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Emerging legal frameworks in Oregon and Colorado license facilitators to support adults receiving psychedelic services. The current legal frameworks are silent regarding facilitators’ personal experience with psychedelics. An e-Delphi process recruited 36 experts with at least 5 years’ experience facilitating psilocybin experiences in ceremonial settings, indigenous practices, or clinical trials. Respondents completed in-depth, semi-structured qualitative interviews via secure web links. Interviews were recorded, transcribed, and analyzed using Thematic Analysis. Experts with a mean of 15.2 (SD 13.1) years’ experience providing psilocybin services expressed the importance of first-hand experience with psychedelics as a qualification for the emerging workforce. One participant questioned the necessity of personal psychedelic experience. Experts suggested that personal experience may indirectly support high-quality care because it enhances facilitators’ personal wellbeing, and may help facilitators understand the complexity and nature of their clients’ psychedelic experiences. Novel state-legal psychedelic paradigms create a real-world opportunity to assess associations between facilitators’ personal psychedelic experience and the safety and outcomes of psychedelic services. [ABSTRACT FROM AUTHOR]

This article analyses an innovative place-sensitive training experience in pastoralism implemented in rural and mountainous Italian areas: the Young Shepherds School. Adopting a methodology based on learning-by-doing and an experiential teaching approach, the School offers its participants—essentially urban young people interested in living and working in rural contexts—an unprecedented learning opportunity and the possibility of setting out on a path towards the shepherding profession. At the same time, the involvement of local actors and the post-training pathway represent concrete steps towards the participants’ project ideas taking root in the area and the development of micro-enterprises in the field of pastoralism, aimed at personal income as well as environmental care.

AbstractDesigning effective educational measures constitutes a key area of action for achieving global sustainability goals. Therefore, the present study examined a training addressing sustainable consumption practices in plastic reduction, fashion and food. An interactive training was held in a German comprehensive high school with grade 11 students, addressing psychological drivers of sustainable consumption behavior, namely, awareness and knowledge, emotional, rational and value-based factors. The training was evaluated in a pretest(t1)/posttest(t2)/follow-up(t3) design. Final self-report data was obtained from 77 pupils in t1 and t2 and 56 pupils for all three points of measurement. Results of a repeated measures MANOVA indicate significantly higher levels of all outcome variables directly after the training. Significant long-term effects emerge on the knowledge of sustainable consumption alternatives, anticipated feelings of guilt, perceived norms in the individual’s social environment, perceived control over one’s own behavior, as well as sustainable consumption behavior in everyday life. Taken together, results suggest the training to be an effective instrument for furthering actual sustainable consumption practices of young pupils. Its implementation during school hours with regular-sized classes offers a low expenditure educational approach for sustainable consumption. [ABSTRACT FROM AUTHOR]

Well‐trained, competent therapists are crucial for safe and effective psychedelic‐assisted therapy (PAT). The question whether PAT training programs should require aspiring therapists to undergo their own PAT—commonly referred to as "experiential training"—has received much attention within the field. In this article, we analyze the potential benefits of experiential training in PAT by applying the framework developed by Rolf Sandell et al. concerning the functions of any training therapy (the therapeutic, modeling, empathic, persuasive, and theoretical functions). We then explore six key domains in which risks could arise through mandatory experiential training: physical and psychological risks; negative impact on therapeutic skill; justice, equity, diversity, and inclusion; dual relationships; privacy and confidentiality; and undue pressure. Ultimately, we argue that experiential training in PAT should not be mandatory. Because many PAT training programs already incorporate experiential training methods, our exploration of potential harms and benefits may be used to generate comprehensive risk‐mitigation strategies. [ABSTRACT FROM AUTHOR]

The growth of the coffee business has not been accompanied by an increase in entrepreneurship, one of the causes being a lack of competence which can hinder the development of new businesses. This research aims to understand and explore how entrepreneurs improve skills in the coffee business through experience-based training conducted at Malabar Mountain Coffee. This study provides academic and practical contributions to creating skilled entrepreneurs towards the Indonesian government's target of 1 million new young entrepreneurs. This refers to the Indonesian government's target to develop the economy and encourage the development of the business world in Indonesia. This research uses a qualitative methodology, specifically using a case study approach. Data was collected using observation and semi-structured interviews. Direct observations and interviews were carried out by established standards to answer research questions. Then the data is analysed, and an explanation of the findings obtained from this investigation is given. The research results found that all participants improved their skills through the experiential training they received. This has a very positive impact on increasing participants' competence in the form of skills in choosing the coffee they will sell later and also serving good coffee drinks to consumers. [ABSTRACT FROM AUTHOR]

This article analyses an innovative place-sensitive training experience in pastoralism implemented in rural and mountainous Italian areas: the Young Shepherds School. Adopting a methodology based on learning-by-doing and an experiential teaching approach, the School offers its participants--essentially urban young people interested in living and working in rural contexts--an unprecedented learning opportunity and the possibility of setting out on a path towards the shepherding profession. At the same time, the involvement of local actors and the post-training pathway represent concrete steps towards the participants' project ideas taking root in the area and the development of micro-enterprises in the field of pastoralism, aimed at personal income as well as environmental care. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Billions of dollars are spent annually on leadership training and development courses. Unfortunately, this training, both at organizational and university levels, does not appear to consistently result in significant adult learning or better organizational performance. These programs tend to focus on the theories of leadership within closed classroom environments and sometimes present case studies to encourage application of knowledge. The content is typically dissociated from both context and leadership experiences and a "one size fits all" approach is adopted. This approach does not account for the corporate culture that is unique to every organization, even every department. In this innovation in practice article, we present a leadership practicum course tailored for adult learners that provides an experiential approach to leadership training enhanced by expert coaching. Initial results indicate that health care professionals appreciate the ability to transfer theory to practice and the feedback they receive from expert coaches. We present the practicum course and provide two cases to explicate the process; we share initial findings from the course and end with our next steps. [ABSTRACT FROM AUTHOR]

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the help of a professional autobiography of sixty years of research in adult continuing education, the article explains the references that have philosophically anchored the construction of a “rhythm-formative” problem of adult learning, throughout and in all sectors of life. This construction took place over three transatlantic periods : an initial period in Europe (1959-1969) of entry into adult life (20-30 years) in a laborious researchtraining on the meaning to life ; a second in Quebec (1969-1985) of design, construction and conduct of research programs in continuing education at the Faculty of Continuing Education of the University of Montreal (30-45 years) ; and finally a third, as professor-researcher at the University of Tours (1985-2007), in co-creation of diplomas and university research-training groups for adults (45-67 years). Two preschool philosophical anchors – Plato's cave and Rousseau's Émile – and a post-school and transdisciplinary anchoring of a systemic dialectical epistemology, appear to gradually contribute in a dominant way to the conceptualization of a “rhythm-formative” approach to the course of adult life, in two stages (experiential/formal) and three movements (auto, socio and ecoformation). [ABSTRACT FROM AUTHOR]

Purpose: To examine the quality of pharmaceutical experiential training by developing an experiential training survey. Methods: An online survey was placed on E-learning platforms in Jordan and UK to develop a validated instrument that can assess pharmacy students' perceptions of the experiential program implemented in their curricula. Results: A total of 377 students from Jordan (250 students) and the UK (127 students) completed the survey. Principal component analysis was used to conduct exploratory factor analysis and to assess the factor structure for the data. A two-factor model was applied to the data obtained from the students. These factors included students' feelings toward experiential training (Perceiver Feelings; PF) and their ability to conduct a full Pharmaceutical Care Plan (PCP). Students from both Jordan and the UK showed a higher satisfaction PF score toward the experiential training program compared to PCP. Being female and not having prior practice experience led to significantly lower PCP scores compared to males and having a prior practice experience, respectively. Conclusion: The availability of a validated questionnaire will help in investigating the effectiveness of experiential training courses. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of marketing communication tools adopted by graduates of the Durban University of Technology. A quantitative approach was utilised, and data were collected through a structured self-developed questionnaire. The population for this study was graduates of the Durban University of Technology. A sample of four hundred and fifty questionnaires was administered to graduates from all faculties at the Durban campuses. The findings revealed that the communication media adopted by the respondents were generally appropriate and effective. The results indicated that traditional communication tools (newspapers and career magazines) and non-traditional communication tools (amongst others, social media, the internet websites, electronic databases and email systems) were adopted by graduates. The university allocates a 4life email address to all registered students. The 4life email address is maintained after completion of studies thus facilitating email communication between the graduates and cooperative education. Furthermore, respondents suggested that email communication fosters a strategic world of work engagements and partnerships with the University of Technology in recruiting high-calibre graduates. Therefore, the study concludes with the notion that a blend of traditional and electronic marketing communication is required. It is important to note traditional postal addresses have been replaced with email. [ABSTRACT FROM AUTHOR]

Caught-in accidents are the most common type of occupational accidents in Taiwan's manufacturing industry. Although the law stipulates that, as a control measure, specific machinery and equipment must comply with safety standards before leaving the factory, caught-in accidents are still reported. Therefore, education and training are important. We referred to Kirkpatrick's four-level model for analysis and chose a film manufacturer as the study subject. Workers were divided into three groups to evaluate the effectiveness of different training methods: (a) without safety/health education and training (control group); (b) with traditional lecture teaching; (c) with practical experiential training. Although statistically significant overall, only the group with practical experiential training showed statistically significant differences in graph selection and occupational accident videos compared to the group without safety/health education and training. Therefore, we suggest using traditional indoor lectures and practical experiential training for risk anticipation in enterprises to improve their performance. [ABSTRACT FROM AUTHOR]

The author develops a commentary on the article by Cilasun et al. (2021) titled "The Large Goup in Training" through the lens offered by the "National Workshop" of COIRAG, a training context aimed at psychotherapy trainees of COIRAG, where experiential devices and Large Groups are extensively used. Starting from the observation that the use of Large Groups has been widely explored in various contexts, but their use for educational and training purposes has been relatively understudied, the paper addresses the topic of the time of analytic training, the distinctive features of experiential Large Groups, and the difficulty of describing them using the vocabulary of group-analysis. It is also discussed the possibility of reading institutional and social dimensions in large-format groups. Specifically, it is asserted that the process of constructing the subjectivity of psychoanalytic and group-analytic psychotherapists requires exploration of the boundaries between self, us, and others, and the establishment of constructive interpersonal relationships, while considering the role of the institutional and cultural context. In this journey, the Large Group in training creates a dynamic balance between self-expression and listening, becoming a space for exploring and understanding group dynamics, the relationship with the training organization, and professional identity, where social forces can be understood and engaged with, and ultimately, a sense of belonging to a community can be constructed, in which each individual is simultaneously a member and an heir in a chain of transmission. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Flight safety is an extremely important parameter in pilots' training. Every pilot must know the aircraft, its limits, and how he/she will effectively deal with any in-flight contingencies. To this end, flight training includes real flight hours (whether with a flight instructor or solo flights), simulator hours, targeted presentations, and discussions of case studies. In the abovementioned training methods, the flight instructor must be with the trainee at a specific place and for a specific time, which sets practical restrictions. For example, the weather may not always allow for a flight, the simulation of critical situations or mechanical/engine failures during flight may present serious risks, the flight simulator may be off for certain periods for maintenance purposes and the flight instructor may not be constantly available to the trainee. In our paper, we will examine the use of virtual tools for the pilots' training on flight safety procedures and the relevant regulations of the aircraft. [ABSTRACT FROM AUTHOR]

Objectives To explore pharmacy colleges' experiences and challenges worldwide with the transition to online teaching during the coronavirus disease 2019 (COVID-19) pandemic. Methods From the six World Health Organization regions, 28 countries with the highest number of COVID-19 cases were identified, and 111 pharmacy colleges were randomly selected from these countries. Two online surveys were sent to faculty members and senior administrators. They assessed changes in teaching and learning, experiential training, assessment, readiness for and challenges with distance e-learning and work-related stress. Key findings Data were collected from 46 colleges. The majority (80.4%) of colleges transitioned to distance e-learning. On-site experiential training was discontinued in 55.5% of colleges and 25.0% redesigned on-site training into remote learning experiences. Assessments were modified in 75.9% of colleges. Assuring the integrity of assessments and delivering practical classes were the most prominent faculty challenges. The majority of faculty (75.0%) and administrators (61.9%) reported moderate work-related stress. Nevertheless, most academics felt that they received adequate support from their institutions and had positive perceptions of the transition to distance e-learning during the pandemic. Conclusions The COVID-19 pandemic required drastic changes for most programs' teaching methods. Our results showed that educational institutions were somewhat able to support faculty and the needs of educational programs were largely met. However, academic rigour and provision of experiential training can be improved. Faculty emotional support and training needs were not fully addressed in these difficult times. These results shed light on how the global pharmacy academy has addressed the COVID-19 pandemic and help rethink crisis response models. [ABSTRACT FROM AUTHOR]

This research aims to develop the literacy skills on the traditional game for tourism village workers through experiential-based training. Traditional game literacy is attitudes, knowledge, and skills in managing traditional games to make it more meaningful for life, sustainable, and keep people away from negative social changes. This research is participatory action research and conducted on 25 workers located in the Yogyakarta batik tourism village. Data collected and analyzed by using qualitative methods. The research results showed that the action of skill development able to the target group realized the importance of traditional game literacy in the context of developing tourism services, having the ability to manage tourism services based on traditional games, and forming traditional game tourism management. Therefore, this skill development needs to be carried out continuously and meaningfully by optimizing the involvement of all parties involved in tourism development.

Orientation: Industry 4.0 (I4.0) is causing significant changes in the manufacturing industry, and its adoption is unavoidable for competitiveness and productivity. Research purpose: This study investigated I4.0 skills using the views of professionals in the manufacturing industry and experts in digital transformation practising in South Africa. Motivation for the study: I4.0 was coined originally for the manufacturing industry, and skills availability significantly influences its successful adoption. Furthermore, I4.0 is relatively new in the South African manufacturing industry, and there is still limited empirical research on the subject. Research approach/design and method: A qualitative descriptive research design was used, and participants were enrolled using purposeful sampling via email, telephone and LinkedIn. Twenty semi-structured interviews were conducted face-to-face or telephonically, and thematic analysis was used to analyse the data. Main findings: This study found that I4.0 demands higher skills than in conventional manufacturing, and companies should take the lead in facilitating upskilling and reskilling of their employees to preserve jobs. Experiential training could enhance I4.0 skills development in the manufacturing industry. Practical/managerial implications: Agile changes in I4.0 require constant re-alignment of employees’ skills in the manufacturing industry. This requires companies to make the human resource (HR) management function an integral part of business strategy. Contribution/value-add: The study can help HR practitioners and manufacturing professionals in strategising and innovate technology to manage the evolving I4.0 skills requirements and preserve jobs. The study also asserts a foundation for further investigation of I4.0 skills competencies’ development in the South African manufacturing industry.

Copyright of Trabalho EnCena is the property of Trabalho EnCena and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introductory pharmacy practice experiences (IPPEs) are focused on sharpening the student's knowledge, skills, abilities, and attitudes related to becoming an effective member of the healthcare team. Currently, the literature on student pharmacists' perceptions focused only on advanced pharmacy practice experiences (APPEs). This study gathered perceptions of IPPEs from pharmacy students in their first through third year professional years. A voluntary pre- and post-survey instrument was administered to 367 first through third year professional students from Northeast Ohio Medical University (NEOMED) and Cedarville University at the beginning and end of the 2017–2018 academic year. Each survey utilized questions with Likert scales designed to detect differences in student expectations and experiences related to IPPE training. Questions primarily focused on demographics, objectives, goals, interprofessional teamwork, application of knowledge, and preceptor engagement. Students ages 18 and older who were enrolled at the participating institutions were eligible for inclusion in this study. Survey completion was voluntary, and students were not incentivized to participate. Sixty-six students completed the pre- and post- surveys with matching, identifiable data for analysis. Twenty-nine items demonstrated a more negative perception of IPPEs between the pre- and post-surveys (p < 0.05). Eight items demonstrated a difference by institution (p < 0.05), while three items demonstrated a difference between professional years (p < 0.05). Student expectations of IPPEs were significantly less positive in the pre-survey than in the post-survey. Future studies should examine the implications of these results on student IPPE performance and methods to impact student perception of the value of IPPE training. • Decrease in favorable student perceptions may be related to lack of well-defined student expectations or variability in preceptor training. • It is unknown how student perceptions correlated with IPPE site and preceptor evaluations. • Creating meaningful IPPE experiences and providing clear expectations for students is imperative. [ABSTRACT FROM AUTHOR]

A number of publications have discussed approaches to training the scientific workforce in comparative effectiveness research (CER) and patient-centered outcomes research (PCOR). To meet this need, funders have offered resources for developing educational materials and establishing training programs. To extend these efforts into specific researcher communities, the Agency for Healthcare Research and Quality developed an R25 Funding Opportunity Announcement that called for basic, advanced, and experiential training for a specific researcher community in collaboration with associated program partners. This paper describes the strategies developed by the 5 subsequently funded programs, their specific researcher communities and program partners, and the challenges associated with developing in-person and online programs. We focus on lessons learned that can be translated into developing training programs nationwide and on training for the special populations of interest. We also discuss the creation of a sustainable network for training and the conduct of comparative effectiveness research/patient-centered outcomes research in targeted communities.

The article deals with the 6th edition of Franco Fasolo's days, essential educational and research meeting organized by COIRAG and open only to members or graduated. Main topic of 2019 edition was the internal institutional changement in COIRAG, due to a new Legislative Decree (n.117/2017). It forces the Association to selfexplore different methodologies to launch a deep reorganization process. This project aims to an evolution into an institution able to aggregate, design and supply services with public interest. Switching by medium and wide group works, partecipants focused themselves on different topics, turning on a generative and developmental debate. [ABSTRACT FROM AUTHOR]

Objective: Health advocacy competency roles are found in the educational outcomes of many health disciplines, yet their development is neglected in the professional curriculum and clinical learning environment. We explored how pharmacy students conceptualize health advocacy through their practice in workplace-based learning and any feedback they receive., Methods: We conducted a longitudinal diary study of Canadian pharmacy students completing Advanced Pharmacy Practice Experiences in hospital and community practices in their graduating year. At pre-determined intervals, 25 students recorded workplace-based activities they recognized as health advocacy and any feedback they received from supervisors, patients, or other staff. Written diary data from 180 records were analyzed by 5 researchers according to inductive content analysis steps and principles., Results: Pharmacy student records reflecting health advocacy roles were organized into 5 categories including, (1) disease prevention; (2) health promotion; (3) seamless care; (4) usual pharmacist care; and (5) professional advocacy. Although many activities were consistent with current competency role descriptions, they do not reflect educational outcomes associated with patient- or systems-level support necessary to address socio-political determinants of health. Although Advanced Pharmacy Practice Experience in training evaluation reports included scores for items related to health advocacy competency, few students confirmed receiving specific written or verbal feedback., Conclusion: Pharmacy students construct health advocacy roles in workplace-based training through biomedical-oriented practices with little direct input offered by supervisors. Pharmacy educational outcomes require contemporary updates to health advocacy competency descriptions which offer examples for practical enactment at system-level and recommendations for feedback and assessment., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Purpose The initiation, implementation, and benefits of a longitudinal early immersion student pharmacist health system internship are described. Educational activity A two-year longitudinal internship experience was implemented to provide exposure into distributional operations, direct patient care activities, and health-system pharmacy administration. The intent of the program was to create an opportunity for student pharmacists to enhance the quality of their education with practical experience by immersing them early in their careers within the healthcare system. Early in their academic training the student interns were exposed to a broad range of services and programs while contributing longitudinally to the service line through quality improvement projects and distributional operations. The first year primarily focuses on distributional operations with direct patient care shadowing, while the second year targets intern involvement in hematology/oncology direct patient care activities. In this role, they are able to serve as pharmacist extenders. Summary Our comprehensive, longitudinal two-year health-system pharmacy internship program offers student pharmacists a unique early immersion experience that builds upon itself throughout their didactic training but is outside of the academic requirements. Students are exposed to distributional operations, direct patient care activities, and health system pharmacy administration prior to APPE rotations. [ABSTRACT FROM AUTHOR]

Background The Medication Assessment Center is a faculty and student run patient care clinic located within the pharmacy school at the University of Saskatchewan (Canada). It was created as a novel experiential education site for pharmacy students and to provide clinical pharmacist services for complex patients who have trouble accessing services elsewhere. Objective To determine if the clinical services provided by faculty and students at the Medication Assessment Center are valuable to patients who are referred to the program. Setting The Medication Assessment Center, which is faculty and student run patient care clinic. Method Convergent mixed methods design comprised of a retrospective patient chart audit and a paper based patient experience survey. All patients who attended at least one appointment at the Medication Assessment Center between March 1, 2014 and July 31, 2015 were included in the chart audit. All new patients who were referred between April 1, 2015 and October 26, 2015 were included in the survey. Main outcome measures Recommendations made by the pharmacist and patient experience survey indicators. Results 173 patients were included in the chart audit, which found that patients were elderly (64.8 years), highly medically complex (13.8 medications and 6.5 diagnoses each), and had a large number of recommendations made by the pharmacist to adjust drug therapy (6.2 per patient). 121 questionnaires were mailed to patients with a response rate of 66.9 % (n = 81). The survey found high levels of support and satisfaction for the program, including more than half of patients (59.2 %) who reported that their health had improved as a result of the Medication Assessment Center. Conclusion The patient care and experiential education program offered by the Medication Assessment Center provides a valuable service to patients who are referred to the clinic. [ABSTRACT FROM AUTHOR]

Tourism enterprises, namely visitor attractions, activities and services, contribute significantly to overall visitor satisfaction. Developing an accreditation framework with quality assurance standards for tourism enterprises is part of a range of interventions designed to improve the outcomes for tourism in Tonga. This paper discusses the accreditation standards developed for hospitality enterprises and the training component which was delivered to assist the assessors. Interactive training workshops were held in Tongatapu in September 2015, for 30 participants, using a combination of theory, guidance manual and practical on-site assessment reviews. The training aimed to develop the skills of trainee assessors to enable them to conduct assessments of tourism enterprises to a consistent and reliable standard. Training in a developing country presented challenges for the trainers. This paper reports and reflects on some of those challenges and considers if the needs of the trainees and the Tongan government were fulfilled by these assessor workshops. It considers how this training and education may benefit tourism experiences and tourism growth for Tonga in the future. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effectiveness of an alternative pedagogical approach to training counselors in group work. The research question is whether in-class task groups can be utilized effectively to facilitate students' development and understanding of group counseling skills. The use of service-learning task groups addressed the multiple-relationship concern, modeled pro bono service, and addressed social justice issues. Results indicate significant changes in students' engagement in group work, belief in importance of group work, and confidence regarding their group work skills. Implications for teaching group work are discussed in light of the results. [ABSTRACT FROM AUTHOR]

This article presents the first review of the Creative Group Work (CGW) training program for facilitators who provide group-based intervention programs to offenders in Corrective Services New South Wales, Australia. The program emphasizes the interpersonal aspects of group work and seeks to equip facilitators to engage with participants in a way that goes beyond the delivery of a curriculum into the here and now of group process. Participants in the program are encouraged to learn about group process first hand and to use their own personal experiences to explore how members relate to the group. This review presents a description of the program and feedback from the 167 trainees who attended CGW groups in 2011, based on their numerical responses to a brief user appraisal questionnaire, as well as their free-text comments. Respondents identified the strengths of the program as trainer competence, the experiential approach, personal engagement, the usefulness of the program, and the knowledge and skills acquired. The study found that the interpersonal and experiential aspects of the program were highly valued. Study limitations and future directions are discussed. [ABSTRACT FROM AUTHOR]

This project aims to enhance intercultural sensitivity using cross-cultural movies and focused group discussions with invited guests. Both treatment and control groups consisted of 9 Caucasian participants. The researcher conducted 8 group sessions with the participants of treatment group. Pre and post intervention data were collected on the Intercultural Sensitivity Scale. Results show that there was a significant increase in the participants' scores in the treatment group and not a significant difference in participants' pre and post scores in the control group. Further analysis on the five different dimensions of the Intercultural Sensitivity Scale was also conducted. [ABSTRACT FROM AUTHOR]

The Experiential Consultation Training Model (ECTM) provides students an opportunity to develop and practice consultation skills through real-life experiences in actual professional settings. The authors present the structure, process, and evaluation methods of the ECTM and discuss practical applications for counselor education. [ABSTRACT FROM AUTHOR]