scholarly journals Regional survey into trainee experience of core psychotherapy training

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S135-S135
Author(s):  
Lauren Evans ◽  
Georgia Belam
Keyword(s):  
Online Survey ◽  
Psychotherapy Training ◽  
Theoretical Models ◽  
Regional Survey ◽  
Protected Time ◽  
Clinical Encounters ◽  
Alternative Approach ◽  
Balint Group ◽  
Qualitative Responses ◽  
Trainee Experience

AimsThis project aims to assess the experience of psychiatry core trainees who have undertaken core psychotherapy training (CPT), to identify what is experienced positively and potential areas of improvement.BackgroundPsychotherapy is an necessary part of core psychiatry training, requiring one short and one long case to complete core training.MethodAn anonymous online survey was drafted, containing both qualitative and quantitative questions, to assess trainees experiences of CPT. It was circulated via Trust email (locally) and Twitter (nationally).ResultA total of 35 responses were received: 21 core trainees, 12 higher trainees, 1 consultant, and 1 staff grade doctor. 6 respondents had completed a short case only; 2 a long case only; 25 both; and 2 neither.Confidence in psychotherapy knowledge was rated on a 1–5 scale (1: significantly below average to 5: significantly above average). Theoretical knowledge improved from a 2.57 average before CPT to 3.63 following, and clinical application improved from 2.43 before to 3.66 following.Knowledge prior to delivering CPT was most commonly obtained from Balint group (71.4% of respondents) and MRCPsych courses (65.7%).The main barriers to obtaining psychotherapy experience were: accessing supervision (60.0% of respondents); not enough patients (53.3%); and a lack of guidelines on accessing supervision and patients (43.3%). Additionally, getting time away from day jobs was identified as a concern, particularly among LTFT trainees.Important learning points from CPT identified by trainees were: knowledge of psychoanalytic concepts, such as transference and counter-transference; differences between the theoretical models; an alternative approach to formulation; and how these skills can be useful in all clinical encounters, such as maintaining rapport, boundaries, and time-keeping. The useful role of supervision was also highlighted.ConclusionThis project serves as an introductory look into how trainees view their experience of CPT, and potential areas for improvement.Themes for improvement, arising from qualitative responses, are: clear reading list, including introductory materials; clear guidelines at induction, including supervisor contact details; improved access to supervision; patients to be allocated; protected time for psychotherapy, with extra support for LTFTs; shadowing; increased choice of modality; and more formal teaching on psychotherapy. These are key areas to be targeted to improve the trainee experience, particularly for those who risk delays in their training.

scholarly journals Trainees' experiences of a Balint group

2003 ◽  
Vol 27 (7) ◽  
pp. 274-275 ◽  
Author(s):  
Arthita Das ◽  
Paul Egleston ◽  
Hany El-Sayeh ◽  
Michelle Middlemost ◽  
Narinder Pal ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Psychotherapy Training ◽  
Discussion Group ◽  
Patient Relationship ◽  
Positive Experience ◽  
Case Discussion ◽  
Everyday Clinical Practice ◽  
The One ◽  
Balint Group ◽  
Balint Method

Psychotherapy training is mandatory before trainees can gain membership of the Royal College of Psychiatrists. One type of introduction to psychotherapy is via a case discussion group, such as the one pioneered by Michael Balint. Much has been published regarding psychotherapy training, but little describing the Balint method from a trainee's perspective. Our paper outlines trainees' experiences of participating in this type of group. The group encouraged trainees to think about the doctor–patient relationship in their everyday clinical practice. All of those who finished the group described a positive experience, giving a good grounding for further psychotherapy training.

scholarly journals An Empirical Study of S-commerce Adoption on WeChat Platform

2020 ◽  
Vol 5 (3) ◽  
pp. 80
Author(s):  
Mei Ge ◽  
Zhongping Deng ◽  
Jing He
Keyword(s):  
Empirical Study ◽  
Behavioral Intention ◽  
Online Survey ◽  
Theoretical Models ◽  
Utaut Model ◽  
Performance Expectancy ◽  
Proposed Model ◽  
Effort Expectancy ◽  
Pls Analysis ◽  
And Performance

<p>The purpose of this paper is empirically to examine two theoretical models in the context of social electronic commerce (s-commerce). The study tries to extend TAM and UTAUT model with trust to explain consumer behavior in the acceptance of s-commerce on WeChat platform which is the Chinese largest social platform. Through an online survey, 501 valid respondents were collected. A Partial Least Squares (PLS) analysis was used to conduct the proposed model and hypothesis testing with TAM and UTAUT models. The results revealed that trust is the most significant factor affecting behavioral intention and the second significant factor is effort expectancy, then social influence and performance expectancy. The integration of trust factor into the UTAUT model best interprets the adoption of s-commerce among the pure TAM and UTAUT models and extended models with trust. It will provide guidance for marketers and professionals, especially in China.</p>

scholarly journals Breastfeeding support at an Australian Breastfeeding Association drop-in service: a descriptive survey

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Elaine S. Burns ◽  
Louise Duursma ◽  
Zoi Triandafilidis
Keyword(s):  
Peer Support ◽  
Online Survey ◽  
Support Service ◽  
Free Access ◽  
Breastfeeding Support ◽  
Face To Face ◽  
Practical Support ◽  
Qualitative Responses ◽  
Descriptive Survey ◽  
Face Support

Abstract Background In Australia, during the early establishment phase of breastfeeding, women can access telephone peer support counselling provided by the Australian Breastfeeding Association (ABA) however options for face-to-face peer support are limited. The known factors which improve ongoing and exclusive breastfeeding include face-to-face support, peer and/or professional support, and trained personnel. This study aimed to examine women’s experiences of accessing one breastfeeding drop-in peer support service provided by trained peer support volunteer counsellors from the ABA. Methods Women who accessed the service were invited, in 2014, to participate in an anonymous online survey which collected both quantitative and qualitative data. Participants were asked about their experiences of breastfeeding support, as well as their experiences of the drop-in service. In total, 53 women completed the online survey, and subsequent analysis generated descriptive statistics and qualitative themes. Results Responses to the survey revealed that women attended the drop-in service with infants ranging in age from less than 1 week through to 12 months of age. Most women reported attending with infants aged 0–8 weeks of age (72%). The predominant presenting problems identified were sore/damaged nipples, difficulties with infant latching to the breast, or concerns about using nipple shields. Analysis of the open text qualitative responses revealed one overarching theme ‘Support to continue breastfeeding’ and four subthemes: ‘feeling listened to and not judged’; ‘emotional support and confidence building’; ‘the importance of face-to-face, practical support’; and ‘the need for ongoing, free access’. Discussion In this study many women were seeking support for ongoing breastfeeding difficulties. Health professionals who had limited breastfeeding knowledge and skills were identified as most unhelpful in providing support with ongoing breastfeeding difficulties. Women valued having access to trained peer counsellors, who had the capacity to provide non-judgemental, face-to-face support; who could sit through a feed; in a space that was ‘safe’; and who could enhance a woman’s confidence with breastfeeding over the course of her full breastfeeding journey. Conclusions Reactive peer support, provided in response to need, at an Australian Breastfeeding Association drop-in service, was described by participants as pivotal to enabling their ongoing breastfeeding.

Organizational constraints and performance: an indirect effects model

2019 ◽  
Vol 34 (2) ◽  
pp. 79-95 ◽  
Author(s):  
Shani Pindek ◽  
David J. Howard ◽  
Alexandra Krajcevska ◽  
Paul E. Spector
Keyword(s):  
Indirect Effects ◽  
Online Survey ◽  
Content Type ◽  
Organizational Constraints ◽  
Alternative Approach ◽  
Indirect Path ◽  
Quantitative Results ◽  
And Performance ◽  
Organizational Rules ◽  
The Relationship

PurposeSurprisingly, most studies have failed to demonstrate a strong correlation between organizational constraints (conditions at work that make doing a job difficult) and job performance. The purpose of this paper is to challenge the view that constraints are a direct barrier on performance and take an alternative approach whereby constraints have an indirect effect via decreased motivation and increased workload. Further, differential effects of various constraints are examined.Design/methodology/approachQualitative and quantitative data were collected from 660 engineers licensed in the state of Florida using a single online survey.FindingsQualitative results showed that the most commonly experienced constraints were from coworkers and organizational rules and procedures. Constraints identified as having a greater detrimental effect on motivation are from the supervisor, and organizational rules and procedures. Quantitative results supported an indirect effects model that includes an indirect path via motivation, and a path via workload, which had a curvilinear component.Originality/valueThis is one of few studies to explain the relationship between constraints and performance, rather than simply estimate it. The use of mixed methods allows us to gain an in-depth understanding of constraints, and the convergence of findings across the methods increases confidence in this study’s results.

Predicting punitive attitudes to sentencing: Does the public's perceptions of crime and Indigenous Australians matter?

2016 ◽  
Vol 50 (1) ◽  
pp. 56-77 ◽  
Author(s):  
Ruth P Brookman ◽  
Karl KK Wiener
Keyword(s):  
Online Survey ◽  
Theoretical Models ◽  
Demographic Variables ◽  
Future Research ◽  
Indigenous Australians ◽  
Community Perception ◽  
Punitive Attitudes ◽  
Convenience Sample ◽  
Negative Perceptions ◽  
English Speaking

In English-speaking western cultures the punitive attitudes towards law-breakers is well documented. The present study examines the utility of predictors of punitive attitudes with online survey data obtained from a convenience sample of 566 Australian residents. After controlling for demographic variables, the study examines the utility of two theoretical models; the Crime–distrust model and the Racial–animus model, in predicting punitive attitudes. All three factors of the Crime–distrust model significantly predict punitive attitudes. The study extends the current literature through identifying the significance of negative perceptions of Indigenous Australians in predicting punitive attitudes to sentencing. Results suggest that community perception of Indigenous Australians is a significant predictor of punitive attitudes in addition to factors of the Crime–distrust model. Future research using a more representative sample of the Australian population is recommended to increase the confidence with which findings are interpreted.

scholarly journals Library and information science practitioners writing for publication: motivations, barriers and supports

2010 ◽  
Vol 34 (106) ◽  
pp. 7-21 ◽  
Author(s):  
Janet Clapton
Keyword(s):  
Professional Development ◽  
Academic Libraries ◽  
Online Survey ◽  
Information Science ◽  
Small Scale ◽  
Library And Information Science ◽  
Writing For Publication ◽  
Protected Time ◽  
Organisational Support ◽  
Personal Profile

Few research studies have investigated UK LIS practitioners' motivation for publication, the barriers they perceive and which supports they think would help, and there is a particular lack of research on publication by practitioners who do not work in academic libraries. This investigation drew evidence from - a small scale quantitative survey to assess variation in the extent of practitioner publishing in 12 LIS publications, including peer reviewed journals and practitioner magazines, -an online survey of self-perceived motivations, barriers, and writing support wishes, undertaken by 100 LIS practitioners in September 2009. Key motivations included sharing ideas, professional development and raising the personal profile. Lack of time was the most reported barrier to participation, while protected time to write, peer encouragement and organisational support via appraisal objectives were most commonly requested supports. The findings will be of interest to those who wish to participate in or promote LIS practitioner publishing and research.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Online Survey ◽  
Design Thinking ◽  
Content Delivery ◽  
First Century ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
Alternative Approach ◽  
Economy And Education ◽  
The Given

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) mindset in innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers from primary and secondary schools in Malaysia. Data was collected through an online survey and was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. It provides an in-depth reason as to why students are not interested in the teacher's lessons which, in turn, affects their performance. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class

2022 ◽  
Vol 10 ◽  
Author(s):  
Kiruthika Ragupathi ◽  
Zi Hui Yeo ◽  
Hui Chieh Loy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Survey ◽  
Course Design ◽  
Student Experience ◽  
Instructional Designers ◽  
Multiple Choice Questions ◽  
Mass Higher Education ◽  
University Courses ◽  
Qualitative Responses

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.

scholarly journals Parents’ Responses to Relational Bullying in New Zealand

2021 ◽  
Author(s):  
◽  
Tegan Brown
Keyword(s):  
New Zealand ◽  
Online Survey ◽  
Bullying Prevention ◽  
Cultural Shift ◽  
Bullying Perpetration ◽  
Doctoral Research ◽  
Relational Bullying ◽  
Study Participants ◽  
Qualitative Responses ◽  
Insight Into

<p>Relational bullying is a significant and widespread issue that is experienced by many young people in New Zealand. To implement effective and consistent prevention and intervention strategies, it is crucial to understand the perspectives of everyone involved. However, there is currently limited research on parents’ perspectives of relational bullying. While research in the field of bullying prevention is increasingly focused on the perspectives and responsibility of multiple parties, a significant gap in the literature remains: the perspectives of the parents of children who are involved as perpetrators of bullying, as well as those parents of children who are both bullies as well as victims. The present doctoral research yielded findings describing parents’ responses to their child’s involvement in relational bullying, including those involved in bullying perpetration. This project was comprised of three studies focussing specifically on relational bullying. The first study examined parents’ responses to hypothetical scenarios depicting their child perpetrating or experiencing exclusion, rumour spreading, and manipulation. The second study asked parent participants to reflect on any actual experience they had with supporting their child as a victim or perpetrator of relational bullying. In the third study, participants reflected on their own experiences with relational bullying during their childhood or adolescence, considering the continued impact on their current lives and on their parenting. Data collection was via one anonymous, online survey. These qualitative responses were analysed thematically to produce both individual study findings and overarching themes that reflected the participants’ perspectives. The responses revealed that parents respond to the three distinct forms of relational bullying (exclusion, rumour spreading, and manipulation) in different ways, with some forms of relational bullying viewed as less serious than others. In addition, the findings provide insight into how parents supported their child when they were involved in relational bullying perpetration. Parents responding to their child’s involvement in the perpetration of relational bullying often took action, assisted their child to make amends, and continued to monitor their child’s progress. When parent participants considered their own experiences of relational bullying, they identified being deeply impacted by the bullying at the time it happened, and they explained that it continued to have an ongoing impact on their current lives and on their parenting behaviour with their own children. The findings from the project overall illustrate the need for a cultural shift in the attitudes towards bullying that permeate the New Zealand context.</p>

scholarly journals Breastfeeding support at an Australian Breastfeeding Association drop-in service: a descriptive survey

2020 ◽  
Author(s):  
Elaine Burns ◽  
Louise Duursma ◽  
Zoi Triandafilidis
Keyword(s):  
Peer Support ◽  
Online Survey ◽  
Support Service ◽  
Free Access ◽  
Breastfeeding Support ◽  
Face To Face ◽  
Practical Support ◽  
Qualitative Responses ◽  
Descriptive Survey ◽  
Face Support

Abstract BackgroundIn Australia, during the early establishment phase of breastfeeding, women can access telephone peer support counselling provided by the Australian Breastfeeding Association (ABA) however options for face-to-face peer support are limited. The known factors which improve ongoing and exclusive breastfeeding include face-to-face support, peer and/or professional support, and trained personnel. This study aimed to examine women’s experiences of accessing one breastfeeding drop-in peer support service provided by trained peer support volunteer counsellors from the ABA.MethodsWomen who accessed the service were invited, in 2014, to participate in an anonymous online survey which collected both quantitative and qualitative data. Participants were asked about their experiences of breastfeeding support, as well as their experiences of the drop-in service. In total, 53 women completed the online survey, and subsequent analysis generated descriptive statistics and qualitative themes.ResultsResponses to the survey revealed that women attended the drop-in service with infants ranging in age from less than 1 week through to 12 months of age. Most women reported attending with infants aged 0-8 weeks of age (72%). The predominant presenting problems identified were sore/damaged nipples, difficulties with infant latching to the breast, or concerns about using nipple shields. Analysis of the open text qualitative responses revealed one overarching theme ‘Support to continue breastfeeding’ and four subthemes: ‘feeling listened to and not judged’; ‘emotional support and confidence building’; ‘the importance of face-to-face, practical support'; and ‘the need for ongoing, free access’.DiscussionIn this study many women were seeking support for ongoing breastfeeding difficulties. Health professionals who had limited breastfeeding knowledge and skills were identified as most unhelpful in providing support with ongoing breastfeeding difficulties. Women valued having access to trained peer counsellors, who had the capacity to provide non-judgemental, face-to-face support; who could sit through a feed; in a space that was ‘safe’; and who could enhance a woman’s confidence with breastfeeding over the course of her full breastfeeding journey. ConclusionReactive peer support, provided in response to need, at an Australian Breastfeeding Association drop-in service, was described by participants as pivotal to enabling their ongoing breastfeeding.Key words: Breastfeeding, Lactation, Peer support, Peer counsellor, Thematic analysis, Reactive support, Drop-in

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