According to the Bylaws of the AACP, the Professional Affairs Committee is to study issues associated with professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commissions, or other groups.Consistent with a theme of examining AACP's role in promoting quality and making pharmaceutical care a reality in all practice settings, the Professional Affairs Committee was asked to focus on how AACP might foster organizational improvement and success among its institutional members in establishing a standard of pharmacy practice through improved development and evaluation of experiential learning and experiential learning sites. President-elect Robert A. (Buzz) Kerr specifically charged the 2003-04 AACP Professional Affairs Committee to:• Review "Approaching the Millenium," the 1997 Report of the AACP Janus Commission, 1 which focused on the academy's dual responsibility of educating graduates capable of providing pharmaceutical care and enabling the profession to achieve its vision of providing pharmaceutical care in all settings. Consider the recommendations of this report related to the evaluation of the comprehensive system of education/practice partnerships and interprofessional relationships that support quality professional experiential education. Identify key suggestions and information to forward for consideration by ACPE in the accreditation standards and guidelines revision process related to pharmacy practice experience education, services, and facilities.• Suggest appropriate professional experience program assessment measures or quality indicators that guide institutions in responding to "How do you know if you have a quality professional experience education program?" Students' experiential education should occur in settings with the "highest" or "exemplary" standards of pharmaceutical care practice. How do you recognize "exemplary" pharmaceutical services? The committee should suggest institutional research elements needed to provide evidence of a quality experiential education program and its elements (ie, the learning experiences, the practice environment, and the practitioner-educators). Background information and resource materials were distributed to committee members prior to a conference call on September 26, 2003. During the conference call the Committee shared preliminary views and discussed their approach to the charge. They decided to begin with identifying quality elements of the components of advanced practice experience which would suggest the areas of focus for the academy in assisting the profession to achieve the implementation of pharmaceutical care as the universal practice performance standard. 1 There was agreement that quality in experiential education is a result of the preceptor (practitio...
The findings highlight the potential we have to quickly and simply detect adolescents showing significant risk of homelessness. This sizable minority of adolescents report risks often equivalent to homeless adolescents. It is hoped that stakeholders working with young people will utilise this screening potential to identify and intervene effectively with this significant subpopulation of youth, and their families, while they are still at home and school.
Cognitive behavioural therapy provided by a public psychologist is the most effective and cost-effective option for the first-line treatment of MDD in children and adolescents. However, this option is not currently accessible by all patients and will require change in policy to allow more widespread uptake. It will also require "start-up" costs and attention to ensuring an adequate workforce.
Drawing on models of the divorce adjustment process, conflict theory, and previous research, a number of hypotheses were derived about the influence of divorce process variables on disputant behavior in mediation and mediation outcome. Premediation levels of attachment, anger, and sadness were assessed in 112 couples and the mediation sessions offifty of these were videotaped. An existing coding instrument was modijed to quantify disputant behaviors. Specijc behaviors in mediation were found to be predictive of mediation outcome. Antecedent attachment and anger were found to be predictive of behavior in mediation and mediation outcome. In this article, the impticationsfor mediation practice are discussed.Empirical research in divorce mediation is limited in quantity and scope. The majority of efforts have been directed toward demonstrating efficacy, as the field has needed to establish its credibility and jostle for position within an already crowded marketplace. Although generally positive, the efficacy research has demonstrated considerable variability in outcomes (Kressel, 1985), suggesting that the types of intervention and the various models of divorce mediation differ in their degree of effectiveness. However, much of the research has treated the mediation process as a "black box" (Benjamin and Irving, 1995), comparing intake data and agreement rates with limited reference to what actually transpires in mediation. Consequently, there is little common understanding of the mechanisms involved and the circumstances under which mediation is more or less effective (Kressel, Butler-DeFreitas, Forlema, and Wilcox, 1989).Part of the difficulty is the absence of a coherent theory to explain how individuals in conflict behave in mediation and how mediators can intervene
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