Clinical supervision in prison settings: three strategies for approaching suicide risk

2015 ◽  
Vol 7 (3) ◽  
pp. 149-157 ◽  
Author(s):  
Philip R Magaletta ◽  
Alix M McLearen
Keyword(s):  
Clinical Supervision ◽  
Suicide Risk ◽  
Interdisciplinary Communication ◽  
Assessment Tool ◽  
Learning Experience ◽  
Developmentally Appropriate ◽  
Early Career ◽  
Management Skill ◽  
Content Type

Purpose – Delivering suicide risk services (SRS; i.e., assessment and intervention) is an important and demanding aspect of psychological practice in prison settings. Yet the authors know from the training literature that supervised opportunities to build skills in this domain are hard to obtain. The unpredictable nature of these crisis events and the seriousness of their consequences make it difficult for psychologists-in-training to gain experience managing them. An effective method for building the foundational base of such skill is through clinical activities during internship. The purpose of this paper is to introduce the topic from the perspective of doctoral psychology internship training in prisons. Conceptualized within a developmental training perspective, three specific supervisory actions that facilitate the practice of SRS for interns are detailed: locating opportunities to monitor the practice of developmentally appropriate SRS skills; utilizing an assessment tool to shape documentation and provide structured feedback on the quality of SRS work; and developing group-based role plays to practice the management skill of verbal interdisciplinary communication. Design/methodology/approach – Conceptualized within a developmental training perspective, three specific supervisory actions that facilitate the practice of SRS for interns are detailed. Findings – Findings include three actions: locating opportunities to monitor the practice of developmentally appropriate SRS skills; utilizing an assessment tool to shape documentation and provide structured feedback on the quality of SRS work; and developing group-based role plays to practice the management skill of verbal interdisciplinary communication. Practical implications – The authors have proposed three clinical supervision activities that can be used to facilitate the SRS learning experience. The strategies proposed are flexible enough to address variability within an individual intern or across a group of interns. While the authors apply the activities to interns, the authors believe it can also be used with early career psychologists as they transition to licensure and/or clinical independence within this practice setting. Ongoing consideration of how supervision is used to transmit the essential skills in this setting is paramount, and the authors hope this paper has provided sufficient justification for beginning the dialogue in this area. Originality/value – This work has never before been published.

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

The use of websites by Mediterranean tourist ports

2019 ◽  
Vol 10 (2) ◽  
pp. 190-204 ◽  
Author(s):  
Clara Benevolo ◽  
Riccardo Spinelli
Keyword(s):  
Design Methodology ◽  
Assessment Tool ◽  
Qualitative Evaluation ◽  
Evaluation Tool ◽  
Content Type ◽  
Mediterranean Countries ◽  
Expected Information ◽  
User Friendly ◽  
Potential Customers

Purpose This paper aims to explore the use of websites by tourist ports to assess whether they support ports in communicating their image and provide information and services to actual and potential customers. Design/methodology/approach An analysis of 129 tourist ports websites from ten Mediterranean countries was conducted using the 2QCV3Q model, a multi-purpose qualitative evaluation tool based on experts’ judgments. Findings The findings show that tourist ports’ websites are typically beautiful and well-managed, give ports a clear image and link them with the local territory; however, sample websites are only partially user-friendly, offer limited room for interaction and fail to provide all the expected information and services to the visitors. Originality/value This research provides an unprecedented picture of the use and quality of websites by tourist ports located in the Mediterranean Sea and offers a robust and exhaustive assessment tool that might be of interest to researchers. The tool might also help managers of tourist ports to improve their websites by making them more business- and customer-oriented.

Validation evidence of the paediatric Objective Structured Assessment of Debriefing (OSAD) tool

2016 ◽  
Vol 2 (3) ◽  
pp. 61-67 ◽  
Author(s):  
Jane Runnacles ◽  
Libby Thomas ◽  
James Korndorffer ◽  
Sonal Arora ◽  
Nick Sevdalis
Keyword(s):  
Assessment Tool ◽  
Learning Experience ◽  
Pearson Correlation ◽  
Phase 1 ◽  
Evidence Based ◽  
Validity Evidence ◽  
Multiple Sources ◽  
Simulation Based ◽  
Expert Input

IntroductionDebriefing is essential to maximise the simulation-based learning experience, but until recently, there was little guidance on an effective paediatric debriefing. A debriefing assessment tool, Objective Structured Assessment of Debriefing (OSAD), has been developed to measure the quality of feedback in paediatric simulation debriefings. This study gathers and evaluates the validity evidence of OSAD with reference to the contemporary hypothesis-driven approach to validity.MethodsExpert input on the paediatric OSAD tool from 10 paediatric simulation facilitators provided validity evidence based on content and feasibility (phase 1). Evidence for internal structure validity was sought by examining reliability of scores from video ratings of 35 postsimulation debriefings; and evidence for validity based on relationship to other variables was sought by comparing results with trainee ratings of the same debriefings (phase 2).ResultsSimulation experts’ scores were significantly positive regarding the content of OSAD and its instructions. OSAD's feasibility was demonstrated with positive comments regarding clarity and application. Inter-rater reliability was demonstrated with intraclass correlations above 0.45 for 6 of the 7 dimensions of OSAD. The internal consistency of OSAD (Cronbach α) was 0.78. Pearson correlation of trainee total score with OSAD total score was 0.82 (p<0.001) demonstrating validity evidence based on relationships to other variables.ConclusionThe paediatric OSAD tool provides a structured approach to debriefing, which is evidence-based, has multiple sources of validity evidence and is relevant to end-users. OSAD may be used to improve the quality of debriefing after paediatric simulations.

scholarly journals Experiencing information use for early career academics’ learning: a knowledge ecosystem model

2015 ◽  
Vol 71 (6) ◽  
pp. 1228-1249 ◽  
Author(s):  
Faye Q. Miller
Keyword(s):  
Personal Development ◽  
Learning Experience ◽  
Ecosystem Model ◽  
Alternative Interpretation ◽  
Early Career ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Knowledge Resources

Purpose – The purpose of this paper is to explore the informed learning experiences of early career academics (ECAs) while building their networks for professional and personal development. The notion that information and learning are inextricably linked via the concept of “informed learning” is used as a conceptual framework to gain a clearer picture of what informs ECAs while they learn and how they experience using that which informs their learning within this complex practice: to build, maintain and utilise their developmental networks. Design/methodology/approach – This research employs a qualitative framework using a constructivist grounded theory approach (Charmaz, 2006). Through semi-structured interviews with a sample of 14 ECAs from across two Australian universities, data were generated to investigate the research questions. The study used the methods of constant comparison to create codes and categories towards theme development. Further examination considered the relationship between thematic categories to construct an original theoretical model. Findings – The model presented is a “knowledge ecosystem”, which represents the core informed learning experience. The model consists of informal learning interactions such as relating to information to create knowledge and engaging in mutually supportive relationships with a variety of knowledge resources found in people who assist in early career development. Originality/value – Findings from this study present an alternative interpretation of informed learning that is focused on processes manifesting as human interactions with informing entities revolving around the contexts of reciprocal human relationships.

scholarly journals Supervisors’ experience of delivering individual clinical supervision to qualified therapists: a meta-ethnographic synthesis

2019 ◽  
Vol 24 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Gemma Forshaw ◽  
Rachel Sabin-Farrell ◽  
Thomas Schröder
Keyword(s):  
Clinical Supervision ◽  
Personal Development ◽  
Professional Growth ◽  
Grey Literature ◽  
Content Type ◽  
Competing Demands ◽  
Critical Appraisal Skills ◽  
Qualitative Literature

Purpose The purpose of this paper is to systematically identify, appraise and synthesise qualitative literature exploring the experience, both positive and negative, of clinical supervision from the supervisor’s perspective. Design/methodology/approach A systematic search of three databases, grey literature, reference lists and citations was conducted. Six articles met the inclusion criteria and their quality was critically appraised by using a modified version of the Critical Appraisal Skills Programme tool. Data extracted from the articles were synthesised using meta-ethnography. Findings Four key themes were identified: experiencing difficulties in clinical supervision, responsibility, similarities to therapy and capabilities as a supervisor. These demonstrated that the role of a supervisor has the potential to be both beneficial and harmful to personal and professional development. Research limitations/implications The quality of the studies was variable. Further research is required to explore how supervisors manage difficult experiences to ensure personal development and growth. Practical implications Clinical implications include the need for employers to consider the additional pressure associated with providing clinical supervision and to ensure that appropriate support is available. Results complement previous research on the bi-directionality of parallel process in clinical supervision. Originality/value This review presents an original synthesis of the supervisor’s experience of delivering clinical supervision to qualified therapists. This is achieved by utilising a systematic methodology and appraising the quality of the studies included. The review highlights how the effects of clinical supervision are not limited to the supervisee, but also experienced by the supervisor. The competing demands and responsibilities associated with clinical supervision impact upon the supervisor’s experience, both positively and negatively. When beneficial, delivering clinical supervision can lead to personal and professional growth in addition to the acquisition of new skills.

Clinical Practice and Clinical Supervision: Building a Firm Foundation

2020 ◽  
Vol 54 (4) ◽  
pp. 595-616
Author(s):  
Jeff Chang ◽  
Tanya E. Mudry ◽  
Lara Hiseler
Keyword(s):  
Clinical Practice ◽  
Clinical Supervision ◽  
Working Group ◽  
Role Models ◽  
Early Career ◽  
University Of Calgary ◽  
Group Members ◽  
The University ◽  
Future Practice

In this paper, the authors report on the “Foregrounding Clinical Practice and Clinical Supervision” working group of the Canadian Counselling Psychology Conference held on October 26 to 28, 2018, at the University of Calgary. Of the 12 working group participants, nine self-identified as students and three identified as licensed practitioners (two of the practitioners also held academic positions). This group of mostly early-career professionals identified an overarching theme of building a firm foundation for their future practice. Working group members identified three important contributors: the development of a strong, multi-faceted professional identity, including issues of licensure and certification, the interplay between counselling and clinical psychology, and the place of career psychology; the importance of clinical supervision, including the perceived variable quality of supervision and the apparent shortage of practicum placements; and professional role models. The authors provide their perspectives on the issue the working group raised and offer recommendations for counsellor educators and practice leaders.

Reusability analytics tool for end-of-life assessment of building materials in a circular economy

2019 ◽  
Vol 16 (1) ◽  
pp. 40-55 ◽  
Author(s):  
Lukman Akanbi ◽  
Lukumon Oyedele ◽  
Juan Manuel Davila Delgado ◽  
Muhammad Bilal ◽  
Olugbenga Akinade ◽  
...  
Keyword(s):  
End Of Life ◽  
Circular Economy ◽  
Building Materials ◽  
Assessment Tool ◽  
Building Design ◽  
Life Assessment ◽  
Content Type ◽  
Building Component

Purpose In a circular economy, the goal is to keep materials values in the economy for as long as possible. For the construction industry to support the goal of the circular economy, there is the need for materials reuse. However, there is little or no information about the amount and quality of reusable materials obtainable when buildings are deconstructed. The purpose of this paper, therefore, is to develop a reusability analytics tool for assessing end-of-life status of building materials. Design/methodology/approach A review of the extant literature was carried out to identify the best approach to modelling end-of-life reusability assessment tool. The reliability analysis principle and materials properties were used to develop the predictive mathematical model for assessing building materials performance. The model was tested using the case study of a building design and materials take-off quantities as specified in the bill of quantity of the building design. Findings The results of analytics show that the quality of the building materials varies with the building component. For example, from the case study, at the 80th year of the building, the qualities of the obtainable concrete from the building are 0.9865, 0.9835, 0.9728 and 0.9799, respectively, from the foundation, first floor, frame and stair components of the building. Originality/value As a contribution to the concept of circular economy in the built environment, the tool provides a foundation for estimating the quality of obtainable building materials at the end-of-life based on the life expectancy of the building materials.

Quality of higher education

2016 ◽  
Vol 8 (3) ◽  
pp. 263-278 ◽  
Author(s):  
Inga Lapina ◽  
Renāte Roga ◽  
Peeter Müürsepp
Keyword(s):  
Higher Education ◽  
International Students ◽  
Work Experience ◽  
Foreign Students ◽  
Academic Staff ◽  
Learning Experience ◽  
International Studies ◽  
Content Type ◽  
Quality Of Higher Education

Purpose Higher education institutions (HEIs) are becoming more aware of the effects of globalization and of the fact that the need for international work experience, as well as partially or fully acquired education abroad, is increasing. The aim of the research is to analyze factors influencing international students’ decision regarding the country and HEIs and to evaluate students’ learning experience and satisfaction with their choice to develop suggestions for the improvement of different dimensions related to the quality and export of higher education. Design/methodology/approach Several research methods, such as literature review, logical and comparative analysis, as well as the empirical method to obtain information by conducting a survey, and the induction method to interpret and generalize the survey results are applied in this research. To discover learning experiences and determinants of students’ choice of the host country and HEI, research was carried out, under which two questionnaires were developed. The survey involved foreign students from seven HEIs in Latvia and one Estonian university. Findings The environment in which HEIs operate is becoming more open to the increasing international influence and competition and leads to increasing opportunities for international studies and choice available to students. The quality of the academic staff and study programmes are the most important factors in creating value for the student. As a result of the research, suggestions for higher education quality improvement and export development have been structured within economics, culture and quality dimensions into three levels – individual, institutional and state. Research limitations/implications The study does not analyze the foreign students’ countries of origin in terms of political, economic situations or other factors. Upon researching the proportion of foreign students in Latvian HEIs, it was found that most students acquire education in Riga; therefore, regional HEIs have not been included in the survey. Originality/value The results obtained can be used to improve the quality of higher education and encourage the export of higher education by introducing the necessary changes in the areas identified during the research at the state as well as HEI level. The authors also provide an insight into the areas where implementation of changes is necessary to improve the international students’ level of satisfaction and their learning experience.

scholarly journals Interview-based research in management and organisation studies: making sense of the plurality of methodological practices and presentational styles

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefanie Reissner ◽  
Andrea Whittle
Keyword(s):  
Doctoral Students ◽  
Quantitative Research ◽  
Qualitative Interviews ◽  
Early Career ◽  
Content Type ◽  
Making Sense ◽  
Interview Research ◽  
Organisational Behaviour ◽  
Practical Implications

PurposeThe aim of this review paper is to identify the methodological practices and presentational styles used to report interview-based research in “leading” management and organisation journals.Design/methodology/approachThis paper reviews a sample of 225 articles using qualitative interviews that were published in management, human resource management, organisational behaviour and international business journals listed in the Financial Times 50 list between 2009 and 2019.FindingsThe review found diversity and plurality in the methodological practices used in these studies and the presentational styles used to report interview research.Practical implicationsThe findings are expected to help doctoral students, early career scholars and those new to using qualitative interviews to make decisions about the appropriateness of different methodological practices and presentational styles. The findings are also expected to support editors, reviewers, doctoral examiners and conference organisers in making sense of the dissensus that exists amongst qualitative interview researchers (Johnson et al., 2007). These insights will also enable greater “paradigmatic awareness” (Plakoyiannaki and Budhwar, 2021, p. 5) in the evaluation of the quality of interview-based research that is not restricted to standardised criteria derived from positivism (Cassell and Symon, 2015).Originality/valueTo make sense of this plurality, the authors map these practices and styles against the onto-epistemological paradigms identified by Alvesson (2003, 2011). The paper contributes to calls for philosophical diversity in the evaluation of qualitative research. The authors specifically articulate concerns about the use of practices in interview-based studies that derive from the positivistic logic associated with quantitative research.

scholarly journals Group reporting as a tool to enhance the quality of courses

2018 ◽  
Vol 13 (1) ◽  
pp. 73-87
Author(s):  
Mari Anjeli Lubrica Crisanto
Keyword(s):  
Cooperative Learning ◽  
Online Survey ◽  
Learning Experience ◽  
The Philippines ◽  
Learning Technologies ◽  
The Body ◽  
Learning Activity ◽  
Content Type ◽  
Quality Learning

Purpose Group reporting, a form of cooperative learning, is a learning tool often employed in residential teaching to facilitate quality learning. Like other cooperative learning methods, it enhances learning in classrooms by allowing students work on activities in small groups to receive rewards based on their group’s performance. However, though group reporting is often done in face-to-face settings, few up-to-date literature has shown its application in online learning. Moreover, the question as to whether online cooperative learning through group reports yields positive or negative response from students has to be studied further. The paper aims to discuss these issues. Design/methodology/approach This study focuses on the students’ response to the group reporting activity carried throughout one semester. A course offered by the University of the Philippines Open University on database management systems made use of group reporting to add to the students’ learning experience. Group meetings along with regular online lectures were carried out during the first half of the semester. The output group reports were then presented during the second half and served as the main resource for those weeks’ study modules. An online survey with Likert scales drawing out the student reactions on the learning activity impact was administered to volunteer respondents at the end of classes. Findings In total, 71.9 percent of 32 respondents observed changes in their behavior after using peer and cooperative learning technologies. The respondents also indicated that they enjoyed the group reporting activity (14 agreeing strongly, 14 agreeing moderately). They also indicated that they were motivated to learn the course through the group reports (8 agreeing strongly, 14 agreeing moderately). However, when asked if they preferred to have all the modules in group report format 9 agreed moderately, 8 disagreed moderately, 7 disagreed strongly, 4 agreed strongly, and 4 neither agreed nor disagreed. Still, overall, online cooperative learning facilitated quality learning based on this study’s results. Originality/value This study contributes to the body of knowledge by showing how group reporting can be applied online and how students have responded to it. The study also provides recommendations on how to conduct online cooperative learning in order to enhance the quality of courses, with implications for further research to look into variations with respect to the technology used for reporting and its suitability to a given course.

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