Humanistic medicine, as an interdisciplinary science, synthesizes knowledge concerning medical philosophy, medical ethics, medical law, medical history, medical sociology, medical logic, and doctor-patient communication. On Mainland China, increasing attention is being paid to humanistic medicine, as evidenced by doctoral education programs being…

The authors examined the problem-solving practices of school teams engaged in implementing and improving schoolwide behavior support implementation. A multiple baseline design across 4 elementary school teams was used to assess the effects of the Team-Initiated Problem Solving (TIPS) training program (1 day of team training plus 2 coached…

The purpose of this qualitative case study was to examine the perceptions of certified support staff at a Georgia middle school, focusing on their opinions of Professional Learning Communities (PLC), the roles they played in PLCs and the effect PLCs had on their professional practices. This descriptive case study utilized open-ended interviews,…

The purpose of this case study was to evaluate the perceptions of participants regarding their effectiveness in responding to defiant student violence as a crisis response team, following crisis response team training. The participants were a group of 10 volunteer PK-6 public school educators from western Wisconsin. The study took place during the…

The current study examined how the type of training a team receives (team coordination training vs. cross-training) influences the type of team mental model structures that form and how those mental models in turn impact team performance under different environmental condition (routine vs. non-routine). Three-hundred and fifty-two undergraduate…

The authors pursue three aims in this article. The first is to underscore critical praxis as an especially valuable approach to understanding and enabling teamwork. The second is to offer four dimensions of teamwork--vision, roles, processes, and relationships--as salient areas to interrogate using critical praxis. The third aim is to consider the…

Asserts that the self-contained classroom is inherently flawed; lost opportunities for growth of students and teachers are associated with solo-delivered staff development programs. Presents characteristics related to successful team trainers. (JOW)

After defining team building, describes Patrick Henry Community College's (PHCC's) Team Development program, which, in three sessions, presents a rationale for team development, identifies the characteristics of effective teams, and develops team building skills. Reviews followup activities and the results of PHCC's efforts to gain support for…

Returning camp staff can help build a team environment with new staff during precamp activities. A panel of experienced staff can answer questions and previous emergencies can be reviewed to build risk management expertise. Three games are described in which returning staff can share knowledge in a fun way. (TD)

Three agency teams at an ARC sheltered workshop providing comprehensive services to individuals with developmental disabilities and their families were surveyed about the dynamics of the team process and then received inservice training on the team process and on evaluating teams. The inservice training included lecture, discussion, role play, and…

This paper discusses the structure and process of an A.R.C. workshop, an innovative approach to inservice training. Following a general introduction, including impacts on workshop participants, the paper details four basic components of a workshop: (1) the opening session, (2) examining readiness for professional development, (3) exploring…

Describes the "floating faculty" program developed by the Prince George's County (Maryland) Public Schools to provide onsite inservice training for school faculties in the district through the use of specially trained personnel that make up a "faculty-without-a-school." (JG)

In Colorado, a project was developed to teach participants a collaborative planning process for staff development and to assist in the design of a system of personnel development. Areas covered included: (1) selection of cadre members; (2) participation; (3) program design; and (4) consultants' reflections. (JN)

This article argues that supportive teams--including professionals, paraprofessionals, and parents--can teach staff members how to identify and implement best practices in early intervention settings. The authors describe "the seven Rs of team building" distilled from their many years of team building and maintenance: 1) Reading cues; 2) Regular…