a psychological problem that impedes students' ability to learn effectively in a normal school setting. Such weakness may include; auditory, visual, conceptual, sequential, speed and attention processing. This paper therefore examines the basic assessment or diagnostic approaches such as Diagnosis by Inclusion Approach, I.Q. Discrepancy Approach and Intrinsic Processing Approach. Some effective counselling techniques examined include Free Association, Brainstorming, Responsive Listening Technique and Cognitive Restructuring. Recommendations offered suggest early diagnosis of students and use of viable techniques for counselling students with Cognitive processing weakness.

This paper poses the question 'What can we learn from the person-centred counselling literature which could be used by the action learning facilitator to help benefit the set?'. This question may be particularly important to facilitators seeking new ways to run their sets and to facilitators who would like to introduce a more humanistic and less mechanistic way of working with set members. Person-centred counselling is an approach to helping which aims to foster human growth and wellbeing. The person-centred approach was developed by Carl Rogers in the 1950s and has a number of similarities with Revan's original ideas. Although Revans was insistent that action learning was not counselling there are several facets of person-centred theory which align with Revans underlying ideas and philosophy. The paper concludes with suggestions of how to incorporate Rogerian ideas into facilitation, namely those of empathy, congruence and Unconditional Positive Regard. [ABSTRACT FROM AUTHOR]

Previous studies have primarily focused on product innovation, overlooking the examination of organizational processes. This limited perspective poses a theoretical and practical gap as it primarily considers the external aspects of innovation. On the contrary, organizational processes play a crucial role in improving and creating internal operations necessary for product/service innovation success. To this aim, this paper presents a novel approach to enhancing service innovation within complex organizations by integrating Strategic Organizational Counseling (SOC) and Organizational Network Analysis (ONA) methodologies. More specifically, SOC supports organizations in understanding and defining the professional families that need to be triggered in the service ideation, delivery and commercialization process, especially in the case of complex organizations with multiple departments. Secondly, ONA enables the identification of the intra-organizational nodes within the professional families that, due to their social position and other personal characteristics, can be actively engaged as Ambassadors for the promotion of innovation practices. By focusing on intra-organizational processes, understanding role-related needs, and selecting influential organizational actors, this approach provides a new perspective on the service innovation process, assuming both a micro and macro viewpoint. The paper also highlights the importance of cyclically monitoring the proposed workflow to adapt to the dynamic nature of innovation. [ABSTRACT FROM AUTHOR]

This paper outlines findings from a research project on Hungarian foreign language (FL) teachers' conceptualizations of helping senior language learners to develop their autonomy in learning. Semi-structured interviews were conducted in order to explore the applied instructional approaches to teaching older adults and developing their learner autonomy in- and outside the classroom. In particular, we investigated interviewees' perspective on one-to-one counseling for autonomous learning, a method for out-of-class development. Results show that instructional methods entail characteristics of communicative language teaching but also consider older learners altered cognitive abilities and their different interests of language learning. As for the conceptualization of learner autonomy-development, learner-centeredness as an overarching notion is present when deepening general language skills but also when promoting learner autonomy. We also found that participating teachers would draw careful attention to the importance of raising self-awareness in learning, particularly when promoting learner autonomy in one-to-one counseling.

Although gender mainstreaming has been long recognized as a strategy for addressing gender inequalities and associated negative health outcomes; its implementation has remained a challenge, even in the area of prevention of mother to child transmission of HIV (PMTCT). Despite recognition of gender in Tanzania's political arena and prioritization of PMTCT by the health sector, there is very little information on how well gender has been mainstreamed into National PMTCT guidelines and organizational practices at service delivery level. Using a case study methodology, we combined document review with key informant interviews to assess gender mainstreaming in PMTCT on paper and in practice in Tanzania. We reviewed PMTCT policy/strategy documents using the WHO's Gender Responsive Assessment Scale (GRAS). The scale differentiates between level 1 (gender unequal), 2 (gender blind), 3 (gender sensitive), 4 (gender specific), and 5 (gender transformative). Key informant interviews were also conducted with 26 leaders purposively sampled from three government health facilities in Mwanza city to understand their practices. The gender responsiveness of PMTCT policy/strategy documents varies, with some being at GRAS level 3 (gender sensitive) and others at GRAS level 4 (gender specific). Those which are gender sensitive indicate gender awareness, but no remedial action is developed; while those which are gender specific go beyond indicating how gender may hinder PMTCT to highlighting remedial measures, such as the promotion of couple counselling and testing for HIV. In addition, interviews on organizational processes and practices suggested that there has been little attention to the holistic integration of gender in the delivery of PMTCT services. The study has revealed limited integration of gender concerns in PMTCT policy documents. Similarly, health facility leader responses indicate perspectives and practices that pay little attention to the holistic integration of gender in the delivery PMTCT services. [ABSTRACT FROM AUTHOR]

Learners' adaptation to academic trajectory is shaped by several influencing factors that ought to be considered while attempting to design an intervention towards improving academic performance. Emotion is one factor that influences students' academic orientation and performance. Tracking emotions in text by psychologists have long been a subject of concern to researchers. This is due to the challenges associated with determining the level of accuracy and consistency of decisions made from analysing such text by psychologists. Lately, Artificial Intelligence has complemented human efforts in tracking emotions in text. This paper provides an overview of machine learning application for detecting emotions in text through a Support vector machine learning system. In addition, we compared the performance of the system's classifier to WEKA's Multinomial Naïve-Bayes and J48 decision tree classifiers. Real time data from using the system in counselling delivery and collected students' life stories were used for evaluating the performance of the classifiers. The evaluation results show that the Support vector machine, implemented in our system, is superior over WEKA's Multinomial Naïve-Bayes and J48 decision tree classifiers. Nevertheless, the various classifiers performed beyond the acceptable threshold. The implication for the findings goes to indicate that machine learning algorithms can be implemented to track emotions in text, especially from students generated content.

"Positive handling" has become a popular intervention within education and other services in England in the management of behaviours that challenge. This paper uses a vignette of an observation of the handling of children with autism as a starting point for consideration of whether this practice can ever really be experienced as positive or whether it is often little more than a mechanism of control that disregards the rights of disabled children and young people. All schools are mandated under the United Nations Convention on the Rights of Persons with Disabilities to protect the rights of disabled pupils, but, to date, there has been very little engagement by teachers with this agenda. This paper identifies some of the rights of pupils that are negated through current practice and evaluates what support Prouty's principles of pre-therapy from the field of counselling might offer teachers with developing a rights based agenda.

Previous studies suggest the loss of a loved one is a common experience among college students. This paper draws from 2 independent but complementary studies to (a) update statistics regarding the scale of student grieving, (b) characterize the short and long term consequences of loss among college students, and (c) identify factors that deter grieving students from seeking professional assistance at campus counseling centers. The paper concludes with suggestions for ways in which institutions can help affected students stay on track to college success.

Purpose: The purposes of this paper are to determine the role of organizational forgetting in different type of coaching companies and to determine organizational survival based on both knowledge structure of coaching companies and organizational forgetting with core features of organizations. Design/methodology/approach: Within the context of this research, two worldwide and well-known coaching companies were examined as case study, and analyses of case studies which included company background and testimonial analysis was used as inputs for the semi-structured interviews of 12 PhD students in the UK who took seminars and training from the coaching companies. Based on the interviews, the authors concluded the research as describing knowledge structure, core features and organizational forgetting type. Thus, organizational survival based on organizational forgetting could be interpreted. Findings: Based on the case studies and interview results, there were two findings. First, it was indicated that the type of organization (knowledge structure) had a different type of organizational forgetting. Second, core features of organizations based on the interviews and types of organizational forgetting were linked to each other. According to these results, organizational survival for coaching companies was discussed. Research limitations/implications: This study also has some limitations. First, this paper just focuses on coaching organizations to find new perspective for the organizational forgetting literature. Second, because of the scope of this research, interviewees are limited to individuals who have knowledge or take any seminars related to field of coaching. Other sectors also must be considered to attain detailed knowledge related to organizational forgetting because case-specific studies will bring new dimensions to the literature of organizational forgetting. Originality/value: First, this study makes a research contribution to the field of organizational forgetting because studies related to organizational forgetting mostly consist of conceptual papers, and, second, we have introduced two new perspective to the concept of organizational forgetting through this research paper.

Recent developments in initial teacher education (ITE) have produced a number of school-centred models. These mean that student teachers may now spend more of their time in schools than has historically been the case. In some of these models, student teachers are more clearly part of the school as an institution than might be the case in more university-led models. This change of "home" location for student teachers means that schools may have an increased responsibility for their pastoral needs. This paper reviews existing academic literature on student teacher stress, anxiety, emotions and identity in relation to ITE school placements to consider what recommendations have been made about how these pastoral needs should be responded to and who should make that response. It finds that recommendations mostly relate to universities developing student teachers' skills and emotional and personal resilience before they begin school placements. Where in-school responsibilities are considered, this either stops at the level of individual mentors or there is no detailed consideration of how schools as institutions should organise their response. The paper then considers the small body of existing literature on how schools should meet the pastoral needs of teachers to suggest principles for planning a pastoral care system for student teachers in school-based ITE.

The article "Personal Coaching: A Model for Effective Learning" (Griffiths, 2006) appeared in the "Journal of Learning Design" Volume 1, Issue 2 in 2006. Almost ten years on, Kerryn Griffiths reflects upon her original article. Specifically, Griffiths looks back at the combined coaching-learning model she suggested in her original paper and compares it to the process of learning in coaching that she uncovered during her later research. She also reflects on the later work she did in vocational education where she actively used the coaching learning processes to patch educational gaps (and heal emotional wounds) left in adults after more than a decade of traditional schooling. In light of this reflection, she now proposes a different combined coaching-learning model. Griffiths' reflection is followed by the original article, "Personal Coaching: A Model for Effective Learning" (also see EJ1066467).

The experience of precarious employment is growing across the occupational spectrum and some scholars have predicted that there will be a corresponding rise in anger, anomie, anxiety and alienation amongst those affected. Exploring more intimately how precarity might be differently experienced and confronted, this paper bases itself on a dialogue between "Bethan", an underemployed youth looking for full-time employment and me, a university-sponsored academic advisor in a disadvantaged suburb in Sydney approaching the end of my fixed-term contract. From our very different positions, we reflect on our respective experiences of the employment market; the promises of formal education; and against the backdrop of the present reality, our feelings about the future. Drawing on the work of Erich Fromm and Bethan's approach to life hitherto, this paper also offers a reconsideration of what it means to be "productive" in the face of unemployment and uncertainty.

General practices are rooted in the local community and considered to be particularly well‐positioned for engaging in preventive and health‐promoting activities. The overall aim of the scoping review is to identify priorities and gaps in research published in the past 20 years on preventive and health‐promoting activities provided by general practitioners or their teams in general practices in Germany. MEDLINE and Embase databases were systematically searched in November 2020. Papers were selected in dual‐review mode and extracted in single‐review mode. Data analysis was finished by May 2021. In total, 530 papers were included in the synthesis. Little research has been carried out into collaboration opportunities both within the general practice team and in communities as a whole, with specialists (18%), hospitals (9%), and health insurance companies (6%) being the most frequent cooperation partners of GPs. 15%–20% of papers each dealt with 'early detection', 'information provision' and 'cardiovascular prevention'. Secondary (53%) and tertiary prevention (43%) was more often the subject of research than primary (39%) and quaternary prevention (15%). Healthy subjects (26%) were less often studied than people with pre‐existing conditions (42%) and risk factors (48%). Little information was available on preventive activities in terms of gender, young people, migration background, housing conditions or educational background. Personal counselling (15%) was the most frequently described approach to health promotion in general practices, along with printed information materials (10%). This scoping review provides information on which to base targeted interventions and future research that can contribute towards transforming general practices into promoters of health within the community. [ABSTRACT FROM AUTHOR]

Commitment to culturally sensitive practice is an ethical obligation that requires knowledge and skills specific to the practice context. Research shows that incorporating religion and spirituality into mental health practice is central to working effectively with Muslim communities. Practitioners need to consider the unique positionality and intersectionality when promoting mental health among Muslim women living in Western countries. This paper explores the trauma-informed, counseling approach and the integration of spirituality and religion when working with Muslim women living in Western Australia. Using the critical reflection approach, the research focuses on the concept of guilt about mental health and summarizes the main points considered in the counseling framework such as the centrality of spirituality and religion in perceiving guilt. The paper presents some practical strategies to incorporate cultural, religious, and spiritual concepts into the counseling relationship. [ABSTRACT FROM AUTHOR]