How to Build Rapport

ORBIT ◽  
2020 ◽  
pp. 166-181
Author(s):  
Laurence J. Alison ◽  
Chloë Barrett-Pink ◽  
Frances Surmon-Böhr ◽  
Neil D. Shortland ◽  
Emily K. Alison ◽  
...  
Keyword(s):  
Interpersonal Skills ◽  
Training Programs ◽  
Positive Impact ◽  
Role Play ◽  
Evidence Based ◽  
Counter Terrorism ◽  
Interpersonal Behaviors ◽  
Psychological Training ◽  
The Uk ◽  
The Impact

This chapter examines the impact of the UK National Counter-Terrorism Training program (Alcyone). Alcyone is a 6-day course that provides the following: (1) psychological training in Observing Rapport Based Interpersonal Techniques (ORBIT), (2) input on pre-interview briefing, and (3) legislation and input on safety interviewing. Approximately 80% of the course involves scenario-based role-play with additional knowledge checks and short lecture inputs. The chapter details the analysis used to assess the program’s impact. Multivariate analysis of variance revealed that Alcyone-trained officers showed a significantly greater reliance on adaptive interpersonal skills that had been taught in the course and demonstrated significantly fewer maladaptive interpersonal behaviors that they had been taught to avoid. There was also a significant increase in the use of rapport-based behaviors and a greater extraction of information from the suspects. Although several other factors may also account for an increase in yield, the increase in all the aspects that these officers had been taught in the course provides support that the course had a positive impact. This has implications for interview training programs and for the dissemination of evidence-based practice for counterterrorism interviewing.

scholarly journals Experiences and impact of international medical volunteering: a multi-country mixed methods study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e041599 ◽  
Author(s):  
Mary McCauley ◽  
Joanna Raven ◽  
Nynke van den Broek
Keyword(s):  
Low Income ◽  
Online Survey ◽  
Positive Impact ◽  
Healthcare Providers ◽  
International Medical ◽  
Middle Income ◽  
Use Of Resources ◽  
The Uk ◽  
Medical Volunteers ◽  
The Impact

ObjectiveTo assess the experience and impact of medical volunteers who facilitated training workshops for healthcare providers in maternal and newborn emergency care in 13 countries.SettingsBangladesh, Ghana, India, Kenya, Malawi, Namibia, Nigeria, Pakistan, Sierra Leone, South Africa, Tanzania, UK and Zimbabwe.ParticipantsMedical volunteers from the UK (n=162) and from low-income and middle-income countries (LMIC) (n=138).Outcome measuresExpectations, experience, views, personal and professional impact of the experience of volunteering on medical volunteers based in the UK and in LMIC.ResultsUK-based medical volunteers (n=38) were interviewed using focus group discussions (n=12) and key informant interviews (n=26). 262 volunteers (UK-based n=124 (47.3%), and LMIC-based n=138 (52.7%)) responded to the online survey (62% response rate), covering 506 volunteering episodes. UK-based medical volunteers were motivated by altruism, and perceived volunteering as a valuable opportunity to develop their skills in leadership, teaching and communication, skills reported to be transferable to their home workplace. Medical volunteers based in the UK and in LMIC (n=244) reported increased confidence (98%, n=239); improved teamwork (95%, n=232); strengthened leadership skills (90%, n=220); and reported that volunteering had a positive impact for the host country (96%, n=234) and healthcare providers trained (99%, n=241); formed sustainable partnerships (97%, n=237); promoted multidisciplinary team working (98%, n=239); and was a good use of resources (98%, n=239). Medical volunteers based in LMIC reported higher satisfaction scores than those from the UK with regards to impact on personal and professional development.ConclusionHealthcare providers from the UK and LMIC are highly motivated to volunteer to increase local healthcare providers’ knowledge and skills in low-resource settings. Further research is necessary to understand the experiences of local partners and communities regarding how the impact of international medical volunteering can be mutually beneficial and sustainable with measurable outcomes.

scholarly journals European Youth Work Policy and Young People’s Experience of Open Access Youth Work

2021 ◽  
pp. 1-21
Author(s):  
JON ORD ◽  
MARC CARLETTI ◽  
DANIELE MORCIANO ◽  
LASSE SIURALA ◽  
CHRISTOPHE DANSAC ◽  
...  
Keyword(s):  
Open Access ◽  
Young People ◽  
Positive Impact ◽  
Policy Formulation ◽  
Youth Work ◽  
Policy Makers ◽  
Policy Goals ◽  
The Uk ◽  
The Impact ◽  
European Youth

Abstract This article examines young people’s experiences of open access youth work in settings in the UK, Finland, Estonia, Italy and France. It analyses 844 individual narratives from young people, which communicate the impact of youthwork on their lives. These accounts are then analysed in the light of the European youth work policy goals. It concludes that it is encouraging that what young people identify as the positive impact of youth work are broadly consistent with many of these goals. There are however some disparities which require attention. These include the importance young people place on the social context of youth work, such as friendship, which is largely absent in EU youth work policy; as well as the importance placed on experiential learning. The paper also highlights a tension between ‘top down’ policy formulation and the ‘youth centric’ practices of youth work. It concludes with a reminder to policy makers that for youth work to remain successful the spaces and places for young people must remain meaningful to them ‘on their terms’.

scholarly journals The impacts of pre-apprenticeship training for young people

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Richard Dorsett ◽  
Lucy Stokes
Keyword(s):  
Young People ◽  
Positive Impact ◽  
Youth Unemployment ◽  
Apprenticeship Training ◽  
Variable Approach ◽  
Average Impact ◽  
Unobserved Preferences ◽  
The Uk ◽  
The Impact ◽  
Instrumental Variable Approach

Apprenticeships are the key means by which the UK government aims to build skills and tackle the problem of youth unemployment. However, not all young people are able to secure an apprenticeship. Traineeships, a voluntary six-month programme of work placements and work preparation training, were introduced in England in 2013 to help equip young people with the skills and experience required to secure an apprenticeship or employment. The analysis in this paper uses linked administrative data on the population of trainees and a comparison sample of non-trainees to evaluate the impact of the programme on employment and apprenticeships. It uses a local instrumental variable approach, which allows selection into a traineeship to be influenced by unobserved preferences and for impacts to vary according to these preferences. The heterogeneous impacts can be aggregated to form an estimate of the average impact of treatment for all participants. The results show no overall impact on employment for younger trainees (16-18 year-olds) but an across-the-board positive impact on the probability of becoming an apprentice. For older trainees (19-23 year-olds), no significant impact on either employment or apprenticeships is evident among participants as a whole but the results suggest that, for those more resistant to participating, traineeships may actually reduce the probability of becoming an apprentice. These results confirm the effectiveness of traineeships as a means of facilitating apprenticeships among younger people. As such, they support the policy target of achieving 3 million apprenticeships by 2020.

The UK drugs strategy 2017: contexts and analysis

2017 ◽  
Vol 17 (4) ◽  
pp. 205-217
Author(s):  
Blaine Stothard
Keyword(s):  
Economic Policy ◽  
Drug Use ◽  
Design Methodology ◽  
Drug Misuse ◽  
Close Reading ◽  
Evidence Based ◽  
Specific Content ◽  
Content Type ◽  
The Uk ◽  
The Impact

Purpose The purpose of this paper is to examine the content of the strategy and assess its claims to be evidence based. Design/methodology/approach This study is a close-reading of the text with commentary on specific content and reference to wider contexts. Findings The strategy makes use of evidence in its sections on treatment. Much evidence, including that of the UK ACMD, is dismissed or ignored. The issue of funding in times of austerity is not considered in the strategy. The range and complexity of drug use and users are not fully considered. Research limitations/implications The strategy can be seen as an idealised ambition with little basis in reality without funding to support its aims. Social implications There is no consideration of the impact of macro-economic policy on the extent of drug misuse. Originality/value Other commentaries on the strategy are emerging. This paper is a more extensive consideration than has so far appeared.

Beyond evidence-based policy and practice

2013 ◽  
Vol 16 (2) ◽  
pp. 20-36
Author(s):  
Mike Fisher
Keyword(s):  
North America ◽  
Practice Research ◽  
Evidence Based ◽  
Policy And Practice ◽  
Research And Practice ◽  
Social Work Research ◽  
Recent Developments ◽  
The Uk ◽  
The Impact ◽  
The Relationship

This paper concerns the impact of social work research, particularly on practice and practitioners. It explores the politics of research and how this affects practice, the way that university-based research understands practice, and some recent developments in establishing practice research as an integral and permanent part of the research landscape. While focusing on implications for the UK, it draws on developments in research across Europe, North America and Australasia to explore how we can improve the relationship between research and practice.

Building Resilience: The Conceptual Basis and Research Evidence for Resilience Training Programs

2018 ◽  
Vol 22 (4) ◽  
pp. 452-468 ◽  
Author(s):  
Sarah Forbes ◽  
Deniz Fikretoglu
Keyword(s):  
Training Programs ◽  
Adverse Experiences ◽  
Psychological Training ◽  
Narrative Literature ◽  
Resilience Training ◽  
Narrative Literature Review ◽  
Well Differentiated ◽  
The Impact ◽  
The Relationship

The relationship between adverse experiences and later development has been explored by many researchers, leading to the conceptualization of resilience as a factor explaining the normal or optimal development of some individuals exposed to adversity. Today many different interventions exist aiming to improve the ability of individuals to respond to adversity. In this narrative literature review, we evaluate the literature surrounding resilience and resilience training, discussing the quality of the evidence supporting resilience training, theoretical and practical differences between types of training, and the impact of resilience and psychological training on outcome measures across a variety of settings. The results of our review show that the quality of the literature is mixed, resilience training is not well differentiated from other forms of training, and that the impact of psychological training on later functioning depends heavily on the type of outcome measured and the setting of the training. Further research must be conducted prior to the implementation of resilience training programs in order to assure their efficacy and effectiveness in proposed contexts.

Is there anything special about lesson study in special schools?

2020 ◽  
Vol 9 (4) ◽  
pp. 301-316
Author(s):  
Sarah Seleznyov ◽  
Amelia Roberts ◽  
Rachel Walker ◽  
Sarah Watson ◽  
Melanie Hogan
Keyword(s):  
Lesson Study ◽  
Online Survey ◽  
Positive Impact ◽  
School Leaders ◽  
Special School ◽  
Special Schools ◽  
Mainstream Teachers ◽  
Content Type ◽  
The Uk ◽  
The Impact

PurposeJapanese lesson study (LS) is a professional development (PD) approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learned. LS's popularity as an approach to teacher PD in the UK is growing, and it is used in both special and mainstream settings. This study explores whether LS is perceived and operationalized in the same way across special and mainstream settings.Design/methodology/approachThis study arose as a result of collaboration between UCL Institute of Education academics (principle investigators) and three special school leaders using LS in their own schools (practitioner co-investigators), who together formed the research team. The team first explored the literature base for LS in special education. They then investigated special and mainstream schools using LS for teacher PD. Research tools included semi-structured interviews and an online survey. Participants were obtained through opportunistic sampling via the networks of schools available to the researchers.FindingsThere were several key differences between LS in special and mainstream settings. Special teachers felt LS had a more positive impact on subject knowledge than mainstream teachers, and this impact extended to support staff. Special teachers were more likely to carry out multiple research cycles than mainstream colleagues and to quickly build LS into the existing timetable. Mainstream teachers focused on individual pupils in LS to seek learning about pedagogy more generally, whereas general learning about pedagogy was seen as a secondary benefit to special teachers.Research limitations/implicationsOne of the limitations of the research is that participants are more positively inclined toward LS than the general population of their school, since those not interested in LS would be unlikely to take the time to engage with the research. It will be important to conduct more research into the use of LS in mainstream schools, as this study is one of very few exploring LS in this special context.Practical implicationsThe ease with which special schools can align LS to current practice due to greater flexibility of timetables and larger staff teams seems to result in a greater appreciation and “valuing” of the process in mainstream schools, where teachers seemed to feel their senior leadership teams had gone to extra lengths to enable LS to happen. LS seems to offer a framework within which senior leaders can prioritize such learning experiences for teachers, leading to positive benefits for pupils, teachers and the school, and is therefore a process worth considering both for special and mainstream school leaders.Originality/valueThe literature review found a limited number of studies of LS in a special educational needs and disability (SEND) context, all of which took place in the UK and focused on the impact of teacher participation in LS on teacher practice and pupil learning. All three studies show a positive impact and suggest that LS might have wider applications for both special schools and mainstream schools supporting SEND pupils. There has been no exploration of the different ways in which mainstream and special school teachers and pupils might experience or construct LS in their own contexts.

scholarly journals Green technologies and firms’ market value: a micro-econometric analysis of European firms

2020 ◽  
Vol 29 (3) ◽  
pp. 855-875 ◽  
Author(s):  
Alessandra Colombelli ◽  
Claudia Ghisetti ◽  
Francesco Quatraro
Keyword(s):  
Positive Impact ◽  
Market Value ◽  
Regulatory Framework ◽  
Economic Effects ◽  
Green Technologies ◽  
Main Hypothesis ◽  
Theoretical Approaches ◽  
The One ◽  
The Uk ◽  
The Impact

Abstract This paper investigates the impact of the generation of green (environmental) technologies on the market value (MV) of a sample of listed companies. The analysis is grounded on the combination of two different theoretical approaches, that is the one focusing on the relationship between MV and innovation and the one pertaining to the economic effects of eco-innovation. Environmental regulation, based on the regulatory push–pull effect, induces firms to cope with more stringent rules through innovation efforts, and this eventually leads to the emergence of new markets for the suppliers of green technologies (GTs). Our main hypothesis is that firms able to generate GTs can be expected to show better stock market performances in this framework, because of the prospects of regulation-driven profitability gains. The empirical analysis has been carried out on a sample of listed firms from France, Germany, Italy, the Netherlands, and the UK observed over the 1985–2011 time span, and it is based on the implementation of the most recent version of the MV equation, corrected for selection bias. Results are consistent with those of previous literature and highlight the positive impact of innovation on MV. When narrowing the focus to firms operating in sectors with a high propensity to generate GTs, we have found that the stringency of the environmental regulatory framework also yields a positive a significant impact, as does the stock of GTs vis-à-vis non-GTs. Moreover, environmental regulatory framework positively moderates the positive effect of the stock of GTs. Lastly, the quality of firms’ own knowledge stocks is also found to positively influence firms’ MV.

scholarly journals Implementation of evidence-based practices in normal delivery care

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Clodoaldo Tentes Côrtes ◽  
Sonia Maria Junqueira Vasconcellos de Oliveira ◽  
Rafael Cleison Silva dos Santos ◽  
Adriana Amorim Francisco ◽  
Maria Luiza Gonzalez Riesco ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Medical Records ◽  
Positive Impact ◽  
Phase 1 ◽  
Lithotomy Position ◽  
Delivery Care ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Normal Delivery ◽  
The Impact

ABSTRACT Objective: to evaluate the impact of the implementation of evidence-based practices on normal delivery care. Method: quasi-experimental, before-and-after intervention study conducted in a public maternity hospital, Amapá. Forty-two professionals and 280 puerperal women were interviewed and data from 555 medical records were analyzed. The study was developed in three phases: baseline audit (phase 1), educational intervention (phase 2) and post-intervention audit (phase 3). Results: after the intervention, there was an increase of 5.3 percentage points (p.p.) in the normal delivery rate. Interviews with the women revealed a significant increase of the presence of companions during labor (10.0 p.p.) and of adoption of the upright or squatting position (31.4 p.p.); significant reduction of amniotomy (16.8 p.p.), lithotomy position (24.3 p.p.), and intravenous oxytocin (17.1 p.p.). From the professionals’ perspective, there was a statistical reduction in the prescription/administration of oxytocin (29.6 p.p.). In the analysis of medical records, a significant reduction in the rate of amniotomy (29.5 p.p.) and lithotomy position (1.5 p.p.) was observed; the rate of adoption of the upright or squatting position presented a statistical increase of 2.2 p.p. Conclusions: there was a positive impact of the educational intervention on the improvement of parturition assistance, but the implementation process was not completely successful in the adoption of scientific evidence in normal delivery care in this institution.

scholarly journals Open Badges to Encourage Class Representatives’ Reflection and Achievement-Sharing: A Case Study from Edinburgh University Students’ Association (EUSA)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tanya Lubicz-Nawrocka
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Pilot Project ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
The Impact ◽  
Leadership And Change ◽  
Negotiation Problem

This case study describes how Edinburgh University Students’ Association (EUSA) worked in partnership with the University of Edinburgh’s Information Services division to implement one of the first Open Badge schemes used in the UK higher education sector. Based on student feedback, EUSA developed an effective Open Badge model to recognise and reward students’ work as Class Representatives. The paper describes EUSA’s model of badges, badge criteria and implementation, before focusing on qualitative examples of the positive impact of this pilot project for both individual students and for the Students’ Association. It provides examples of how students reflected thoughtfully about the impact of their work as Class Representatives to develop skills in negotiation, problem solving, diplomacy, leadership, and change management. EUSA’s Open Badge scheme now rewards students for sharing their achievements. In turn, students’ Open Badge blog posts have helped EUSA to gain more meaningful insights into the broad work of Class Representatives and how students benefit when they engage fully with the role.

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