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Mental health problems are increasing in society. To deal with these problems effectively, it is imperative that appropriate treatments are delivered. Some evidence suggests that patients often do not complete the full course of many psychotherapy treatments. The aim of this study was to estimate the average length of treatment for patients referred to the adult specialty of a large clinical psychology department. A stratified sampling strategy was chosen to obtain an unbiased and precise estimator of the average treatment length for the population of patients whose files had been closed in one calendar year (n = 3021). The stratified sampling mean estimator for the population mean was 3.9 appointments; standard psychotherapy treatments are often planned to be more than ten appointments. These results suggest that many patients are failing to receive the full treatment planned by mental health professionals. Perhaps more psychotherapy treatments need to be delivered in a smaller number of appointments. Stratified sampling could be used to estimate treatment duration in particular contexts, thereby allowing treatments to be designed to meet local needs.

This paper aims to assess the knowledge, perceptions and mental health impact of COVID-19 among students in Rwanda.

This paper is a cross-sectional online survey questionnaire.

The mean knowledge score among the 375 respondents was 75.14% (SD ± 19.1), with 195 (55.1%) of the respondents scoring below 80%. Students who believed that COVID-19 education was sufficient were more likely to have lower knowledge levels (OR = 1.84, 95% CI = 1.15; 2.94). While most respondents were aware of their vulnerability to the virus, they did not see themselves at risk of becoming infected. The percentage of respondents reported to have some form of mental health issues was 49.7%. The three most important factors in influencing mental health were age, history of mental health issues, and the way news was reported. Education quality was less affected for those who received online schooling (OR = 0.55, 95% CI = 0.33, 0.94).

Education about COVID-19 should be strengthened by capitalizing on existing online and offline learning platforms to frequently update new or changing information.

This paper was the first study assessing the knowledge, perception and mental health impact of COVID-19 among Rwanda students.

The purpose of this paper is to look at the design and delivery of psychological treatments offered by the UK National Health Service (NHS) and in particular, ask how much treatment is enough, or who should decide when the patient has had enough treatment.

The data reported in this section were collected during routine clinical practice in the NHS in Scotland.

It was found that treatments could be redesigned so that important therapeutic information is provided in time frames that match patient preferences, leading to more efficient and effective services.

Clinicians, predominantly, determine the design and delivery of treatment programmes, whereas the paper suggests that programmes should be focused on the patient and their needs.

Past research is mixed on family small and medium-sized enterprises’ (SMEs) use of external advisors and the limited empirical evidence is confined to developed markets. Drawing on the knowledge-based view of the firm, this research focuses on the “familiness” characteristic of SMEs and their use of external accountants as advisors in an emerging marketplace. Using internal resources for basic tasks is proposed to strengthen this relationship from a managerial cognition lens. Focusing also on SME internalization, this research probes the performance ramifications of using external accountants as advisors.

Hierarchical regression is used to test the hypotheses. The mediation hypothesis is tested by bootstrapping the indirect effect. The interaction hypothesis is visualized with simple slope analysis.

The results indicate that the familiness of SMEs is positively associated with the use of external advisors, and thereby, with high performance. SMEs with higher international exposure also use these external advisors to a greater degree. Family SMEs that have a focused use of internal resources for basic tasks benefit more from the use of external accountants for advising tasks.

This research sheds light on how family involvement in management influences firm performance, showing the moderating role of the use of internal advisors for basic tasks and the mediating role of the use of external accountants for advising. We add to the knowledge-based view by describing how family SMEs can utilize internal and external knowledge resources simultaneously.

This paper examines the historical means by which accountancy, as a mature profession, has sought to expand its practice to new areas of business. Accountancy has long been eager to satisfy perceived client needs, and in so doing foster an ever widening scope for accounting expertise. However, as the profession faces the end of a boom in audit services, the question of how its markets can be self‐consciously expanded has re‐emerged. To understand the dynamics of professional expansion we examine the way in which accountants attempted to develop their practice in the US industrial relations arena shortly after the Second World War, amid the charged industrial relations climate of the time. By examining professional discourse, as evidenced in practitioner journals, we explore accountants’ constructions of potential roles for themselves in this new field. The means by which the profession has redefined itself previously may be instructive as an element in the development of fresh markets for its services.

Purpose – This chapter maps the conceptual territory that research on school shootings shares with cultivation analysis.

Methodology/approach – It outlines the history of cultivation analysis, which used the statistical methods of content analysis and survey research to argue that television violence was rampant and sexist, and that this had the effect of making audiences fearful. The point of this history is to show that the model was conceptually grounded in critical approaches to media, and established questions about the ideology of media violence that set the grounds for school shooting studies.

Findings – In particular, the chapter focuses on similarities between cultivation analysis and ritual theory, and the cultivation thesis that violence represents gender hierarchies, as the two most obvious points of intersections with studies on school shootings. It suggests that these intersections help explain why a “school shooting” frame was deployed to other sorts of media violence, and debates about the effects of media violence, using Jared Loughner's attack on Gabrielle Giffords as a case study.

Practical implications – Emerging concerns about the effects of aggressive news punditry and political commentary can be addressed by reflecting on what studies of school shootings say about the more general politics of media violence, and cultivation theory is an invaluable resource in this endeavor.

Originality/value of paper – Academically, an engagement with cultivation theory underlines how school shooting studies contribute to critical media research in general, by demonstrating the validity of “second generation” models of media influence in the digital age.

“Country-collectors” (CCs) are defined here as international leisure travelers who have visited 6 +  countries within the five most recent calendar years primarily to pursue leisure activities. The study here contributes by offering an early workbench model of antecedents, paths, and outcomes of country-collectors’ evaluations and behavior toward countries as place-brands competing for such visitors. This study reports findings from a large-scale omnibus survey in three large Japanese cities (total n = 1,200). Key findings support the model and the following conclusions. Generally, country-collectors represent a small share of a nation’s adult population (less than 5%) but over 40% of the total leisure trips abroad; country-collectors are classifiable into distinct sub-segments according to the country place-brands that they visit; CC sub-segments, less frequent international leisure travelers, and stay-in-country travelers and non-travelers each offer unique assessments of competing countries as place-brands. National place-brand strategists planning a marketing campaign to influence a given nation’s residents to visit a specific destination (e.g., persuading Japanese nationals to visit the United States) may increase the campaign’s effectiveness by using this workbench model. The study offers a blueprint of how to appraise strengths and weaknesses of competing national place-brands among realized and potential visitors in specific national markets.

This paper describes studies of the ICAN Intervention and their implications.

We adapted the ICAN intervention to support the science interest and learning of at-risk, middle-school-age youth, who were participants in entry-level, out-of-school, inquiry-informed, science workshops. The intervention is a brief ungraded writing assignment that is integrated into science activities on a daily basis in order to encourage workshop participants to reflect on science: what participants understand, the skills they have acquired, and what they still want to figure out.

Findings indicate that the use of the ICAN Intervention in science inquiry supports the development of science interest and science problem solving that is sustained 5 weeks following the workshop. Moreover, participants who write more responses to the ICAN probes are more likely to evidence changes in science learning, regardless of their initial level of interest in science. Participants with less-developed and with more-developed science interest at the beginning of the workshop all progress. The findings further suggest that when the intervention is coupled with an inquiry-informed integrated science, technology, engineering, and mathematics (iSTEM) curriculum, it provides an additional boost for the development of science interest and learning.

The ICAN Intervention as adapted provides a solution to questions raised about whether inquiry-based instruction can promote learning. Our findings indicate that it can. Our findings also demonstrate that when undertaken in a concept and idea-rich environment, the structure of a motivation-based intervention is open-ended enough that all participants will progress, continuing to develop their interest and their learning of disciplinary content.

This chapter questions the contribution of bureaucratic organization to the core missions of the modern university. Although perfectly fit for the execution of peripheral functions, teaching and research do not thrive in such an environment. This accommodation failure has much to do with the many ways the marketplace has crept into our thinking about the function of education and the value of new discovery. Relevant external forces only exacerbate these tendencies. The prospects for emancipation include a resurgence of individuality, perhaps carried by the possibilities of technology which reverses its current capability to standardize and commodify. A more fundamental rethinking of post-secondary education may be needed.