Academic literature on the topic 'Novice therapists'
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Journal articles on the topic "Novice therapists"
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Black, Lisa L., Gail M. Jensen, Elizabeth Mostrom, Jan Perkins, Pamela D. Ritzline, Lorna Hayward, and Betsy Blackmer. "The First Year of Practice: An Investigation of the Professional Learning and Development of Promising Novice Physical Therapists." Physical Therapy 90, no. 12 (December 1, 2010): 1758–73. http://dx.doi.org/10.2522/ptj.20100078.
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Background The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. Objectives The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. Design and Methods A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Results Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. Conclusions The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first year of practice.
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Hayward, Lorna M., Lisa L. Black, Elizabeth Mostrom, Gail M. Jensen, Pamela D. Ritzline, and Jan Perkins. "The First Two Years of Practice: A Longitudinal Perspective on the Learning and Professional Development of Promising Novice Physical Therapists." Physical Therapy 93, no. 3 (March 1, 2013): 369–83. http://dx.doi.org/10.2522/ptj.20120214.
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Background Physical therapists work in complex health care systems requiring professional competence in clinical reasoning and confidence in decision-making skills. For novice physical therapists, the initial practice years are a time for developing professional identity and practical knowledge. Objectives The study purpose was to extend previous research describing the experiences, learning, and professional development of 11 promising novice therapists during their first year of practice. The present study examined the continued development of the same therapists during their second year of clinical practice. Design Seven researchers from 4 physical therapist educational programs in the eastern and midwestern United States used a longitudinal, qualitative, multiple case study approach. Methods Eleven physical therapist graduates identified as “promising novices” were recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered varied practice settings. Data were collected for 2 years using semistructured interviews, reflective journals, and participant observation. Results A conceptual model describing the participants' ongoing development during the second year of practice emerged. The 3 themes were formal and informal learning, increasing confidence and expansion of skills, and engagement in an environment characterized by collaborative exchange and opportunities for teaching. The second year represented consolidation and elaboration of practice-based learning and skills. The expansion of confidence, skills, and responsibilities and the externalization of learning the participants experienced promoted professional role formation. Learning previously directed inward and self-focused turned outward, fueled by growing self-confidence. Conclusions Research illuminating the professional role formation experienced during early clinical practice is not widely available. The current study and further research into the learning and development of novice practitioners may assist educators in the design of pedagogical strategies and learning environments that enhance the professional development of physical therapists.
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Greenfield, Bruce H., Adam Anderson, Brittany Cox, and Michelle Coryell Tanner. "Meaning of Caring to 7 Novice Physical Therapists During Their First Year of Clinical Practice." Physical Therapy 88, no. 10 (October 1, 2008): 1154–66. http://dx.doi.org/10.2522/ptj.20070339.
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Background and Purpose Caring has been identified as a rules-based approach to good patient care, as a core value in physical therapist professional behavior, as a part of experienced and expert practice, as a virtue, and as a moral orientation. Previous research showed that experienced and expert female physical therapists value compassion and caring in clinical practice. However, little is known about how novice physical therapists care for their patients. The purpose of this study was to explore the meaning of caring from the perspectives of novice physical therapists. Subjects Seven novice physical therapists (with less than 1 year of clinical experience) working in either an outpatient or an inpatient facility were recruited. Methods A qualitative method (phenomenology) was used, with data being obtained from retrospective interviews of the novice physical therapists regarding their experiences in the clinic. Results Three common themes relating to the nature of caring emerged: learning to care (with the following subthemes: barriers to caring, the “difficult” patient, finding a balance, and time constraints), patients as subjects, and the culture of the clinic. Discussion and Conclusion The novice physical therapists in this study expressed difficulty in dealing with difficult patients, with time management, and with balancing their professional and personal lives. However, despite the barriers to caring, many of these participants viewed caring not just as a rules-based approach but as a core value and, in some cases, a moral orientation that guided their first year of clinical practice. The findings suggest that caring requires certain skills and attitudes that accrue over time and that physical therapist education programs should integrate learning experiences (including clinical experiences) throughout the curriculum that foster caring behaviors in order to prepare students for the first-year transition in the clinic. In addition, experienced clinicians should appreciate how their clinic's culture and their behaviors can help model caring attitudes in novice physical therapists.
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Zamorano Díaz, Claudio, Carolina Fuenzalida Muñoz, and Javiera Cornejo Valenzuela. "Using the Therapist's Inner Conversation in Teamwork with Novice Therapists." Australian and New Zealand Journal of Family Therapy 41, no. 2 (May 23, 2020): 181–94. http://dx.doi.org/10.1002/anzf.1411.
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Mitchell, Robyn, and Carolyn A. Unsworth. "Clinical Reasoning during Community Health Home Visits: Expert and Novice Differences." British Journal of Occupational Therapy 68, no. 5 (May 2005): 215–23. http://dx.doi.org/10.1177/030802260506800505.
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Very little is known about the differences between novice and expert clinical reasoning in community health practice. This article presents the findings of a study of the clinical reasoning of five expert and five novice community health occupational therapists (CHOTs) during the conducting of home visits. A head-mounted video camera was used to record the visits, followed by the participants reporting their clinical reasoning verbally using a video-assisted debriefing method. The transcripts from these verbal reports were analysed quantitatively and qualitatively. The quantitative results demonstrated many differences between experts and novices in terms of the amounts and types of clinical reasoning used. For example, the novices used more procedural reasoning whereas the experts used more conditional reasoning and mixes of different reasoning types. The qualitative results demonstrated that the experts used a free-flowing conversational approach when reasoning during home visits whereas the novices depended on external structures such as assessment forms to guide the process. Given their experience and familiarity with the process, the experts were confident and clear in their reasoning whereas the novices were more awkward and self-conscious. The experts handled sensitive issues whereas the novices seemed to avoid them. The study findings may provide insights for student and novice therapists concerning expert CHOTs' practice and promote reflection in general on the attainment of expertise in clinical practice.
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Zielińska, Beata. "Novice therapists difficulties. A literature review." Psychoterapia 172, no. 1 (2015): 85–94. http://dx.doi.org/10.12740/pt/30476.
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Stadelmaier, Julia, Bernhard Reichert, and Jutta Räbiger. "Job strain in German novice physical therapists." International Journal of Health Professions 8, no. 1 (January 1, 2021): 3–19. http://dx.doi.org/10.2478/ijhp-2021-0002.
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Abstract Introduction International research shows high levels of job demands and psychological resources for physical therapists, and job strain is considered to be moderate. So far, publications are based on therapists with varying length of service. Little is known about job strain during the first year in the profession. Aim To investigate the level of job strain of German novice physical therapists and to identify common workplace stressors. Methods We conducted a web-based survey among physical therapists who had been working for 12 month or less. Using a self-administrated questionnaire, job strain was measured by its effects on work commitment, general health, job satisfaction, burnout and turnover intention. Subgroup analyses based on age, sex and rating of professional training were performed. Stressors at work were evaluated by priority and frequency of appearance. Results Data of 153 physical therapists was analysed. Low levels of job strain were reported. Novice physical therapists showed high levels of workplace commitment and general health, and low levels of turnover. Moderate ratings were recorded for job satisfaction and symptoms of burnout. Inadequate compensation for work, high caseload, time pressure and physical stress were the most common stressors mentioned. Therapists who rated their professional training as positive reported lower levels of job strain. No significant differences between women and men or between therapists of different age were found. Conclusion Although many workplace stressors are reported, novice physical therapists show low levels of job strain. Vocational training may be one important protective factor with regard to job strain.
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Mayer, Kirby P., Sanjay Dhar, Evan Cassity, Aaron Denham, Johnny England, Peter E. Morris, and Esther E. Dupont-Versteegden. "Interrater Reliability of Muscle Ultrasonography Image Acquisition by Physical Therapists in Patients Who Have or Who Survived Critical Illness." Physical Therapy 100, no. 9 (April 17, 2020): 1701–11. http://dx.doi.org/10.1093/ptj/pzaa068.
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Abstract Objective Previous studies have demonstrated that muscle ultrasound (US) can be reliably performed at the patient bedside by novice assessors with minimal training. The primary objective of this study was to determine the interrater reliability of muscle US image acquisition by physical therapists and physical therapist students. Secondarily, this study was designed to elucidate the process for training physical therapists to perform peripheral skeletal muscle US. Methods This was a cross-sectional observational study. Four novices and 1 expert participated in the study. Novice sonographers engaged in a structured training program prior to implementation. US images were obtained on the biceps brachii, quadriceps femoris, and tibialis anterior muscles in 3 groups: patients in the intensive care unit, patients on the hospital ward, and participants in the outpatient gym who were healthy. Reliability of image acquisition was analyzed compared with the expert sonographer. Results Intraclass correlation coefficient values ranged from 0.76 to 0.97 with an average for all raters and all muscles of 0.903, indicating excellent reliability of image acquisition. In general, the experienced physical therapist had higher or similar intraclass correlation coefficient values compared with the physical therapist students in relation to the expert sonographer. Conclusions Excellent interrater reliability for US was observed regardless of the level of experience, severity of patient illness, or patient setting. These findings indicate that the use of muscle US by physical therapists can accurately capture reliable images in patients with a range of illness severity and different clinical practice settings across the continuum of care. Impact Physical therapists can utilize US to obtain images to assess muscle morphology. Lay Summary Physical therapists can use noninvasive US as an imaging tool to assess the size and quality of peripheral skeletal muscle. This study demonstrates that physical therapists can receive training to reliably obtain muscle images in patients admitted to the intensive care unit who may be at risk for muscle wasting and may benefit from early rehabilitation.
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Wainwright, Susan Flannery, Katherine F. Shepard, Laurinda B. Harman, and James Stephens. "Novice and Experienced Physical Therapist Clinicians: A Comparison of How Reflection Is Used to Inform the Clinical Decision-Making Process." Physical Therapy 90, no. 1 (January 1, 2010): 75–88. http://dx.doi.org/10.2522/ptj.20090077.
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Background Prior experience informs clinical decision making and shapes how reflection is used by novice and experienced physical therapist clinicians. Objectives The aims of this research were: (1) to determine the types and extent of reflection that informs the clinical decision-making process and (2) to compare the use of reflection to direct and assess clinical decisions made by novice and experienced physical therapists. Design Qualitative research methods using grounded theory were used to gain insight into how physical therapists use reflection to inform clinical decision making. Methods Three participant pairs (each pair consisting of one novice and one experienced physical therapist) were purposively selected from 3 inpatient rehabilitation settings. Case summaries of each participant provided the basis for within- and across-case analysis. Credibility of these results was established through member check of the case summaries, presentation of low-inference data, and triangulation across multiple data sources and within and across the participant groups. Results Although all participants engaged in reflection-on-action, the experienced participants did so with greater frequency. The experienced participants were distinguished by their use of reflection-in-action and self-assessment during therapist-patient interactions. An intermediate effect beyond novice practice was observed. Conclusions The results of this study may be used by educators and employers to develop and structure learning experiences and mentoring opportunities to facilitate clinical decision-making abilities and the development of the skills necessary for reflection in students and novice practitioners.
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Frediani, Gianina, and Peter Rober. "What Novice Family Therapists Experience During a Session… A Qualitative Study of Novice Therapists' Inner Conversations During the Session." Journal of Marital and Family Therapy 42, no. 3 (January 20, 2016): 481–94. http://dx.doi.org/10.1111/jmft.12149.
Full textDissertations / Theses on the topic "Novice therapists"
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Hammerton, Rachel. "Novice Therapists' Perception and Use of Self-Care." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39826.
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Self-care is necessary for psychotherapists to prevent burnout and to provide ethical services for clients. Counselling students often recognize the need for self-care, but neglect to implement it, preventing them from building the necessary practices to endure hardships related to practicing psychotherapy. Previous research, such as Butler and colleague’s work (2017), has examined the importance of self-care in counselling education, but has not examined how it is applied in practice. Therefore, this project’s research questions included: 1) How do novice therapists engage in professional self-care? 2) How do novice therapists bridge the gap between conceptual knowledge and practice of professional self-care? 3) What are the barriers to self-care? Thematic Analysis (TA) was used to distil meaning from common experiences of participants. Four psychotherapists with an average of 1.5 years of experience were interviewed using an in-depth semi-structured interview protocol. Eighteen subthemes were generated from the data, further categorized under four themes: (1) obstacles to self-care; (2) work-life balance; (3) pathways to self-care; and (4) effects of self-care. Implications of this research include structured self-reflection in counsellor training programs, integration of flexibility and self-care provisions in workplace cultures, and a strong policy emphasis on the need for counsellor self-care and improving professional guidelines to allow for counsellor self-care practices.
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Hilaris, Dina Anne. "Impact of Learning Internal Family Systems Model on Self-of-the-Therapist Work in Novice Therapists: A Mixed-Methods Study." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/81253.
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This mixed-methods study sought to examine the impact of learning the Internal Family Systems (IFS) model on novice therapists' self-of-the-therapist work. Criterion sampling was used to recruit participants enrolled in an IFS graduate course in Virginia Tech's Marriage and Family Therapy (MFT) Program. Participants completed three sets of questionnaires (Self-Compassion Scale, Five Facet Mindfulness Questionnaire, and Professional Quality of Life Scale V. 5) both before and after completing the course. Twelve of the 23 participants volunteered to contribute to the qualitative portion of this study in semi-structured focus groups or individual interviews. The qualitative data were analyzed using grounded theory to assist in building theory for whether and how IFS can build awareness of internal process and increased self-compassion in novice therapists, therefore contributing to their self-of-the-therapist work. The quantitative data reported an increase in Self-Kindness, Common Humanity, Mindfulness, ability to Describe one's experience, ability to Act with Awareness, and the ability to be Nonjudgmental and Nonreactive of one's experience after participants completed the IFS course. The quantitative data reported a decrease in participants' Self-Judgment, Over-identification, and Secondary Traumatic Stress after completing the IFS course. The qualitative data supported these findings. The themes that emerged for the qualitative data were an increase in Self-Leadership, Improved Relationships, and an increase in Self-Compassion. Overall, participants reported gaining greater awareness of their internal process and increasing their ability to be self-compassionate, which they report impacted and contributed to their self-of-the-therapist work. Limitations, clinical and training implications, and future directions for research are discussed.Master of Science
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Donald, Emily, and Rebekah J. Byrd. "Learning in the Sand: Sandtray in Teaching and Supervision with Novice Play Therapists." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2610.
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Sandtray can be incorporated with diverse theoretical orientations and provides an interactive and engaging way to involve supervisees and students. This presentation will cover the use of sandtray in play therapy supervision and teaching play therapists, with a focus on multicultural competence.
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Nielsen, Olivia K. "An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955018/.
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Effective and efficient training strategies are needed to provide training to novel therapists whom provide early intensive behavioral intervention (EIBI) services to young children with autism. We evaluated the effects of interactive computer-based training (ICT) on novice therapists' implementation of two, common EIBI instructional techniques: discrete-trial instruction (DTI) and naturalistic instruction. Results demonstrated that ICT improved trainees' instructional fidelity during role-plays with a confederate for DTI instruction and also with a child with autism for both DTI and naturalistic instruction. As a result, the requirement for supervisor feedback on performance was minimized. In addition, results suggest that child language improved as a result of improved therapist performance.
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Pantaleao, Lori Ann. "The Art of Solution-Focused Brief Therapy: Experiential Training for Novice Therapists in Creative Collaborative Language." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/17.
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Novice solution-focused brief therapists often have difficulty delivering scaling questions within the languaging of their clients. To help beginning Solution-Focused Brief Therapy (SFBT) trainees, this researcher has created the metaphorically enhanced scaling question (MESQ) training program. By incorporating a meaning making system such as the metaphor, the scaling question becomes expressive and symbolic to the client and his or her own story. The MESQ objective is to assist novice therapists in facilitating the SFBT scaling question creatively through the use of metaphor. A metaphor is a created meaning isomorphic to its original meaning or experience. The metaphor will be co-constructed through collaboration between client and therapist. The MESQ program encompasses three key elements of SFBT: listening, selecting, and building into three tangible activities designed for novice therapists to learn, articulate, and demonstrate their comprehension of the modified scaling technique (Bavelas, De Jong, Franklin, Froerer, Gingerich, Kim, Korman, Langer, Lee, McCullum, Jordan, & Trepper, 2013)
This research is qualitative in nature, due to the examined experiences of the MESQ training program participants. Action research has been chosen to emphasize the learning aspect, and assist in training development. The MESQ training program will be evaluated based on Kirkpatrick’s four levels of evaluating training programs: reaction, learning, behavior, and results. (Kirkpatrick, 1996). The focus of this research project will be to refine and develop the MESQ training program through analytic evaluation.
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Goldstein, Lizabeth Alexandra. "Cognitive Therapy for Depression Provided by Novice and Expert Therapists: Comparison of Skill Acquisition and Patient Outcomes." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1432225327.
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Philander, Tamlyn Kay. "Novice occupational therapists’ perceptions and experiences of professional socialisation in the first year of practice in South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6910.
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Magister Scientiae (Occupational Therapy) - MSc(OT)Professional socialisation is a key dimension within the professional development of an occupational therapy practitioner. Professional socialisation in the first year of practice involves a process of change within the individual with regards to knowledge, skills and reasoning. The process further involves the novice’s developmental induction into the culture of the profession and into the practice context. Novice practitioners who are not appropriately supported in their professional socialisation process may become demoralised as practitioners. It is necessary to explore professional socialisation from the perspectives of novice occupational therapy practitioners themselves, in order to generate an understanding of how professional socialisation can be supported in the first year of practice. This is of vital importance otherwise the profession may run the risk of attrition. Therefore, the aim of this study was to explore and describe novice occupational therapists’ perceptions and experiences regarding professional socialisation during the first year of practice. A qualitative research approach and exploratory descriptive research design was utilised in the public health system in South Africa. Purposive sampling was utilised to select nine participants for the study. Data collection methods included two semi-structured interviews and a dyad interview discussion which were audio-recorded, transcribed verbatim and analysed through thematic data analysis. The strategies of member checking, peer review, reflexivity, and an audit trail ensured trustworthiness of the study. Ethics clearance was obtained from the UWC Research Committee. Three themes originated from the findings of this study. The first theme, stepping into the unknown, illustrates a dissonance between the participants’ expectations for practice and the actual realities of practice that they encountered. The second theme, uncovering the occupational therapy culture, highlights power dynamics and inconsistencies within the profession as perceived by the participants. The third theme, becoming a professional, highlights how the participants responded to the challenge of transitioning from student to professional and started to internalise their professional identity. Recommendations to support the professional socialisation of novice therapists in the South African context are made in respect of occupational therapy education, continued professional development, support for novice therapists, transformation in the profession and future research.
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Horsch, Rachel M. "Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.
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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded video models on direct-care staff’s implementation of DTI and an NDBI. All participants’ DTI teaching fidelity increased during role-plays with an adult and with a child with autism and all participants increased teaching fidelity across untrained instructional programs. In addition, moderate improvement was demonstrated following NDBI training on the use of correct prompts, environmental arrangements, and response interaction. Together, these results indicate that therapists are able to acquire a large number of skills using two teaching techniques, DTI and NDBI, following brief computer-based training.
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Dunford, Fiona. "Determining differences between novice and expert physiotherapists in the emergency on-call environment a vignette-based study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/368.
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Emergency on-call duties have been highlighted as a key stress factor in newly qualified physiotherapists whose job performance may be affected. The concept of stress relating to on-call work, the general lack of interest or confidence in the respiratory on-call field, and subsequent difficulties with recruitment and retention, pose a difficult problem for managers of services responsible for the maintenance of a competent workforce and a high standard of service provision. Differences in novice and expert physiotherapists’ patient management and clinical reasoning strategies have been previously examined in orthopaedic, neurology, domiciliary and cardiorespiratory fields. However, no such investigations have been undertaken in the field of emergency on-call. The purpose of this study was to determine if differences existed between novice and expert physiotherapists who had by definition differing levels of context-related experience within the emergency on-call environment. This study also aimed to consider what factors may influence their physiotherapy intervention for an acute cardiorespiratory patient. A purpose-designed vignette-based postal questionnaire was administered to 26 emergency on-call providers in New Zealand. The questionnaire sought demographic data, investigated participants’ attitudes towards emergency on-call service provision and presented a vignette-based clinical scenario which asked questions throughout an evolving clinical case scenario. Analysis was performed using the computer software package for social sciences, SPSS for Windows (version 14), results were analysed using descriptive statistics, and significance testing was performed using non-parametric methods. A good response rate was achieved (78.8%; n = 56). Statistically significant differences between novices and experts were determined in scores for confidence, stress, and support required, also in the factors affecting stress levels. Novices are less confident (p = < .0001), more stressed (p = < .001) and require more support than experts (p = < .001). Factors which influenced both novice, and to a lesser extent, expert stress levels when working as emergency on-call physiotherapists, were established. A relationship was determined between confidence and level of support required (r = -.65; p = < .001); confidence and amount of stress felt (r = -.58; p = < .001); and support required and stress felt (r = .47; p = < .001). Some differences were demonstrated between novice and expert physiotherapists in their answers to a clinical case scenario. Although these were not statistically significant, a trend was noted which may reflect the different clinical reasoning strategies of these physiotherapists. There is a need for novices to gain the type of experience which includes independent problem solving and guided reflection; the use of vignette-based case studies may be one method which could be further exploited. The profession is responsible for the provision of better ways to meet the needs of our future emergency on-call workforce. If this is not achieved, other professional groups will be required to fill the gaps and physiotherapy; particularly cardiorespiratory physiotherapy will lose out.
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Fielden, Kathryn Lesley. "From Novice to Expert Therapist : The Role of Clinical Supervision in the Transition." Thesis, Roehampton University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515309.
Full textBooks on the topic "Novice therapists"
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Guilford, Arthur M. The speech-language pathologist: From novice to expert. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.
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Martin, Jeffrey J. Entering Sport. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0008.
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This chapter presents research that sheds light on the ways in which individuals with disabilities get their start in sport. Many people with acquired disabilities start disability sport as novices yet may have had experience in able-bodied sport before the disability. Children with congenital disabilities may start sport at a young age. However, many children with disabilities face a variety of barriers to sport participation. Opportunities for disabled children to learn about sport via school physical education and school-sponsored sports are much scarcer than for able-bodied children. A major challenge for all individuals with disabilities is that formal and informal opportunities are often limited or not widely advertised, or transportation is lacking. As a result, many athletes with disabilities are more reliant on socialization agents such as teammates, coaches, enlightened parents, medical doctors, and physical therapists. In particular, people associated with the medical profession are potentially more influential for athletes with disabilities than for able-bodied athletes, who may have limited contact with physical, occupational, recreational, or rehabilitation therapists.
Book chapters on the topic "Novice therapists"
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Ashbourne, Lynda M., Kelly Fife, Matthew Ridley, and Erica Gaylor. "Supporting the Development of Novice Therapists." In Family Therapy as Socially Transformative Practice, 41–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29188-8_4.
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Robertson, Linda. "The Novice Therapist." In Clinical Reasoning in Occupational Therapy, 77–92. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702833.ch6.
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Beidel, Deborah C. "Commentary." In Case Studies in Clinical Psychological Science, 241–45. Oxford University Press, 2013. http://dx.doi.org/10.1093/med:psych/9780199733668.003.0033.
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Cassie’s treatment illustrates the very effective use of cognitive behavior therapy to treat obsessive-compulsive disorder (OCD). The authors did an excellent and thorough diagnostic assessment. Often, novice therapists initiate treatment too quickly, without a comprehensive understanding of all of the factors that may play a role in the etiology and maintenance of the disorder. For example, Cassie may have come in saying, “I am afraid of knives.” Without a thorough diagnostic assessment, a therapist may have considered this statement to represent a specific phobia and may not have probed further, thereby neglecting Cassie’s fear of losing control and hurting her family. Of course, the authors of this case were experts in the treatment of OCD and spent the time necessary to adequately understand Cassie’s clinical presentation and to design an appropriate treatment strategy. Another area of agreement was the use of cognitive behavioral treatment (CBT). As illustrated by this commentary, there are many variations in how exposure therapy may be implemented, but there is no disagreement that CBT is the treatment of choice for people with OCD. Medication may reduce general levels of arousal but is less effective in reducing symptoms of obsessions and compulsions. In the most severe cases, both CBT and medication may be necessary. Another area of agreement was the use of homework assignments, in addition to clinic treatment sessions. OCD is a complex and severe disorder, and once weekly clinic sessions will not produce the desired treatment outcome. Again, there may be differences in the specific homework activity that is selected and whether or not the therapist must accompany the patient when he or she completes initial homework assignments, but there is agreement that homework assignments are critical to positive treatment outcome....
Conference papers on the topic "Novice therapists"
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Shalem-Zafari, Yifat. "The Contribution Of A Unique Supervisory Model To Novice Dance/Movement Therapists." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.40.
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