Characteristics of a Profession

The following document was acquired when I was a graduate student working on my doctorate at the University of Virginia. Read the following, and decide for yourself whether your profession meets these criteria.

Bob Kizlik

I. Professions are occupationally related social institutions established and maintained as a means of providing essential services to the individual and the society.

2. Each profession is concerned with an identified area of need or function (for example, maintenance of physical and emotional health, preservation of rights and freedom, enhancing the opportunity to learn).

3. The profession collectively, and the professional individually, possesses a body of knowledge and a repertoire of behaviors and skills (professional culture) needed in the practice of the profession; such knowledge, behavior, and skills normally are not possessed by the nonprofessional.

4. Members of the profession are involved in decision making in the service of the client. These decisions are made in accordance with the most valid knowledge available, against a background of principles and theories, and within the context of possible impact on other related conditions or decisions.

5. The profession is based on one or more undergirding disciplines from which it builds its own applied knowledge and skills.

6. The profession is organized into one or more professional associations, which, within broad limits of social accountability, are granted autonomy in control of the actual work of the profession and the conditions that surround it (admissions, educational standards, examination and licensing, career line, ethical and performance standards, professional discipline).

7. The profession has agreed-upon performance standards for admission to the profession and for continuance within it.

8. Preparation for and induction into the profession is provided through a protracted preparation program, usually in a professional school on a college or university campus.

9. There is a high level of public trust and confidence in the profession and in individual practitioners, based upon the profession's demonstrated capacity to provide service markedly beyond that which would otherwise be available.

10. Individual practitioners are characterized by a strong service motivation and lifetime commitment to competence.

11. Authority to practice in any individual case derives from the client or the employing organization; accountability for the competence of professional practice within the particular case is to the profession itself.

12. There is relative freedom from direct on-the-job supervision and from direct public evaluation of the individual practitioner. The professional accepts responsibility in the name of his or her profession and is accountable through his or her profession to the society.

So, do you think your profession, especially teaching, makes the grade?

Stress Reduction Tips

Using Lists "When the pressure and stress of the semester begins to build and you can't imagine how you can possibly accomplish everything you need to do, make a list. Includ Mental Health 1 e everything that needs to be done on the list, including homework, class assignments, grocery shopping, laundry and even partying. Then make a weekly schedule. Fit all of your tasks within the weekly schedule. This will help you to be more organized, less overwhelmed and remember everything you need to do. You will find that there is indeed time to fit everything in. When you have completed one of the tasks on your list, cross it off. Crossing everything off the list is a good feeling of accomplishment. This is also a great way to see how much you actually do during the day and pat yourself on the back for a job well done."

- By Sue Amendolara

Fighting Depression "You know that academic success depends on achieving satisfactory grades. Sometimes, however, students who are typically successful find their academic performance begins to slide for personal reasons. Prolonged unhappiness or dissatisfaction with one's self or one's relationships with others can drain a student's energy and become a hindrance to academic effectiveness. Yes, students can get depressed or anxious and find themselves having a hard time shaking it off. It's not an unusual occurrence; but if it goes on for weeks, you should be concerned. When social or emotional issues get in the way in your life, do something about it. The first step is to find someone with whom you can talk about it. This usually makes a world of difference. Don't continue to hold it in. Get a self- help book or audiotape, even consult a counselor. Take care of yourself by eating and sleeping regularly, and get exercise. Make yourself go to class. Fight back and work to regain control of your life. Your emotional health and academic success go hand in hand. Keep a handle on both."

- By Michael Bucell

Overcoming Anxiety "I find that many students have already acquired pretty good study habits. So, unless they have basic skill problems in areas like reading and math, they actually possess the ability to take notes effectively, manage their time, and so on. So, what gets in th Image by drp via Flickr e way of effective performance in the classroom? I believe that "anxiety" is the culprit. Many students put themselves down by believing that they are "stupid" and "ineffective," especially in comparison with their peers. These feelings of inadequacy can lead to the paralyzing anxiety that "blocks" successful performance in the classroom -- especially on tests. I have personally experienced this gut-wrenching feeling and kicked myself later for making those dumb mistakes that result when anxiety gets in the way. In order to overcome anxiety, I recommend the following: Gain temporary control of your anxiety by practicing relaxation techniques during especially anxious times. Deep breathing combined with muscular tensing and relaxing can be helpful. Massage and meditation can help too. Work on feeling better about yourself. Try replacing negative thinking with positive thoughts. Praise yourself once in a while and forgive yourself for mistakes. Read books, such as David Burns' Feeling Good, that suggest ways to improve your feelings of self-worth. In general, try being your own best friend!"

- By Dr. Salene Cowher

General Stress Reduction Tips "As classes become more demanding, you need to consider ways to reduce stress. There are certainly a few things not to do, such as procrastinate. If you have a project or paper assigned early in the semester, get started on it right away. In order to do your best job, you need to spend a lot of time on it. Remember, Rome wasn't built in a day. Also, don't work long hours without rest. Ideally, you should sleep seven to eight hours daily to function properly. One activity that reduces stress is exercise. Whether it be jogging, bicycling, basketball, racquetball, swimming, or a daily walk, make sure you make time to exercise. Remember, to help reduce stress, don't procrastinate, get plenty of rest, and exercise regularly."

- By Gary Grant

Visualization and Relaxation "When the pressure seems to be getting to you, don't reach for the aspirin bottle. Try one of these instant stress relievers. Take six deep breaths. Slowly breathe through your nose and out your mouth. Visit the Bahamas or any other pleasant place through your imagination. Visualize the scene in detail. Hug someone. Four hugs every day will do a lot to calm you down. Change your scene. Walk to the window, watch the birds, take a stroll down the hall. Go outside and breathe deeply for two minutes. Exercise and stretching will improve your mind. Jog up the staircase. Find something or someone who will make you laugh. Stress can often come from taking yourself or your task too seriously. Ask yourself what is the worst possible thing that could happen if you made a mistake or missed the deadline. Lastly, change your focus. Think about your out of class life and focus on what you'll do this weekend or this evening."

- By Barbara Kantz

Personal Maintenance "We all know the importance of maintaining a car. We can push it to the limit, but sooner or later it starts to run poorly. By setting aside some time for a little maintenance, we can keep it running smoothly and efficiently. Unfortunately, we tend to forget these simple truths when they're applied to college life. We push ourselves to keep up with demands and ignore warning signs such as decreased productivity and a negative attitude. We fail to recognize that some time spent on rest and relaxation may actually save time in the long run. People often notice that their mood improves and they work more effectively after taking a break. Personal maintenance may include very simple and inexpensive activities such as taking a walk in the snow, having dinner with a friend, or listening to some favorite music. So take a little time out today to do something fun and relaxing -- your system just might run a little smoother tomorrow."

- By Gary LaBine

Self-Imposed Barriers "Have you ever thought about the influence of the person you see in the mirror? It takes a mature person to honestly evaluate themselves. It takes a strong person to recognize self-imposed barriers and to do something about them. Some of us have told ourselves or were told by others that we didn't possess the qualities of a good student. It then becomes easy to quit trying and to stay in groups that mock things like good study habits, regular reading in the library, and shooting for the best you can do. This is an understandable coping response, but we have to be willing to reassess ourselves. These are things that influence who we will be in the future, how we feel about ourselves, and the opportunities we will have. Cast aside those behaviors that make school unnecessarily harder and limit your potential. Start today."

- By Roy Shinn

. Reaching Out Can Make a Difference "Did you know that college students are considered one of the most depressed and lonely groups when compared to the general population? I know this not only through my studies, but also through personal experiences. Often students try to deal with these problems with parties and drinking. My tip is an exception to that rule. Instead, look to friends, professors, religion, or anything that will have personal meaning to you. The more real time you spend with meaningful people and activities, the more alive you will feel. There are so many worthwhile activities and people at your university just waiting for you to discover them. You will be surprised how many people are looking for the same type of interaction you need. On a campus with thousands of people, if you reach out often enough you will find friends and maybe even a few soulmates. I know this, because I have."

- By Tacie Thomas

The Secret to True Success in Life
"The pressures of student life, and life in general can be overly stressful and overwhelming, driving many to seek escape, refuge, or relief. We've all heard the many slogans: "Just Say No," "This is your brain on drugs" (the fried-egg commercial), "Don't Drink and Drive" etc. Some sound pretty lame, some sound boring, but yet they're actually true. We've heard them 1,000 times from 1,000 different people. Well, here we go again with one more. TRUE SUCCESS IN LIFE MEANS TO TREAT YOUR BODY RIGHT!

Keep the impurities out and let your life begin. Learn to love yourself--for real. You are who you hang with. Surround yourself with positive people, places and things. If you want to be strong in this world, hang with those who are strong in this world.

Take care.

Developing time management skills is a journey
that may begin with this Guide, but needs practice and other guidance along the way.

One goal is to help yourself become aware of how you use your time

as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.

First: try our exercise in time management: How do you spend your time each day?

Strategies on using time:

• School term/semester overview: develop, or plan for, blocks of study time
  About 50 minutes? How long does it take for you to become restless?
  Some learners need more frequent breaks for a variety of reasons
  More difficult material may also require more frequent breaks
  Place blocks of time when you are most productive, as morning person or night owl!
• Schedule weekly reviews and updates
  Sunday night may be an excellent time to review your calendar
  Be mindful that as deadlines and exams approach, your weekly routine must adapt
• Prioritize assignments
  When studying, get in the habit of beginning with the most difficult subject or task
  For more difficult courses of study, try to be flexible in your approach to success
  Build in “reaction time” when you can get feedback on assignments before they are due.
• Achieve “stage one”—get something done
  Don’t work the details until your assignment concept is fully developed.
  “Perfection is the enemy of good”, especially in the course of beginning an assignment.
  Given that you build in review, roughly draft your idea and proceed from there
• Postpone tasks or routines that can be put off until school work is finished
  Eliminate, delegate or delay non-essential tasks as part of prioritizing.
  Review for a test may be more important than enjoying a sport.
  and playing the game later will be more enjoyable without the pressure of the test.
• Develop alternative study places
  free from distractions to maximize concentration
• Use your “free” time wisely
  Think of times when you can study "bits" as when walking, riding the bus, etc.
• Review notes and readings just before class
• Review lecture material immediately after class
  (Forgetting is greatest within 24 hours without review)

Try the University of Minnesota's Assignment Calculator

Develop criteria for adjusting your schedule
to meet both your academic and non-academic needs

Effective aids:

• Create a simple "To Do" list
  This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.
• Daily/weekly planner
  Write down appointments, classes, and meetings on a chronological log book or chart.
  If you are more visual, sketch out your schedule

  Image via Wikipedia

  
  First thing in the morning, check what's ahead for the day
  always go to sleep knowing you're prepared for tomorrow
• Long term planner
  Use a monthly chart so that you can plan ahead.
  Long term planners will also serve as a reminder to constructively plan time for yourself

Avoiding Text Anxiety

Some anxiety about taking tests is normal, but when the anxiety affects how you perform on the test, it is time to build your confidence. Review your skills either by yourself or with another person, preferably a counselor at your institution. Learn how to study and manage your time. Organize your material that is to be studied. Be aware of outside influences that affect performance. Learn from your testing mistakes.

When you are ready to take a test, approach it with confidence. Tell yourself you will do well. Prepare yourself by studying. Pick a good place to take the test. Make sure that distractions will not affect you. Give yourself time for the tests. Stay relaxed. Don’t talk with students who are not prepared. Eat something before you go into the test.

Image by Getty Images via Daylife

As you are taking the test, make sure your read the directions and answer the questions asked. Watch your time. Skip over difficult areas and go back to them. Move around in your chair, but don’t fidget. Don’t worry about other students finishing first. If you go blank on an essay or short answer test, start writing something on another sheet of paper. It may trigger your mind.
Whil

Image by sandranahdar via Flickr

e taking the test, stay relaxed. Don’t tense up. Take deep breaths. Expect to be a little anxious, but don’t let it control you. Think positive thoughts and tell yourself that you can take the test.

When you have finished the test, think back over what you did and what did or did not work on the test. Congratulate yourself on a job well done.

Needs Assessment Information
(Wants determine needs)

Needs assessment is a process that is used throughout education, government, and th

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e private sector as a way of generating information that can be useful for solving some problem. The idea of needs assessment is hardly new; it has been used, under different names, for millennia as part of the planning process. Certainly, in the past 50 years or so, needs assessment has been, and continues to be, a cornerstone of educational planning at all levels.

A recent search for information on "needs assessment" using Google as a search engine, yielded some 413,000 references. Many of the sites offer very detailed descriptions of what needs assessment "is" and the steps required to undertake one. The purpose of this page on ADPRIMA is to distill much of this into a practical, straightforward description of the fundamental ideas of needs assessment. With that in mind, let’s begin.

Needs vs. Wants

It seems reasonable to assert that wants trump needs. This is an opinion, but I think it is fundamental to the entire process. I suppose it comes down to a way of perceiving how meaning is derived from our choice and use of words and phrases. Here is how I see it.

We "need" things because of our wants. The things we need are comprised of physical objects such as food and shelter, as well as processes, such as root canals and haircuts. We also have come to "need" information such as the percent of students scoring at a particular level, or the total of charitable deductions for income tax purposes. As human beings, we also have emotional and psychological needs. Regardless of what we deem to be needs, they are all incontrovertibly linked directly to our wants. We need things either to happen or not happen because of what we want. We need certain conditions because of our wants. Abraham Maslow, (1908-1970) described the hierarchy of needs (being and deficit) that all humans strive to satisfy or to ameliorate. Regardless, the position here is that based on our wants, if something is "needed," it means we must have it, must get it, must obtain it. It is not a difficult concept. In some cases, such as the deficit n

eeds described by Maslow, in order to obtain what we want, we may actually "need" less of something.

Wants are sort of a priori transactions. We want one thing or one condition or another simply because we do. Our wants do not necessarily have to be justified. I want a red car, because I like red. I want to finish a report because it is important. Regardless of what our wants are, and they can be, to an outside observer, quite irrelevant or very important, our wants provide the criteria for determining what we need in order to satisfy them.

Wants are Like Goals

We want what we want, and yet there are many things or conditions we want that are beyond our ability to have. In the early 1960s, then President John Kennedy proclaimed that the United States was committed, before the end of the decade, to "sending a man to the moon and returning him safely to the Earth." What he was describing was a want, not a need. What was needed to accomplish that goal involved an enormous commitment of human and capital resources over a period from 1961 to 1969 when the Neil Armstrong and the crew of Apollo 11 splashed down in the ocean. Our goal had been reached, and what was needed to reach it was documented, refined, and improved, whether these needs were physical, human, or the development and implementation of procedures.

However, if President Kennedy has said that the goal was to send a man to Mars and return him safely to the Earth by the end of the decade, the goal would have been by no small stretch of the imagination, impossible.

PERT is not Necessarily Shampoo

The Polaris submarine program that was developed in the 1950s presented such enormous coordination and scheduling problems that a whole new way of operating in such a complex environment had to be invented. One of the inventions that resulted from this program was PERT, or Program Review and Evaluation Technique. PERT became a popular and highly effective way to manage complex projects, but at its core is the idea of determining what is "needed" in order to accomplish a particular project or purpose. At one time I conducted workshops for educators in how to use PERT and CPM (Critical Path Method) techniques for educational planning. In essence what I was doing was helping teachers and administrators in the workshop to do sophisticated needs assessments. PERT is not for everyone, but I will say that the structural demands and analytical thinking involved are excellent for any type of formal or even informal "needs assessments" as are typically done by thousands of educators and committees each year.

Needs Assessment Internet Resources

Below are links to sites that I think have useful information on needs assessment. As you will see, there is a fair amount of discord in the descriptions of what to do. That is not necessarily a bad thing.

Just remember, any needs assessment is really nothing more than an organized, systematic way to gather information relative to some goal. It is the quality and attainability of the goal that sets the stage for everything. If you have any questions, please let me know. Email

http://nnlm.gov/ner/nesl/9410/tol.html
http://www.ed.gov/pubs/Idea_Planning/Step_2.html
http://mime1.marc.gatech.edu/MM_Tools/NAM.html
http://eric-web.tc.columbia.edu/admin_finance/strategic/ch2.html
http://www.joe.org/joe/2002august/a4.shtml
http://www.mtsu.edu/~itconf/proceed98/rstewart.html
http://www.coshrc.org/webproject/framework.htm
http://www.drtomkelly.com/sys_chg.htm

I will add additional links and resources as appropriate.

"Anything not understood in more than one way is not understood at all."

Okay, now for something to read that might give you a chill or two....click here for my novel, What Waits Within

Tips for Parents - School and Teacher Relationships

Research shows that one of the most important factors that affects a child's performance in school is parental involvement. All too often, parents assume that just sending their children to school and looking at their report cards is enough. Not true! If you want to be involved, if you want to actively participate in the relationship betw

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een your child and the school, there are some things you can do to make this relationship positive and productive. Read on. Be sure to check out Web Sites for Parents and Kids.

Methods for Parents to Get to Know Their Child's School Better

First of all, don't just show up at the school; make an appointment to visit.
After you've made an appointment, go to the school; look around, talk to people.
As appropriate, call or write to your child's teachers.
Talk to other parents about their experiences.
Be sure to read the minutes of the school board, which are usually printed in the local newspaper.
Take time to read the school newsletter.
It may not always be convenient, but try to attend school functions such as open houses and PTA meetings.

How Parents can Help with their Children's Homework

There are things you can do that will help your child do assigned homework and that result in learning, which, after all, is the reason for being in school.

Communicate with your child about school. This includes talking to him about his friends, activities, teachers, and assignments.
Show enthusiasm about school and homework.
Set realistic goals for your child, and then focus on one at a time.
Help your child get organized. Break down assignments into smaller, more manageable parts. Set out needed items (clothes, homework, permission slips, etc.) the night before to avoid last-minute rushing around in the morning.
Provide a quiet study corner in your home complete with paper, markers, a ruler, pencils and a dictionary.
Never do your child's homework!
Check with your child's teacher about correcting homework.
Expect, and praise genuine progress and effort. An opinion: don't praise or otherwise reward your child for doing what you and he know is expected. This practice leads you down a slippery slope, often with really bad consequences for you and your child.
Be specific when you do praise something.
Focus on your child's strengths in school.
Build associations between what is taught and what your child already knows and understands.
Incorporate concrete materials and examples whenever possible, especially with younger children. Try to help your child learn about the subject in more than one way, using as many senses as possible.
Separate your child's school weaknesses from your child. If your child fails a test, that is all the child fails. He or she is not a failure.
One more thing: Never do your child's homework! (deliberately repeated)

Questions to Ask at a School Conference

Is my child performing at grade level in basic skills? Above/Below? Math/Reading?

What are the objectives my child is supposed to attain? How do these objectives lead to the overall goal for the course/grade?

What achievement, intelligence, or vocational aptitude tests have been given to my child in the past year? What do the scores mean? (Be very specific and be sure you understand completely what the reported scores mean).

What are my child's strengths and weaknesses in major subject areas?

What subjects do my child enjoy most?

Can we together go over some examples of my child's class work?

Does my child need special help in any academic subject?

Who are my child's friends and how does he or she interact with other children?

Has my child regularly completed assigned homework?

Has my child attended class regularly?

Have you observed any changes in learning progress during the year? Has learning improved or declined during the year?

Research Papers

Every high school or college student will eventually have to write a research paper. If you break down the research paper into components, then the task will not seem so hard. Begin by deciding on your topic. Your instructor may give you a choice. Get some general information about the subject. You can’t use a general encyclopedia for a research paper, but you can use the encyclopedia to find out about your topic. Figure out pertinent details to make your research easier. You then perform a literature review. Look through the resources that are available. This includes hardcopy, periodicals, audiovisual and Internet.

Develop your thesis or your hypothesis. Provide enough information so that your reader knows how you approached the solution to your problem. Let your reader know your findings, even if they do not match your original intent. Develop your findings and possible conclusions. At the end of the paper, write a summary and revisit your original position and thoughts.

Always proofread your research paper. Use spell and grammar check. Make sure that you have met with your instructor about the proper documentation. Many instructors require certain styles, such as APA (American Psychological Association) or MLA (Modern Language Association). Make sure that you have documented all your facts. Double check for possible plagiarism. It is often easy to paraphrase and not give credit. You do not want to fail because you did not document.