This study was conceived in the winter of 1984, in response to the profession’s efforts to achieve counselor licensure. Licensure of counselors brought about the concern of what defines the practice of a professional counselor. The study had its origins in two sources: (a) the National Board for Certified Counselors’ and staff members’ functioning and (b) a commitment by NBCC to strengthen the credentialing of counselors and incur the expense to conduct a study of this magnitude.
The National Board for Certification in Occupational Therapy, Inc. NBCOT® is please to publish the Official NBCOT Study Guide. The occupational therapy content of this guide is aligned to the examination test specifications of the most current CERTIFIED OCCUPATIONAL THERAPY ASSISTANT® (COTA) Practice Analysis Study. This study identifies the domains, tasks, and knowledge required for occupational therapy practice. Key Features: -Aligned to the 2014 COTA® Examination Blueprint -100 multiple choice questions -Strategies to prepare for the exam -Includes overview of exam day -Contains exam format specifics
Official NBCOT® Study Guide for the OTR® Certification Examination Published by NBCOT® The National Board for Certification in Occupational Therapy, Inc. NBCOT® is please to publish the Official NBCOT Study Guide. The occupational therapy content of this guide is aligned to the examination test specifications of the most current OCCUPATIONAL THERAPY REGISTERED® (OTR) Practice Analysis Study. This study identifies the domains, tasks, and knowledge required for occupational therapy practice. Key Features: -Aligned to the 2014 OTR® Examination Blueprint -100 multiple choice questions -Clinical Simulation Questions -Strategies to prepare for the exam -Includes overview of exam day -Contains exam format specifics
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.
The Certified Mental Health Counselor Passbook(R) prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam, including but not limited to: theories of human behavior, learning, and personality; group dynamics, theories and techniques; professional identity, function and ethics; evaluation and appraisal procedures; and other related areas.
The social determinants of mental health involve the economic, social, and political conditions into which one is born that influence a person's mental health - and, in particular, that affect the likelihood a person raised in deficient or dangerous conditions often associated with poverty will develop persistent mental health challenges throughout his or her life. To explore how health professions education and practice organizations and programs are currently addressing social determinants that contribute to mental health disparities across the lifespan, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine hosted a workshop in Washington, DC on November 14-15, 2019. This publication summarizes the presentation and discussion of the workshop.
The Certified Alcohol & Substance Abuse Counselor (CASAC) Passbook(R) prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam, including but not limited to: alcoholism and substance abuse counseling; assessment, clinical evaluation, treatment planning, case management, and patient, family and community education; professional and ethical responsibilities; and other related areas.
This study was conceived in the winter of 1984, in response to the profession’s efforts to achieve counselor licensure. Licensure of counselors brought about the concern of what defines the practice of a professional counselor. The study had its origins in two sources: (a) the National Board for Certified Counselors’ and staff members’ functioning and (b) a commitment by NBCC to strengthen the credentialing of counselors and incur the expense to conduct a study of this magnitude.
The social determinants of mental health involve the economic, social, and political conditions into which one is born that influence a person's mental health - and, in particular, that affect the likelihood a person raised in deficient or dangerous conditions often associated with poverty will develop persistent mental health challenges throughout his or her life. To explore how health professions education and practice organizations and programs are currently addressing social determinants that contribute to mental health disparities across the lifespan, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine hosted a workshop in Washington, DC on November 14-15, 2019. This publication summarizes the presentation and discussion of the workshop.
These proceedings of a workshop presented to the Institute of Medicine's (IOM) National Cancer Policy Forum on March 30, 2007, are the result of forum discussions about genetic testing and counseling at its meetings on June 16 and October 30, 2006. Those discussions, led by forum members Betty Ferrell and Patricia Ganz, noted that genetic testing and counseling are becoming more complex and important for informing patients and families of risks and benefits of certain courses of action, and yet organized expert programs are in short supply. The subject matter involves not only the scientific and clinical aspects but also workforce and reimbursement issues, among others. Drs. Ferrell and Ganz proposed that the forum could provide a useful review of the various important implications of these issues by holding and reporting a workshop on the subject. They volunteered to work with staff to organize and lead such a workshop. The agenda for the workshop is reproduced in the appendix to these proceedings. It includes the presentations of the invited speakers and the comments of speakers, forum members, and others in attendance as transcribed and edited to eliminate redundancies, grammatical errors, and otherwise make them more readable. Cancer-Related Genetic Testing and Counseling : Workshop Proceedings summarizes the workshop.
A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop.
Continuing education, continuing professional development, and high-value continuing professional development exist along a continuum. Continuing education (CE) often is associated with didactic learning methods, such as lectures and seminars, which take place in auditoriums and classrooms, and is often viewed by health professionals as merely a path to maintaining licensure and certification through the accumulation of credits. Continuing professional development (CPD), in contrast, embraces a wider array of learning formats and methods that are driven by learners. The Global Forum on Innovation in Health Professional Education hosted a workshop in April 2017 to explore the value proposition for CPD. Forum members and workshop participants gathered to learn about innovative CPD programs around the world, to consider the perspectives of those who invest in CPD, and to discuss the business case for CPD. This publication summarizes the presentations and discussions from the workshop.
In April 2015, the Institute of Medicine convened a public workshop to explore recent shifts in the health and health care industry and their implications for health professional education (HPE) and workforce learning. This study serves as a follow-up to the 2009 Lancet Commission report on health professions education for the 21st century and seeks to expand the report's messages beyond medicine, nursing, and public health. Envisioning the Future of Health Professional Education discusses opportunities for new platforms of communication and learning, continuous education of the health workforce, opportunities for team-based care and other types of collaborations, and social accountability of the health professions. This study explores the implications that shifts in health, policy, and the health care industry could have on HPE and workforce learning, identifies learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency, and discusses opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease.
An adequate, well-trained, and diverse health care workforce is essential for providing access to quality health care services. However, despite more than a decade of concerted global action to address the health workforce crisis, collective efforts are falling short in scaling up the supply of health workers. The resulting health workforce shortage affects people's access to quality health care around the globe. In October 2016, the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore resources for financing health professional education in high-, middle-, and low-income countries and innovative methods for financially supporting investments in health professional education within and across professions. Participants examined opportunities for matching population health needs with the right number, mix, distribution, and skill set of health workers while considering how supply and demand drive decisions within education and health. This publication summarizes the presentations and discussions from the workshop.
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