Charlotte Strauss Swanson and Tracy Schroepfer
Mental health practitioners working with female clients diagnosed with a serious mental illness (SMI) often face client disclosures of sexual assault. Research has shown that…
Abstract
Purpose
Mental health practitioners working with female clients diagnosed with a serious mental illness (SMI) often face client disclosures of sexual assault. Research has shown that practitioners’ responses can be complicated by the diagnosis and lack of professional training; however, less is known about the role their personal factors may play. The purpose of this paper is twofold: to further understanding of practitioners’ personal reactions and investigate how these reactions affect their professional response.
Design/methodology/approach
Nine mental health practitioners participated in face-to-face interviews, in which they were asked to describe their personal reactions when faced with a disclosure and to discuss how these reactions influence client assessment, treatment and referral.
Findings
The study results show that lacking training, practitioners expressed feelings of uncertainty, fear and worry about how best to respond without causing further harm. Findings serve to inform future training to support practitioners and, as a result, improve care and treatment for this population.
Originality/value
This study is unique because it explores the personal reactions mental health practitioners’ experience when responding to disclosures of sexual assault among women diagnosed with an SMI and how these reactions may impact their professional response.
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Kristie R. Blevins, Vivian Lord and Beth Bjerregaard
Extant literature resoundingly praises Crisis Intervention Team (CIT) programs for the multitude of benefits they provide for law enforcement agencies and individuals with mental…
Abstract
Purpose
Extant literature resoundingly praises Crisis Intervention Team (CIT) programs for the multitude of benefits they provide for law enforcement agencies and individuals with mental illnesses. The majority of CIT research is based on perceived benefits of this approach. Most of the goals of CIT programs are readily amenable to empirical study, yet there are few outcome evaluations of the programs. The purpose of this paper is to examine why empirical studies examining the effectiveness of CIT programs are nominal.
Design/methodology/approach
Structural and practical impediments to the collection of empirical data for CIT programs were identified through including examinations of the types of data routinely collected, interviews with CIT participants, and the researchers’ own observations of hindrances to the data collection processes. By triangulating these methods, the authors were able to observe a number of impediments to the collection of empirical data on this topic.
Findings
The multi-jurisdictional CIT program under review had several data problems. First, there was a lack of official data concerning CIT calls. Second, it was virtually impossible to follow a person with mental illness throughout the system from first contact to final disposition. Third, data sharing was hindered by a lack of memorandums of understanding. Fourth, important information was not being properly recorded.
Originality/value
This manuscript provides recommendations to address data concerns for CIT evaluations. Suggestions are intended to help facilitate more robust data for analysis and evaluation purposes, helping to grow the literature on the effectiveness and efficiency of CIT programs.
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The purpose of this paper is to enhance understanding of the experience of qualified nurses managing the process of learning through work when enrolled on a work-based learning…
Abstract
Purpose
The purpose of this paper is to enhance understanding of the experience of qualified nurses managing the process of learning through work when enrolled on a work-based learning module.
Design/methodology/approach
The study was based on constructivist grounded theory using semi-structured interviews with purposive and theoretical sampling of 13 health professionals across acute and community settings. Constant comparative method of data analysis used.
Findings
A core category revealed a social process of learning to learn through work as the nurse shifted from a relatively passive view of the self in the workplace to one that actively constructed an environment that facilitated the realisation of learning objectives. The outcome was the development of metacognition skills of learning to learn promoting intentional learning behaviour towards a lifelong learning attitude.
Research limitations/implications
If knowledge generated from work-based learning is to nourish the organisation, there needs to be opportunities for knowledge exchange in the workplace, consistent mentor support, protective time and a positive attitude to learning in work from colleagues. The study did not include master's students.
Originality/value
While studies have highlighted the influence and impact of organisations on the quality and scope of learning through work, less is known about how health care professionals, in particular qualified nurses, learn to learn in the workplace. This study is of value to those investigating and supporting individuals learning through work-based learning. Threshold concepts and troublesome knowledge introduce a creative perspective to explore the meaning of learning through work.
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Kotaiba Aal, Laura Di Pietro, Bo Edvardsson, Maria Francesca Renzi and Roberta Guglielmetti Mugion
The purpose of this paper is to extend the understanding of innovation in service ecosystems by focussing on the role of values resonance in relation to the integration of brands…
Abstract
Purpose
The purpose of this paper is to extend the understanding of innovation in service ecosystems by focussing on the role of values resonance in relation to the integration of brands, service systems and experience rooms.
Design/methodology/approach
An empirical, explorative case study of an innovative service system is carried out using a narrative approach and presented in the form of a saga.
Findings
Insights gleaned from the empirical study are used for conceptual developments. Analysis of the empirical case study is presented as four lessons linked to values, brands, service systems and experience rooms.
Originality/value
The paper extends a conceptual framework of innovative resource integration in service ecosystems. The paper also contributes four propositions to inform theory: values resonance is a basis for service innovation, the innovative integration of brands based on values resonance can foster innovation, the integration of resources across service system boundaries grounded in values resonance can enable innovation and the integration of experience rooms into a coherent servicescape based on values resonance can support novel forms of resource integration and value co-creation efforts in service ecosystems.