The purpose of this study is to investigate psychotherapists’ perspectives on collaborations with curanderxs that may improve patient outcomes. All participants have licensed…
Abstract
Purpose
The purpose of this study is to investigate psychotherapists’ perspectives on collaborations with curanderxs that may improve patient outcomes. All participants have licensed psychotherapists (marriage and family therapist, social work and psychology), between ages 40 and 60 years, and spoke both English and Spanish. They had a wide range of experience practicing in the field (5 to 33 years), the number of clients they had worked with of Mexican descent (10 to 2,000), and times they had collaborated with curanderxs (2 to 3 to more than 40). Interviews lasted 2 h.
Design/methodology/approach
Phenomenological methodology was followed in conducting interviews with eight mainstream mental health practitioners and in identifying codes and themes from the interviews.
Findings
Collaboration between psychotherapists and curanderxs is rare. Few mental health training programs provide basic information on curanderismo or on how clinicians might integrate concepts related to indigenous healing approaches into their practices or collaborate with traditional healers. Substantial mistrust between psychotherapists and curanderxs is apparent and impedes collaboration.
Originality/value
The authors believe this to be one of the first integrative models that can provide guidance to services providers who would like to collaborate with traditional healers, not only with Latinx populations but also populations that seek traditional healers for physical, psychological and spiritual healing. Based on study findings, the authors offer educational, clinical and public policy recommendations.
Details
Keywords
Daisy Gomez, Leonard A. Jason, Richard Contreras, Julia DiGangi and Joseph R. Ferrari
The purpose of this paper is to explore the effects of length of stay in an Oxford House (a sober living environment) with the number of days attended school/vocational training…
Abstract
Purpose
The purpose of this paper is to explore the effects of length of stay in an Oxford House (a sober living environment) with the number of days attended school/vocational training and days worked in the past 90 days with 292 women and 604 men.
Design/methodology/approach
This paper presents quantitative data.
Findings
Results indicated that number of days residing in these recovery homes was related to number of days attending school/vocational training and days worked.
Originality/value
The present study suggested that in addition to staying abstinent from alcohol and drugs, Oxford House residents may improve gain useful life skills through vocational education, training, and employment. This is an area of further exploration for the substance abuse recovery community.
Details
Keywords
Antija Allen, Jason L. James and Anthony G. James
Discussion is a staple in an academic classroom and remains at the apex of importance regarding student learning. It offers students an opportunity to have discourse around course…
Abstract
Discussion is a staple in an academic classroom and remains at the apex of importance regarding student learning. It offers students an opportunity to have discourse around course material, other scholarly material, life experiences, etc. Discussion can lead to a deeper understanding of the subject matter and provide students and faculty exposure to perspectives that may challenge, validate, or reframe existing perspectives. Such discourse can also shatter existing perspectives and create opportunities for the development of new ones. The central role of faculty is to develop topics to be discussed and facilitate said discussions. Topics perceived as controversial (e.g., politics, human sexuality, religion, etc.) tend to produce the most lively and valuable discussions. Unfortunately, fears of retribution for engaging in such topics have commonly caused faculty to shy away from having such difficult dialogues. These fears persist even though the 1940 Statement of Principles on Academic Freedom and Tenure position is to allow professors the opportunity to discuss challenging topics in the classroom (AAUP, n.d.). The current chapter addresses the challenge of protecting faculty who need the support of academic freedom in their classroom discussions. The authors approach this problem by discussing factors that leave faculty hesitant to engage in provocative classroom discussions such as the institution’s culture, faculty characteristics, rights of the faculty, and student population. Finally, the authors conclude with practical implications for how faculty hesitancy has the consequence of not promoting the critical thinking skills of students, which are required for today’s students who will become and who are already working professionals.
Details
Keywords
Niki Panteli, Jason R.C. Nurse, Emily Collins and Nikki Williams
The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this…
Abstract
Purpose
The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this study, therefore, is to examine to what extent Covid-19 WFH changed trust relationships among remote employees, their managers and organisations and how this has taken place.
Design/methodology/approach
The study used semi-structured interviews with employees and managers from different organisations across different sectors. Interviews were supported with image prompts as suggested by the storyboarding method, and took place between November 2020 and February 2021. Thematic analysis was used to analyse the data.
Findings
The findings identified factors that contribute to trust disruption and factors that led to trust preservation within the changing workspace landscape enforced by WFH environment. Employees reported trust in their organisations, feeling as though their organisations proven resilient at the time of the crisis caused by the pandemic. Interestingly, managers reported trust in employees to remain productive but also anxieties due to the possible presence of others in the household.
Originality/value
The study identified factors that affect intra-organisational trust that have not been previously recognised, exposing tensions and challenges that may disrupt trust relations between managers and employees whilst also identifying evidence of trust preservation in the Covid-19 WFH context. The study has implications for workplace learning within the remote, WFH context, which are discussed.
Details
Keywords
Jason Martin, Mattias Elg, Andreas Wallo and Henrik Kock
The purpose of this paper is to contribute to a better understanding of the role of learning in performance measurement.
Abstract
Purpose
The purpose of this paper is to contribute to a better understanding of the role of learning in performance measurement.
Design/methodology/approach
The authors develop a theoretical framework combining workplace learning theory with purposes of performance measurement. The authors elaborate this framework empirically by identifying critical incidents from a case set within a context containing a broad range of different performance measurement activities. Finally, the authors discuss the results and the possible implications for using the theoretical framework in order to better understand facets of learning regarding the design of performance measurement.
Findings
Workplace learning theory provides a deeper understanding of how the mechanisms of performance measurements support control or improvement purposes. The authors propose a tentative framework for learning as a driver for performance measurement and four facets of learning are identified: reproductive, rule-oriented, goal-oriented and creative learning.
Research limitations/implications
The empirical material is limited to the healthcare context and further studies are needed in order to validate the findings in other settings.
Practical implications
The authors argue that all managers must consider what kind of learning environment and what kind of learning outcomes best serve the interests of their organisation. Purposeful and carefully designed organisational arrangements and learning environments are more likely to induce intended learning outcomes.
Originality/value
Previous connections between the fields of “performance measurement” and “workplace learning” often lack any deeper conceptualisations or problematisations of the concept of learning. In this paper, the authors provide a more nuanced discussion about the process of learning in performance measurement, which may provide a basis for further research and scholarly attention.