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Relevant bibliographies by topics / Professional person

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Academic literature on the topic 'Professional person'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Professional person"

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Susic, Esta, Ema Nicea Gruber, and Blazenka Guberina Korotaj. "Training for Person Centered Medicine in a Forensic Hospital." International Journal of Person Centered Medicine 4, no. 3 (March 6, 2015): 189–204. http://dx.doi.org/10.5750/ijpcm.v4i3.481.

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The education and training needed for health professionals performing person centered medicine in a prison hospital is presented. The health professionals involved work in the department for forensic psychiatry of a prison hospital and conduct mandatory psychiatric treatment during a person’s prison sentence using a bio-psycho-social model of treatment and rehabilitation. Such health professionals work with mentally ill people having partially diminished capacity who perpetrated criminal activities and were sentenced according to the Croatian Criminal Code or Criminal Procedures Act and the Law for the Protection of Persons with Mental Illness. Required professional skills include capabilities to provide person-centered psychiatric treatment aimed at reducing psychopathology, articulating theoretical concepts, therapeutic procedures, health professionals' roles and self-understanding, interpersonal issues, relations between patient/prisoner and health professional, ethical dilemmas, and challenges establishing partnerships. Since each patient is also a person serving a prison sentence, the health professional must also know the legislative framework, work as a civil servant, pass the State service examination and be part of a team with different types of other professionals, particularly social workers, occupational therapists, prison officers, court officers, and state officers. For health professionals to practice person centered medicine in a prison setting is a quite demanding and stressful challenge. It may be the hardest way to practice, but it is the right way to do it.

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Woolley, Marcus. "The One‐Person Library: Professional Development and Professional Management." Library Management 9, no. 1 (January 1988): 2–47. http://dx.doi.org/10.1108/eb054903.

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Gaugler, Joseph E., Bonnie L. Westra, and Robert L. Kane. "Professional discipline and support recommendations for family caregivers of persons with dementia." International Psychogeriatrics 28, no. 6 (January 7, 2016): 1029–40. http://dx.doi.org/10.1017/s1041610215002318.

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ABSTRACTBackground:Family caregivers of persons with dementia often require support services to help ease the challenges of providing care. Although the efficacy of some dementia caregiver interventions seems apparent, evidence indicating which types of protocols can best meet the diverse needs of individual families is not yet available. Because of this gap, families must often turn to professionals for such guidance, but it remains unknown whether professionals from different disciplines are more inclined to recommend particular types of services than others. This study assessed whether recommendations of supportive interventions to hypothetical dementia family caregivers differed by professional discipline.Methods:In a cross-sectional survey design, a convenience sample of 422 dementia care professionals across the USA viewed up to 24 randomly selected, hypothetical scenarios that systematically varied characteristics of persons with dementia and their caregivers. For each scenario, 7 possible intervention recommendations were rated. A total of 6,890 scenarios were rated and served as the unit of analysis.Results:General linear models revealed that discipline was often a stronger predictor of how likely professionals were to recommend dementia caregiver interventions than caregiver, care recipient, or other professional characteristics. Psychotherapists tended to recommend psychoeducation more than other professionals, while those in medicine were more likely to recommend training of the person with dementia and psychotherapy.Conclusions:The heterogeneity in recommendations suggests that the professional source of information influences the types of support families are directed toward. Empirical evidence should inform these professional judgments to better achieve person-centered care for families.

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Thompson, Jeanette. "person centred planning & professional workshops." Learning Disability Practice 7, no. 1 (February 2004): 12–13. http://dx.doi.org/10.7748/ldp2004.02.7.1.12.c1549.

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Thompson, Jeanette. "person centred approaches to professional education." Learning Disability Practice 8, no. 2 (March 2005): 14–17. http://dx.doi.org/10.7748/ldp2005.03.8.2.14.c1608.

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Conway, Mary E. "Curriculum, the professional person, and accountability." Journal of Professional Nursing 4, no. 2 (March 1988): 74. http://dx.doi.org/10.1016/s8755-7223(88)80022-x.

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Ivashkevych, Ernest. "THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR." Психологія: реальність і перспективи, no. 16 (July 1, 2021): 69–79. http://dx.doi.org/10.35619/praprv.v1i16.214.

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In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics. We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession. Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions. We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place. So, we have to admit that the problem of the development of the person of translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.

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Hunter, Paulette V., Lynn McCleary, Noori Akhtar-Danesh, Donna Goodridge, Thomas Hadjistavropoulos, Sharon Kaasalainen, Tamara Sussman, Genevieve Thompson, Lorraine Venturato, and Abigail Wickson-Griffiths. "Mind the gap: is the Canadian long-term care workforce ready for a palliative care mandate?" Ageing and Society 40, no. 6 (January 15, 2019): 1223–43. http://dx.doi.org/10.1017/s0144686x18001629.

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AbstractThe average expected lifespan in Canadian long-term care (LTC) homes is now less than two years post-admission, making LTC a palliative care setting. As little is known about the readiness of LTC staff in Canada to embrace a palliative care mandate, the main objective of this study was to assess qualities relevant to palliative care, including personal emotional wellbeing, palliative care self-efficacy and person-centred practices (e.g. knowing the person, comfort care). A convenience sample of 228 professional and non-professional staff (e.g. nurses and nursing assistants) across four Canadian LTC homes participated in a survey. Burnout, secondary traumatic stress and poor job satisfaction were well below accepted thresholds, e.g. burnout: mean = 20.49 (standard deviation (SD) = 5.39) for professionals; mean = 22.09 (SD = 4.98) for non-professionals; cut score = 42. Furthermore, only 0–1 per cent of each group showed a score above cut-off for any of these variables. Reported self-efficacy was moderate, e.g. efficacy in delivery: mean = 18.63 (SD = 6.29) for professionals; mean = 15.33 (SD = 7.52) for non-professionals; maximum = 32. The same was true of self-reported person-centred care, e.g. knowing the person; mean = 22.05 (SD = 6.55) for professionals; mean = 22.91 (SD = 6.16) for non-professionals; maximum = 35. t-Tests showed that non-professional staff reported relatively higher levels of burnout, while professional staff reported greater job satisfaction and self-efficacy (p < 0.05). There was no difference in secondary traumatic stress or person-centred care (p > 0.05). Overall, these results suggest that the emotional wellbeing of the Canadian LTC workforce is unlikely to impede effective palliative care. However, palliative care self-efficacy and person-centred care can be further cultivated in this context.

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Goodfellow, Joy. "Practical Wisdom in Professional Practice: The Person in the Process." Contemporary Issues in Early Childhood 4, no. 1 (March 2003): 48–63. http://dx.doi.org/10.2304/ciec.2003.4.1.6.

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Recent reviews of the status and standing of early childhood teachers in Australia indicate high attrition, low retention and low morale within the profession. A contributing factor may be the lack of professional and public recognition of the expert knowledge held by practitioners. The extent of this phenomenon was investigated through a mapping exercise. Data were gained from two sources — the National Childcare Accreditation Council's revised Quality Improvement and Accreditation System for long day care centres and advertised position descriptions for early childhood teachers/directors. These data sources, while providing some insight into the nature of early childhood teachers' work, showed that the hidden dimensions of professional practice are largely ignored in such public documents. The findings suggest that little recognition is currently being given to practical wisdom — the professional's capacity to make sound judgement in the use of personal/professional, theoretical, and practical knowledge. If early childhood teachers and the community at large are to value and truly appreciate the nature of the early childhood professional's work, then that work must be carefully documented and promoted. The article concludes by suggesting that the development of professional portfolios may be a strategy that could be used to more effectively represent and honour the nature of teachers' work and provide insight into the practical wisdom of professional practice.

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Sirokha, Lilya. "PROFESSIONAL PREPAREDNESS AS AN INCREDIBLE COMPONENT OF SUCCESSFUL PROFESSIONAL ACTIVITY OF THE PERSON." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 87–91. http://dx.doi.org/10.17721/bsp.2019.1(10).22.

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The historical aspect and the essence of the term of readiness for work as a special mental state; a necessary and extremely important component of a successful professional life of a person is studied in the article. Readiness for a certain phenomenon helps person to adapt more quickly and to fulfill his duties more successfully. It contributes to the development of personality. The author points out that an analysis of the problem of readiness shows that the genesis of this concept is related to the development and understanding of the concept of "psychological readiness for work". It can be defined as permanent (as a result of labor education) or temporary (as a result of psychological training or psychological mobilization during this period) mental condition, which is caused due to the need for work. The question of the readiness of a specialist for professional activity is studied within such sciences as: psychology, pedagogy, philosophy. The author's determination of readiness is formulated during the conduction of the research. The author proposes to understand the readiness as a complex integrative formation, characterizing a particular mental state. It is a necessary and essential component of a successful professional life of the individual. It helps a person to adapt more quickly, to fulfill his professional duties more successfully; it promotes professional development of a specialist. Readiness includes not only professional characteristics and skills, but either personal trait. The conclusion is made that since readiness is a dynamic value, it means that its course is determined by age, by learning experience, individual abilities of the person and so on. The author summarizes the importance of the development of psychological readiness for work during the formation of the personality of a modern specialist. It is emphasized that professional readiness cannot be the same as a subjective professional readiness. According to the modern scientific researches the author distinguishes particular levels of professional readiness, such as: high (autonomy in setting and solving new tasks, adequacy of assessment and self-assessment of professionally important qualities, ability to effectively solve problems during time deficit, etc.); average (average level of expression of the mentioned qualities); and low (inability to set and solve complex problems independently, inadequate assessment and self-assessment of professionally important features, etc.

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Dissertations / Theses on the topic "Professional person"

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Bitter, James. "The Counselor Educator as Person and Professional." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6087.

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Kerry, Matthew James. "Person and professional program determinants of health provider student attitudes toward inter-professional teamwork." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45745.

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Health provider student characteristics and professional program were evaluated as predictors of attitudes toward inter-professional (IP) teams. Sixteen months after completing a self-report battery of demographic and non-ability trait measures, participants completed a second survey (N = 213), assessing components of attitudes toward IP teams. Non-ability traits showed comparable within-program predictive validities for affective reactions toward IP behavior. Additionally, results indicated the incremental predictive validity of trait Dominance and Motivational Inter-professional Team Intelligence, over professional program, for IP attitudes and affective reactions toward IP behavior, respectively. The independent, relative, and joint roles of non-ability individual differences and professional program as determinants of IP training outcomes are discussed.

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Hedman, Anna, and Josefine Liljeholm. "Personers upplevelser och hantering av att leva med utmattningssyndrom : En litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23976.

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Bakgrund: Psykisk ohälsa ses som en definition av många begrepp. Under de senaste åren har psykisk ohälsa ökat bland Sveriges befolkning. Den sjukdom som ökat markant och bidragit till ohälsa är utmattningssyndrom. Utmattningssyndrom drabbar främst personer som jobbar eller ansvarar för andra människor och har i slutändan visat sig bidra till fysisk och psykisk ohälsa. Resultatet av den psykiska och fysiska ohälsan kan vara en bidragande faktor till de långtidssjukskrivningar som ökat i dagens samhälle. Syfte: Syftet med litteraturstudien är att beskriva personers upplevelser och hantering av att leva med utmattningssyndrom samt att beskriva undersökningsgrupperna i de inkluderade artiklarna. Metod: Den föreliggande studien är en beskrivande litteraturstudie grundad på 12 vetenskapliga artiklar med kvalitativ ansats. Underlaget till studien hämtades genom sökningar i databaserna Cinahl och PsycINFO. Huvudresultat: Resultatet uppvisade ett upprepande mönster av att personer med utmattningssyndrom upplever fysiska och psykiska besvär. Dessa besvär går att relatera till kroppsliga signaler och symtom som påverkade personernas hälsa negativt samt emotionella upplevelser där självbilden och det sociala livet blev lidande. Vid tillfrisknandet upplevde personerna dock återigen en känsla av glädje och motivation. Flera olika copingstrategier beskrivs som användbara vid hanteringen av utmattningssyndrom. Alla studier redovisade deltagarantal, könet på deltagarna samt majoriteten av studierna redovisade ålder och yrke. Slutsats: Genom att personer med utmattningssyndrom uppgav egna berättelser om deras upplevelser samt hantering av utmattningssyndrom kunde syftet besvaras. Upplevelserna innebar kroppsliga symtom och signaler samt emotionella upplevelser, men även positiva upplevelser som innebar glädje. Det fanns olika copingstrategier som kunde användas vid hanteringen av utmattningssyndrom. Genom ytterligare forskning av personers upplevelser och hantering av utmattningssyndrom kan det bidra till en bättre förståelse för hur personerna känner och deras sjukdom. Genom detta kan vård och behandling förbättras.
Background: Mental illness is seen as a definition of many terms. In recent years, mental health problems has been increasing among the Swedish population. One disease that increased significantly and contributed to illness is burnout professional. Burnout professional mainly affects people who work with, or are responsible for other people and has ultimately proven to contribute to physical and mental illness. The result of the mental and physical illness can be a contributing factor to the long-term sick leave that has increased in today's society. Aim: The aim of this study is to describe people's experiences and strategies of living with burnout professional and to describe the study sample in the included articles. Method: The present study is a descriptive literature review based on 12 scientific articles with qualitative approach. The basis for the study was retrieved through searches of databases Cinahl and PsycINFO. Main Results: The results showed a repeating pattern of people with burnout professional experiencing physical and psychological trouble. These troubles are related to bodily signals and symptoms that affect people's health and contribute to negative emotional experiences where the self-image and sociability suffer. During the recovery people felt joy and motivation again. Several coping strategies are described as useful in the treatment of burnout professional. All studies reported participants, the sex of the participants, the majority of the studies reported age and profession. Conclusion: By people with burnout professional describing their own stories about their experiences and the management of burnout professional, could the aim of this study be answered. The experiences meant physical symptoms and signals and emotional experiences, but also positive experiences like joy. There are different coping strategies that can be used in the management of burnout professional. Through further research of experiences and management of burnout professional, it can gain a better understanding of how people feel and their illness. Through this, care and treatment can be improved.

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Hornung, Eva. "The current state and perceptions of one-person librarians in Ireland of continuing professional development." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543236.

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Ewertzon, Mats. "Familjemedlem till person med psykossjukdom : bemötande och utanförskap i psykiatrisk vård." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskap och medicin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:du-6468.

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This thesis focused on the situation of family members of persons with psychotic illness, particular on their experience of the approach of the healthcare professionals and of their feelings of alienation regarding the professional care of their family member. A further aim was to explore how siblings who have participated in a support group for siblings experienced their situation. A questionnaire was developed that enabled the aims of this thesis to be investigated (I). Seventy family members from various parts of Sweden participated, and data were collected via the questionnaire developed in study I (II-III). Thirteen siblings who previously had participated in a support group participated in follow-up focus groups interviews (IV). The questionnaire developed was shown to be reliable and valid in these studies (I). In many cases, the participants had experienced an approach from professionals that indicated that they did not experience openness, confirmation and cooperation, and that they felt powerless and socially isolated in relation to the care. There was also found to be a certain degree of association between how the participants experienced the approach and whether they felt alienation (II). The majority of the participants considered openness, confirmation, and cooperation to be important aspects of professional’s approach. The result also identified a low level of agreement between the participants’ experience and what they considered to be significant in the professional’s approach (III). The findings revealed the complexity of being a sibling of an individual with psychotic illness. Participating in a support group for siblings can be of importance in gaining knowledge and minimizing feelings of being alone (IV). Although the psychiatric care services in Sweden have been aware of the importance of cooperating with family members, the results indicated that there is a need for further research in this area.

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Jeong, Kiseong. "Aspiration for sanctuary and potential alternatives : new housing environment for young professional single person households in Seoul." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7610/.

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The number of single person households in global cities such as London and New York has increased dramatically since the 1990s, with significant impacts for development patterns in these cities. The trend has been particularly prominent in South Korea's capital, Seoul, where whose 854,606 single person households represent 23.9% of total households as of 2010 and even more now in 2015. The increase has been mainly driven by the significant increases in young single households aged in their 20s and 30s. The government has been striving to keep pace with the rapid increases in the single person households by supplying residential dwelling types for them such as 'Urban Lifestyle Housing'. However, initial commentary highlights that the resulting housing environment exhibits numerous shortcomings. In this context, there is a need for research to understand the nature of the city living experience for young single person households, their aspirations and the implications for future design and planning approaches in the city. This research aims to address this gap and to provide a basis for recommending potential alternatives in the development and design of new housing for Seoul's changing population, approaching the issue with three perspectives: 'Human relationships', 'Housing design', and 'Economic issues'.

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Braun, Catherine Colletta. "“I’m really not a technology person”: digital media and the discipline of English." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1141781398.

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De, Villiers Ilze. "Investeringsalternatiewe vir die professionele persoon se aftreebeplanning / I. de Villiers." Thesis, North-West University, 2006. http://hdl.handle.net/10394/739.

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Statistically speaking, only between 4% and 6% individuals can afford to retire comfortably. When this fact is combined with changes such as a longer life expectancy, disintegration of family life and increasing pressure on public resources to deal with issues such as aids, the increasing need for personal financial planning for retirement becomes clear. Firstly, a framework was set of requirements which need to be met with regard to financial planning for retirement. This includes the need to diversify the portfolio (as a method to manage the acceptable risk level), as well as principles and techniques relating to diversification. The possibility of using the services of a financial planner to aid with the retirement planning, as well as aspects to be considered in this regard were discussed. It was also demonstrated that a variety of aspects should be considered when deciding on an investment, including market expectations, general economic conditions and the investor's own research, all within a long-term framework. The final aspect considered as part of the framework, was tax. Having set the framework for successful financial retirement planning in Chapter two, a number of pitfalls to be avoided were addressed in Chapter three. These included the investor's planned annual cost of living, since this is the single most important factor which will determine standard of living during retirement. The planned age at which the individual wishes to retire specifically also needs to be taken into account, seeing that this determines the amount of time he has to build up his investment. The planned rate of return on the investment has to be realistic, but also has to at least keep up with inflation. The effect of inflation could also for example mean that adequate present planning may fall short in 20 years' time. A final aspect to be considered is the importance of taking unforeseen events, such as a potential medical disability, into account. Having set the framework of factors to be taken into account, specific investment options were addressed in the main categories of equity, bonds, property and cash, as well as a pension find, provident fund and/or retirement annuity. Less traditional options such as collector's items, financial instruments or the option to start one's own business were also addressed in more detail. Finally, a questionnaire was addressed to professional people, as represented by auditors in the Northwest Province, with the view to determine the current level of retirement planning and whether or not their expectations matched the theoretic framework as discussed in the previous chapters. Suggestions were made as per the results of the questionnaire by linking the results of the questionnaire and the theoretical framework. Gaps were also highlighted, for instance that very few people as per the sample plan to fully retire, and this changing understanding of "retirement" is not fully captured by current literature. It also seems that professional persons, as per the questionnaire, have an over optimistic view regarding their retirement and funds needed during retirement.
Thesis (M.Com. (Business and Management Accounting))--North-West University, Potchefstroom Campus, 2007.

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Hartje, Joyce A. "Professional identity and perceived congruence with the work environment as predictors of intent to continue working in juvenile corrections : a test of person-environment fit /." abstract and full text PDF (UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3279642.

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Thesis (Ph. D.)--University of Nevada, Reno, 2007.
"May 2007." Includes bibliographical references (leaves 191-206). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2008]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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Trayner, Rachel Ann. "Outcomes from In-Person Interdisciplinary Continuing Education for Autism and Online Delivery of the Same Content." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5877.

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Because of the growing prevalence of Autism Spectrum Disorder (ASD), there is an increased need for effective professional training models for autism treatment and education. Individuals with ASD receive care and therapy across multiple disciplines, so such training models should also be interdisciplinary in nature. In the medical field, pediatricians, nurses, psychiatrists, and many others work with individuals with ASD. In the education field, teachers, speech language pathologists, school psychologists, and others work with children with ASD. Some therapists work in both systems. Thus far, there has been little research done considering training delivery models (i.e., in-person and online training) in interdisciplinary best practices in ASD. This study examined outcomes of both an in-person delivery of an interdisciplinary, professional continuing education workshop and online (remote) delivery of the same content. We looked at preferred delivery methods, social validity, and dissemination of information related to each training format according to profession, experience, and levels of previous training. Results indicate that a one-day interdisciplinary training program can result in 70% of participants self-reporting changes in practice and at least 60% report they feel more confident working with children who have ASD. Participants also reported an increased rate of referrals for services outside of their own discipline and increased interest in training in ASD best practices (91% interested at follow up). The social validity of the training was very high with 91% agreeing that the training was worth their time.

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Books on the topic "Professional person"

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The professional security person. Vancouver: P. Paulson, 1986.

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Paulson, Paul H. The professional security person. Burnaby, B.C: P.H. Paulson, 1986.

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Really professional Internet person. New York, NY: Scholastic, Incorporated, 2015.

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Woolley, Marcus. The one-person library: Professional development and professional management. Bradford, West Yorkshire: MCB University Press, 1988.

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Barber, Paul. Developing the 'person' of the professional carer. Guildford: Human Potential Research Group, 1993.

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Person-centred counselling: An experiential approach. London: Sage Publications, 1998.

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author, Disch Joanne Marilyn, Walton Mary K. author, and Sigma Theta Tau International, eds. Person- and family-centered care. Indianapolis, IN: Sigma Theta Tau International, Honor Society of Nursing, 2014.

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Worsley, Richard. Process work in person-centred therapy. 2nd ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2009.

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Process work in person-centred therapy. 2nd ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2009.

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Worsley, Richard. Process work in person-centred therapy. 2nd ed. London: Palgrave Macmillan, 2009.

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Book chapters on the topic "Professional person"

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Boon, Corine. "Person–Organization Fit." In Encyclopedia of Business and Professional Ethics, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_53-1.

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Glas, Gerrit. "Being a professional: Self-relatedness and normativity." In Person-Centered Care in Psychiatry, 81–98. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429242960-5.

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Patterson, Carmel. "Jaxon: The Motivations of Heart, Happiness and the Whole Person." In Enacted Personal Professional Learning, 53–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6007-7_4.

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Turner, Pauline. "Caring for the ‘Whole Person’: Spiritual Aspects of Care." In Principles of Professional Studies in Nursing, 96–110. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20882-7_6.

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Markauskaite, Lina, and Peter Goodyear. "Professional Knowledge and Knowing in Shared Epistemic Spaces: The Person-Plus Perspective." In Professional and Practice-based Learning, 103–25. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-4369-4_5.

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Stott, Elaine. "Assessment of an older person with mental health problems." In Professional Care for the Elderly Mentally Ill, 32–59. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-3015-6_3.

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Szederjei, Elena. "Owner–CEO Collaboration Case." In Management for Professionals, 53–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48606-8_11.

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AbstractThe combination of owner and CEO roles can be both a blessing and a disaster. The success mainly depends on professional and personal skills of the person in charge. HR competence and financial literacy are compulsory for a CEO. It is reasonable to separate ownership and company’s guidance in case when the owner is insufficiently skilled in these areas.

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Kass, Jared D. "My Professional Journey: Becoming a Person-Centered Mentor with a Psychospiritual and Social Justice Orientation." In A Person-Centered Approach to Psychospiritual Maturation, 55–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57919-1_4.

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Donato, Richard, and Kristin J. Davin. "History-in-Person: Ontogenesis and the Professional Formation of Language Teachers." In The Routledge Handbook of Sociocultural Theory and Second Language Development, 457–71. New York : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-29.

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Walton, Joan, and Nigel Harrisson. "Integrating First, Second and Third Person Research to Lead the Creation of a Learning Organisation." In Polyvocal Professional Learning through Self-Study Research, 215–30. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-220-2_12.

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Conference papers on the topic "Professional person"

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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.

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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.

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Muradyan, E. B. "Hardiness of a subject of activity in the situation of global emergency uncertainty in the context of person’s psychological safety." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.189.203.

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The article has a theoretical approach in research. Relations between the terms «hardiness»; and «psychological safety», «subject of activity» and «professional’s personality» will be considered. The components of hardiness are analyzed. The issues that contradict the basic theoretical position on hardiness as the underlying psychological safety of the individual are analyzed. At a theoretical level, a connection between the hardiness and psychological safety of a professional’s personality is revealed. In theoretical terms the conceptions of a person as a personality (professional) and as a subject of professional activity are considered. The attitude of professional’s personality towards activities in the «new» conditions is revealed. Based on results of experts’ survey, a preliminary conclusion is made that a person involved in professional activity, is passionate about his/her work, professionally ready for it, quickly overcomes negative emotions connected with an emergency, the person is reorganized to work in the «new» mode, providing high performance (if the specificity of the work allows it). The issues arising in a stressful, emergency situation are being considered for the subject of professional activity. An attempt is made to describe the emergency, as well as the necessity to introduce conceptual «slogan»: «the situation of global emergency uncertainty». This situation is considered as the environment that the one created «for his/her self-preservation», to ensure the safety of mankind.

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Timofeeva, Tatiana, and Lyudmila Solyankina. "The Manifestation of the Psychologist's Professional Identity in the Characteristics of the Communicative and Gendered 'Me'." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-48.

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This article represents an analysis of professional identity of the psychologist in conjunction with with the features of their communicative and gender ‘Me’. The work of the psychologist is seen in different systems: person-person, person-group, person-society. Difficulties associated with the need to build quality person-centred communication, but at the same time maintain the boundaries of professional care, are described. In this case, communication competence can be considered not only as criterion of rendering efficient help to a client, but as a condition for forming professional identity of the psychologist. This paper presents the results of an empirical study of the identity of psychologists using the techniques of T. Kun, T. McPartland ‘Who am I’ (in versions by T.V. Rumyantseva, I. S. Kletsina, N.L. Ivanova). The processing of the results included quantitative and qualitative analysis. The analysis of the data revealed the components of identity that may hinder the formation of a stable professional identity. It has been shown that psychologists are primarily oriented towards constructing identity through personal dispositions; the communicative component of their identity is linked to their professional image. A poorly expressed necessity in communication, or domination of negative characteristics in describing one’s own communication skills is reflected in the psychologist’s lack of professional identity. When a professional identity is formed, the aspects of gender identity become blurred and professional characteristics that are the professionally important qualities of psychologists begin to dominate in personality descriptions. The connection between the formation of the psychologist’s professional identity and the peculiarities of their communicative and gendered ‘Me’ is shown. The individual’s acceptance of professionally important qualities (as a positively formed communicative identity component and gender-neutral characteristics) allows the psychologist to build a sustainable positive professional identity.

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Irish, Robert. "Extended Abstract: Engaging the Whole Person: Teaching Ethics to Engineering Students." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00021.

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Rafikova, A. "PROBLEM OF PUBLIC ADMINISTRATORS PROFESSIONAL HEALTH CARE." In PSYCHOLOGICAL HEALTH OF THE PERSON: LIFE RESOURCE AND LIFE POTENTIAL. Verso, 2017. http://dx.doi.org/10.20333/2541-9315-2017-68-76.

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Tung, Hui-Ling. "Value Congruence of Person-Organization and Person-Supervisor How Transformational Leaders Influence Team Performance." In Annual International Conference on Human Resource Management and Professional Development in the Digital Age – HRM&PD 2017. Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-2349_hrmpd17.36.

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Lyz, Natalia. "Person Development Technologies To Enhance Soft Skills Of Engineering Students." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.15.

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Vinokurova, Ulyana. "Ethnic And Cultural Supplementary Education For Children: Professional Development Of Creative Person." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.446.

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Gavrilyuk, O., E. Tareva, and S. Nikulina. "PROFESSIONAL AUTONOMY AS A PREREQUISIT FOR UNIVERSITY TEACHERS’ PSYCHOLOGICAL HEALTH." In PSYCHOLOGICAL HEALTH OF THE PERSON: LIFE RESOURCE AND LIFE POTENTIAL. Verso, 2017. http://dx.doi.org/10.20333/2541-9315-2017-136-145.

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Zabayrachnaya, A. E. "Development of EQ teacher as one of selfregulation components in professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.487.495.

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The relevance of the study is that the phenomenon of emotional intelligence at the modern stage of science development is already generally recognized among psychologists, sociologists, philosophers, etc. The whole scientific community today recognizes the need and importance of developing the characteristics and capabilities of emotional intelligence, as they contribute to the professional and personal growth of a person, influence his success in life. The problem of the study is the study of selfregulation as a multi-component system where emotional intelligence is of particular importance. This problem is reflected in the pedagogical sphere. The effectiveness of the professional activity of a specialist engaged in the field of «man-man» is largely conditioned by the ability to self-regulate and successfully develop the personal qualities necessary for the profession, because the teacher as a subject of pedagogical activity is a combination of individual, personal, subjective qualities, the adequacy of which the requirements of the profession ensure the efficiency of his work. The aim of the study is to determine the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, to identify the main provisions of EQ development and its impact on self-regulation. The main methods of study are theoretical analysis method and empirical methods (observation, testing). The result of the study can be considered the determination of the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, as well as the identification of the basic provisions of EQ development in the conditions of pedagogical activity. The development of emotional competence and emotional intelligence of the teacher is a necessary condition for the effectiveness of his professional activity, as EQ occupies a special place in the self-regulation of the teacher, which is due to the specificity of the content of professional activity.

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Reports on the topic "Professional person"

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Lagutin, Andrey, and Tatyana Sidorina. SYSTEM OF FORMATION OF PROFESSIONAL AND PERSONAL SELF-GOVERNMENT AMONG CADETS OF MILITARY INSTITUTES. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/self-government.

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When carrying out professional activities, officers of the VNG of the Russian Federation are often in difficult, stressful, emotionally stressful situations associated with the use of weapons as a particularly dangerous means of destruction. The right to use a weapon by an officer makes him responsible for its use. And therefore requires the officer to make a balanced optimal decision, which is associated with the risk and transience of events, and in which no mistake can be made, since the price of it can be someone's life. It is at such a moment that it is important that the officer has stable skills in making a decision on the use of weapons, and this requires skills not only in managing subordinates or the situation,but in managing himself. The complication of the military-professional activity, manifested in the need to develop the ability to quickly and accurately make command decisions, exacerbating the problem of social responsibility of an officer who has the management of unit that leads to an understanding of his singular personal and professional responsibility, as the ability to govern themselves makes it possible to achieve a positive result of the Department for the DBA. This characterizes the need for a commander to have the ability to manage himself, as a "system" that manages others. Forming skills of self-control, patience, compassion, having mastered algorithms of making managerial decisions, the cycle of implementing managerial functions, etc., a person comes to the belief: "before effectively managing others, it is necessary to learn how to manage yourself." The required level of personal and professional maturity can be formed in a person as a result of purposeful self-management, which determines the special role of professional and personal self-management in the training of future officers.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.

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Azoulay, Pierre, Ina Ganguli, and Joshua S. Graff Zivin. The Mobility of Elite Life Scientists: Professional and Personal Determinants. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w21995.

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Docking, Rachael. Homes that help: A personal and professional perspective on home adaptations. Centre for Ageing Better, July 2018. http://dx.doi.org/10.31077/ageing.better.2018.07a.

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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.

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Van Dijk, J. W. E., L. Ebben, Y. Franken, T. W. M. Grimbergen, W. A. Hummel, P. J. H. Kicken, F. W. Schulz, G. Voorhout, J. Zoetelief, and D. Zweers. NCS Report 19: Code of practice for personal dosimetry of professionals wearing protective clothing during radiological procedures. Delft: NCS, October 2008. http://dx.doi.org/10.25030/ncs-019.

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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.

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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.

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