Дисертації з теми "CPD (Continuing Professional Development)"
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Favell, Ian K. "Institute of Management Continuing Professional Development (IM-CPD)." Thesis, Middlesex University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567900.
Повний текст джерелаO''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.
Повний текст джерелаOmar, Bassam. "Developing continuing professional development (CPD) leadership in further education (FE)." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6181/.
Повний текст джерелаJones, Dawn Anita. "Teachers' professionalism, self-identity and the impact of continuing professional development (CPD)." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/615916/.
Повний текст джерелаScannell, Michael Francis. "The modelling of career options and Continuing Professional Development." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/333009.
Повний текст джерелаGaunt, Diane Elizabeth. "Customers from practice : provision for part-time continuing professional development students in a new university." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314244.
Повний текст джерелаWermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.
Повний текст джерелаTaylor, Christine. "A study of primary headteachers' perceptions of their continuing professional development needs in one LEA." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/f70796c9-735e-434d-9b47-7b44efb94a85.
Повний текст джерелаKumwenda-Phiri, Grace Chawanangwa. "The establishment of a continuing professional development (CPD) training model for science teachers in Malawi." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.341135.
Повний текст джерелаFrick, Beatrice Liezel. "Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1115.
Повний текст джерелаThe worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and educational expertise. It remains unclear how CPD within this professional arena is defined in terms of need, purpose and provision. The current quality of learning and evaluation of learning also warrants investigation. This study aimed to investigate how CPD could play a role in scholarly development from the perspective of lecturers in the Faculty of Science at Stellenbosch University (South Africa). A qualitative approach was followed. Semi-structured interviews with a purposive sample, followed by an open-ended questionnaire with a stratified random sample, were used. The results are reported in seven chapters, of which the first provides an orientation to the conducted study. The second chapter focuses on placing CPD in the context of scholarly practice in the natural sciences at Stellenbosch University. The third chapter investigates the provision of CPD in the natural sciences that could enhance integrated scholarship. The fourth chapter investigates the quality of learning within CPD as a measure of scholarly development. The fifth chapter reports on the evaluation of scholars’ learning in CPD in the natural sciences at Stellenbosch University, while the sixth chapter focuses on current issues and future trends in CPD for natural science lecturers at Stellenbosch University that will motivate an integrated and holistic approach to scholarly development – based on their own insights into their professional practice. The final chapter concludes the study with recommendations for the future practice of CPD within this sphere. The main findings indicate a difficulty in defining CPD, as these lecturers see themselves as a diverse group not easily confined to the traditional boundaries of a professional sphere. This difficulty in defining CPD has a direct influence on the lecturers’ need for CPD and the purpose of CPD within this sector of higher education. The provision of CPD for lecturers in the natural sciences does not conform to an integrated and coherent system of provision between the different stakeholders. Many initiatives are informal and are initiated according to individual needs. There is evidence of collaborative efforts within the different disciplines, although they are limited in terms of transdisciplinarity and true integration of scholarly roles. As a result of the complexities of academic practice, the quality of learning within the existing CPD initiatives is not easily determined. The progression from novice to expert is a continuous process, which is mostly self-directed and reflective in nature. Formalised government interventions, Total Quality Management systems, leadership development, mentorship and situated learning are presented as possible means of enhancing the quality of learning in CPD. The present study indicates the lack of appropriate evaluation of learning in CPD as the main shortcoming in the total process of CPD conceptualisation, provision, quality assurance and evaluation within the study population. Accountability for the monetary investment and energy spent on any CPD initiative is therefore limited. Portfolios, peer review, open-ended problems and simulations, auditing and observation of practice are presented as viable options for effective evaluation of learning in CPD that could enhance integrated scholarship. The future trends in CPD are discussed in terms of the future context of practice; the role of and need for experts; how experts will be educated and how they will maintain their competence. This provides a holistic view of scholarly development through CPD within the context of lecturers in the natural sciences in the Stellenbosch University.
Wan, Wai-Yan Sally. "Teachers' perceptions and experiences of continuing professional development (CPD) : opportunities and needs in Hong Kong primary schools." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12250/.
Повний текст джерелаHaughey, Sharon Lynnette. "An evaluation of the implementation of a continuing professional development (CPD) system for pharmacists in Northern Ireland." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528012.
Повний текст джерелаEl, Najm Mohamad. "Strategies to enhance Continuing Professional Development (CPD) program for registered nurses in United Arab Emirates (UAE) : a mixed method study." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/73468.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2020.
Nursing Science
PhD (Nursing)
Unrestricted
Sinyangwe, Kabwe Maureen Kanchebele. "Secondary school mathematics teachers' perspectives of Continuing Professional Development (CPD) : the case of a selected district in Central Zambia." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78264/.
Повний текст джерелаDavies, Michael J. "An exploration of the impact of continuing professional development (CPD) in information and communication technology (ICT) on primary school practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430366.
Повний текст джерелаPrince, Anita H. "PATTERNS OF CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ACTIVITIES OF SOCIAL WORKERS IN LOCAL DEPARTMENTS OF SOCIAL SERVICES OR WELFARE IN VIRGINIA." VCU Scholars Compass, 1998. https://scholarscompass.vcu.edu/etd/5249.
Повний текст джерелаRae, Ann Jacqueline. "Exploring women primary teachers' understandings of professional learning : putting together past experiences, present demands and policy influences." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8024.
Повний текст джерелаAdagiri, Stella O. "A comparative study of teachers' continuing professional development (CPD) in Nigeria and England : a study of primary schools in Abuja and Portsmouth." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/a-comparative-study-of-teachers-continuing-professional-development-cpd-in-nigeria-and-england(92d3e1df-fcce-40bd-a774-b9cfbb25da26).html.
Повний текст джерелаSmith, Karen Mary. "In momentum : the navigation, narration, and negotiation of continuing professional development by mid-career artists in south west England." Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/305.
Повний текст джерелаMpuntsha, Loyiso F. "Continuing professional development in medicine : the inherent values of the system for quality assurance in health care." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52173.
Повний текст джерелаENGLISH ABSTRACT: The practice of medicine has always been a big area of interest as a profession. The focus ranges depending on issues at hand - it may be on the educational, training, humanistic, economic, professional ethics and legal aspects. One area of medicine that is under the spotlight around the world is that of the maintenance of clinical competency, followed very closely and almost linked to professional ethics. This study follows the introduction of a system of Continuing Professional Development (hereinafter also referred to as CPD), in South Africa and an overview of how it has been introduced in a few other countries. The main areas of focus being the extrication of inherent values of CPD, relating this aspect to quality improvement in medical health care. The medical profession as well as most of the interested parties, has different perspectives regarding the fact that the system is regulated through legislation. There is also the doubt whether the CPD system will be effective in achieving the goals that it has been set to achieve. Although a system of Continuing Medical Education has been a tradition in all countries, which implies that the CPD system is not totally new as far as the educational principles are concerned, the values accruable need to be exploited. It is the possible success of this kind of evaluations that may foster more understanding of the inherent values in this CPD system.
AFRIKAANSE OPSOMMING: Beroepsgewys het die praktyk van geneeskunde nog altyd groot belangstelling gelok. Die fokus verskuif na gelang van die onderwerpe ter sprake. Dit wissel van opvoedkunde, opleiding, humanisme, ekonomie, en professionele etiek tot regsaspekte. Dwarsoor die wêreld word daar gefokus op die handhawing van kliniese vaardighede, gevolg deur professionele etiek wat ook daarin verweef is. Hierdie studie bespreek die instelling van 'n stelsel van Voortgesette Professionele Ontwikkeling (hierna verwys na as VPO) in Suid-Afrika asook oorsig oor die wyse waarop dit in 'n paar ander lande ingestel is. Die klem lê op die inherente waardes met betrekking tot die verbetering gehalte in mediese gesondheidsorg. Die mediese beroep, asook meeste van die belangegroepe het verskillende opvattings oor die feit dat die stelsel deur wetgewing gereguleer word. Daar is ook twyfel of die VPO-stelsel in sy vooropgestelde doelwitte sal slaag. Wat die opvoedkundige beginsels betref, is die VPO-stelsel nie totaal en al nuut nie. Alhoewel VPO in ander lande tradisie is, is dit nodig om die totstandkoming van waardes te ontgin. Die moontlike sukses van hierdie tipe van evaluasies mag dalk beter begrip ten opsigte van die inherente waardes in die VPO-stelsel bevorder.
Smith, David Peter. "An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3020/.
Повний текст джерелаTham, Jakob. "Ska vila på vetenskaplig grund... : En studie om lärares förutsättningar för vidareutbildning." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22817.
Повний текст джерелаDavids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.
Повний текст джерелаTantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.
Повний текст джерелаByles, Sharon M. "An investigation into farmers' continuing professional development." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529990.
Повний текст джерелаImmonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.
Повний текст джерелаTrentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.
Повний текст джерелаTaylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.
Повний текст джерелаJones, Paul Mervyn. "School leadership for the 21st century : the professional development of the primary headteacher." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343359.
Повний текст джерелаNeary, Siobhan. "Constructing professional identity : the role of postgraduate professional development in asserting the identity of the career practitioner." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/326291.
Повний текст джерелаDotan, Gabriella. "Factors affecting participation in CPD activities : the case of public librarians in Israel." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/33076.
Повний текст джерелаCrocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.
Повний текст джерелаRoberts, Anne Elizabeth. "Occupational therapists' thinking and its development following continuing professional development." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394337.
Повний текст джерелаArunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.
Повний текст джерелаComparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses.
South Africa
Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.
Повний текст джерелаThe purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.
Crocker, Judith Leslie. "Continuing professional development and curriculum development enhancing teacher satisfaction and commitment /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35339883.
Повний текст джерелаJimenez, Marleny. "In-service teacher training : policy and practice with particular reference to the United Kingdom." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/548.
Повний текст джерелаDevlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.
Повний текст джерелаWood, Patricia Lynn. "Continuing professional development of nurse lecturers : a case study." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631245.
Повний текст джерелаAshton, Jill. "Continuing education : study of the professional development of therapists." Thesis, University of Essex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306088.
Повний текст джерелаCrawford, Karin. "Continuing professional development in higher education : voices from below." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2146/.
Повний текст джерелаMaesaroh, Imas. "Education and continuing professional development for Indonesian academic librarians." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/77.
Повний текст джерелаHobbs, Lisa Rose. "Australasian paramedic attitudes and perceptions about continuing professional development." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134081/1/Lisa%20Rose%20Hobbs%20Thesis_Redacted.pdf.
Повний текст джерелаKyeongsoon, Kim. "Science teachers' professional learning in the context of a continuing professional development course." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020763/.
Повний текст джерелаMuller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
Повний текст джерелаENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
Повний текст джерелаSince the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.
My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.
The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.
Knight, Stephen. "An incremental approach to continuing professional development for registered nurses." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13551/.
Повний текст джерелаAlam, Mehmood. "Investigating the effectiveness of continuing professional development in project management." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506590.
Повний текст джерелаChen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.
Повний текст джерелаKiemle, Gundi. "Reflective practice and continuing professional development among qualified clinical psychologists." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6695.
Повний текст джерела