The Multimethod Evaluation of a Curricular Intervention Intended to Reduce Sexual Violence on a College Campus: A Synthesis of Findings and Lessons Learned

2021 ◽  
pp. 152483992110503
Author(s):  
Alyssa M. Lederer ◽  
Katherine M. Johnson ◽  
Jessica L. Liddell ◽  
Sydney Sheffield
Keyword(s):  
Sexual Violence ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Lessons Learned ◽  
Added Value ◽  
Theory Of Change ◽  
Multiple Methods ◽  
Curricular Intervention ◽  
Critical Reflexivity ◽  
Quasi Experimental

Sexual violence is a major problem on college campuses, and innovative solutions are needed. Our university created a semester-long, credit-bearing, academic course as a curricular intervention intended to reduce sexual violence on campus. In this article, we describe the multiple methods used to evaluate the course, including a pre–post online survey with a quasi-experimental design, a qualitative content analysis of student reflection papers, and semistructured interviews with previously enrolled students conducted by a peer interviewer 3 months after course completion. The synthesis of evaluation findings indicated that an academic course has the potential to positively affect campus climate around sexual violence. Furthermore, using multiple methods enabled us to create a theory of change that illustrates how key course components shaped students’ knowledge, attitudes, and behaviors about sexual violence, thereby ideally generating campus change. Results have been used by various stakeholders for both practice-based and scholarly purposes. We provide lessons learned and implications for practice that are transferable to other multimethod curricular intervention evaluations regardless of topical focus, including the many ways in which using multiple methods added value to the study; the considerable investment of time and resources needed when using multiple methods; the challenges that can arise when integrating findings across methods; the major benefits of having a multidisciplinary research team consisting of faculty and students; and the need to engage in critical reflexivity.

Counseling during Real Ear Measurements: The Clients' Perspective

2021 ◽  
Author(s):  
Angela Ryall ◽  
Lorienne M. Jenstad ◽  
John Pumford ◽  
Tami Howe ◽  
Garnet Grosjean
Keyword(s):  
Focus Groups ◽  
Hearing Aids ◽  
Visual Information ◽  
Best Practice ◽  
Qualitative Content Analysis ◽  
Hearing Aid ◽  
Added Value ◽  
Centered Care ◽  
Prior Literature ◽  
First Time

Abstract Background When dispensing hearing aids, audiologists must follow validated fitting and verification procedures to ensure that the hearing aids are properly fitted to the client's hearing. Real ear measurements (REMs) are best practice for verifying hearing aids. Prior literature regarding REMs has mainly focused on the clinicians' perspective. Purpose This study investigated informational counseling throughout REMs by gathering perspectives of first-time hearing aid users regarding the content and format of counseling. Research Design The study used an interpretive description approach with focus groups. Study Sample There were 16 adult participants (4 males, 12 females) who were first-time hearing aid users and who all had memory of REMs occurring during their own hearing aid verification. Intervention We investigated the addition of informational counseling during REM verification. Data Collection and Analysis Four focus groups were conducted to elicit feedback on a demonstration of informational counseling during REM hearing aid verification. The data from the focus groups were transcribed verbatim and analyzed using qualitative content analysis. Results Analysis revealed positive aspects, negative aspects, and suggested changes in relation to the verbal and visual information presented during the REM verification demonstration. These data fell into two broad categories: the interaction and transaction of informational counseling. Conclusion Most clients were interested in learning more about REMs if the information was accessible. Results provide recommendations for clinical audiologists and REM system manufacturers to make the information presented during informational counseling more client-friendly and individualized for client-centered care. To continue exploring this new inquiry, further experimental research is required to determine if there is any added value of incorporating informational counseling during REMs.

scholarly journals Self-affirmation and False Allegations: The Effects on Responses to Disclosures of Sexual Victimization

2020 ◽  
pp. 088626052098038
Author(s):  
Melissa S. de Roos ◽  
Daniel N. Jones
Keyword(s):  
Sexual Violence ◽  
Online Survey ◽  
Sexual Victimization ◽  
Sexual Misconduct ◽  
News Article ◽  
Child Victims ◽  
False Allegations ◽  
False Accusation ◽  
Amazon's Mechanical Turk ◽  
False Accusations

The rise of the #MeToo movement highlights the prevalence of sexual victimization and gives a voice to victims who may have been silent before. Nevertheless, survivors or victims of sexual violence who come forward may be blamed or not believed. These reactions are evident both with adult and child victims. Further, fears about false accusations of sexual misconduct may negatively impact responses to disclosures. This study aimed to examine gender differences in perceptions toward the #MeToo movement, and the extent to which these translate into a skeptical response to disclosure. Further, we wanted to explore whether proximity to false allegations of sexual violence was linked with more negative responses and whether use of self-affirmations may decrease the likelihood of such a response. Through an online survey ( N = 235) on Amazon’s Mechanical Turk, we assessed participants’ exposure to and perceptions of the #MeToo movement. Further, we asked them about their proximity to sexual violence (victimization or perpetration) and to false allegations. Using a threat manipulation (news article about false accusation) and a self-affirmation exercise, we studied the effects of both variables on responses to disclosure. Results indicated that after reading an article about a false accusation, male participants were more likely to blame a victim of childhood sexual abuse and to perceive the abuse as less harmful, compared with female participants. Further, we found that self-affirmation was linked with more supportive responses to a disclosure. These findings highlight the threatening nature of false accusations of sexual violence for men, and how this threat may shape the narrative regarding sexual violence. Opportunities to use self-affirmation to change this narrative to a more supportive one are discussed.

scholarly journals Using telemonitoring to support personal care planning for adults with learning disabilities

2018 ◽  
Vol 25 (10) ◽  
pp. 602-610 ◽  
Author(s):  
George Bramley ◽  
Catherine Mangan ◽  
Mervyn Conroy
Keyword(s):  
Learning Disabilities ◽  
Online Survey ◽  
Theory Of Change ◽  
Care Planning ◽  
Residential Setting ◽  
Care Providers ◽  
Care Managers ◽  
Before And After ◽  
Adults With Learning Disabilities ◽  
Just Right

IntroductionWe report on an evaluation of the Just Right approach for planning care for adults with learning disabilities and how it can support culture change. Just Right combines installing a telemonitoring system with training for care managers in person-centred care planning and the interpretation of charts that summarise activity data for their setting. By providing insights into the needs of individuals Just Right allows existing care provision to be reviewed to ensure it is ‘just right’. The Just Right approach can also potentially identify over-care and resources that can released.MethodsA mixed-methods approach was used, triangulating qualitative and quantitative baseline and follow-up data. Qualitative data were collected before and after implementation from focus groups on barriers, enablers, success outcomes and impacts. A theory of change was developed. Detailed data on individual adults with learning disabilities were collected before and after installation of equipment using a linked online survey completed by their care managers.ResultsNine commissioning local authorities were recruited with 33 care providers serving 417 adults with learning disabilities. Issues relating to implementation included staff acceptance, culture, consent, safeguarding, local authority engagement, interpretation of data and residential setting. Changes to care were identified for 20.3% of individuals, with 66% of providers not identifying any changes because Just Right confirmed that they were providing the right level of support.DiscussionBy combining telemonitoring and person-centred care planning, Just Right provides a holistic approach and necessary information for conversations amongst stakeholders about the care needs of adults with learning disabilities. Depending on how it is introduced, and the nature of conversations held, the Just Right approach can potentially change culture, leading to improved outcomes.

scholarly journals Play and play occupation: a survey of paediatric occupational therapy practice in Ireland

2018 ◽  
Vol 46 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Alice Moore ◽  
Helen Lynch
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Occupational Therapists ◽  
Assessment Practices ◽  
Skills Acquisition ◽  
Cross Sectional ◽  
Content Type ◽  
Childhood Play ◽  
Primary Focus

Purpose Play occupation has been identified as an essential part of children’s lives, and it subsequently features in paediatric occupational therapy. However, few studies address the current place of play and play occupation in occupational therapy practice. This study aims to address this gap in knowledge by exploring paediatric occupational therapists’ perspectives on the place of play and play occupation in occupational therapy practice in Ireland. Design/methodology/approach A cross-sectional online survey was conducted to gather data about the current use of play in the occupational therapy for children under 12 years. Convenience sampling and snowball recruitment techniques were used to recruit paediatric occupational therapists. Data were analysed using descriptive statistics and qualitative content analysis. Findings In total, 65 therapists responded to the survey (estimated response rate, 32%). Results are organised into four sections: demographics and practice context, play assessment practices, use of play in practice and perceived barriers to play-centred practice. Respondents reported that they valued play as a childhood occupation. However, the survey findings identified that the primary focus was on play as a means to an end. Lack of education on play (research, theory and interventions) and pressures in the workplace have been identified as barriers to play-centred practice. Research limitations/implications Findings indicate that there is a mismatch between therapists valuing play as an occupation and how play is used in occupational therapy practice. Unless clarifications are made about play occupation as being different to skills acquisition in childhood, play occupation will continue to get overlooked as an authentic concern of occupation-centred practice. Thus, play as occupation deserves further attention from educators, researchers and practitioners as a means of strengthening occupation-centred practice, in particular play-centred practice in the paediatric context. Originality/value Play has been described as an important occupation in childhood, and consequently, it features in paediatric occupational therapy. However, little is known about the current place of play in occupational therapy practice. This study addresses this gap by considering the current place of play in occupational therapy practice in Ireland.

Does Instructional Mode Alter the Effectiveness of a Curricular Response to Campus Sexual Violence?

2021 ◽  
pp. 237337992110575
Author(s):  
Katherine M. Johnson ◽  
Jessica L. Liddell ◽  
Alyssa M. Lederer ◽  
Sydney Sheffield
Keyword(s):  
College Students ◽  
Sexual Violence ◽  
Teaching And Learning ◽  
Survey Design ◽  
Health Concern ◽  
Change Over Time ◽  
Instructional Mode ◽  
Quasi Experimental ◽  
First Year College Students ◽  
Over Time

Online coursework is becoming a teaching and learning staple in higher education, especially since the onset of the COVID-19 pandemic. However, there is minimal literature regarding academic courses for campus sexual violence prevention, particularly comparing online versus face-to-face modalities. This study examined whether the effectiveness of a semester-long credit-bearing course (GESS 1900), designed to educate first year college students about correlates of sexual violence in order to ultimately reduce campus sexual violence, differed by instructional mode. Two cohorts had completed GESS 1900 in-person when the COVID-19 pandemic struck; the third cohort was taught entirely online through synchronous instruction and with the exact same faculty instructors and course materials. This created a natural experiment to compare outcomes by instructional mode. We used a quasi-experimental, pretest–posttest survey design to compare in-person ( n = 92) versus online ( n = 45) GESS 1900 students across eight previously validated attitudinal measures related to gender, sexuality, and sexual violence. Results from a two-way, mixed-factorial ANOVA showed no significant differences related to instructional mode on seven of the eight measures. Findings further showed change over time in the desired direction for all students, regardless of instructional mode; many measures showed different starting points for the two groups, but similar rates of change over time. Thus both in-person and synchronous online versions of GESS 1900 were effective in shaping positive student outcomes. The findings have important implications for educators seeking new or multiple delivery methods to educate college students about the pressing health concern of sexual violence.

ENACT Study: What has helped health and social care workers maintain their mental wellbeing during the COVID-19 pandemic? Adaptive coping, team resilience, help-seeking behaviour and work based supports

2022 ◽  
Author(s):  
Nicola Cogan ◽  
Chloe Kennedy ◽  
Zoe Beck ◽  
Lisa McInnes ◽  
Gillian ◽  
...  
Keyword(s):  
Mental Health ◽  
Help Seeking ◽  
Online Survey ◽  
Social Care ◽  
Lessons Learned ◽  
Mental Wellbeing ◽  
Adaptive Coping ◽  
Team Resilience ◽  
Care Workers ◽  
Health And Social Care

Rapid studies have highlighted the adverse mental health impact of COVID-19 on health and social care workers (HSCWs). Complementing this work, we report on the psychosocial factors that have helped HSCWs adapt to the adversities associated with COVID-19 and protect staff wellbeing in Scotland. The ENACT study collected data from HSCWs (n= 1364) in Scotland during the third national lockdown. Using a cross-sectional design, participants completed an online survey providing quantitative data and free responses. A multi-method approach to analysis was used. The majority of HSCWs were found to have low wellbeing scores, high levels of COVID-19 stress, worry, burnout and risk perception scores and almost half of HSCWs met the clinical cut off for acute stress. Adaptive coping strategies and increased perceived team resilience helped mitigate against the adverse impact that COVID-19 stressors have on HSCWs’ mental wellbeing. HSCWs were significantly more likely to seek informal support for dealing with personal or emotional problems. Barriers to formal help-seeking were identified including stigma and fears of consequence of disclosure. HSCWs most valued peer support, workplace supports, visible leadership and teamwork. Our findings illuminate the complexity of the effects of the COVID-19 pandemic on HSCWs’ wellbeing and will inform future intervention development to increase positive adaptation amongst staff. Addressing barriers to mental health help-seeking among HSCWs is essential. The implications emphasise the importance of lessons learned across health and social care contexts, planning and preparedness for future pandemics.

The Last-Planner-System’s impact on project culture

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gunnar Jürgen Lühr ◽  
Marian Bosch-Rekveldt ◽  
Mladen Radujković
Keyword(s):  
Online Survey ◽  
Qualitative Content Analysis ◽  
Data Gathering ◽  
Assessment Instrument ◽  
Mutual Understanding ◽  
Structured Interviews ◽  
Content Type ◽  
Last Planner System ◽  
Project Culture ◽  
Last Planner

Purpose The purpose of this paper is to investigate the Last-Planner-System’s impact on project cultures in terms of partnering. Design/methodology/approach A case study was performed using multiple data gathering approaches. The project cultures of three projects not applying the Last-Planner-System were compared with three projects that apply the Last-Planner-System. In total, 30 participants were involved in the study. Semi-structured interviews were held and analysed by applying qualitative content analysis. Also, the “organizational culture assessment instrument”, which belongs to the “competing values framework”, was used by means of an online survey. Findings The Last-Planner-System leads to increased levels of mutual understanding and control about the tasks and issues of the other parties. This detailed overview leads towards a more distinguished evaluation of the trustworthiness of individuals. This does not necessarily lead to a partnering project culture. Originality/value The contribution to research is that higher levels of transparency and mutual understanding do not necessarily lead to a high level of trust. Rather, transparency could be seen as a controlling mechanism that leads to better-founded estimations about the trustworthiness of others in the project.

From Victim to Witness and the Challenges of Sexual Violence Testimony

2020 ◽  
pp. 118-124
Author(s):  
Jaqueline Moudeïna
Keyword(s):  
Sexual Violence ◽  
International Crime ◽  
Lessons Learned ◽  
Background Information ◽  
Amicus Curiae

This chapter discusses how Jacqueline Moudeïna, the first woman to practice law in Chad, became connected to Hissène Habré's victims, as well as how she organized and prepared them for trial. Moudeïna coordinated the team of lawyers who represented nearly 4,000 victims in the trial of the former Chadian President Hissène Habré before the Extraordinary African Chambers (EAC). The preparation of the victims was a long term undertaking and a day-to-day effort. It was very difficult for the victims to testify, but the majority stood their ground. The chapter then looks at how Moudeïna convinced the victims of sexual violence to testify. It also considers the lessons learned with respect to enabling disclosure of sexual testimony, which became central to the trial. It should be noted that the amicus curiae brief on crimes of sexual violence was of great importance as background information. It helped clarify rape as an international crime in itself.

scholarly journals Defining Learning Communities in Undergraduate Medical Education: A National Study

2019 ◽  
Vol 6 ◽  
pp. 238212051982791 ◽  
Author(s):  
Robert Shochet ◽  
Amy Fleming ◽  
James Wagner ◽  
Jorie Colbert-Getz ◽  
Monica Bhutiani ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Medical School ◽  
Learning Communities ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
National Study ◽  
Program Description ◽  
Survey Responses ◽  
Longitudinal Relationships

Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

scholarly journals Engage for Equity: A Long-Term Study of Community-Based Participatory Research and Community-Engaged Research Practices and Outcomes

2020 ◽  
Vol 47 (3) ◽  
pp. 380-390 ◽  
Author(s):  
Nina Wallerstein ◽  
John G. Oetzel ◽  
Shannon Sanchez-Youngman ◽  
Blake Boursaw ◽  
Elizabeth Dickson ◽  
...  
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Community Support ◽  
Lessons Learned ◽  
Theory Of Change ◽  
Community Based ◽  
Community Engaged Research ◽  
The Past ◽  
Long Term Study ◽  
The University

Community-based participatory research (CBPR) and community-engaged research have been established in the past 25 years as valued research approaches within health education, public health, and other health and social sciences for their effectiveness in reducing inequities. While early literature focused on partnering principles and processes, within the past decade, individual studies, as well as systematic reviews, have increasingly documented outcomes in community support and empowerment, sustained partnerships, healthier behaviors, policy changes, and health improvements. Despite enhanced focus on research and health outcomes, the science lags behind the practice. CBPR partnering pathways that result in outcomes remain little understood, with few studies documenting best practices. Since 2006, the University of New Mexico Center for Participatory Research with the University of Washington’s Indigenous Wellness Research Institute and partners across the country has engaged in targeted investigations to fill this gap in the science. Our inquiry, spanning three stages of National Institutes of Health funding, has sought to identify which partnering practices, under which contexts and conditions, have capacity to contribute to health, research, and community outcomes. This article presents the research design of our current grant, Engage for Equity, including its history, social justice principles, theoretical bases, measures, intervention tools and resources, and preliminary findings about collective empowerment as our middle range theory of change. We end with lessons learned and recommendations for partnerships to engage in collective reflexive practice to strengthen internal power-sharing and capacity to reach health and social equity outcomes.

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