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Integrated Trauma Services Teams for Women Survivors with Alcohol and Other Drug Problems and Co-Occurring Mental Disorders
Published in Bonita M. Veysey, Colleen Clark, Responding to Physical and Sexual Abuse in Women with Alcohol and Other Drug and Mental Disorders, 2012
Roger D. Fallot, Maxine Harris
The Trauma Recovery and Empowerment Profile (TREP) includes five-point behaviorally anchored rating scales for each of the eleven recovery skill dimensions. Team members work with consumers not only to complete the initial profile but also to prioritize skill areas for ongoing recovery work. No more than four skill domains are designated as primary areas of emphasis. ITST members use a manual of skill development exercises to assist consumers with skill-building in their chosen priority areas. Clinicians collaborate with CSRs to provide education about trauma, mental health, and AOD problems; to appropriately reframe current symptoms as trauma-related coping attempts; to facilitate basic skill development in self-protection, self-regulation, boundary maintenance, and communications and relationship development.
Employee-experienced High-performance Work Systems in Facilitating Employee Helping and Voice: The Role of Employees’ Proximal Perceptions and Trust in the Supervisor
Published in Human Performance, 2019
Chun-Hsiao Wang, Vishwanath V. Baba, Rick D. Hackett, Ying Hong
Important to note, there are several reasons why employee-experienced HPWS are likely to boost helping and voice instrumentality perceptions. For example, a well-designed performance appraisal system has the potential to expand role breadth by ensuring that behaviors helpful to the employer are strongly linked (i.e., are perceived to be instrumental) to outcomes valued by the employee. Specifically, by using standardized performance assessment tools such as behaviorally anchored rating scales (Debnath, Lee, & Tandon, 2015), helping and voice could be made either implicitly or explicitly part of the appraisal process. Reflecting the fact that helping and voice are typically considered as part of the appraisal-reward process, research findings suggest that helping and voice behaviors relate positively to performance ratings, reward allocation decisions, reward recommendations, actual rewards (Podsakoff et al., 2009; Whiting, Podsakoff, & Pierce, 2008), as well as promotability (Jawahar & Ferris, 2011).
Validation of the self-assessment teamwork tool (SATT) in a cohort of nursing and medical students
Published in Medical Teacher, 2018
Lucinda Roper, Boaz Shulruf, Christine Jorm, Jane Currie, Christopher J. Gordon
The revised SATT was shown to have strong construct validity. It appears to have good generalizability (demonstrating construct invariance across programs), having been administered to both nursing and medical student cohorts from the University of Sydney, across different year groups and simulations, with a response rate of 32–61%. The 10-item SATT had two constructs; information sharing and support and team coordination and communication, which were related to two of the three constructs identified by Weller et al. (2013) (items pertaining to the mutual performance monitoring construct were not included in the SATT; hence, a two factor solution was expected). Weller et al.’s original tool was based on a number of behaviorally anchored rating scales (BARS). These BARS have previously been reviewed in an attempt to generate a universal teamwork taxonomy for healthcare educators (Fernandez et al. 2008).