Patterns and predictors of help-seeking contacts with health services and general practitioner detection of suicidality prior to suicide: a cohort analysis of suicides occurring over a two-year period

Background: Contact with primary care and psychiatric services prior to suicide may be considerable, presenting
opportunities for intervention. However, there is scant knowledge on the frequency, nature and determinants of
contact.
Method: Retrospective cohort study-an analysis of deaths recorded as suicide by the Northern Ireland Coroner’s
Office linked with data from General Practice patient records over a 2 year period
Results: Eighty-seven per cent of suicides were in contact with General Practice services in the 12 months before
suicide. The frequency of contact with services was considerable, particularly among patients with a common
mental disorder or substance misuse problems. A diagnosis of psychiatric problems was absent in 40 % of suicides.
Excluding suicide attempts, the main predictors of a noted general practitioner concern for patient suicidality are
male gender, frequency of consultations, diagnosis of mental illness and substance misuse.
Conclusions: Despite widespread and frequent contact, a substantial proportion of suicidal people were
undiagnosed and untreated for mental health problems. General Practitioner alertness to suicidality may be too
narrowly focused.

Changing Professional Identity in the Transition from Practitioner to Lecturer in Higher Education: an Interpretive Phenomenological Analysis

This research explores the experiences of five professional practitioners from disciplines including teaching, youth work, sport and health who had become lecturers in Higher Education. Their experiences are considered using Interpretative Phenomenological Analysis and tentative conclusions are reached on the meaning of such experiences for the individuals. The work extends previous studies (Shreeve 2010, 2011; Gourlay 2011a, 2011b; Boyd & Harris 2010) to consider the relationship between knowledge and influence and how institutional preference for knowledge gained from research impacts on the validity of knowledge derived from professional experience. The research finds shared feelings associated with inauthenticity and loss arising from concerns that the contribution of the professional in Higher Education is undervalued. The research challenges the assumption that professional practitioners adopt the professional identity of a lecturer in Higher Education instead finding that they create their own professional identities in the liminal space between the professional and academic domains, but points to difficulties associated with constructed nature of such professional identities within the institutional structure of a Higher Education institution.

Interaction Rituals and Jumbled Emotions Among “Relative Strangers”: Simulated Patient Work on a Trainee Complementary Therapy Practitioner Program

Learning games such as role-play (which we refer to as “simulated interaction rituals”) are commonly used as social tools to develop trainee health practitioners. However, the effect of such rituals on individual and group participant emotions has not been carefully studied. Using a heuristic approach, we explore the experiences of complementary therapy practitioner trainees (and their trainers) participating in a personal development course. Ten trainees and two tutors were interviewed, observational notes taken, and a secondary qualitative analysis undertaken. Participants and tutors described a medley of disparate emotional and moral responses to group rituals, conceptualized in this article as “jumbled emotions.” Such emotions required disentangling, and both trainees and staff perceived participating in unfamiliar rituals “with relative strangers” as challenging. Front of stage effects are frequently processed “backstage,” as rituals threaten social embarrassment and confusion. Concerns around emotional triggers, authenticity, and outcomes of rituals arise at the time, yet trainees can find ways to work through these issues in time.

Collaborative reflection : supporting one practitioner's development of online learning communities /

This is a study of one participant's reflective practice as she worked to develop online communities in a face-to-face science course. Her process of reflective practice was examined in order to address factors that influenced her learning path, and the benefits and challenges of collaborative action research. These research goals were pursued using a collaborative action research methodology, initially chosen for its close match with Schon's (1983) model of reflective practice. The participant's learning fit vnth Mezirow's (1991) model of transformative learning. She began with beliefs that matched her goals, and she demonstrated significant learning in three areas. First, she demonstrated instrumental learning around the constraints of workload and time, and achieving online learning community indicators. Second, she demonstrated communicative learning that helped her to see her own needs for feedback and communication more clearly, and how other process partners had been a support to her. Third, her emancipatory learning saw her revisiting and questioning her goals. It was through the reflective conversation during the planned meetings and the researcher's reframing and interrogation of that reflection that the participant was able to clarify and extend her thinking, and in so doing, critically reflect on her practice as she worked to develop online learning communities. In this way, the collaborative action research methodology was an embodiment of co-constructivism through collaborative reflective practice. Schon's (1983) model of reflective practice positions a lone practitioners moving through cycles ofplan-act-observe-reflect. The results fi"om this study suggest that collaboration is an important piece of the reflective practice model.

Sui munimenti ed altre costruzioni poligonie od epimonolite dette ciclopiche, saturnie o pelasgiche e sui resti di tali fabbriche esistentinella provincia romana

UANL

Vaidity od assessments for english languaje learning students in National International Context. 'Validez de las evaluaciones en los estudiantes de la lengua inglesa en un contexto nacional e internacional'.

Resumen tomado del autor

Dyslexia speech and language : a practitioner's handbook.

Este manual presenta las ideas actuales sobre la relación entre lo hablado y lo escrito y sus dificultades lingüísticas. Proporciona perspectivas clínicas y educativas sobre la evaluación y gestión de lectura y ortografía de los niños. Comienza con una introducción teórica y sigue con la vinculación entre teoría y práctica. Está dirigido a los profesionales en los campos de educación, intervención y terapia del lenguaje, y psicología.

Special needs and early years : a practitioner's guide.

Recurso para profesionales, y para todos aquellos que trabajan con niños pequeños con necesidades especiales y sus familias. Examina el verdadero problema del desarrollo afectivo, cómo esto puede influir en el progreso del niño, y reconoce la importancia de la colaboración con los padres. La autora combina la teoría y la práctica para proporcionar un análisis detallado de la prestación para los niños pequeños con necesidades adicionales. Ofrece los objetivos de aprendizaje; puntos de reflexión para facilitar el estudio independiente y el pensamiento crítico; estudio de casos, que cubren desde el nacimiento hasta los ocho años; el papel de los padres, la expresión del alumno, escuchar a los niños, toma de una visión integral del niño, y temas de actualidad en torno a la diversidad y la inserción.

Good practice : communication skills in English for the medical practitioner. Teacher's book.

Recurso para médicos y estudiantes de medicina que necesitan el inglés para comunicarse con los pacientes. Se centra en las habilidades del lenguaje y la comunicación que los doctores necesitan para hacer las consultas más eficaces con los cinco elementos para una buena comunicación: comunicación verbal, escucha activa, administración de voz, comunicación no verbal y conciencia cultural. Enseña a los estudiantes a manejar un repertorio de situaciones como pueden ser historia del paciente, malas noticias de última hora, tratar diferentes tipos de pacientes. El libro del profesor ofrece las herramientas esenciales y los antecedentes necesarios para potenciar en el aula el inglés para médicos. En los clips de DVD se hace una réplica de escenarios clínicos simulados que es probable que encuentren en su labor profesional.

Good practice : communication skills in English for the medical practitioner. Student's book.

Recurso para médicos y estudiantes de medicina que necesitan el inglés para comunicarse con los pacientes. Se centra en las habilidades del lenguaje y la comunicación que los doctores necesitan para hacer las consultas más eficaces con los cinco elementos para una buena comunicación: comunicación verbal, escucha activa, administración de voz, comunicación no verbal y conciencia cultural. Enseña a los estudiantes a manejar un repertorio de situaciones como pueden ser historia del paciente, malas noticias de última hora, tratar diferentes tipos de pacientes. Los clips de audio hacen una réplica de escenarios clínicos simulados que es probable que encuentren en su práctica profesional.