Survey of Sustainable Building Design Practices in North America, Europe, and Asia

Sustainable design should be applied in all phases of the life cycle of a building, including programming, design, building construction, building operation, and finally demolition. This paper compares and contrasts sustainable design programs based on the life cycle of a building in North America, Europe, and Asia. Tables comparing programs from these three regions are provided for each phase in the life cycle of a building. These tables can be used by building design professionals as a reference guide to sustainable design around the world. The tables also highlight specific requirements or concerns that are applicable in a particular region. The similarities between different programs and regions can be taken into consideration during the planning of sustainable design work, regardless of the region of construction. Finally, references to more detailed program documents are provided so that interested readers can determine specific requirements that apply in a region of interest.     

Rehabilitation staff perceptions of characteristics of geriatric rehabilitation patients

OBJECTIVE: To determine if professionals treating older rehabilitation patients regarded them as having different characteristics than younger rehabilitation patients, to derive factors from these perceptions, and to examine the impact of the discipline of the professional and other factors on these perceptions. DESIGN: Rehabilitation professionals at a random sample of facilities accredited by the Commission on Accreditation of Rehabilitation Facilities were surveyed to determine their level of agreement with 60 items addressing characteristics of older rehabilitation patients. The items were derived from focus groups with rehabilitation staff members. PARTICIPANTS: One thousand sixty-three rehabilitation professionals from nine disciplines (nursing, occupational therapy, physiatry, physical therapy, psychology, social work, speech pathology, therapeutic recreation, and vocational counseling) responded to the questionnaire and were included in the study. RESULTS: There was a wide range of agreement levels across the 60 items (range of median agreement, 12.7% to 93.5%). Factor analysis resulted in six categories of perceptions regarding older rehabilitation patients: (1) physical limitations, (2) motivational deficits, (3) psychological distress/need for support, (4) maturity and positive coping skills, (5) need for privacy/decreased adaptability, and (6) discharge complications. Significant differences across disciplines were found for five of six factors. Nurses agreed more strongly with the negative psychological factors (2, 3, and 5) compared to physical therapists, psychologists, and social workers. Physicians scored significantly higher than two other disciplines on the physical limitations factor. These differences may be related to the distinct role each discipline plays in the rehabilitation process. Older professionals also scored higher on four factors, likely because of personal rather than professional experience with aging. CONCLUSIONS: Treating professionals recognize differences between younger and older rehabilitation patients. Many of these perceived differences can be viewed as variables that require more effort and skill on the part of the treating professional. The training of rehabilitation professionals needs to better prepare individuals from all disciplines to adapt to age-specific differences.     

An integrative ideology to guide community-based multidisciplinary care of severely mentally ill patients

Most practitioners working in community support settings understand the need to provide a comprehensive array of well-coordinated services to individuals with severe mental disabilities. However, a lack of consensus about the conceptual basis of mental health care, especially between advocates of psychosocial rehabilitation and psychiatric practitioners who favor a more medically oriented approach, has hindered efforts to optimize the effectiveness of the multidisciplinary teams found in most community support programs. The authors articulate 18 basic assumptions that have been helpful in their clinical practice in building an integrative ideology among professionals with disparate training and orientations. The assumptions attempt to balance the reality of psychiatric disorders with a fundamental interest in maintaining the autonomy and dignity of people with severe mental disorders.     

A national survey of interns' perceptions of their preparation for counseling women and of the atmosphere of their graduate education.

268 psychology interns reported perceptions of training received on counseling women and the atmosphere of their graduate training. Results were mixed. Although the majority received training on issues such as rape and incest, women's issues were not incorporated into core courses, few reported courses on counseling women, and most had not received information on the Principles Concerning the Counseling and Therapy of Women (see record 1979-29494-001). Sex, program type, and internship setting differences were found. Although the majority did not report experiencing sex bias in terms of mentors, funding, and dissertation support, an alarming number of women experienced sexual harassment from male faculty and clinical supervisors. Implications for graduate training programs and internship sites are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in counseling ethnic minorities and race-based availability of graduate school resources.

Psychology interns were surveyed concerning their perceptions of training received on ethnic minority issues and the availability of resources during graduate training. Respondents reported mediocre preparation for counseling ethnic minority clients. Few had courses on counseling ethnic minorities and these issues were not incorporated into most core courses. The majority reported both encouragement to examine their biases regarding ethnicity (as defined by J. M. Casas, 1984) and the presence of experts in these issues during training. A few program type and internship setting differences were found. In terms of resources, both White students and students of other races reported having support for their dissertations and access to role models and mentors, with a few differences emerging in source of mentoring. Differences in funding between White students and students of other races were also identified. Implications for training programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Telecommunications and rural health care

Telehealth has many applications, including the education and training of health professionals. This article describes the use of advanced telecommunications technology to educate family nurse practitioners in rural areas of Kansas. Four Kansas universities use compressed video technology (an interactive audio and video system) to offer five common core courses in primary care to students enrolled in FNP programs at the respective institutions. Using technology to educate FNPs in rural communities has resulted in a greater percentage of graduates (approximately 67% of 258 graduates) going to work in rural underserved communities. In addition to learning the course content, students learn to use technology as a tool to access telehealth information and services Knowing how to use these technologies provides greater opportunities to rural health care providers, as well as the recipients of health care.     

A pilot study of the theoretical and technical competence and appropriate education for the use of nine physical agent modalities in occupational therapy practice

OBJECTIVE: This study described occupational therapy practitioners' perceptions about the content and method of training or education necessary for gaining theoretical and technical competence in the use of nine physical agent modalities (PAMs). METHOD: A survey was developed and sent to 543 members of the Physical Disabilities Special Interest Section of the American Occupational Therapy Association who had identified their primary area of practice as hand therapy. One hundred and fifty-one completed surveys (28% response rate) were returned. RESULTS: The respondents indicated that theoretical and technical expertise necessary for competent use of PAMs varied according to the type of modality being considered. Continuing education courses were identified as the best method for gaining theoretical and technical competence for the use of deep thermal agents, such as ultrasound and electrical stimulation agents, whereas entry-level professional education and one-the-job training were identified as most appropriate for superficial thermal agents, such as paraffin bath and hot and cold packs. CONCLUSION: The results suggest that considerations regarding the type and amount of education necessary for gaining theoretical and technical competence in the use of PAMs depend on the type of modality being addressed. These differences should be considered in the future development of competency objectives for the use of PAMs.     

Is there life after graduate school? Coping with the transition to postdoctoral employment.

Suggests that graduate programs in psychology typically do not provide their students with anticipatory socialization concerning entry into a professional setting, the role demands of professional life, and the personal adjustments needed for professional development. The process of adjustment for recent graduates of doctoral programs in psychology, coping strategies for individuals, and possible methods of intervention via training programs and employment settings are discussed. Suggestions are provided that may be helpful to training program directors and to new professionals, their supervisors, and their colleagues. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fostering scholarly productivity through academic and internship research training environments.

How can training programs foster counseling and clinical psychologists' scholarly productivity? This study examined the impact of academic and internship research training environments (RTEs) on the scholarly activity of 223 early career professionals. Results supported the construct validity of the Internship Research Training Environment scale through cross-validation and confirmatory factor analysis. Findings revealed differences in perceptions of the internship RTE and scholarly productivity as a function of academic training philosophy and internship training philosophy. Finally, results suggested that academic and internship RTEs could influence research interest and scholarly productivity indirectly by enhancing research self-efficacy and research outcome expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychologists in the 1970s.

Reports a survey of 855 members of the Division of Clinical Psychology. Among the topics surveyed were professional activities, occupational setting, theoretical orientation, primary professional self-view of respondents, and satisfaction with the APA, graduate training, and choice of career. An ideology scale was administered to appraise attitudes along an intuitive-objective dimension and in terms of psychodynamic and behavioral value orientations. In general, the sample was very positive toward their choice of career and relatively so with regard to their graduate education. Approximately 41% of the respondents' time was devoted to clinical acitivities, 35% to training and research. Certain differences between subgroups are found with the greatest divergence noted between academic clinical psychologists and private practitioners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identification of the latent dimensions of instruments that measure perceptions of and expectations about counseling.

Numerous instruments have been developed to measure respondents' perceptions and expectations of counseling. Seven instruments with 33 scales to measure 22 different dimensions of counseling have been used most frequently in counseling psychology research. These instruments were administered to 253 undergraduate students after a 10-min videotape presentation of a staged counseling session. Their responses were factor analyzed by using a principal-factors extraction procedure and an oblique rotation. Six interpretable factors were identified, three each that measured respondents' expectations about and perceptions of counseling. No overlap occurred between the factors that pertained to expectations and perceptions. The results are consistent with previous research that has questioned the independence of scales that reportedly measure perceptions of counselor expertness, attractiveness, and trustworthiness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training Faculty to Teach Civil Engineering

Adoption of ASCE’s Policy Statement 465 and subsequent discussion of the what, how, and who of teaching the body of knowledge (BOK) that will be required for professional civil engineering practice has heightened the need for continued improvement in civil engineering education. ASCE has explicitly said the role of educators and practitioners in teaching the body of knowledge is critical and has listed faculty-related success factors for teaching the BOK. A key success factor is statement 465’s call for faculty and practitioners to properly prepare to “effectively engage students in the learning process.” This paper considers this challenge and discusses an instructor training program that effectively prepares faculty and practitioners to actively engage students in the learning process as envisioned by Policy Statement 465. We will show quantifiable evidence of the positive results gained by using this instructor training program through student and instructor feedback. Additionally, alternative shorter courses based on this program of preparation are highlighted that may be attended by the faculty of multiple engineering programs and by practitioners.     

Nursing homes as a setting for psychological practice: Public policy perspectives.

Recent federal legislation has provided renewed interest in improving the quality of nursing home care. The lack of both funding and personnel are significant barriers that may keep psychology's disciplinary expertise from being fully used in nursing homes. Nursing homes may be forced to undertake mandated activities (e.g., preadmission screening, nurses aides' training, and evaluation) without psychologists' expertise, relying either on medical practitioners with little knowledge of mental health interventions or on minimally qualified, entry-level mental health workers. Advocates for improved nursing home care must see the links among basic disciplinary skills, interdisciplinary collaboration, and improved care for mentally impaired elderly individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mentoring, Modeling, and Money: The 3 Ms of Producing Academics.

The program at Lehigh University has been very successful in producing a high percentage of students (42% of all graduates) who have entered academic careers as trainers of school psychologists. This article presents a conceptual model for the three variables that are considered as critical components of why students select an academic career--mentoring, modeling, and money. Results of a survey of the program alumni at Lehigh University are presented. Outcomes of the survey showed significant and substantial differences in the perceptions of the mentoring and modeling process by students who are in academic versus nonacademic careers. Implications for doctoral training programs interested in training students to enter academic careers are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Accreditation professional degrees and teaching institutions: the case of Chile

Accreditation has acquired special relevance for the habilitation of professional practice, considering the proliferation of teaching institutions, the variety of training programs and the increasing amount of professionals requiring accreditation or revalidation of their titles. The internationalization of professional activities requires global and uniform accreditation procedures to avoid inequalities in evaluation of different professionals coming from abroad or from Chile. In the scope of medical practice, these concepts acquire special relevance, considering the appearance of new medical schools in the last decade and the increasing number of foreign physicians that need to revalidate their titles. In the period between January 1996 and September 1997, 192 foreign physicians applied to revalidate their titles and only 55 were approved. Therefore, the establishment of and effective evaluation system will correct deficiencies in the accreditation process and will promote the revision of training programs and the progress of teaching institutions. The organisms that will require to be accredited must be confident that this action will improve the quality of Chilean professional training.     

Application of the competency model to clinical health psychology.

In response to the growing emphasis on defining professional competence within applied psychology (e.g., clinical, neuropsychology, counseling, school), in 2007 American Psychological Association Division 38 (Health Psychology) sponsored a summit meeting with a specific focus on revisiting the standards of graduate curricula and training in clinical health psychology. Using the cube model of core competency domains of professional psychology as a framework, summit participants were charged with identifying the foundational and functional competencies expected of a well-trained, entry-level clinical health psychologist. As a product of these discussions, the present article is presented as an initial effort to identify the competencies and begin the discussion in clinical health psychology. As such it is likely to be of interest to a wide audience, including clinical training programs with an existing or planned emphasis in clinical health psychology, practitioners interested in acquiring the competencies required to practice as a clinical health psychologist, and students evaluating potential graduate and postgraduate training options in clinical health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Special issue editorial: The art and science of trauma-focused training and education.

In spite of the importance of trauma education, efforts on the part of the Division 56 Education and Training Committee to identify higher education programs that emphasize trauma reveal surprisingly few programs (e.g., see http://www.apatraumadivision.org/ resources/apa_doctoral_sites.pdf). Lack of trauma education at undergraduate and graduate levels increases the urgency to develop effective training for postgraduate professionals. Compounding the problem of integrating effective trauma education and training at all stages of professional development, relatively little information about pedagogy is shared in our professional journals. This special issue addresses that gap by presenting articles focused on practices, theory, and data from a wide range of training/education settings (e.g., community clinics, VA settings, classrooms) focused on diverse forms of trauma exposure (e.g., disaster, military, child abuse/neglect, violence against women). The breadth of the topics and ideas conveyed in these articles reveals that we have many stakeholders whose interests lie in the development of high quality education and training practices, from higher education programs involving undergraduate and graduate students to practitioners seeking continuing education and managers/supervisors transforming health care delivery systems. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A computer-assisted expert system for clinical diagnosis of eating disorders: A potential tool for practitioners.

Updating the clinical knowledge and skills of practitioners is a critical matter for all professionals after completion of their basic core training. Expert system-based, computer-assisted training programs (ESCATs) offer the potential for achieving such ends effectively and efficiently. This article describes the development and validation of a computerized system for teaching specific information in relation to making clinical diagnoses of eating disorders. Potential implications include using ESCATs as a cost-effective means to meet continuing education requirements and staff training needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Preschool screening: Identifying young children with developmental and educational problems.

Reviews the book, Preschool screening: Identifying young children with developmental and educational problems by R. Lichtenstein and H. Ireton (1984). With the appearance of this book, school psychologists and other professionals now have access to an up-to-date and practical discussion of the issues, research, and instrumentation in the preschool assessment process. This book represents a scholarly collection of six chapters that address matters of philosophy and policy to matters of practice. The book introduces questions about the effectiveness of preschool screening programs as they are characteristically implemented while offering constructive guidelines for improvement to the conscientious professional. Appropriate for use in upper level graduate courses and by professionals working in school and agency settings, this book makes a valuable contribution to the preparation and continuing education of school psychologists and educators who serve preschool-age children and their families. This well-focused and comprehensive volume is recommended highly to university trainers and practitioners in the fields of school and clinical child psychology, as well as early childhood education, special education, and pediatrics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Agricultural safety efforts by county health departments in Wisconsin

OBJECTIVE: The authors sought to improve the agriculture safety prevention efforts of county health departments in Wisconsin by examining current programs, staffs' perceptions of the farm safety problem, and the need for new resources. METHODS: A survey instrument was completed by a professional staff member of the local health department in each of Wisconsin's 69 counties. RESULTS: Usable responses were obtained from 84% of the counties. Forty-five percent of the responding staff members conducted some agricultural safety and health programs, most often health screenings or group meetings conducted collaboratively with county agricultural Extension agents. There were no major differences in county demographics or other service provision variables between staff members who conducted programs and those who did not. Staff members perceived the largest barriers to better safety as lack of staff time and difficulty getting farmers to attend safety programs. Most failed to place more emphasis on training agricultural workers to permanently correct hazards than on training them to work safely around hazards. However, the staff members ranked safety inspection checklists as the most needed new material and ranked Extension agents and farmers as the most appropriate people to conduct inspections using such checklists. CONCLUSION: County public health professionals want more staff time and new materials to increase the effectiveness of their agricultural safety efforts. Encouraging agricultural workers and family members to identify and correct hazards would be a more effective use of staff time than training people to work safely around hazards.