scholarly journals Training Savvy Caregiver Program Group Leaders Through an Online Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 390-391
Author(s):  
Kenneth Hepburn ◽  
Carey Sherman ◽  
John Hobday ◽  
Lai Reed
Keyword(s):  
Qualitative Interviews ◽  
Role Playing ◽  
College Level ◽  
Group Leaders ◽  
Program Leaders ◽  
Train The Trainer ◽  
Dementia Caregiver ◽  
Monitoring Strategies ◽  
Training Team ◽  
Almost All

Abstract A significant factor limiting organizations’ implementation of the Savvy Caregiver program, a widely disseminated dementia caregiver psychoeducation course, is the need to provide training to program leaders to ensure their understanding of Savvy core principles and strengthen their teaching and coaching skills. Such training has typically been provided through in-person group sessions led by the Savvy developers. To facilitate broader availability, we have embarked on an NIA-supported program to develop a fully online self-paced Savvy train-the-trainer course. The course, delivered individually on a widely used teaching platform, is in seven sections: the first introduces Savvy principles and the trainer role; the next six cover the content and teaching strategies of each of Savvy’s six sessions. In the first development phase, 33 individuals from 13 organizations across the country took part in training (average age 49.5; almost all college level or professional women). Qualitative interviews with 11 trainees and debriefing sessions with others yielded consistently positive responses: the training enhanced their own appreciation for caregiving; they endorsed the self-paced learning and; and it established expectations for positive benefits of Savvy for caregivers. Trainees’ feedback has led to several improvements, including resolving reported technical glitches (e.g., navigating the course). New videos illustrating group delivery methods have been added. Fidelity monitoring strategies are supported as organizations have been encouraged to augment the online training by convening meetings of trainees while in training to enable role playing, and greater personalization is achieved via post-training Zoom meetings with trainees and the Savvy training team staff.

Rhetoric as the Foundation for Political Education

1983 ◽  
Vol 37 ◽  
pp. 4-5
Author(s):  
Peter Augustine Lawler
Keyword(s):  
Political Science ◽  
Political Rhetoric ◽  
Political Education ◽  
College Level ◽  
Human Beings ◽  
General Requirement ◽  
American Government ◽  
Introductory Course ◽  
Technical Discipline ◽  
Almost All

The serious study of the best examples of American political rhetoric can be used as the foundation for the introductory course in American government. The laws of most of our states understand the purpose of political education to be the creation of good citizens. Even at the college level, it makes sense to justify political education in terms of citizenship rather than with the benefits associated with a diffuse introduction to the technical discipline of political science.Citizenship, after all, is a quality shared by almost all human beings in our democratic regime, while only a very few of us ever will specialize in political science. The most cogent way of justifying the general requirement of study of a subject is by showing its universal utility, especially in a democracy, where utility is often the measure of worth.

scholarly journals How ethical challenges of covert observations can be met in practice

2021 ◽  
pp. 174701612110082
Author(s):  
Nicole Podschuweit
Keyword(s):  
Social Research ◽  
Role Playing ◽  
Great Distance ◽  
Point Of View ◽  
Ethical Challenges ◽  
Research Subjects ◽  
Written Information ◽  
Ethical Debate ◽  
The People ◽  
Almost All

This paper aims to bring into the ethical debate on covert research two aspects that are neglected to date: the perspective of the research subjects and the special responsibility of investigators towards their observers. Both aspects are falling behind, especially in quantitative social research. From a methodological point of view, quantitative forms of covert observation involve a great distance between the researcher and the research subjects. When human observers are involved, the focus is usually on the reliable application of the measuring instrument. Therefore, herein, a quantitative study is used as an example to show how the protection needs of both the observed persons and the observers can be met in practice. The study involved 40 student observers who covertly captured everyday conversations in real-world settings (e.g. in cafés or trains) by a highly standardised observation scheme. The study suggests that the anonymity of the research subjects and their trust in the observers are crucial for their subsequent consent. However, many participants showed only little or even no interest in the written information they were provided. Further, this study strongly emphasises how mentally stressful covert observations are to the observers. Almost all observers were worried in advance that the people they were observing would prematurely blow their cover and confront them. Role-playing and in-depth discussions in teams are good strategies to alleviate such and other fears and to prepare student assistants well for their demanding work in the field.

How Staff of Youth Programs Respond to Culture-Related Incidents

2016 ◽  
Vol 32 (1) ◽  
pp. 64-93 ◽  
Author(s):  
Vanessa Gutiérrez ◽  
Reed W. Larson ◽  
Marcela Raffaelli ◽  
Mariela Fernandez ◽  
Sandy Guzman
Keyword(s):  
Best Practices ◽  
Lived Experience ◽  
Youth Programs ◽  
Cultural Identification ◽  
Group Leaders ◽  
Negative Attitudes ◽  
Program Leaders ◽  
Reflective Dialogue ◽  
European Youth ◽  
Qualitative Analyses

Incidents in which program leaders confront issues of culture and race occur regularly in many youth programs. These incidents are important because they reflect powerful dimensions of youth’s lived experience and bring issues of injustice and program inclusiveness to the fore. This study examined these culture-related incidents and how leaders responded to them. Interviews were conducted with 50 leaders from 27 programs serving primarily Latino, African American, and European youth. Half the programs served middle school–aged teens and half high school–aged teens. Qualitative analyses identified four categories of incidents, each presenting distinct considerations for leaders. Two ( offensive remarks and discrimination) involved inappropriate speech and unjust actions. Two ( discomfort with intercultural contact and cultural identification and identity) involved youth’s expression of negative attitudes toward others’ or own group. Leaders differed in their responses to incidents. A universalist, race-blind group asserted that culture did not matter in their program and reported virtually no incidents. A second group reported culture-related incidents but described limited responses because they lacked confidence or skills. A third group appeared to represent best practices: These leaders engaged directly with the incidents and facilitated reflective dialogue in which youth drew on experiences, analyzed situations, and learned through collective discussion. Implications for practice are drawn.

“The Food Matches the Mood”: Experiences of Eating Disorders in Bipolar Disorder

2020 ◽  
Vol 31 (1) ◽  
pp. 100-112
Author(s):  
Claire McAulay ◽  
Lisa Dawson ◽  
Jonathan Mond ◽  
Tim Outhred ◽  
Stephen Touyz
Keyword(s):  
Mental Health ◽  
Bipolar Disorder ◽  
Qualitative Interviews ◽  
Clinical Group ◽  
Physical And Mental Health ◽  
Research Attention ◽  
Illness Onset ◽  
Mental Health Interventions ◽  
Almost All ◽  
Historic Trauma

Approximately 33% of those with bipolar disorder (BD) have a comorbid eating disorder (ED). However, the trajectory of these conditions has received little research attention. Nine participants who met criteria for BD and an ED participated in qualitative interviews exploring experiences of illness onset, the interaction of these conditions, and service provision. Almost all participants in the sample reported minimal to no screening of ED problems, despite their health professionals’ frequent discussion of obesity. Findings suggested that ED features were diverse and evolved over time. Mania and depression were connected to ED features such as overeating and restricting, but this differed between and within participants. Most participants disclosed historic trauma which they considered central to their mental health concerns. This clinical group appears to be underserviced. Clinicians and researchers should routinely screen for ED features when treating and diagnosing BD to inform their physical and mental health interventions.

Assessment of the WHO Health Promoting Schools Framework among schools in selected villages of rural Puducherry, South India – a mixed method study

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Krishnamoorthy Yuvaraj ◽  
Dinesh Kumar ◽  
Shanthosh Priyan ◽  
Lakshminarayanan Subitha ◽  
Gokhale Tanmay ◽  
...  
Keyword(s):  
Health Promotion ◽  
Children And Adolescents ◽  
Qualitative Interviews ◽  
World Health Organisation ◽  
World Health ◽  
Promotion Policy ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Almost All ◽  
Depth Interviews

Abstract Background The health of children and adolescents can be promoted through schools as they spend most of their time in school. The Health Promoting Schools (HPS) framework provides a set of policies to be followed in schools for improving the health status of school-going children and adolescents. The current study was done to assess this framework among schools in rural Puducherry. Methods Key informant interviews were done with the teachers under the six World Health Organisation (WHO) HPS framework domains to develop an observation checklist for the assessment of schools in the study area. After the survey, in-depth interviews were conducted as an approach to explore the existing health promotion activities, facilitating or hindering factors in the implementation of health promotion framework and suggestions for improving the same. Results A quantitative survey on nine schools showed that almost all the schools were lacking in domains such as health promotion policy, behaviour counselling and mental and social support. Physical education, facilities and policies for nutrition and community collaboration exist in only some of the schools. Qualitative interviews also showed similar findings and most of the teachers suggested to include training for general health emergencies and behaviour counselling. Conclusion The current study showed that most of the schools were lacking in almost all the domains under the HPS framework. Hence, stakeholders at all levels should be made aware of this framework and develop a strategy for uniform implementation of it in all the schools in the region.

A Critical Role for Role-Playing Pedagogy

2012 ◽  
Vol 29 (2) ◽  
pp. 120 ◽  
Author(s):  
Shawna Shapiro ◽  
Lisa Leopold
Keyword(s):  
Critical Thinking ◽  
Role Play ◽  
Critical Role ◽  
Academic Literacy ◽  
Role Playing ◽  
English For Academic Purposes ◽  
College Level ◽  
Historical Significance ◽  
Academic Role

This article draws from practitioners’ experience and from scholarship in a variety of disciplines to construct a rationale for incorporating what we call “critical roleplay” in the English-for-academic-purposes (EAP) classroom. We discuss the historical significance of role-play in TESOL and explore why this type of pedagogy has become less prominent in scholarship from recent decades. We argue for a new direction in role-play pedagogy that foregrounds critical thinking as essential to academic literacy. We describe several role-play activities that were successfully implemented in college-level EAP classes to demonstrate that academic role-play can be both cognitively challenging and linguistically relevant.

Large scale training of oncology providers and staff to improve care delivery.

2017 ◽  
Vol 35 (15_suppl) ◽  
pp. e18282-e18282
Author(s):  
Monica Salama ◽  
Joseph Rodgers Steele
Keyword(s):  
Large Scale ◽  
Care Delivery ◽  
Role Playing ◽  
Cancer Center ◽  
Outpatient Services ◽  
Term Care ◽  
Train The Trainer ◽  
Service Excellence ◽  
Md Anderson ◽  
Oncology Providers

e18282 Background: UT MD Anderson Cancer Center began participating in the Press Ganey survey in 2014, and the initial feedback was disappointing. Imaging outpatient services scores were lower than expected, and a difference of opinion between providers and patients was believed to be a contributing factor. Imaging providers defined “care” as the technical quality of the study and the accuracy of the report, while patients associated the term “care” with their healthcare experience. Methods: To improve the patient and family experience and better equip the staff and providers, the Service Excellence Academy (SEA) was created. This ten-hour, three-module program was developed at UT MD Anderson Cancer Center in collaboration with UNLV and MGM Resorts. The program combined didactic and interactive education by leveraging clinical examples and role-playing. A train-the-trainer format was used, including Institutional and Departmental leaders to facilitate the classes. Over 800 participants completed the SEA over 9 months. Questionnaires were administered to the participants before and after the sessions. Results: Since launching the SEA June of 2015, the outpatient Press Ganey scores have improved, and continue their upward trend. All metrics show percentile improvement ranging from 9% to 34%. Additionally, participants felt a greater connection with the institutional mission, vision, and heritage, were more comfortable making decisions, felt more empowered, and had developed greater empathy and skills to meet the needs of others. Conclusions: Large scale training of oncology providers and staff is possible and effective. Implementation of a Service Excellence Academy demonstrated both objective and subjective improvement of patient and employee satisfaction.

scholarly journals Is simulation-based team training performed by personnel in accordance with the INACSL Standards of Best Practice: SimulationSM?—a qualitative interview study

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Anne Strand Finstad ◽  
Randi Ballangrud ◽  
Ingunn Aase ◽  
Torben Wisborg ◽  
Luis Georg Romundstad ◽  
...  
Keyword(s):  
Best Practice ◽  
Healthcare Professionals ◽  
Qualitative Interviews ◽  
Team Training ◽  
Public Hospitals ◽  
Clinical Simulation ◽  
International Nursing ◽  
Qualitative Interview Study ◽  
Simulation Based ◽  
Almost All

Abstract Background Anesthesia personnel was among the first to implement simulation and team training including non-technical skills (NTS) in the field of healthcare. Within anesthesia practice, NTS are critically important in preventing harmful undesirable events. To our best knowledge, there has been little documentation of the extent to which anesthesia personnel uses recommended frameworks like the Standards of Best Practice: SimulationSM to guide simulation and thereby optimize learning. The aim of our study was to explore how anesthesia personnel in Norway conduct simulation-based team training (SBTT) with respect to outcomes and objectives, facilitation, debriefing, and participant evaluation. Methods Individual qualitative interviews with healthcare professionals, with experience and responsible for SBTT in anesthesia, from 51 Norwegian public hospitals were conducted from August 2016 to October 2017. A qualitative deductive content analysis was performed. Results The use of objectives and educated facilitators was common. All participants participated in debriefings, and almost all conducted evaluations, mainly formative. Preparedness, structure, and time available were pointed out as issues affecting SBTT. Conclusions Anesthesia personnel’s SBTT in this study met the International Nursing Association for Clinical Simulation and Learning (INACSL) Standard of Best Practice: SimulationSM framework to a certain extent with regard to objectives, facilitators’ education and skills, debriefing, and participant evaluation.

scholarly journals Jamaica—The Transformation Towards Sustainability of an Island Economy Under Austerity Measures

2020 ◽  
pp. 247-268
Author(s):  
Ariel Macaspac Hernandez
Keyword(s):  
Decision Making ◽  
Literature Review ◽  
Case Studies ◽  
Qualitative Interviews ◽  
Role Playing ◽  
Government Official ◽  
Low Carbon ◽  
Local Stakeholders

AbstractThis chapter diverges from the previous case studies. In addition to a literature review and qualitative interviews of local stakeholders, this chapter also contextualizes sustainable, low-carbon transformation by using an innovative experiment, where participants played the role of a decision-making government official committing to decisions under specific conditions (e.g., imposed austerity measures). When applied to Jamaica, the specific parameters of a scenario are assumed and through solution-oriented role playing, the process of decision-making is analyzed.

scholarly journals Disseminating START: training clinical psychologists and admiral nurses as trainers in a psychosocial intervention for carers of people with dementia’s depressive and anxiety symptoms

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e017759
Author(s):  
Kathryn Lord ◽  
Penny Rapaport ◽  
Claudia Cooper ◽  
Gill Livingston
Keyword(s):  
Qualitative Interviews ◽  
Training Session ◽  
Cost Effective ◽  
Clinical Psychologists ◽  
Secondary Outcome ◽  
Train The Trainer ◽  
Telephone Interviews ◽  
People With Dementia ◽  
Service Areas ◽  
The Uk

ObjectivesTo put into practice and to evaluate an initial dissemination programme for the Strategies for Relatives (START), a clinically and cost-effective manualised intervention for family carers of people with dementia.SettingWe offered 3-hour ‘train-the-trainer’ sessions through the British Psychological Society and Dementia UK.ParticipantsClinical psychologists and admiral nurses across the UK.Primary and secondary outcome measuresAfter the training session, attendees completed an evaluation. Attendees were asked how they had implemented START 6 and 12 months later, and to participate in telephone interviews about their experiences of what helps or hinders implementation 1 year after training.ResultsWe trained 134 clinical psychologists and 39 admiral nurses through 14 training sessions between October 2014 and September 2015 in nine UK locations and made materials available online. The 40 survey respondents had trained 75 other staff. By this time, 136 carers had received START across 11 service areas. Findings from 13 qualitative interviews indicated that some clinical psychologists had begun to implement START, facilitated by buy-in from colleagues, existing skills in delivering this type of intervention, availability of other staff to deliver the intervention and support from the research team. Admiral nurses did not supervise other staff and were unable to cascade the intervention. Where START has not been used, common barriers included lack of staff to deliver the intervention and family carer support not being a service priority. Participants wanted the training to be longer.ConclusionsWe trained clinical psychologists and admiral nurses to deliver and implement START locally. Results from survey respondents show that it was cascaded further and used in practice in some areas, but we do not know whether START was implemented by non-respondents. Future dissemination requires management buy-in, availability of practitioners and supervisors and consideration of other ways of delivery.

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