Charlotte Brasic Royeen

Professional Preparation for Practice

Professional preparation for practice is a complexity of knowledge, inquiry, aspirations and culture that spans a multitude of fields. Regardless of the professional field under consideration, the goal is the same – to prepare students to become practitioners in the profession. In this chapter, we focus on four main areas as a pragmatic overview to preparation for professional practice: (1) a brief history of professional preparation for practice in the United States, (2) based upon metaphor, a descriptive model, related to professional preparation for practice, and (3) issues pertaining to preparation for professional practice, culminating in a revised model. The chapter ends with (4) a summary and key considerations for the future of professional preparation for practice.

Professions – Health-Related

The term allied health defines a large number of nonphysician health professions with some of these health professions achieving public recognition as separate identities. This article provides a brief analysis of the genesis and evolution of the term allied health but then focuses discussions of regulation and practice domains, and core educational issues and trends on three health professions (occupational therapy, physical therapy, and speech–language pathology) that are prototypical in emerging as professions. As emerging professions, these fields are characterized by graduate-level education in a tightly integrated curriculum balancing theory and skills acquisition primarily through laboratory learning.

How Does One Develop and Document the Skills Needed to Assume a Deanship in Higher Education

Senior leadership positions in higher education generally require evidence of demonstrated success in mid-level academic administration, a knowledge of the principal issues influencing governance in universities, a working knowledge of public relations and fundraising, and the ability to transcend one’s current discipline and look objectively at the needs of an academic unit serving many disciplines in relation to the institution at large. It is useful to elaborate on each of these requirements in more detail. First, a viable candidate for a deanship must generally show evidence of demonstrated ability at the administrative level just below the position being sought. For a dean, this would most often mean serving as a successful academic unit head, either as a chairperson of an academic department or as a director of a program. Success would be measured by such factors as years of experience (usually completing at least one typical term of service, 3-5 years) and other measures of administrative effectiveness, such as meeting enroll-

Autistic Adolescents: Developmental Milestones and a Model Treatment Program

Autism is a severely disabling behavioral disorder that impacts upon the individual and the family. The current paper (a) discusses the normal developmental milestones of adolescence and constrasts them with developmental milestones of an autistic adolescent and family. In addition, the current paper (b) describes an innovative model program providing specialized services for the treatment of autistic adolescents, Community Services for Autistic Adolescents and Children (CSAAC), and (c) the role of occupational therapy within the CSAAC program is delineated.