Search results

Dialectical behaviour therapy (DBT) has been widely used in a number of different settings with published outcomes and literature supporting its validity and efficacy. What is less understood is DBT’s application to forensic populations. The purpose of this paper is to qualitatively explore the experiences of high risk and adult male forensic clients (diagnosed with borderline personality disorder (BPD) and antisocial personality disorder (ASPD)) in a forensic adapted version of DBT.

Six clients who had completed four modules of DBT and individual therapy engaged in semi-structured interviews which were transcribed and analysed using thematic analysis.

The findings identified emerging themes relating to group processes and treatment outcomes. Specifically, the importance of motivation, shared learning, professionalism, reinforcement and reflection in creating a positive experience of DBT were identified. In addition clients identified feeling supported, a sense of belonging, personal achievement, increased knowledge and skills application as being part of their experience of DBT.

Whilst efforts were made to manage limitations, potential confounders include the impact of the researcher’s direct involvement in the facilitation of DBT and the small sample size.

This study provides support for the use of DBT with forensic males diagnosed with ASPD and BPD and the importance of the group component to the treatment modality. It emphasises the importance of group cohesion and the development of interpersonal factors including feeling supported, sense of belonging and a sense of achievement.

This paper provides a unique contribution to the understanding of the application of DBT with forensic male clients with personality disorder. It is the first known study to use qualitative methods to explore forensic male clients’ experiences of group and individual DBT. This paper provides insight into the key themes of clients’ experiences of DBT. These identified themes lend support to the importance of motivation of clients and the experience of shared learning, reinforcement and reflection. Furthermore, feeling supported, having a sense of belonging and a sense of personal achievement were identified as key to the positive experience of clients.

Health care systems increasingly demand health professionals who can lead interdisciplinary teams. While physicians recognize the importance of leadership skills, few receive formal instruction in this area. This paper aims to describe how the Student Leadership Committee (SLC) at the Harvard Medical School Center for Primary Care responded to this need by creating a leadership curriculum for health professions students.

The SLC designed an applied longitudinal leadership curriculum and taught it to medical, dentistry, nursing, public health and business students during monthly meetings over two academic years. The perceptions of the curriculum were assessed via a retrospective survey and an assessment of team functioning.

Most teams met their project goals and students felt that their teams were effective. The participants reported increased confidence that they could create change in healthcare and an enhanced desire to hold leadership positions. The sessions that focused on operational skills were especially valued by the students.

This case study presents an effective approach to delivering leadership training to health professions students, which can be replicated by other institutions.

Applied leadership training empowers health professions students to improve the health-care system and prepares them to be more effective leaders of the future health-care teams. The potential benefits of improved health-care leadership are numerous, including better patient care and improved job satisfaction among health-care workers.

Leadership skills are often taught as abstract didactics. In contrast, the approach described here is applied to ongoing projects in an interdisciplinary setting, thereby preparing students for real-world leadership positions.

The purpose of this paper is to highlight the ways in which reactive researcher collaboration helps to manage some of the challenges present in insider research.

Employing (auto)biographical reflections from across two different case-studies, the authors explore the ways in which reactive collaboration is enmeshed with issues associated with researching the familiar in a marketized university environment.

The authors develop the term “reactive collaboration” to explore the ways in which insider research projects have to deal with a range of challenges from within their own research community. Reactive collaboration is as much about insider research solidarity as it is with reacting to anticipated and unanticipated events during the research process (and how inside researchers do and do not deal with them). Reactive collaboration highlights the successes as well as the failures of insider researchers negotiating complex research situations.

The authors show how reactive collaboration occurs in challenging research environments, including the joys, sorrows and failures. The authors argue that the challenges and benefits of insider research can be helpfully crystalised through reactive collaboration.

Learning analytics are often used as proxies for student engagement. More qualitative data on how post-secondary students engage with course elements are needed to guide the design, development and deployment of learning analytics information, particularly in the use of nudge techniques.

In the context of a graduate-level quantitative course within a public health core curriculum, the following research questions were explored: What do students cite as their motivations when making decisions about whether, when or how to engage with course content and learning supports? and What are student reactions to visual prompts designed to activate these motivations? This qualitative study included two phases of interviews: (1) in-depth interviews with screen sharing as students interacted with the learning management system and (2) in-depth interviews as students reviewed pairs of visual prompts that could potentially be used as behavioral nudges.

The study found that student motivations when making decisions about course content and learning supports principally fell into three categories: learning, doing and performing and that all participants attributed their visual prompt preferences to personal motivations or self-perceptions as learners.

We acknowledge the limitations for external validity and generalizability of the findings in this study. The goal of this formative design research was not to assess the relationship between study habits and motivations and learning outcomes; rather, it was to provide insight to researchers and practitioners seeking to develop, test or employ nudges based on learner study habits. We also acknowledge the small sample size for Phase 2. The aim of Phase 2 was not to identify emergent themes through content analysis but to explore student reactions to nudges mapped to the Damgaard and Nielsen (2018) typology as part of investigating its salience in applications informed by Phase 1 learner study habits.

Insights from this study could not only be used to design engagement-focused interventions to be applied in education but also in sectors such as training or organizational development. Educators could incorporate the study’s findings to create more engaging learning environments or curricula, fostering active participation and improved learning outcomes and inform policies in education, public programs or workforce development by encouraging evidence-based engagement practices.

The motivation categories that emerged here – learning, doing and performing – are consistent with studies delving into motivational constructs in education like expectancy value theory, self-regulation and achievement orientation (Ames and Archer, 1988; Pintrich and De Groot, 1990; Wigfield, 1994) and can be leveraged to design interventions that increase engagement, which has been shown in previous work to be lower than hoped (Garbers et al., 2022) to support student educational outcomes.

In feminist criminology, there is a growing body of research exploring gendered pathways into prison. However, to date, this scholarship has not considered how age and gender may intersect to impact women’s criminalization experiences. In this chapter, the authors have consequently chosen to explore older women’s (aged 50+ years) narratives of their journeys to prison in Thailand using a feminist pathways approach. Results show several common threads in the stories of these women. Most were criminalized for the first time in later adulthood, had lived with various childhood and adulthood adversities, including, but not limited, to victimization and financial precarity, and had familial caretaking responsibilities. Many also recounted problems with substance misuse. Additionally, two relatively distinct pathways to prison emerged from the narratives: (1) economically motivated, (2) adversity, emotional distress, and addiction. A third pathway – intersectional, diffuse and unique – was also identified. It included themes from the first two pathways and the story of one woman that could not be categorized elsewhere. While the imprisonment pathways found mirrored those from previous pathways scholarship points of difference are noted.

In this introductory chapter, we discuss the impetus for this edited book. We introduce activist, critical and feminist criminological theorizing and research on gender, intersectionality, criminalization, and carceral experiences. The scene is set for the chapters to follow by providing a general overview of gender, criminalization, imprisonment, and human rights in Southeast Asia with particular attention being paid to Indonesia, Malaysia, Cambodia, Thailand, Myanmar, and the Philippines. We consider trends and drivers of women’s imprisonment in the region, against the backdrop of the United Nations Rules for the Treatment of Women Prisoners and Non-Custodial Measures for Women Offenders, also known as the Bangkok Rules, which were adopted by the United Nations General Assembly just over a decade ago. We reflect on the dominance of western centric feminist (and malestream) criminological works on gender, criminalization and imprisonment, the positioning of Southeast Asian knowledge on the peripheries of Asian criminology and the importance of bringing to light, as this book does, gendered activist scholarship in this region of the world.

Cataloging has long been considered a fundamental component of special collections work. Beyond the ability to constantly adapt to new technologies and content standards, special collections catalogers also deal with special collections specific issues, from fragile or poorly preserved materials to the need to learn item-specific terminology, like binding descriptions, to larger security concerns. By existing within the two worlds of both special collections and technical services librarianship, there is not always a clear answer to where and whom a position should report. The institutional role and best reporting structure of the special collections cataloger has yet to be well-defined, categorized, or understood.

This chapter seeks to better understand and quantify some of the challenges current special collections catalogers face through conducting and analyzing the authors' recent survey of special collections catalogers primarily working in American cultural heritage institutions. While these findings are neither simple nor straightforward, it is possible to suggest some preliminary solutions. Overarching trends and challenges included communication between departments, security of valuable materials versus workspace locations, and priority setting.

Improvement science (IS) has become a popular approach to organizing school–university partnerships because of IS’s potential to increase schools' capacity for sustainable improvement. However, little research has directly examined whether and how specific elements of IS support school improvement, particularly during and post-COVID-19 when improvement was particularly challenging.

We draw on a longitudinal case study of a school-university partnership supporting a group of schools using IS to guide school improvement with data collected in Fall 2019–Spring 2022 including interviews and meeting observations. We compare how educators engaged with three IS elements: plan-do-study-act (PDSA) continuous improvement (CI) cycles, networked learning and driver diagrams. We qualitatively examine participants' perspectives of these elements through the lens of contingency theory, analyzing which elements were more or less successful at empowering schools to continue their improvement efforts throughout the pandemic.

IS processes are varied in their resilience to complexity. Schools mostly abandoned some elements during tumultuous periods (PDSA cycles) while others were successfully adapted to sustain improvement work (driver diagrams). Findings also discuss the perceived impact of university partners in school improvement work, primarily as coaches.

These findings are uniquely positioned to examine whether and how IS elements enabled sustained school improvement amidst the complexities generated by COVID-19. By focusing on strengths and limitations of three common elements, we offer valuable guidance to school–university partnerships about the conditions under which these elements might support sustained school improvement and how these elements might need to be adapted.