Financial Coaching: A New Approach for Asset Building?

Through a literature review and interviews with nonprofit financial coaches, examines the concepts, training, and capacity building involved in financial coaching for low-income families, as well as critiques of existing models and their implications

Evaluating Motivational Interviewing in the Physician Assistant Curriculum

Purpose Motivational interviewing (MI) is an evidence-based technique that enables clinicians to help patients modify health behaviors. Although MI is an essential tool for physician assistants (PAs), the extent to which it is addressed in PA curricula in the United States is unknown. This study is a comprehensive description of MI education in PA programs in the United States. Methods Data are from the 2014 Physician Assistant Education Association Annual Program Survey. Descriptive statistics were conducted on de-identified data from all 186 PA programs in the United States. Results Of the 186 PA programs surveyed, 72.58% (n = 135) reported at least one course providing MI training. Availability of courses providing training in skills essential to the MI process varied. Having a course with verbal communication training was most frequently endorsed, and having a course with training in developing discrepancy was least frequently endorsed. The most popular teaching modality was lecture (84.95%, n = 158), whereas only 41.40% (n = 77) and 58.60% (n = 109) reported role play with evaluation and standardized patient exercises with evaluation, respectively. Conclusions More than 70% of programs included at least one course in their curriculum that provided training in MI, suggesting that PA programs recognize the importance of MI. Instruction in change talk was not provided in nearly half of the programs. Role-play and standardized patient exercises with evaluation were underused methods despite their proven efficacy in MI education. As the first comprehensive benchmark of MI education for PAs, this study shows that although most programs address MI, opportunities exist to improve MI training in PA programs in the United States

Vocational, college and career counseling in Switzerland : blended information and e-counseling in a digitized world

In the course of the 2030 agenda of vocational education and training (VET) in Switzerland, career development and career management skills in a digitized working world play an important role (SERI, 2017). Therefore the Swiss State Secretariat for Education, Research and Innovation (SERI) commissioned a scientific report on the future of career counseling in Switzerland (Hirschi, 2018) as part of the mission statement for vocational education and training in Switzerland. In this paper we will present two stand-alone initiatives directed at fostering vocational, college and career counseling in Switzerland by incorporating elements of automation and digitization. First, a blended information concept for the media libraries of the public career guidance centres in the Canton of Berne / Switzerland and second an ecounseling concept for vocational, college and career counseling at the IAP Institute of Applied Psychology at Zurich University of Applied Sciences (ZHAW)

Career Resources Centers

published or submitted for publicatio

Providing Disadvantaged Workers with Skills to Succeed in the Labor Market

Millions of Americans cannot obtain jobs that pay enough to lift them out of poverty. For many, the principal barrier to obtaining these good jobs is their lack of specialized occupational skills increasingly sought by employers. Research has shown that vocational training can be effective in boosting the earnings of disadvantaged adult workers. This proposal argues that, by helping workers acquire the skills that employers demand, vocational training could be wielded as an effective anti-poverty tool.This paper outlines why Congress should increase funding for vocational training for disadvantaged adult workers. Specifically, we argue that Congress should increase funding for the Workforce Investment Act (WIA) Adult program. We also argue, however, that Congress, and the state and local workforce investment boards that administer the WIA Adult program, should explore ways to improve the vocational training that is available to adult disadvantaged workers

Graduate Catalog, 2005-2006

https://scholar.valpo.edu/gradcatalogs/1032/thumbnail.jp

Investing In Veterans: The Need for Career and Education Advising

Federal education benefits for veterans represent a substantial investment -- $18 billion since 2009 under the Post-9/11 GI Bill -- in the development of a skilled American workforce. Unfortunately, this investment does not always pay off because many veterans encounter serious obstacles as they attempt to navigate the difficult terrain of the higher education system and the labor market. Access to career and education advising programs would enable more veterans to successfully complete degrees and to pursue satisfying careers.This paper surveys the career and education advising options currently available to veterans via military reintegration programs, web-based resources, non-profit service providers, and colleges and universities. It concludes that additionalm career and education advising resources are needed -- especially those available to veterans prior to enrollment in postsecondary institutions -- to ensure that veterans are able to take full advantage of their federal education benefits. This paper offers specific recommendations for helping veterans make informed choices about how to use their education benefits at each stage of the transition process

Faculty Development Program in Dokuz Eylül School of Medicine: In the process of curriculum change from traditional to PBL

Introduction: In Dokuz Eylül School of Medicine (DESM) a faculty development program is being carried out by the "Trainers' Training Committee". DESM made a fundamental change in its curriculum from traditional to Problem-based Learning (PBL) in 1997. This was the first implementation of a PBL curriculum in Turkey. Faculty development activities were initiated in the same year. This paper describes the faculty development activities with a special emphasis on PBL courses. Program description: Between 1997-2000 27 four-day long PBL courses were held for 343 participants. The curriculum consisted of PBL philosophy, PBL steps, role of the tutor and students in PBL process, effective case design, assessment principles and group dynamics. PBL simulations enabled the participants to play the roles of both tutors and students. Process evaluation: At the end of the program most of the participants stated that length of the program, content, training methods and the course organization was appropriate. The majority of the participants (89.5%) found the program very useful. PBL steps, PBL practices and PBL philosophy were found as the most useful sessions. Discussion: These courses gave medical staff the opportunity to develop their understanding of PBL methodology and theory. PBL courses and continuous educational activities such as weekly tutor meetings are being held and new courses on advanced tutoring skills are being planned for the near future in DESM

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp