“Setting Events” as Determinants of Staff Behaviour: An Exploratory Study

1985 ◽  
Vol 13 (4) ◽  
pp. 300-308 ◽  
Author(s):  
Charles Burdett ◽  
Derek Milne
Keyword(s):  
Organizational Development ◽  
Time Scales ◽  
Exploratory Study ◽  
Psychiatric Rehabilitation ◽  
Structured Interview ◽  
Planned Change ◽  
Behaviour Therapy ◽  
Setting Events ◽  
Service Training ◽  
Multidisciplinary Staff

One of the major problems facing behaviour therapy has been the relative lack of success in bringing about lasting change in complex environments. The difficulty in assessing and understanding these failures may well be due to an unnecessarily narrow view of change in terms of small units of behaviour and short time-scales. In contrast, if one takes a “setting events” perspective, this might generate more explanatory hypotheses by focusing on larger behavioural units and longer time-scales. This exploratory study adopted such a perspective in order to consider staff opinions about the maintenance and generalization of an innovative behavioural programme in psychiatric rehabilitation. The results of a structured interview with a small group (n = 11) of multidisciplinary staff indicated the potential value of this perspective: factors traditionally regarded as obstructing innovation (such as not enough time, staff or facilities) were not in fact seen as problematic. On the contrary, factors which were more readily manipulable (such as feedback, nursing officer support and in-service training) were regarded as facilitating planned change. The implications of these findings and this perspective for sustained organizational development are discussed.

scholarly journals Third-wave interventions for eating disorders in adolescence – systematic review with meta-analysis

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Arne Buerger ◽  
Timo D. Vloet ◽  
Lisa Haber ◽  
Julia M. Geissler
Keyword(s):  
Eating Disorder ◽  
Data Extraction ◽  
Meta Analysis ◽  
Structured Interview ◽  
Control Group ◽  
Third Wave ◽  
Eating Disorder Inventory ◽  
Behaviour Therapy ◽  
Qualitative Synthesis ◽  
Eating Disorder Examination

Abstract Context Third-wave therapies have demonstrated efficacy as a treatment option for EDs in adulthood. Data on the suitability for EDs in adolescence are lacking. Objective To estimate the efficacy of third-wave interventions to reduce ED symptoms in adolescents in randomized controlled trials (RCTs) and uncontrolled studies. Data sources We systematically reviewed the databases PubMed (1976-January 2021), PsycINFO (1943-January 2021), and the Cochrane database (1995-January 2021) for English-language articles on third-wave therapies. References were screened for further publications of interest. Study selection RCTs and pre-post studies without control group, comprising patients aged 11–21 years (mean age = 15.6 years) with an ED diagnosis (anorexia nervosa, bulimia nervosa, binge eating disorder, eating disorder not otherwise specified) investigating the efficacy of third-wave psychological interventions were included. Efficacy had to be evaluated according to the Eating Disorder Examination or Eating Disorder Examination-Questionnaire, the Eating Disorder Inventory-2, the Eating Disorder Inventory-3, or the Structured Interview for Anorexic and Bulimic Disorders for DSM-IV and ICD-10. The outcome assessed in the meta-analysis was the EDE total score. Data extraction Independent extraction of data by two authors according to a pre-specified data extraction sheet and quality indicators. Data synthesis We identified 1000 studies after removal of duplicates, assessed the full texts of 48 articles for eligibility, and included 12 studies with a total of 487 participants (female 97.3%/male 2.6%) in the qualitative synthesis and seven studies in the meta-analysis. Articles predominantly reported uncontrolled pre-post trials of low quality, with only two published RCTs. Treatments focused strongly on dialectical behaviour therapy (n = 11). We found moderate effects of third-wave therapies on EDE total score interview/questionnaire for all EDs (d = − 0.67; z = − 5.53; CI95% = − 0.83 to − 0.59). Descriptively, the effects appeared to be stronger in patients with BN and BED. Conclusion At this stage, it is not feasible to draw conclusions regarding the efficacy of third-wave interventions for the treatment of EDs in adolescence due to the low quality of the empirical evidence. Since almost all of the identified studies used DBT, it is unfortunately not possible to assess other third-wave treatments’ efficacy.

scholarly journals Early contact and breastfeeding: meanings and experiences

2014 ◽  
Vol 23 (1) ◽  
pp. 109-117 ◽  
Author(s):  
Eloana Ferreira D'Artibale ◽  
Luciana Olga Bercini
Keyword(s):  
Content Analysis ◽  
Teaching Hospital ◽  
Exploratory Study ◽  
Cultural Context ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Postpartum Women ◽  
Systematic Observation ◽  
Thematic Content Analysis ◽  
Unique Experience

The aim of this study was to analyze the meanings and experiences of early contact and breastfeeding of the postpartum women admitted at a Baby-Friendly Hospital. It is a descriptive, exploratory study, with qualitative approach, that was developed in a teaching hospital in the Northwest of Paraná state between November 2011 and January 2012, involving the participation of 16 postpartum women. Data were collected by means of non-participant systematic observation of the childbirths and semi-structured interview. The data collected were analyzed using the thematic content analysis. The results revealed that, soon after childbirth, the child-mother binomial provided the woman with a unique experience, triggering various sensations into the bio-psycho-social-cultural context of each one of the mothers, with feelings and meanings that favored the mother-child bond and the outset of breastfeeding.

scholarly journals Pedagogical training of medicine professors

2010 ◽  
Vol 18 (1) ◽  
pp. 102-108 ◽  
Author(s):  
Nilce Maria da Silva Campos Costa
Keyword(s):  
Continuing Education ◽  
Exploratory Study ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Professional Experience ◽  
Training Process ◽  
Graduate Courses ◽  
Pedagogical Training ◽  
Teaching Competence ◽  
Negative Factors

This study examines the pedagogical training process of medical professors at a Brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. This is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. The majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses. Positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. Negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. The skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge.

Part 3: Staff of an Occupational Therapy Unit as Part of a Multidisciplinary Behaviour Therapy Team

1986 ◽  
Vol 49 (7) ◽  
pp. 231-232
Keyword(s):  
Occupational Therapy ◽  
Mentally Ill ◽  
Previous Experience ◽  
Behaviour Therapy ◽  
Service Training ◽  
Therapy Team

An approach to the multidisciplinary staffing of a behaviour therapy project carried out with long-stay mentally ill patients is described. Financial and recruiting constraints allowed little scope for selection or appointment of ‘special’ staff. A solution was sought in in-service training for staff already in post, some of whom were not professionally qualified and practically all of whom had no previous experience in behaviour therapy.

Perceptions of the Significant Other of the Effects of Psychodynamic Psychotherapy

1996 ◽  
Vol 168 (1) ◽  
pp. 87-93 ◽  
Author(s):  
Jane Roberts
Keyword(s):  
Family Relationships ◽  
Exploratory Study ◽  
Psychodynamic Psychotherapy ◽  
Extended Family ◽  
Structured Interview ◽  
Emotional Impact ◽  
Individual Psychotherapy ◽  
Significant Other ◽  
The Impact ◽  
The Relationship

BackgroundClinical practice suggests that partners of psychotherapy patients often have powerful feelings about the therapy and therapist. The repercussions of psychotherapy on those close to the patient are rarely considered. A small exploratory study was therefore conducted.MethodAll patients who had completed at least two months of weekly psychodynamic psychotherapy in 1990 at an out-patient unit of a psychiatric hospital (n = 35) and had a partner with whom they were living at the time of starting therapy (n = 23) were contacted. Eight gave permission for their partner to be contacted directly. All eight partners agreed to participate in a semi-structured interview exploring their perceptions of the effects of the therapy on a number of family relationships. The impact of the process of the study was also investigated by means of a questionnaire sent to all partners some weeks after the interview.ResultsConsiderable changes were perceived to have taken place in association with therapy affecting not only the relationship between the couple but also their parenting relationship, the children, and at times members of the extended family. Partners' views about the direction of such changes seemed to influence other perceptions about the therapy.ConclusionsThe repercussions of individual psychotherapy may well spread extensively within a family. This further blurs the boundary between individual and family therapy, both theoretically and clinically. Research procedures are themselves a major intervention and may have a considerable emotional impact on participants.

scholarly journals Evaluating creative drama studies in virtual museums with teacher opinions

2021 ◽  
Vol 13 (4) ◽  
pp. 980-993
Author(s):  
Laura Umralieva ◽  
Medeubek Tanirbergenov ◽  
Kuandyk Yeralin ◽  
Dauletkhan Bolysbaev ◽  
Dzhakipbekova Makhabbat ◽  
...  
Keyword(s):  
Cultural Values ◽  
Primary Schools ◽  
Structured Interview ◽  
Creative Drama ◽  
Virtual Museum ◽  
Virtual Museums ◽  
Teacher Opinion ◽  
Service Training ◽  
Teacher Opinions ◽  
Academic Year

The aim of this research is to evaluate creative drama studies in virtual museums with teacher opinions in order to ensure the revival of national cultural values through art. Qualitative research method was used in the study. The data were collected by the semi-structured interview form prepared by the researcher. The study involved 25 elementary school classroom teachers working in various primary schools in Nur-Sultan, Kazakhstan, in the 2020-2021 academic year. As a result of the research, it was revealed that teachers found themselves inadequate in virtual museums and creative drama, but considered the use of these applications in education extremely positive. In-service training programs to be prepared for teachers to gain competence in the field of creative drama in the virtual museum will enable them to use this method more effectively in education, which they find effective in learning. Keywords: Creative drama, national cultural values, teacher opinion, virtual museum.  

scholarly journals Organizational Development Interventions In Learning Organizations

2012 ◽  
Vol 17 (1) ◽  
pp. 65
Author(s):  
John Theodore
Keyword(s):  
Human Resources ◽  
Organizational Development ◽  
High Performance ◽  
Learning Organizations ◽  
Open Systems ◽  
Planned Change ◽  
Bottom Line ◽  
Action Orientation ◽  
Development Interventions ◽  
Change Efforts

The purpose of this article was to demonstrate that organizational development interventions in key areas of learning organizations assist to further develop such organizations because they are open systems and accustomed to planned changes. Therefore, their resistance to planned developmental changes is limited in comparison to non-learning organizations that are not accustomed to this process. The ultimate goal of organization development is to make the organization more open and more adaptive through increases in capability and potential in order for it to continue making such planned change efforts on an action orientation basis. Learning organizations are viable and vital means for developing an organizations culture of high performance learners who become transformed people much better adapted to get results that affect the bottom line and the quality of life in their organizations. The author of this article focused organizational development interventions on a number of key areas in learning organizations which are: human resources policies and procedures, evaluation of human resources, structure and design, training and development of human resources, communication, and leadership. In this article, the above cited areas are referred to as concentrations. The organizational development intervention process consists of the diagnosis in order to identify the elements to be evaluated in the areas of concentration; the presentation of the results of the diagnoses in proposals for the implementation of the results; and the implementation through planned change efforts.

scholarly journals FORMAÇÃO DE PROFESSORES EM SERVIÇO: narrativas de produção de si e do mundo

2018 ◽  
Vol 25 (1) ◽  
pp. 95
Author(s):  
Raquel Barbosa Rocha ◽  
Marina Patrício de Arruda ◽  
Izabel Cristina Feijó de Andrade
Keyword(s):  
High School ◽  
Elementary School ◽  
Teacher Training ◽  
Structured Interview ◽  
General Intelligence ◽  
Complex Thinking ◽  
Personal Experiences ◽  
The World ◽  
Service Training ◽  
Self Production

Esse artigo teve por objetivo compreender a formação em serviço e a perspectiva epistemológica da implicação do professor na construção de si e do mundo. A pesquisa foi realizada com 14 professores do Ensino Fundamental II e Ensino Médio por meio de uma entrevista semiestruturada. Após a entrevista, foram selecionados 04 professores para a entrevista narrativa contando suas experiências profissionais e pessoais. Como procedimento, as análises das narrativas seguiram as orientações da Análise Textual Discursiva. Esperamos que esta pesquisa possa contribuir com a proposta de formação de professores em serviço, pois em termos educacionais, estar implicado é estar por inteiro naquilo que se realiza. Assim, a educação poderá promover a formação de uma “inteligência geral” apta a compreender o complexo, a produção concomitante de si e do mundo.TRAINING OF TEACHERS IN SERVICE: narratives of self-production and the worldAbstractThis article aimed objective to understand the service training and the epistemological perspective implication of the teacher’s involvement in the constructing himself and the world. The research was carried out with 14 teachers of Elementary School II and High School through a semi-structured interview. After the interview, 04 teachers were selected for the interview / narrative telling their professionals and personal experiences. As a procedure, the analyzes of the narratives followed the guidelines of the Discursive Textual Analysis. We hope that this research can contribute to the proposal of in-service teacher training, because in educational terms, being involved is being fully in what is done. Thus, the education can promote the formation of a “general intelligence” capable of understanding the complex, concomitant production of self and the world.Keywords: Service Training. Narratives. Complex thinking. Production of yourself and the world.FORMACIÓN DE PROFESORES EM SERVICIO: narrativas de producción de sí y del mundoResumenEn este artículo se tuvo como objetivo comprender la formación en el servicio y la perspectiva epistemológica de la implicación del profesor en la construcción de sí mismo y del mundo. La investigación fue realizada con 14 maestros de la Enseñanza Fundamental II y la Enseñanza Media a través de uma entrevista semiestructurada. Después de la entrevista, 04 maestros fueron seleccionados para la entrevista narrativa contando sus experiencias profesionales y personales. Como procedimiento, los análisis de las narrativas siguieron las orientaciones del análisis textual discursivo. Esperamos que esta investigación pueda contribuir con la propuesta de formación de profesores en servicio, pues en términos educativos, estar implicado es estar por entero en lo que se realiza. Así, la educación podrá promover la formación de una “inteligencia general” apta para comprender el complejo, la producción concomitante de sí y del mundo.Palabras clave: Formación en servicio. Narrativas. Pensamiento complejo. Producción de sí mismo y del mundo.

scholarly journals Humanization in the work of nursing faculty

2020 ◽  
Vol 73 (1) ◽  
Author(s):  
Magda Ribeiro de Castro ◽  
Regina Célia Gollner Zeitoune ◽  
Gisele Massante Peixoto Tracera ◽  
Katerine Gonçalves Moraes ◽  
Kely Cristine Batista ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Thematic Analysis ◽  
Nursing Faculty ◽  
Exploratory Study ◽  
Structured Interview ◽  
Public University ◽  
Work Relationships ◽  
Process Data ◽  
Health And Wellbeing

ABSTRACT Objective: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. Method: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. Results: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. Final considerations: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

scholarly journals Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Zohur Ahmed ◽  
Faheem Shahed ◽  
Mohammad Rahman ◽  
Abdul Mohamed
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Structured Interview ◽  
Language Teachers ◽  
Small States ◽  
Policy Makers ◽  
School Based ◽  
Service Training ◽  
Funded Project ◽  
English Language Teachers

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.

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