From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described.

Clinical Interprofessional Model of Spiritual Care

To standardize and institutionalize spirituality as a component of whole-patient care, the biopsychosocial-spiritual model must be integrated across the continuum of care for all patients. This chapter explores the clinical interprofessional model of spiritual care. The biopsychosocial-spiritual model recognizes the distinct dimensions—biological, psychological, social, and spiritual—of a person and the fact that no dimension can be left out when caring for the whole person. This chapter describes a consensus- and evidence-based model that enables clinicians to fully attend to the spiritual needs and the spiritual distress that patients and their families may experience. The chapter is rounded out by two case examples.

Competence Methods of Learning Songs in Elementary School on the Subject “Literary Reading”

The subject of this research is the activity of teaching children’s songs on the subject “Literary reading”. The aim is to test the effectiveness of the evidence-based model in schools and present proven options to primary school teachers. Theoretical, empirical and experimental methods were used in research. In the course of the experimental work, it was shown that the views and attitudes of students and teachers to teaching children’s songs in the subject “Literary reading” were carried out by pedagogical research methods and the obtained results. The methods of teaching in Soviet schools are analyzed depending on the type of work. The peculiarity of the results was that the plot and satirical works were not remembered for a long time and in a humorous and satirical form they revealed the character of people in the works. As a result of experimental activity, a model of teaching children’s song in primary school was demonstrated. As a result, in order to increase the effectiveness of the lesson in teaching competence-based songs for children, teachers were asked to focus on the areas of competence-based teaching methods, modern pedagogical technologies and tools in the teaching process.

Fidelity to an evidence-based model for crisis resolution teams: a cross-sectional multicentre study in Norway

Background Crisis resolution teams (CRTs) are specialized multidisciplinary teams intended to provide assessment and short-term outpatient or home treatment as an alternative to hospital admission for people experiencing a mental health crisis. In Norway, CRTs have been established within mental health services throughout the country, but their fidelity to an evidence-based model for CRTs has been unknown. Methods We assessed fidelity to the evidence-based CRT model for 28 CRTs, using the CORE Crisis Resolution Team Fidelity Scale Version 2, a tool developed and first applied in the UK to measure adherence to a model of optimal CRT practice. The assessments were completed by evaluation teams based on written information, interviews, and review of patient records during a one-day visit with each CRT. Results The fidelity scale was applicable for assessing fidelity of Norwegian CRTs to the CRT model. On a scale 1 to 5, the mean fidelity score was low (2.75) and with a moderate variation of fidelity across the teams. The CRTs had highest scores on the content and delivery of care subscale, and lowest on the location and timing of care subscale. Scores were high on items measuring comprehensive assessment, psychological interventions, visit length, service users’ choice of location, and of type of support. However, scores were low on opening hours, gatekeeping acute psychiatric beds, facilitating early hospital discharge, intensity of contact, providing medication, and providing practical support. Conclusions The CORE CRT Fidelity Scale was applicable and relevant to assessment of Norwegian CRTs and may be used to guide further development in clinical practice and research. Lower fidelity and differences in fidelity patterns compared to the UK teams may indicate that Norwegian teams are more focused on early interventions to a broader patient group and less on avoiding acute inpatient admissions for patients with severe mental illness.

Six Assumptions of Contemporary Integrative Interpersonal Theory of Personality and Psychopathology

Contemporary Integrative Interpersonal Theory is an evidence-based model of personality, psychopathology, and intervention. In this paper, we review six assumptions of CIIT that distinguish it from other frameworks and suggest five particularly promising and important areas for future research.

Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.