PRINCIPAL BEHAVIOURS DURING SCHOOL EMERGENCIES

School emergencies are thankfully rare, but there is no escaping the reality that they do take place. Schools have a duty to ensure that students are safe. School boards, principals and teachers all play a role in helping reduce the number of school emergencies, but, as research has found, they also play a role in helping guide and lead during threatening situations that are unforeseeable, infrequent and unavoidable. This study looks at school emergencies through the lenses of school board emergency plans and of those who actually experience school emergencies head on - the school principal. This study used two methods of inquiry. The first method involved a two-part literature review. Academic works pertaining to school emergency preparedness and training were first analyzed. Second, emergency plans from eight Ontario school boards were analyzed. The second method of inquiry involved twenty semi-structured interviews with retired and current principals and probed how they viewed emergencies and how they felt their role changed when an emergency took place in their school. Overall, 152 unique emergencies incidents were documented from school board emergency plans and from the recorded interviews of the principals. Often, the experiences of principals did not coincide with official school board protocols. The gap in planning presents unique challenges that resonate with how principals are trained and prepared for emergencies and with how they must gather personal expertise in order to effectively deal with situations for which their school board may not have planned

Women and equality

https://stars.library.ucf.edu/prism/1043/thumbnail.jp

PLYMOUTH (Reino Unido) (Inglaterra). Planos de población. 1780 (1778). 1:2900

Dedicatoria : "To his Royal Highnefs George Augustus Frederick, Prince of Wales... This Plan of the Town and Citadel of Plymouth is most humbly Inscribed by His Royal Highness's Most dutiful servant Richd. Cowl"Escala gráfica de 600 pies [= 7 cm]. Orientado con lis en rosa de ocho vientosOrografía a trazosRelación de los edificios, clles y plazas más significativos de la ciudad, indicados por clave alfanumérica, reseñando el equivalente entre los nombres modernos y antiguosDedicatoria enmarcada en cartela barrocaDecorado con el escudo de armas de la familia real británica, una escena mitológica y varias figuras de navíosForma parte de la Colección Mendoz

Clinician Experiences with Religious, Spiritual, and Nonreligious Beliefs in Psychotherapeutic Interactions

Psychologists are ethically bound to respect the belief systems of their clients while practicing within appropriate boundaries of competence regardless of whether they hold different beliefs than their clients. Further, though there may be a disparity between cliniciansâ and clientsâ beliefs, most clients expect meaningful integrations of religious and spiritual beliefs, values, and traditions into psychotherapeutic interactions. To meet the needs and expectations of a religiously or spiritually oriented client base, psychologists must maintain appropriate levels of competency within this complex domain. But clinicians are hindered by inaccurate, incomplete, or inconsistent levels of education and training specific to the ethically appropriate integration of religion and spirituality into psychotherapeutic interactions. The purpose of this phenomenological study, guided by the social dominance theory, was to explore the experiences of 10 licensed psychologists to gain an understanding of how they managed the challenges presented by these deficits when working psychotherapeutically with clients who held either aligned or oppositional religious, spiritual, and nonreligious beliefs to their own. Four core themes were identified: awareness, respect, perspective, and humility which helped clarify the essence of the participantsâ experiences. This study contributes to existing literature and creates positive social change by revealing greater insights into how these experienced clinicians navigated the ethical integration of religious, spiritual, and nonreligious beliefs into psychotherapeutic interactions, expanding the understanding of how educational and training deficits in this domain may be addressed in the future

Literature overview highlights lack of paediatric donation protocols but identifies common themes that could guide their development

Aim: Paediatric donation is a unique and extremely sensitive process that requires specific knowledge and competencies. Most countries use protocols for organ and tissue donation to ensure optimal care for the donor and family, but these mainly focus on adults. However, the donation process for children differs from adults in many ways. An overview of the literature was performed to identify protocols for the paediatric population. Methods: PubMed, Web of Science, EMBASE and the Internet were searched up to March 2016 for papers or other sources in English related to specific organ and tissue donation protocols for children and neonates. This comprised title, abstract and then full-text screening of relevant data. Results: We included 12 papers and two electronic sources that were mainly from North America and Europe. Most discussed donations after cardiac death. The recurring themes included identifying potential donors, approaching parents, palliative care and collaboration with organ procurement organisations. Most papers called for paediatric donation policies to be standardised. Conclusion: Scientific publications in English on paediatric donation protocols are very scarce. No comprehensive paediatric donation protocol was found. We identified several recurring themes in the literature that could be used to develop such protocols