Search results

The use of data in the twenty-first century to improve expert decision-making has radically transformed what it means to be an expert in multiple fields, including behavioural healthcare. This chapter summarises the impact on information technology on the field, including use of digital platforms to enable video therapy and online cognitive behavioural therapy programmes. The chapter is intended for practitioners seeking information on how to be a twenty-first century expert, where years of education and experience matter less compared to evidence of performance in the form of solid outcome data. Key to the use of outcome data is expertise in how to use questionnaires in therapy and how to interpret results, both at the individual client level as well as overall results across multiple clients. A twenty-first century expert measures are not simply to measure outcomes but to improve results over time. Failure to incorporate the use of data into routine practice ignores an evidence based practice with decades of evidence as to its effectiveness, potentially resulting in suboptimal care.

In the last chapter, I introduced the reader to the concept of empirically supported treatments and some of the research methods of providing evidence for the effectiveness of these interventions. Unfortunately, the field seems to place much importance on the techniques and methods used by the practitioner, when the reality is that there are a vast amount of components and variables that contribute to change in effective psychotherapy. In this chapter, I move beyond the idea of the treatment method and explore the idea of evidence based practice (EBP) in its entirety. The reader will be provided with a description of EBP as a tripartite model. While it is beyond the current chapter to delve in depth into each aspect of EBP, the chapter does act as an excellent introduction providing the practitioner with key learnings to build on.

In the previous chapter, I introduced the reader to the ideas and research of the common factors. The common factors are varied and have demonstrated to have small to large effect sizes depending on what variable is being examined. In this chapter, I categorise four more evidence based relationship variables which tend to be more task orientated and aligned to the therapeutic alliance. Indeed, the therapeutic alliance, goals and collaboration, alliance rupture–repair, and feedback-informed care are four trans-theoretical factors that can contribute greatly to outcomes. At the same time, when poorly established they can and do impact negatively on client outcomes. This is not an exhaustive overview of the literature, rather each variable is briefly discussed, the evidence supporting the effectiveness is highlighted, and Top Tips are provided to assist the development of the practitioner.

Risk notification is part of a focus on preventive medicine that is dominant in contemporary Western biomedicine. Genomics has forecasted great advances in alleviating disease and prolonging human life, moving from a reactive to a preventative practice. However, in doing so, genomics redraws boundaries, potentially classifying all people as possible carriers of malfunctioning genes. This chapter presents a critical review of the practice of ‘risk notification’ as undertaken by familial cancer genetic testing services, focusing on the right to be informed or not to be informed and implications of knowing.

With backgrounds in anthropology, psychology and public health, the authors draw upon literature around risk notification from a range of disciplines.

In the context of familial cancer, clients may be asked to provide contact information for biological family members to inform them of their potential genetic risk. Through these processes a number of tensions and issues may emerge that relate to fundamental bioethical principles. The ability and decision whether to know, or conversely, to not know, is ethically fraught. We consider the roles and rights of family members and clients, as well as the broader goal of population health.

While much attention has been devoted to clients’ right to know in the context of medical research and treatment, relatively little work has examined the right not to know and adverse consequences of knowing. This review addresses concerns which have rarely been critically examined and debated in the context of risk notification of biological family members.

This paper aims to understand the experiences of disabled doctoral students at one Aotearoa New Zealand University, identifying barriers to accessibility and meaningful participation, and enabling practices.

This research was underpinned by the social model of disability and used an explanatory sequential mixed methods approach. A survey comprising closed and freeform questions was distributed to all doctoral students. From the 64 respondents, 12 also took part in an unstructured, narrative interview. Data were analysed using a combination of methods: descriptive statistics, thematic analysis and poetic inquiry.

Findings are presented mainly as data poetry. The poems centre on complexities faced by disabled doctoral students, and articulate challenges, enabling practices and possibilities for the future encountered by students in this study. Findings are additionally supported with quotes from narrative interviews, open-ended survey questions and descriptive data analysis.

The poetic inquiry approach gives voice to the collective experiences of disabled students. The poetic texts bear witness to the intersections of disability, impairment, chronic illness, neurodiversity and doctoral study, and the lives of students who navigate these intersections. These poems voice and seek to be lightning-rods for social change.

Historically black colleges and universities (HBCUs) are facing changes in the twenty-first century driven in part by a change in the societal demands on the educational system. Organizational adaptation to changing environment is discussed in the business and management literature, which now includes organizational adaptation in higher education (Brown, 2012; Cameron, 1984; Drew, 2010; Rogers, 2013; Sporn, 1999). The focus of this research is organizational adaptation in four HBCUs. Although HBCUs have long histories and just over 100 of them currently exist, the researchers have focused on four of these institutions and the factors that have enabled them to adapt to change. These changes are forcing colleges and universities to reexamine their organizational strategy to adapt to changes in the educational environment.

The purpose of this research was to examine enabling factors of four HBCUs to adapt to the changing environment. Drawing from historical and archival material, the researcher examined four HBCUs – Bluefield State College, Bowie State University, Hampton University, and Spelman College, and how each adapted to the changing environment. A multiple case study designed was selected to understand the adaptation phenomenon within and across institutions. A review of the literature on organizational adaptation and change, along with a case study analysis of four HBCUs identified the factors that enhanced their adaptive strategies and ability to adapt successfully to the changing environment. The four factors were leadership, culture, structure, and business strategy that influenced each university's ability to adapt successfully to change. Chaffee's (1984, 1985) adaptive and interpretative strategy models and Miles and Snow's (1978) adaptive cycle provided the lens to examine adaptation in these institutions. In this study, leadership, culture, structure, and business strategy were observed as factors that enhanced each school's adaptation to the changing environment.

Chaffee's (1984, 1985) adaptation models and Miles and Snow's (1978) theoretical framework were employed to evaluate adaptation in these organizations. Each of these institutions faced organizational challenges that required an adaptive response. The quality of the adaptive response enabled each organization to adapt to its changing environment, and these changes involved long-range planning for these organizations and not merely short-term gains. The adaptive responses were hinged on the presence of four factors: leadership, culture, structure, and business strategy. Leadership and culture were the most prominent factors that supported organizational change.

PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.

The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.

During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.

The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

Previous research suggests that many active females are not engaging in sports bra use, despite the positive health benefits. The aim of this study was to establish and compare sports bra use, preferences and bra fit issues for exercising females in some of the largest and most diverse global underwear markets (the US, the UK and China).

A survey covering activity levels, sports bra use and preferences, bra issues and demographics was administered via Qualtrics and completed by 3,147 physically active females (aged ≥ 18 years) from the US (n = 1,060), UK (n = 1,050) and China (n = 1,037).

In general, participants were 25–29 years, 121 to 140 pounds, 34B bra size and pre-menopausal. “I cannot find the right sports bra” was the most frequent breast barrier to exercise (25.4%). Three-quarters of women wore a sports bra during exercise, with significantly higher use in China (83.9%), compared to the UK (67.2%). A third of all participants reported sports bra shoulder straps “digging into the skin”. Sports bra preferences were: compression sports bras with a racer back, wide straps and thick straps in the US and the UK; thin straps in China and adjustable straps and underband, no wire and maximum breast coverage in the US and the UK, including nipple concealment and with padded/moulded cups.

Information provided on differences in sports bra use, preferences and bra issues across three major global markets could be utilised by brands and manufacturers to optimise bra marketing and fit education initiatives and inform future sports bra design and distribution strategies.