Relationships of Academia, Professions and Agencies. Continuing Education in Mental Health.

Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Relationships of Academia, Professions and Agencies. Continuing Education in Mental Health.
Quelle	(1977), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Agencies; Agency Role; College Role; Coordination; Educational Cooperation; Educational Problems; Educational Resources; Educational Responsibility; Financial Support; Higher Education; Human Services; Institutional Role; Mental Health; Needs Assessment; Professional Associations; Professional Continuing Education; Program Development; Program Guides; Teaching Methods + Suchen Sie Ihr Suchwort? Koordination; Education; cooperation; Kooperation; Bildungsmittel; Erziehungsverantwortung; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanitäre Hilfe; Psychohygiene; Bedarfsermittlung; Berufsfeldbezogener Unterricht; Weiterbildung; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	These guidelines for relationships of academia, professions, and agencies in mental health were developed for persons responsible for conducting professional continuing education programs in mental health. Following a brief introduction and definitions of terms, content is presented in six sections covering the following areas, respectively: (1) the relative responsibilities of professional schools, professional societies, and mental health agencies in providing professional education in mental health, (2) the strengths and weaknesses of academia in continuing education regarding clinical education, teaching methodologies, awarding of credits, assessing needs, scheduling of programs, evaluation, sponsorship and joint use of faculty, and funding, (3) continuing education in professional societies and professional society mandates for continuing education, including their strengths and weaknesses in assessing needs, planning programs, instruction, and funding, (4) continuing education in mental health agencies, focusing on their advantages and disadvantages in assessing needs, planning programs, agency sanctions, instruction, and funding, (5) issues in continuing education in mental health, such as planning and arranging programs, didactic versus experiential instructional methods, credentialing, evaluation, single disciplinary versus interdisciplinary programs, academic rigor versus pragmatism, assessing demand versus need, voluntary versus mandatory continuing education, and funding by fees versus funding by regularly budgeted funds, and (6) the coordination of continuing education in mental health. Finally, a summary concludes these guidelines. (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01