Search

Adolescence is a critical period for developing social and emotional habits important for mental well-being (Kessler et al., 2005). Half of all mental health conditions start by age 14, and the average delay between onset of symptoms and intervention is eight to ten years (Wang et al., 2007). Youth with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma, educational difficulties, risk-taking behaviors, and worsening physical health. Youth often do not get the help they need due to ongoing stigma and barriers in accessing mental health treatment. For example, in Wisconsin, 30% of the population live in a county designated as a Health Professional Shortage Area (Health Resources & Services Administration, 2023).

The growing significance of digital technologies in society creates a need to train teachers who can use these technologies in the educational process and prepare students for life in the digital world. The aim of this study was to analyse the impact of digital technologies used in professional training of primary school teachers on increasing their professional competence level. The adapted versions of Ferrell & Daniel's test for Measuring Teacher Career Motivations, the Orshanski's orientation of future teachers towards humanistic and professional value were used to diagnose the state of development of professional competence. The level of the development of the subjectsubjective model of pedagogical communication (modified test based on Sternberg & Williams, Alexander & Winne) and the level of projective skills in primary school teachers were also diagnosed. The students' performance was assessed based on the results of the examinations. Chisquared test (X[superscript 2]) was used for statistical confirmation of the conducted research. Positive dynamics were found in both groups after the formative stage of the experiment. However, the experimental group was noted for greater quantitative and qualitative improvement for the selected criteria. The largest changes were observed for the operational criterion with a difference of 15.40% (against 7.90% in the control group). The cognitive criterion showed the smallest increase: 8.5% in the experimental group compared to 3.4% in the control group. The high general mean showed a difference of 11.22% for the experimental group and 5.1% for the control group. It is also important to note a greater increase in the average indicator at the general level in the experimental group of 52.04% compared to 40.82% in the control group. The differences in the distributions of the control and experimental groups according to the levels of each criterion are statistically reliable and testify to the effectiveness of using digital technologies for the development of professional competence of future primary school teachers. The areas for further research include the analysis of the impact of digital technologies on the development of information literacy skills and critical thinking.

The evolving complexity of Virtual Reality (VR) technologies necessitates an in-depth investigation of the VR features and their specific utility. Although VR is utilized across various skill-training applications, its successful deployment depends on both technical maturity and context-specific suitability. A comprehensive understanding of advanced VR features, both technical and experiential, their prospective impact on designated learning outcomes, and the application of appropriate assessment methodologies is essential for the effective utilization of VR technologies. This systematic literature review explored the inherent associations between various VR features employed in professional training environments and their impact on learning outcomes. Furthermore, this review scrutinizes the assessment techniques employed to gauge the effects of VR applications in various learning scenarios. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was used to systematically select 50 empirical VR studies sourced from three (03) academic databases. The analysis of these articles revealed complex, context-dependent relationships between VR features and their impact on professional training, with a pronounced emphasis on skill-based learning outcomes over cognitive and affective ones. This review also highlights the predominantly subjective nature of the assessment methods used to measure the effects of VR training. Additionally, the findings call for further empirical exploration in novel skill training contexts encompassing cognitive and affective learning outcomes, as well as other potential external factors that may influence learning outcomes in VR.

Expectancy-value models assume that task values play an important role in engaging successfully with the learning content. However, teacher education students in mathematics only value tasks that deal with university mathematics to a low degree. Offering students profession-related tasks that uncover the connection between university mathematics and school mathematics might help increase students' value beliefs and effort and decrease costs. Based on Eccles and Wigfield's (2020) situated expectancy-value theory and using a sample of 133 teacher education students, we investigate whether offering profession-related tasks affects task values, costs, and effort for students with different levels of interest in school mathematics. In a within-subject design, students rated their task values, costs, and effort to solve seven mathematical tasks from number theory, which were either a profession-related task or a regular task with equal demands regarding the intended mathematical activities. Students reported higher utility value for their professional life, higher intrinsic value, and lower costs regarding profession-related tasks. No main effects were found for students' effort. However, students with a higher interest in school mathematics reported higher effort concerning profession-related tasks than regular tasks. On the theoretical level, our findings contribute to the discussion of the interplay between personal (i.e. interest) and task-specific factors (i.e. relation to future profession) for task values, costs, and effort in university mathematics. One important practical implication of our study is the recommendation to include profession-related tasks in university mathematics courses for teacher education students.

Patients with neurodevelopmental disabilities generally have less access to necessary medical care compared to those without disabilities. Barriers to adequate care include patient fear and uncooperative behavior during routine medical procedures and inadequate preparation of medical professionals to treat this population. Researchers have identified multiple behavior-analytic procedures for promoting comfort and cooperation during medical treatments. Efficient, cost-effective training programs are needed to widely disseminate behavior-analytic procedures to medical students and professionals. The purpose of this study was to assess the efficacy of a virtual training to prepare medical students to implement behavioral procedures that could be easily incorporated into typical wellness examinations. Seven medical students received behavioral skills training (BST) delivered remotely via the Internet. Results showed that the training successfully increased students' correct implementation of the procedures in roleplay with the experimenter and with patients with neurodevelopmental disabilities. Responding also maintained at high levels 2 weeks after the training. These findings suggest that virtual BST is an efficient, practical approach for training health care professionals to implement general behavior management strategies to increase the comfort and cooperation of patients with NDD.

The Cybersecurity Ambassador Program provides professional skills training for emerging cybersecurity professionals remotely. The goal is to reach out to underrepresented populations who may use Federal Work-Study (FWS) or grant sponsored internships to participate. Cybersecurity Ambassadors (CAs) develop skills that will serve them well as cybersecurity workers prepared to do research, lead multidisciplinary, technical teams, and educate stakeholders and community members. CAP also reinforces leadership skills so that the next generation of cybersecurity professionals becomes a sustainable source of management talent for the program and profession. The remote curriculum innovatively builds non-technical professional skills (communications, teamwork, leadership) for cybersecurity research through student-led applied research and creating community-focused workshops. These student-produced workshops are in phishing, identity and privacy cyber safety, social media safety, and everyday home cyber safety. The CAs tailor the program to a particularly vulnerable population such as older adults, students, veterans, or similar people that make up most workshop participants. At this time, the data shows that this pedagogical approach to curriculum development, grounded in the Ground Truth Expertise Development Model (GTEDM), is a unique methodology. This curriculum teaches cybersecurity interns with key non-technical but critical KSAs for cybersecurity professional development has proved to be a factor in accelerated hiring for program participants.

The purpose of this study was to examine the effect of a refutation text on conceptual knowledge of dyslexia among pre-professional undergraduate students in communication sciences and disorders (CSD). Undergraduate students (n = 60) majoring in CSD were randomly assigned to two groups. They completed a pre-test to evaluate their conceptual knowledge of dyslexia, then read a text about dyslexia. There were two texts: a refutation text and a control text. After reading the text, students completed a post-test to evaluate their conceptual knowledge of dyslexia. Four weeks after completing the post-test, students completed a maintenance test. The refutation text facilitated greater conceptual change about dyslexia than the control text in the short term (i.e., from pre-test to post-test). For both groups, participants' conceptual knowledge of dyslexia decreased between the post-test and maintenance test. However, for both groups, conceptual knowledge of dyslexia was higher at the maintenance time point than it was at the pre-test time point. Refutation texts may be a viable option for facilitating conceptual change among pre-professional speech-language pathologists.

Although language sample analysis (LSA) is considered an important tool for high-quality child language assessment, surveys have found that its use is quite limited by school-based speech-language pathologists (SLPs). Two of the reasons often cited are limited time and limited expertise (Kemp & Klee, 1997; Pavelko et al., 2016). This study aims to evaluate the outcomes of a language sample training program on SLP students' accuracy, efficiency, and confidence with language sample transcription and coding. Upper-division SLP undergraduates and graduate students participated in a self-paced language sample training and practice program. Participants completed online language transcription and coding training and practiced transcribing 7-10 narrative child language samples. After each one, they entered information into the quiz tool in the university's online learning management system and received automated, individualized, and specific feedback. The accuracy and time needed for the language transcriptions were recorded and analyzed. The results indicated that the participants significantly increased their accuracy and reduced the time needed for transcription and coding. They also reported a significant increase in their confidence level with language sample transcription. The results suggest that increased training and practice opportunities that involve specific feedback will better prepare new clinicians to use language sample analysis in clinical practice.

With this study we aimed to evaluate the effectiveness of a collaborative and reflective school-based training model on the teachers' professional transformation in a middle school in Turkey. This study emerged as a result of a need for this school to transform its instructional approach to the understanding by design (UbD) approach. Considering the needs of teachers for instructional design, a 1-year training programme was planned. Thirteen teachers from different subject fields in the school participated in this case study. The teachers prepared 4 UbD plans collaboratively under the coaching of the researchers, implemented them in the class, and participated in the reflection meetings after each implementation. While evaluation of plans showed their progress, focus-group interviews revealed that this training had changed the teachers' instructional approach and developed their design skills. Additionally, even though there were some challenging issues such as intense workloads, time constraints, coordination problems, the teachers generally emphasised the contributions of studying UbD to their peer collaboration, classroom practices, and their students' understanding and learning. We concluded that not only this collaborative and reflective training model but also the UbD itself had positive effects on teachers' professional transformation.

Legally astute educational leaders are essential to carry out any school's mission. This article relays their priorities and preferences concerning legal literacy training approaches. Their collective input offers clear support for real-life focused, contextually grounded legal preparation. Remarkably, only ten percent of the participants reported receiving the training approach the group so strongly recommended. Administrator-recommended instructional priorities consistent with problem-based learning (PBL) would emphasize contexts leaders are engaged in, inspire confidence in candidates, and complement the development of their professional sensemaking responsibilities.

Professional trainers are responsible for teaching novice employees. However, the conventional approach to training professional trainers is generally a lecture-based mode, implying that they often lack the opportunity to learn to make use of practical cases encountered by novice employees, to explore problem-solving methods, to objectively evaluate the performance of novice employees, and to provide timely feedback. To deal with this problem, a ChatGPT-based Question-Exploration-Evaluation (QEE) training mode was proposed in this study. An experiment was conducted in a "teaching evaluation skills and feedback" training program for clinical teachers in a hospital to explore the effects of the ChatGPT-based QEE (ChatGPT-QEE) training mode on clinical teachers' learning achievement, critical thinking consciousness, and teaching evaluation skills and teaching feedback quality. It was found that the ChatGPT-QEE training approach was better than the conventional QEE training mode in terms of enhancing clinical teachers' learning achievement and critical thinking consciousness. Moreover, the ChatGPT-QEE group showed better teaching evaluation skills in the knowledge and description dimensions than the conventional QEE group, and the clinical teachers' teaching feedback quality in the aspects of skepticism and descriptiveness improved. Accordingly, several suggestions for future research are provided based on the findings of the present study.

This study reveals the content and methodological features of professionally oriented training of engineering students in higher mathematics. The authors provide examples of applied tasks for students of different technical specialities. The relevance of this article is determined by the fact that a modern higher educational institution sets itself the task of providing graduates with a certain set of competencies, as well as a set of acquired knowledge and skills. Thus, young people in their future life can easily navigate in terms of professional development. Nothing prevents them from easily adapting to the constantly changing social and economic conditions, meeting the current needs of the personnel market. All this allows building a competent process of training future specialists. Young engineers can build mutual understanding, cooperate with representatives of other industries, since solving complex problems and conducting joint research requires, first of all, the presence of a solid foundation consisting of natural science and mathematical disciplines, the establishment of which should take place within the framework of a higher educational institution. It is for this reason that one of the most significant problems should be identified related to the mathematical training of students of technical higher educational institutions. The purpose of the study is to identify and clarify the content and methodological features of professional training of engineering students in higher mathematics. Mathematics has a special and priority place among other sciences studied at the university. The modern course of mathematics is based on a highly developed logical and computational apparatus. Without the current achievements in the field of mathematics, there would be no high technologies that are everywhere today and are found in all areas of human activity without exception. The methods and ideas of mathematics are widely used in the cycle of technical disciplines. Mathematics, due to its inherent applied capabilities, is used in natural science and engineering research.

Context: Athletic trainers (ATs) have self-reported inadequate documentation of patient encounters and a desire for more educational resources to inform their documentation practices. However, continuing education opportunities regarding clinical documentation are limited and not easily accessible by all ATs. Objective: To develop and validate a comprehensive educational resource on clinical documentation using an established personalized learning pathway (PLP) framework. Design: Multiphase development process consisting of consensus development, subject matter expert content validation, and pilot implementation. Setting: Asynchronous, web-based educational resource. Participants: Three subject matter experts thoroughly reviewed the educational resource for face and content validity. Ten ATs and 23 professional athletic training students participated in pilot implementation. Main Outcome Measure(s): Through a consensus process, the research team developed a comprehensive educational resource regarding clinical documentation in athletic training. The clinical documentation PLP includes 7 overarching topic areas that are necessary for a comprehensive understanding of clinical documentation. A variety of learning formats were used to help engage learners, and content was curated and delivered by members of the research team, 14 practicing ATs, and 2 content area experts. Results: Subject matter experts considered the content of the Clinical Documentation PLP and the delivery mechanism of the learning resource to be excellent; minor feedback to enhance the overall face and content validity was implemented as suggested by the subject matter experts. All 10 ATs and 23 professional athletic training students completed the PLP in its entirety. Minor feedback to enhance the overall user experience was implemented as suggested by the pilot participants. Conclusions: The Clinical Documentation PLP was developed based on central principles of adult learning theory and cognitive load theory to provide comprehensive knowledge and best-practice recommendations regarding clinical documentation to ATs. The PLP is relatable, cost-free, continuously available, and conveniently accessible from any location or device.

Background: Eye Movement Desensitisation and Reprocessing therapy (EMDR) is a NICE recommended treatment for post-traumatic stress disorder within the general population. Ongoing research is now investigating the use of EMDR for individuals with intellectual disability. Alongside quantitative research efforts, it is beneficial to explore the qualitative experience of clinicians adopting EMDR in their practice. The current study interviewed newly trained EMDR therapists working in intellectual disability services. Method: Participants (six Clinical Psychologists from an NHS learning disability service) had recently undertaken EMDR training as part of a wider randomised control trial (Trauma-AID). Interviews were qualitatively analysed using thematic analysis. Results: Three themes emerged; "learning EMDR, conducting EMDR and external factors," with respect to clinicians' experiences. Conclusions: Further research is needed to provide guidance and reassurance for clinicians currently using or hoping to use this therapy with people with intellectual disabilities.

Research on inclusive education focus shows that one barrier which occurs worldwide is a lack of early training among teachers. However, little is known about the professional training of healthcare professionals who are incorporated into schools to support teachers. For the first time, we explore the perceptions of speech therapists, psychologists, physical therapists, and occupational therapists about the professional training they receive to work within schools with School Integration Programmes in Chile. Via a sequential exploratory mixed research method, semi-structured interviews were done (n = 52) and an online survey was applied (n = 474) with a respondent-driven sampling method. The results converge, indicating that professional training is insufficient to fulfil its educational role. We also observed a dichotomy between the role defined by policy and professional training, and how post-graduate training reconciles professional identity with the educational role. We hope that these findings contribute to opening a reflection space about the development, disciplinary connection, and research of health professionals working in schools. These results have practical implications for universities which provide training and formation, as well as for policymakers and researchers who promote an inclusive focus worldwide.

Care planning for Looked After Children (LAC) is accepted as being critical in ensuring good outcomes for LAC, however, the available evidence base highlights that despite the introduction of key legislation across the UK, that care planning for LAC remains inconsistent. There is limited Northern Ireland (NI) specific research available that relates to care planning for LAC; with the care planning experience of LAC being referenced in the recent review of Children's services in NI, (Jones, R. (2023). "The report of the independent review of Northern Ireland's children's social care services." https://www.cscsreviewni.net/files/cscsreviewni/2023-06/The%20NI%20Review%20of%20Children%27s%20Social%20Care%20Services.pdf.) which highlighted the variance in policies and procedures across the five Health and Social Care Trusts in Northern Ireland (NI), resulting in continued disparity in service delivery for children and families. The current, restricted evidence base for social work decision making in care planning, highlights practitioner's overreliance on practice wisdom rather than evidenced-based research, theory and/or service user knowledge. This mixed methods study focussed on increasing knowledge around decision making in care planning. A training package was developed and delivered to practitioners across children's services in one Trust area. A pre and post survey was completed with 74 practitioners in addition to 20 post training semi-structured interviews. The significant response rates and sample size offer validity and strength to the findings which correlate with previous studies completed across the UK that also conclude that research, theory and service user knowledge is not prominent in social worker's understanding of what informs their decision making in care planning for LAC. This information is valuable for practitioners and managers attached to social work in children's services. Recommendations include further embedding of a culture of learning and reflection to support the development of practitioner knowledge, skills and confidence; and to assist in the development of governance processes to audit the impact of practitioner training.

Scaling up the use of evidence-based practice (EBP) for autism across service sectors and regions has presented a considerable challenge indicating a clear need for continued development. The California Autism Professional Training and Information Network (CAPTAIN) integrates implementation drivers into specific procedures and methodology as an implementation strategy to support statewide scale up. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, and knowledge, fidelity and use of autism EBPs, and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. CAPTAIN-trained providers reported more openness to EBP. Significantly more CAPTAIN-trained direct service providers reported collecting fidelity of implementation data (X[superscript 2](2, N = 1515) = 10.95, p = 0.004), collecting student data (X[superscript 2](2, N = 1509) = 14.19, p = 0.001), and reported using their primary EBP with "most or all students" (X[superscript 2](2, N = 1514) = 11.41, p = 0.003) than providers not trained by CAPTAIN. In summary, these preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level.

To enable students majoring in translation at the College of Languages and Translation to read, identify the lexical and syntactic features of legal documents and hence comprehend their content, this article proposes an instructional module for teaching English for Legal Purposes (ELP). The module should be based on the assessment of the students' proficiency level in English and analysis of their academic and professional need. It consists of the most common legal terms such as (alias, amicus, peosequi, res judicata, puisine, puis ne, estoppel fee, simple laches, quash); grammatical structures common in legal documents such as the use of long and complex sentences, conditional clauses, adverbial clusters, long complicated nominal groups, the modal auxiliary shall, and French word order (court martial, heir apparent, secretary general); reading legal documents such as insurance policies, wills, statutes, contracts and agreements between individuals, leases, petitions, investigations...etc. Global legal themes are integrated in the practice material. The students practice listening, speaking, reading, writing and translation. They learn the legal terms and grammatical structures in context (through the text). The instructor performs text analysis. Together with the students, she goes through a legal text, locates legal terms and syntactic structures, and explains and/or translates them. Then the students perform text analysis of new legal texts. Numerous technologies can be integrated into teaching and learning ELP. Assignments are posted on Blackboard LMS, a blog or a social media page. At the end of the instructional period, the students are tested, and the ELP module is evaluated by the students and legal translation instructors. The article recommends that ELP be student-centered. The students should have an active role in the learning process where they select legal topics to read, talk, write about and translate.

It is emphasized that an entrepreneurial university creates new conditions and opportunities for training personnel capable of performing their basic professional functions with a focus on innovative entrepreneurial activity in educational organizations. The study examines the approaches and methods of preparing future school psychologists for the psychological and pedagogical support of innovative and educational entrepreneurial activities in organizations of general and additional general education. Using the methods of scientific and pedagogical research in an experiment, the possibilities of an entrepreneurial university in the formation of the readiness of future pedagogues-psychologists to perform professional functions in an entrepreneurial innovative, and educational environment are analyzed. There were 132 participants, consisting of 64 students in the control group and 68 participants in the experimental group. The experience of the work of school psychologists in the psychological and pedagogical support of innovative and educational entrepreneurial activities is analyzed, the modeling of which reflects the content and preparation process of students -- future pedagogues-psychologists.

Suicidal thoughts and behaviors (STB) and emergency department (ED) utilization are prevalent in autistic youth. The current study surveyed clinicians in a pediatric psychiatric ED to examine differences in attitudes on suicide-related care for autistic and non-autistic patient populations. While clinicians rated addressing STB in ASD as important and adaptations to care as necessary, less than half identified ASD as a suicide risk factor and confidence ratings were significantly lower for autistic patients. Previous ASD training predicted confidence and accounted for approximately 25% of the variance in confidence scores. Findings highlight the urgency to develop and disseminate ED clinician training, and address the lack of validated assessment tools, adapted suicide prevention practices, and evidence-based treatments for STB in autistic youth.

A diagnostic walkabout (DW) is an in-field diagnostic training program for professionals in the green industry (greenhouse, landscape, nursery, and turf businesses). DWs have been scheduled annually since 2002 and are easily replicable, fee-based programs that provide cost recovery. DWs also serve as a mentoring program for new Extension educators. Four generations of Extension Educators have participated. Recently, the annual program has been sponsored by state and regional trade associations. What began as an educational outreach program has become a bridge spanning Extension, trade associations, businesses, and generations of Extension educators.

It is confirmed that the efficiency of an inclusive educational environment functioning is ensured by the presence of diversified psychological and pedagogical professionals and their proficient cooperation. The training of these professionals is of top priority while developing inclusive education in Ukraine. The results obtained during the pedagogical experiment convincingly prove that the author's developed and tested methods and teaching and methodological materials allow directing the educational process to the training of future diversified psycho-pedagogical professionals to work in the conditions of the inclusive educational environment. During the formative stage of the pedagogical experiment, research and experimental work were carried out to check the effectiveness of the specialist training system of the psycho-pedagogical field to work in the conditions of a functioning of the inclusive educational environment. In order to obtain empirical data and to ensure their validity, a questionnaire and methodology to diagnose the levels of formation of bachelors' professional competence were developed, in the context of which the criteria and levels of formation of the investigated quality were defined, as well as the tools for its implementation were created.

Summarizing the results of the theoretical and experimental research confirmed the probability of the leading principles of the general and partial hypotheses, proved the effectiveness of solving the set tasks and made it possible to formulate the conclusions. The pedagogical system of development of professional competence of Masters-translators by the means of information and communication technologies, characterized by functionality, complexity, openness, unity and at the same time comparative independence of the structural components, was modeled. The system covers five subsystems: targeted, conceptual and methodological, content, operational and technological, evaluating and efficient. The experimental verification of the effectiveness of the proposed pedagogical system revealed significant quantitative and qualitative changes: the majority of the students of the experimental groups after their studies were completed acquired a level of the professional competence development above satisfactory, in particular, a noticeable increase of students with an average and high level was recorded. The received results were the consequence of the effective author's pedagogical system and the model of development of professional competence of Masters-translators by the means of information and communication technologies, and therefore with the help of the created pedagogical conditions and educational and methodical support.

This paper establishes the determinants of professionals' postgraduate training needs. A quantitative survey of a sample of 492 professionals from Valle del Cauca, Colombia was conducted. The data were analyzed using structural equation modeling to verify the research hypotheses. The results show that the factors affecting the need for postgraduate training are individuals' perceptions about their level of skill development and about the benefits of professional development. The findings suggest that career advancement is the most valued outcome of postgraduate training. Fieldwork was conducted with a sample of professionals located in the Valle del Cauca in Colombia, so it is important to continue validating the hypotheses in other regions to enable a comparison of results from different contexts. The study contributes to an understanding of the relationship between the variables and the explanation of the determinants of professionals' perceptions of the need for postgraduate training. It also provides elements for decision-making in the strategic design of postgraduate training offerings. Considering the scarcity of research on the variables that determine the need for postgraduate training, this study provides one of the first theoretical and empirical validations of a perceptual measurement scale of professional training needs in Latin America.

The geoscience community has begun to grapple with the whiteness of the community and the harm and erasure of Indigenous communities done by earth and environmental scientists. We have come to understand that to recruit and retain Indigenous students, geoscience education needs to be culturally responsive by explicitly centering Indigenous students. This has created a great need for guidelines about how to approach and evaluate educational programs that are designed for Indigenous students, and/or use Traditional Knowledge. There are many recent initiatives, especially those led by Indigenous scientists and faculty, that have done this well. We present here a newly developed rubric and systematic review of publications about Indigenous geoscience initiatives for K-12, college education, and professional training. Our evaluation examines the implementation of the program, its content, approach (i.e., if the program used Indigenous ways of learning and knowing or taught Indigenous concepts in a western education framework) and research design. The goal of this review is to identify further areas of research, areas that need improvement, and to develop recommendations for similar future initiatives. Overall, the articles reviewed herein are consistently implementing multiple epistemologies, and explicitly centering and validating Indigenous culture. However, there is work to be done to improve the ways similar programs address racism, Indigenous identity, sovereignty, and data sovereignty moving forward.

Trans and non-binary youth (TNBY) face high levels of interpersonal and social adversity as well as disproportionate rates of mental health issues such as depression, self-harm and suicidal ideation. Among protective factors, context plays a key role. In addition to parental support, access to gender-affirming medical care begins to emerge as crucial for young people needed them. This paper compares, through thematic analysis, the experiences of TNBY with regard to access and experiences to care in Canada, Switzerland, England, and Australia. It identifies similarities and differences in barriers to access to care, as well as impacts of gender affirming care on young people and their well-being. The article concludes with a discussion on the importance of prompt and easier access to gender-affirming medical care, of training of professionals, and a hypothesis about the role of context in TNBY well-being.

Many pedagogical counsellors (PCs) are destabilised by the resistance, in various forms, that novice teachers display during their counselling sessions. It is in this context that we propose TGRIS, a peer-training method, with a virtual reality interview simulator, designed to help PCs become aware of their own emotions, and deal with them, when confronted to a resistant novice teacher. The novice teacher is simulated by an embodied conversational agent (ECA) that is piloted by other, more experienced PCs. They can trigger the sentences, gestures and the emotional state of the virtual novice teacher. This tool has the particularity of using sentences that were collected from real-life problematic interviews. The PCs themselves transcribed and analysed their own counselling sessions in order to synthesise them. Three experimentations lead with 12, 17 and 3 PCs that showed the potential of the TGRIS technology-enhanced training sessions.

In professional training courses, developing incumbents' professional knowledge and problem-solving skills when facing clinical and urgent situations is a crucial point. In conventional professional training, usually the learning content is delivered in a lecture-based mode using instructional videos with some case studies. In such a training mode, trainees are more passive and cannot immerse themselves in the contexts since there is a lack of opportunity to experience the process of coping with problems when accidents occur. Moreover, trainers generally do not have sufficient practice and are unable to think in depth regarding how to use the learned knowledge and skills to deal with practical cases. To tackle this problem, an experiential learning-based virtual reality approach is proposed in the present study. Accordingly, a virtual reality-based learning environment was implemented; moreover, a quasi-experimental study was carried out to verify the effectiveness of this approach in a professional training program of a hospital by exploring its influences on nursing staff's learning achievement and perceptions from diverse angles. The experimental results showed that the proposed approach better enhanced the nursing staff's learning achievement, learning attitudes, and problem-solving skills in comparison with the conventional teaching mode.

Traumatic brain injury (TBI) disproportionately affects marginalized populations social workers serve. Current practices and training needs of social workers who serve clients with TBI are not well-understood. An online survey was administered to all licensed social workers in Washington (N=5,032) to assess the following for clients with TBI: interactions, challenges, knowledge, beliefs, confidence, and training recommendations. Analyses involved descriptive statistics, logistic regression, and content analysis of open-ended responses. Respondents (n=834, 16.6% response rate) endorsed serving clients with TBI, heterogeneous confidence and practices, limited training, and high learning needs. New training approaches are needed to prepare social workers to better provide services to these clients. Training on diagnosis, understanding comorbidities, treating behavioral symptoms, disparities, and advocacy tools are recommended.

The article analyzes the recent evolution of school leadership in Chile between 2009 and 2019, a decade of significant intensification in the country's school leadership policies, comparing principals' characteristics, working conditions and leadership practices, as reported by school principals and teachers. Data comes from a survey applied in both years to principals and teachers in nationally representative samples of urban primary schools. While reports of some characteristics and working conditions of principals have changed, no significant variation occurred in teachers' perceptions of principals' leadership practices. The article discusses policy´s capacity to motivate principals' practice change at the local level.

Background: Current methods for interprofessional education (IPE) incorporating simulation for team training poses challenges. Frequent challenges to traditional approaches include adequate time, resources, simulation space, equipment, and trained faculty. Multi-player virtual reality (VR) may be a solution. Methods: A quantitative, cross-sectional pilot study was completed with eight pairs of intra- and interprofessional (n=16) nursing and medical trainees. Study participants evaluated this multi-player VR experience for usability, effectiveness, and collaboration. The Interprofessional Collaboration Competency Attainment Survey (ICCAS), System Usability Scale (SUS)® and the Simulation Effectiveness Tool-Modified (SET-M) were used to evaluate participant experience. Results: Collaboration scores improved from pre- to post-simulation. The SET-M results were positive; participants rated the simulation experiences highly. The results from the SUS scale indicated that the participants found the system effective. Conclusion: Multi-player VR is a viable option for IPE and intraprofessional education team training in healthcare. Further investigation into this modality should occur with larger sample sizes.

The study is aimed at training sports technicians in the Spanish state. Currently, most of them are in transitory period. For research, the Theory of Resistance in Innovation has been considered. This theory proposes a functional dimension and a psychological dimension with five factors: (Use, value of the product and risks involved) and (elements associated with traditional beliefs and those related to the image). The context studied was the courses taken by the Royal Spanish Skating Federation. The methodology followed in this research is empirical-analytical with a non-experimental approach. It will be basically a descriptive investigation. For this, an ad-hoc instrument was constructed with quantitative and qualitative response items. Among the results, it is worth highlighting the significant differences existing in students with experience in distance learning in the variable of acceptance of new technologies. In the qualitative part, it is recognized that the online mode allows to apply the knowledge immediately although there are difficulties during the first weeks. The creation of the figure of a tutor is proposed, which will catalyze the introduction to students' courses, facilitating the use of the platform before the start of the course.

The relevance of the problem is determined by the need to understand the further strategy of improving the training of physical education and sports specialists. The purpose of the article is to study the problem of correlation between the notions of "competence" and "professional skill" in the context of the formation of a specialist in the field of physical education and sports. The study of the relationship between the notions of "competence" and "professional skill" was conducted on the basis of an array of special literature on the competent approach to training of physical education and sports specialists, including more than 200 sources published in different countries. The article analyses negative trends in the content of training future specialists in the system of higher professional physical education based on a competence approach. The acme-culturological approach for improving the professional training of future specialists is proposed and tested, the stages of formation of professional skills of future specialists in the training process are presented. There is a need to focus on the identified features of professional training of young people to professions in the field of physical education and sports. The proposed system of professional training of future specialists of physical education and sports on acme-culturological bases directs teachers to improve the quality of training graduates in their future professional activities.

A new methodology is proposed for designing professional retraining programs for aviation, rocket, and space industry employees, focused on the formation of the necessary competencies. The novelty of the proposed method is in the formalization of the design process and the use of digital technologies. The advantage is the use of a modular principle of program design, which provides the opportunity to implement individual training paths for workers in industrial enterprises. The methodology was successfully tested at the Moscow Aviation Institute (National Research University) in the provision of educational services to enterprises in the aviation and aerospace industries.

The current study sought to examine whether explicit instruction affects teacher evaluators in terms of a six-factor Teacher Evaluation (TE) model encompassing Perception, Method, System, Content, Purpose, and Outcome. Moreover, it explored how training of the evaluators affects their practices in actual evaluation. To this end, twenty EFL teacher-evaluators selected as the participants of the study filled out a TE questionnaire (developed by the researchers) and participated in a semi-structured interview. In addition, the evaluators' actual practice was examined through recording of post-observation debriefing sessions between the evaluators and the teachers they supervised. Subsequently, a four-session training course on various aspects of teacher evaluation was held. After four weeks, the interviews, questionnaires, and debriefing sessions were repeated. To analyze the data, a two-way repeated measures Analysis of Variance (ANOVA) was run and the comparison of the results showed that the training course had positively affected many aspects of evaluators' perceptions and practices. Likewise, the content analysis of the interviews and debriefing sessions identified the features of the training course that the evaluators found most valuable such as the methods of observation, the strategies required for overcoming the evaluators' communication problems with teachers and managing the debriefing sessions. The results also revealed that the TE factor outcome was not affected by the training instruction course.

The childcare setting is a critical environment to observe, and also influence, children's mental wellbeing. However, little research has examined the experiences and ability of Australian family day care (FDC) educators in supporting children's mental wellbeing. The present study aimed to explore how training, COVID-19, and partnerships influence FDC educators' ability to promote children's mental wellbeing. Seven FDC educators engaged in semi-structured interviews, and thematic analysis identified six themes. These were (1) "more than a babysitter"; (2) "experience is the best teacher"; (3) "close and supportive relationships," which included "a sense of exile as a subordinate theme"; (4) "it takes a village to raise a child"; (5) "fear and uncertainty"; and (6) "business and relational difficulties." The research suggests that support for FDC educators through adequate training and strong partnerships more effectively promotes children's mental wellbeing.

Objective: The Bridging the Gap Between Physical and Mental Illness in Community Pharmacy ("PharMIbridge") randomised controlled trial (RCT) aims to test the effectiveness of a pharmacist-led support service in improving medication adherence, and the physical and mental health of people living with severe and persistent mental illness compared to a standard medication review service. Method: Using the six-step intervention mapping (IM) framework, this paper describes the development and content of the "PharMIbridge" pharmacist training programme, an integral part of the RCT implementation, and continuous adaptations made to the process to keep pace with the evolving severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic in Australia. A Training Working Group comprising health educators, practitioners, mental health consumers and researchers, refined the programme objectives and assisted with developing content and troubleshooting issues related to training delivery for pharmacists randomised to the RCT intervention arm. Results: A 2-day training programme was developed, which included Mental Health First Aid, simulated patient role-plays, and four pre-recorded modules using lectures, demonstration case vignettes, role-play activities and discussion. The programme, co-facilitated by project team members and mentors (pharmacist and consumer educators), aims to enhance pharmacists' mental health literacy, skills and confidence and empower them to engage with this vulnerable population using a strengths-based approach. Pre- and post-training questionnaires and interviews will be used to evaluate the impact of the "PharMIbridge" training programme. Conclusion: The systematic stepwise method provided by the IM framework highlights the solution-focused approach adopted by the project team and characteristics including adaptability and resilience which enabled training development and implementation across four Australian regions during the SARS-CoV-2 pandemic.

This paper explores the role of the lived body in maritime professional training. By focusing on how instructors include students' subjective experiencing bodies as an educational resource and context for directives and demonstrations, the study aims at informing training of professionals for survival in emergency situations onboard ships. Drawing on a mobile video ethnography and on phenomenological analyses of the presence/absence of the body in experience, the study illustrates how instructors direct students' attention towards or away from their appearing corporal field depending on the stage of the training. The article documents three instructional practices incorporating students' lived embodiment during training: coping with distress by foregrounding the lived body, backgrounding the lived body for outer-directed action and imagining others' embodied experiences. The study contributes to our understanding of intercorporeal practices in instructional interaction and guidance in simulation-based vocational training.

In modern times, new means and techniques for optimising the educational process are required because one of the purposes of professional training is to increase the effectiveness of the educational process. Good-quality professional training requires the introduction and implementation of modern educational technologies. The authors studied this, using the example of future engineers-teachers' training, and implementation of modern educational technologies into this process was the purpose of the study. Such methods as analysis, synthesis, empirical method, concretisation, generalisation, survey and questionnaire were used. The aspects of readiness for the introduction of modern educational technologies were studied. The first condition is the readiness of university teachers to organise the process of training future engineers-teachers with the use of modern educational technologies and their active introduction into the educational process. Another aspect is the development of individual approaches to each student with the use of modern educational technologies. Also, a desire for professional self-improvement and self-education should be developed in students which will contribute to successful training. The results of the study allowed to conclude that the level of students' readiness to the introduction of modern educational technologies does not fully meet societal needs.

Interdisciplinarity proposes the integration of disciplines and knowledge and interprofessionality proposes the integration of professionals.The text comprises bibliographical analysis of 47 (forty-seven) articles, of which 25 (twenty-five) discuss interdisciplinarity in the work environment and 22 (twenty-two) deal with interprofessionality for professional practice. The articles were published in the years 1994 to 2018, with a survey through the term "interprofessionality" in the scielo.br database and in the Scientific Open Access Repositories of Portugal (RCAAP). The analysis allows to conclude that interprofessionality, as a strategy of professionals integration, makes it possible the improvement of the quality of the service provided to the population.