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Competency Development (competency + development)
Selected AbstractsAdvancing Competency Development: A White Paper for PennsylvaniaJUVENILE AND FAMILY COURT JOURNAL, Issue 2 2006PATRICIA TORBET ABSTRACT One of the fundamental purposes of Pennsylvania's juvenile justice system is to develop "competencies" in delinquent youth. But what does that mean? Why is it important? How is it done? The White Paper. originally published in 2005, attempted to answer those questions, articulating basic principles and identifying research-supported practices for competency development, the least understood of the three balanced and restorative justice goals. Practitioners and policy makers in other states who are interested in helping juvenile offenders acquire the knowledge and skills they need to become productive, connected, and law-abiding community members will find it directly relevant. [source] The importance of the employee perspective in the competency development of human resource professionalsHUMAN RESOURCE MANAGEMENT, Issue 3 2006Mary E. Graham Recent specification of HR competencies has the potential to influence the professional development of all HR practitioners. It is possible, however, to master the competencies and still underperform. This disconnect may occur because current competency work reflects the perspective of top management clients of human resources to the neglect of the employee perspective. In addition, competencies have become linked so tightly to firm outcomes that normative influences in competency development are lost. To think through these issues, we examine the credibility competency for HR professionals (Ulrich & Brockbank, 2005). Focus groups confirm that credibility dimensions vary across stakeholders, with employees emphasizing trust, management emphasizing expertise and effective relationships, and top management emphasizing the achievement of results. We conclude that more broadly defined competencies for HR professionals are necessary. © 2006 Wiley Periodicals, Inc. [source] New Hope and Help for Forgotten YouthJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 2 2009APRN/PMH, Rita Gill MS TOPIC: Juvenile sex offender treatment programs have been at the forefront of discussion among some policy-makers and certainly those who provide treatment for these youth. While the research in this area supports the use of community-based treatment strategies, clinicians with strong training background are rare. PURPOSE: There is a need for a certificate training program to develop clinicians who are specifically trained to treat juvenile sex offenders. Through a unique academic/community initiative providing a multimodal approach to treatment, a collaborative 2-day national conference related to treatment of juvenile sex offenders was established. The program core was a 9-month clinical treatment certificate training program. This article describes the community program, and outlines in detail its purpose, goals, trainee requirements, conceptual areas for competency development, and the content areas. CONCLUSIONS: The Mental Health Policy Institute for Leadership and Training of Baltimore and the School of Nursing of the University Maryland jointly recognized a need to address the quality and efficacy of community-based treatment and expand the number of trained clinicians to work with sex offending youth. As a result of positive program evaluations, this community program will be provided annually. [source] The effectiveness of an educational programme for nursing students on developing competence in the provision of spiritual careJOURNAL OF CLINICAL NURSING, Issue 20 2008René Van Leeuwen Aim., To determine the effects of a course for nursing students on developing competence in spiritual care and the factors that might influence the effects. Background., Studies suggest that role preparation in nursing for spiritual care is poor. For the assessment of competence, few or no explicit competency framework or assessment tools seemed to be used. Design., Quasi-experimental crossover design (pre,post-test). Method., The subjects were students from Christian nursing schools in the Netherlands (n = 97). The intervention consisted of a course in spiritual care. Competencies were measured with an assessment tool, the Spiritual Care Competence Scale. Data were analysed by t -test procedures (paired-samples t -test). At T1 vignettes were added to assess the quality of the students' own analyses. These data were analysed by a Mann,Whitney test. Regression analyses were performed on the influence of student characteristics on the subscales of the assessment tool. Results., Ninety-seven students participated in this study. Analysis showed statistically significant changes in scores on three subscales of the Spiritual Care Competence Scale between groups (T1) and over time for the whole cohort of students on all subscales (T2). Clinical placement showed as a negative predictor for three subscales of the Spiritual Care Competence Scale. Experience in spiritual care and a holistic vision of nursing both showed as positive predictors on certain competencies. A statistically significant difference was observed between groups in the student analysis of a vignette with explicit spiritual content. Conclusions., The outcomes raise questions about the content of education in spiritual care, the measurement of competencies and the factors that influence competency development. Relevance to clinical practice., The results provide nurse educators with insight into the effects of education in spiritual care on students' competencies and help them consider a systematic place for spiritual care within the nursing curriculum. [source] Advancing Competency Development: A White Paper for PennsylvaniaJUVENILE AND FAMILY COURT JOURNAL, Issue 2 2006PATRICIA TORBET ABSTRACT One of the fundamental purposes of Pennsylvania's juvenile justice system is to develop "competencies" in delinquent youth. But what does that mean? Why is it important? How is it done? The White Paper. originally published in 2005, attempted to answer those questions, articulating basic principles and identifying research-supported practices for competency development, the least understood of the three balanced and restorative justice goals. Practitioners and policy makers in other states who are interested in helping juvenile offenders acquire the knowledge and skills they need to become productive, connected, and law-abiding community members will find it directly relevant. [source] | ||||||||||