Learning In Teacher Professional Development

In this qualitative interpretivist study the interrelationships among teachers’ professional practice, the knowledge gained in teacher professional development programs, and the context of employment within school settings were analyzed. Eighteen semi-structured, tape-recorded interviews were conducted with elementary, middle and high school teachers who had attended continuing education programs 9-12 months previously. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing professional education programs and their professional practice. This process of knowledge construction is affected by elements of the structural, human resources, political and symbolic frames of the contexts in which teachers are employed. Implications for research and practice in teacher professional development are drawn

Learning and Context: Connections in Teacher Professional Development

This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. Implications for research and practice are drawn

Road Map or Mosaic: Relationships among Learning, Context and Professional Practice

This qualitative interpretivist study analyzed the interrelationships among professional practice, the knowledge gained in continuing professional education programs, and the context of employment. Social workers, lawyers, adult educators and nurses participated in this study

Creating mosaics: The interrelationships between knowledge and context.

This qualitative study analyzed the interrelationships between knowledge gained in continuing education programs and the context in which professionals practice. Findings indicate that the process of constructing a knowledge base was affected by the structural, human resources, political and symbolic frames of the context of practice

Novice to Expert: How Do Professionals Learn?

This study examined the different learning processes used by novices and experts. Twenty semi-structured interviews were conducted with novice and expert nurses. Results indicated that novice learning was contingent on concept formation. Expert learning was identified as a constructivist process using active concept integration

Facilitating Learning Online: Modeling the Skills for Reflective Practice

This study examined the interactions of facilitators in online reflective practice groups, focusing on the types of strategies used to convey these skills. Learners were found to use the skills modeled by the group facilitator, with the content of the interactions having a greater influence than facilitator style on learners’ use

Critical Care Nurses\u27 Beliefs About and Reported Management of Anxiety

Background: Anxiety is associated with increased morbidity and mortality. Critical care nurses are uniquely positioned to reduce anxiety in their patients. Critical care nurses\u27 beliefs about and frequency of use of strategies to reduce anxiety have not been studied. Objectives: To explore critical care nurses\u27 beliefs about the importance of anxiety management and to describe nurses\u27 reported use of strategies to manage anxiety in their patients. Methods: A random sample (N = 2500) of members of the American Association of Critical-Care Nurses was asked to complete the Critical Care Nurse Anxiety Identification and Management Survey. Results: Respondents (n = 783) were primarily female (92%), white (88.5%) staff nurses (74.1%) who thought that anxiety is potentially harmful (mean, 4.1; SD, 0.8; range, 1 = no harm to 5 = life-threatening harm), that anxiety management is important (mean, 4.8; SD 0.6; range, 1 = no benefit to 5 = profound benefit). A majority commonly used pharmacological management; most also used information and communication interventions. Fewer subjects used the presence of patients\u27 family members to alleviate patients\u27 anxiety; few reported using stress-reduction techniques. Conclusion: Most respondents thought that treating anxiety is important and beneficial. Commonly used strategies included pharmacological relief of anxiety and pain and information and communication interventions. Although these strategies are useful, they may not effectively reduce anxiety in all patients

Motivational Interviewing as an intervention to increase adolescent self-efficacy and promote weight loss: Methodology and design

<p>Abstract</p> <p>Background</p> <p>Childhood obesity is associated with serious physiological and psychological consequences including type 2 diabetes, higher rates of depression and low self-esteem. With the population of overweight and obese youth increasing, appropriate interventions are needed that speak to the issue of readiness to change and motivation to maintain adherence to healthy behavior changes. Motivational Interviewing (MI) is a method of therapy found to resolve ambivalence, enhance intrinsic motivation and promote confidence in a person's ability to make behavior changes. While MI has shown promise in the adult obesity literature as effecting positive lifestyle change, little is known about the effectiveness of MI with overweight and obese youth. This study aims to: 1) demonstrate that MI is an effective intervention for increasing a person's self-efficacy; 2) demonstrate that exposure to MI will facilitate healthy behavior changes; 3) explore psychological changes related to participation in MI and 4) compare physiological and anthropometric outcomes before and after intervention.</p> <p>Methods/Design</p> <p>The current investigation is a prospective study conducted with ongoing participants who regularly attend an outpatient pediatric care center for weight-loss. Overweight youth (BMI > 85^th%ile) between the ages of 10 and 18 who meet eligibility criteria will be recruited. Participants will be randomly assigned to a control group (social skills training) or a treatment group (MI). Participants will meet with the therapist for approximately 30 minutes prior to seeing the dietician, over the course of 6 months. Participants will also undergo a full day assessment at the beginning and end of psychology intervention to evaluate body fat, and metabolic risk (screening for diabetes, high cholesterol, high blood pressure and fitness level). The paper and pencil portions of the assessments as well as the clinical testing will occur at baseline and at the conclusion of the intervention (6 months) with a repeat assessment 6 months following the completion of the intervention.</p> <p>Discussion</p> <p>Results from this study are expected to enhance our understanding of the efficacy of MI with children and adolescents who are overweight or obese.</p> <p>Trial registration</p> <p>Current Controlled Trials #<a href="http://www.clinicaltrials.gov/ct2/show/NCT00326404">NCT00326404</a>.</p

Childhood emotional problems and self-perceptions predict weight gain in a longitudinal regression model

<p>Abstract</p> <p>Background</p> <p>Obesity and weight gain are correlated with psychological ill health. We predicted that childhood emotional problems and self-perceptions predict weight gain into adulthood.</p> <p>Methods</p> <p>Data on around 6,500 individuals was taken from the 1970 Birth Cohort Study. This sample was a representative sample of individuals born in the UK in one week in 1970. Body mass index was measured by a trained nurse at the age of 10 years, and self-reported at age 30 years. Childhood emotional problems were indexed using the Rutter B scale and self-report. Self-esteem was measured using the LAWSEQ questionnaire, whilst the CARALOC scale was used to measure locus of control.</p> <p>Results</p> <p>Controlling for childhood body mass index, parental body mass index, and social class, childhood emotional problems as measured by the Rutter scale predicted weight gain in women only (least squares regression <it>N </it>= 3,359; coefficient 0.004; <it>P </it>= 0.032). Using the same methods, childhood self-esteem predicted weight gain in both men and women (<it>N </it>= 6,526; coefficient 0.023; <it>P </it>< 0.001), although the effect was stronger in women. An external locus of control predicted weight gain in both men and women (<it>N </it>= 6,522; coefficient 0.022; <it>P </it>< 0.001).</p> <p>Conclusion</p> <p>Emotional problems, low self-esteem and an external locus of control in childhood predict weight gain into adulthood. This has important clinical implications as it highlights a direction for early intervention strategies that may contribute to efforts to combat the current obesity epidemic.</p

The World Federation of ADHD International Consensus Statement:208 Evidence-based conclusions about the disorder

Background: Misconceptions about ADHD stigmatize affected people, reduce credibility of providers, and prevent/delay treatment. To challenge misconceptions, we curated findings with strong evidence base. Methods: We reviewed studies with more than 2000 participants or meta-analyses from five or more studies or 2000 or more participants. We excluded meta-analyses that did not assess publication bias, except for meta-analyses of prevalence. For network meta-analyses we required comparison adjusted funnel plots. We excluded treatment studies with waiting-list or treatment as usual controls. From this literature, we extracted evidence-based assertions about the disorder. Results: We generated 208 empirically supported statements about ADHD. The status of the included statements as empirically supported is approved by 80 authors from 27 countries and 6 continents. The contents of the manuscript are endorsed by 366 people who have read this document and agree with its contents. Conclusions: Many findings in ADHD are supported by meta-analysis. These allow for firm statements about the nature, course, outcome causes, and treatments for disorders that are useful for reducing misconceptions and stigma.</p