A Theoretical Perspective on Running-Related Injuries

The etiology of running-related injuries remains unknown; however, an implicit theory underlies much of the conventional research and practice in the prevention of these injuries. This theory posits that the cause of running-related injuries lies in the high-impact forces experienced when the foot contacts the ground and the subsequent abnormal movement of the subtalar joint. The application of this theory is seen in the design of the modern running shoe, with cushioning, support, and motion control. However, a new theory is emerging that suggests that it is the use of these modern running shoes that has caused a maladaptive running style, which contributes to a high incidence of injury among runners. The suggested application of this theory is to cease use of the modern running shoe and transition to barefoot or minimalist running. This new running paradigm, which is at present inadequately defined, is proposed to avoid the adverse biomechanical effects of the modern running shoe. Future research should rigorously define and then test both theories regarding their ability to discover the etiology of running-related injury. Once discovered, the putative cause of running-related injury will then provide an evidence-based rationale for clinical prevention and treatment.

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Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

Australian Journal of Education ◽

10.1177/00049441211003429 ◽

2021 ◽

pp. 000494412110034

Author(s):

Lucy Corbett ◽

Philayrath Phongsavan ◽

Louisa R Peralta ◽

Adrian Bauman

Keyword(s):

Professional Development ◽

Future Research ◽

Evidence Based ◽

Development Programs ◽

Research And Practice ◽

Health And Wellbeing ◽

Manual Search ◽

Australian Education ◽

Teacher Wellbeing ◽

Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

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Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

Journal of Positive Behavior Interventions ◽

10.1177/10983007211051090 ◽

2021 ◽

pp. 109830072110510

Author(s):

Rhonda N. T. Nese ◽

Angus Kittelman ◽

M. Kathleen Strickland-Cohen ◽

Kent McIntosh

Keyword(s):

Behavioral Interventions ◽

Data Use ◽

Future Research ◽

Evidence Based ◽

Tier 2 ◽

Behavior Support ◽

Evidence Based Practices ◽

Research And Practice ◽

Positive Behavioral Interventions ◽

Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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In Their Own Words: Perceptions and Experiences of Bullying Among Individuals With Intellectual and Developmental Disabilities

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-57.1.66 ◽

2019 ◽

Vol 57 (1) ◽

pp. 66-74 ◽

Cited By ~ 3

Author(s):

Megan M. Griffin ◽

Marisa H. Fisher ◽

Laurel A. Lane ◽

Lindsay Morin

Keyword(s):

Developmental Disabilities ◽

Qualitative Analysis ◽

Future Research ◽

Intellectual And Developmental Disabilities ◽

Research And Practice ◽

Traditional Definition ◽

High Incidence

Abstract Despite the high incidence of bullying among people with intellectual and developmental disabilities (IDD), little research has been conducted with people with IDD as participants reporting their own perceptions and experiences of bullying. To address this shortcoming, we interviewed 18 adults with IDD regarding these issues. Four major themes emerged from our qualitative analysis of the transcribed interviews: (a) bullying is hurtful, (b) why people bully, (c) bullying takes many forms, and (d) bullying can happen anywhere. Though participants' definitions of bullying and explanations for why people bully aligned well with traditional understandings, several reported incidents of bullying were discrepant from the traditional definition, including incidents of abuse and rude behavior. Implications for future research and practice are discussed.

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Team adaptation and the changing nature of work: Lessons from practice, evidence from research, and challenges for the road ahead

Australian Journal of Management ◽

10.1177/0312896220918908 ◽

2020 ◽

Vol 45 (3) ◽

pp. 507-526

Author(s):

Ramon Rico ◽

Cristina Gibson ◽

Miriam Sanchez-Manzanares ◽

Mark A. Clark

Keyword(s):

Structural Characteristics ◽

Jel Classification ◽

Work Environments ◽

Future Research ◽

Evidence Based ◽

Complex Environments ◽

Research And Practice ◽

The Road ◽

Team Adaptation ◽

Theoretical Reasoning

As the fabric of modern organizations, teams provide capacity to handle the ongoing adaptation demanded by contexts that characterize the future of work. While scholars have studied how team composition and structural characteristics facilitate team adaptation, both research and practice will benefit from also explicating the process of adapting—how a team’s active coping determines team adaptation over time. To move in this direction, we integrate perspectives on team adaptation which emphasize how teams understand complex environments and combine coordination processes to reach adaptive outcomes. This clarifies when, why, and how teams adapt, yielding performance benefits for organizations. Our goal is to offer evidence-based insights and theoretical reasoning to foster future research explaining the team adaptation–performance connection in current complex and changing work environments. JEL classification: L2

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Developmental Prevention of Prejudice: Conceptual Issues, Evidence-Based Designing, and Outcome Results

Review of General Psychology ◽

10.1177/10892680211056314 ◽

2021 ◽

pp. 108926802110563

Author(s):

Andreas Beelmann ◽

Sebastian Lutterbach

Keyword(s):

Young People ◽

Future Research ◽

Childhood And Adolescence ◽

Evidence Based ◽

Intergroup Attitudes ◽

Research And Practice ◽

Empirical Results ◽

Intervention Content ◽

And Behavior ◽

Attitudes And Behavior

This article reviews conceptual and empirical issues on the developmental prevention of prejudice in childhood and adolescence. Developmental prejudice prevention is defined as interventions that intentionally change and promote intergroup attitudes and behavior by systematically recognizing theories and empirical results on the development of prejudice in young people. After presenting a general conception of designing evidence-based interventions, we will discuss the application of this model in the field of developmental prejudice prevention. This includes the legitimation, a developmental concept of change, and the derivation of intervention content and implementation. Finally, we summarized recent evaluations results by reviewing meta-analytical evidence of programs and discuss important issues of future research and practice.

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THE CHALLENGE OF TEACHING ENGLISH AS SECOND LANGUAGE

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.5370014 ◽

2020 ◽

Vol 5 (37) ◽

pp. 173-183

Author(s):

Charles Ganaprakasam ◽

Samita Karunaharan

Keyword(s):

Second Language ◽

Theoretical Perspective ◽

Future Research ◽

Evidence Based ◽

Teaching English ◽

Teaching Process ◽

English As Second Language ◽

Successful Teaching ◽

The Ideal ◽

Learning English

Learning English as a second language is of utmost critical, and the need to guide the educators to contribute to successful teaching seen to be a vast necessity. Therefore, this article discusses the challenges faced by educators to deliver English as a second language in the classroom, exploring possible ways to overcome the challenges, theoretical perspective of students’ difficulties in learning, and proposed future research to explore evidence-based strategies. Hence, this article is known to be impactful for more educators to be aware of the limitation that lies within themselves, the source of motivation, the appropriate skills required, and most importantly the strategies to restructure the teaching process to be proficient in the teaching of English as a second language. In conclusion, the effectiveness of integration between the educators and desired learners leads to the ideal outcome.

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Change through Experience

Public Health and Welfare ◽

10.4018/978-1-5225-1674-3.ch067 ◽

2016 ◽

pp. 1421-1446 ◽

Cited By ~ 1

Author(s):

Georges Elias Khalil

Keyword(s):

Game Design ◽

Future Research ◽

Applied Theory ◽

Evidence Based ◽

Theoretical Frameworks ◽

Emotional Involvement ◽

Theoretical Concepts ◽

Research And Practice ◽

Games For Health ◽

Management Of Care

The following chapter presents an overview of the research and practice related to the application of theories in games for health. In particular, theoretical frameworks that embrace experiential play and emotional involvement are discussed, and their ability to dictate game design and evaluation are explored. A series of evidence-based games for health are presented as examples of interventions that have applied theory during game design and have shown success. By embracing theoretical concepts in health games, the present chapter will advance one's understanding with respect to how health games contribute to behavior change, patients' self management of care, or adherence to care. The chapter concludes with some potential implications for future research in the context of health game design and evaluation.

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Change through Experience

Advances in Medical Technologies and Clinical Practice - Handbook of Research on Holistic Perspectives in Gamification for Clinical Practice ◽

10.4018/978-1-4666-9522-1.ch002 ◽

2016 ◽

pp. 10-34

Author(s):

Georges Elias Khalil

Keyword(s):

Game Design ◽

Future Research ◽

Applied Theory ◽

Evidence Based ◽

Theoretical Frameworks ◽

Emotional Involvement ◽

Theoretical Concepts ◽

Research And Practice ◽

Games For Health ◽

Management Of Care

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Community engagement in dissemination and implementation models: A narrative review

Implementation Research and Practice ◽

10.1177/2633489520985305 ◽

2021 ◽

Vol 2 ◽

pp. 263348952098530

Author(s):

Rogério M Pinto ◽

Sunggeun (Ethan) Park ◽

Rashun Miles ◽

Pei Ni Ong

Keyword(s):

Community Engagement ◽

Capacity Building ◽

Community Capacity ◽

Community Level ◽

Future Research ◽

Dissemination And Implementation ◽

Evidence Based ◽

Community Capacity Building ◽

Community Partners ◽

Research And Practice

Background: Responding to the growing demand for scientific understanding of adoption and uptake of evidence-based interventions (EBIs), numerous dissemination and implementation (“D&I”) models have been proposed in the extant literature. This review aimed to identify community-specific constructs with the potential to help researchers engage community partners in D&I studies or deploy EBIs. Methods: We identified 74 D&I models targeting community-level changes. We built on Tabak et al.’s narrative review that identified 51 D&I models published up to 2012 and identified 23 D&I models published between 2012 and 2020 from the Health Research & Practice website (16 models) and PubMed database (7 models). Three coders independently examined all 74 models looking for community-specific engagement constructs. Results: We identified five community engagement constructs: (1) Communication, (2) Partnership Exchange, (3) Community Capacity Building, (4) Leadership, and (5) Collaboration. Of the 74 models, 20% reflected all five constructs; 32%, four; 22%, three; 20%, two; and 5%, only one. Few models with strong community content have been introduced since 2009. Conclusion: This article bridges the community-engaged and D&I research literature by identifying community engagement constructs reflected in existing D&I models, targeting community-level changes. Implications for future research and practice are discussed. Plain language summary Responding to the growing demand for scientific understanding of adoption and uptake of evidence-based interventions (EBIs), numerous dissemination and implementation (“D&I”) models have been proposed. This review aimed to identify community-specific constructs with the potential to help researchers engage community partners in D&I studies or deploy EBIs. We identified 74 D&I models targeting community-level changes, published between 2012 and 2020. Three coders independently examined all 74 models looking for community-specific engagement constructs. We identified five community engagement constructs: (1) Communication, (2) Partnership Exchange, (3) Community Capacity Building, (4) Leadership, and (5) Collaboration. Of the 74 models, 20% reflected all five constructs; 32%, four; 22%, three; 20%, two; and 5%, only one. This article identified community engagement constructs reflected in existing D&I models targeting community-level changes. Implications for future research and practice are discussed.

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Refining Evidence-Based Treatments for Late-Life Depression

GeroPsych ◽

10.1024/1662-9647/a000127 ◽

2015 ◽

Vol 28 (2) ◽

pp. 67-76

Author(s):

Grace C. Niu ◽

Patricia A. Arean

Keyword(s):

Older Adults ◽

Mental Illness ◽

Brain Plasticity ◽

Late Life ◽

Aging Population ◽

The United States ◽

Future Research ◽

Evidence Based ◽

Late Life Depression ◽

Evidence Based Treatments

The recent increase in the aging population, specifically in the United States, has raised concerns regarding treatment for mental illness among older adults. Late-life depression (LLD) is a complex condition that has become widespread among the aging population. Despite the availability of behavioral interventions and psychotherapies, few depressed older adults actually receive treatment. In this paper we review the research on refining treatments for LLD. We first identify evidence-based treatments (EBTs) for LLD and the problems associated with efficacy and dissemination, then review approaches to conceptualizing mental illness, specifically concepts related to brain plasticity and the Research Domain Criteria (RDoc). Finally, we introduce ENGAGE as a streamlined treatment for LLD and discuss implications for future research.

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