Tracing the missteps of stepped care: Improving the implementation of stepped care through contextual behavioral science

Author(s):  
Leah LaLonde ◽  
Jessica Good ◽  
Efthymia Orkopoulou ◽  
Michael Vriesman ◽  
Alexandros Maragakis
2019 ◽  
Vol 32 (1) ◽  
Author(s):  
Leonardo Martins Barbosa ◽  
Sheila Giardini Murta

AbstractThe literature shows that retirement can bring both positive and negative effects. However, there are few tested interventions for preparing workers for this transition and avoiding or minimizing its negative impacts. This paper presents a study with multiple groups that examined the social validity of an intervention for retirement education grounded in contextual behavioral science and acceptance and commitment therapy. Twenty-seven workers aged 29 to 65 divided into three intervention groups participated (group 1, N = 15; group 2, N = 9; group 3, N = 3). According to the participants’ evaluations, the intervention provided socially valid goals, socially acceptable procedures, and socially important effects. However, some improvements are still needed, such as the use of more dynamic methods, better formatted printed material, and increased fidelity between the content’s implementation and the prescribed activities. The positive results indicate that contextual behavioral science may bolster the development of interventions whose components possess evidence for their social validity. The further evaluation of the intervention via a clinical trial study will offer more robust evidence for its effectiveness. It is hoped that by increasing the availability of theory-based interventions in this area, the present study will promote valid strategies to facilitate better adjustment to retirement.


2020 ◽  
Vol 101 (8) ◽  
pp. 54-57
Author(s):  
Lauren Porosoff

Educator Lauren Porosoff discovered the value of contextual behavioral science by accident, when accompanying her psychologist husband at a professional conference. Additional study of the subject convinced her of its benefits to educators and students — and showed her the value of study outside her field. She encourages educators to seek out professional learning opportunities in fields other than education and suggests how educators can make the most of such learning.


Author(s):  
Tony Cole ◽  
Pietro Ortolani ◽  
Sean Wright

This concluding chapter presents a program for a more ‘contextual’ approach to the application of psychology to arbitration than has been adopted within arbitration scholarship thus far. It specifically examines the area of Contextual Behavioral Science (CBS), which focuses on the ‘act in context’, treating behaviour as inseparable from the circumstances that surround it. Such a context-sensitive approach allows new light to be shed on the psychology of arbitration, while also unifying the existing literature within a new epistemic framework that offers the advantage of not only predicting but also of potentially influencing the behaviour of interest in arbitration. While psychology can be applied to arbitration in many ways, the chapter focuses on arbitrator reasoning. It addresses the professional context of arbitration, scrutinizing how individual conceptions of the role of the arbitrator can influence reasoning. The chapter also considers the social context of arbitration, analysing the relations between the hierarchical character of the arbitration community and the existence of cognitive biases.


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