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Sensing Community Resilience Using Social Media
Published in Abbas Rajabifard, Greg Foliente, Daniel Paez, COVID-19 Pandemic, Geospatial Information, and Community Resilience, 2021
Felicia N. Huang, Kelly Lim, Evan Sidhi, Belinda Yuen
The ability of social media to connect people through time and space enhances collaborative problem-solving and citizens' ability to cope and make sense of the situation, particularly in a highly ambiguous social context [52, 11]. However, collaborative problem-solving occupies less than 50% of the communication on Twitter. Mostly, the bulk of the communication revolves around the promotion of connectedness including spreading positivity and urging fellow citizens to follow rules.
Parental Emotional Experiences after Newborn Hospitalization
Published in Rosa Maria Quatraro, Pietro Grussu, Handbook of Perinatal Clinical Psychology, 2020
Listening Visits were developed for British home-visiting nurses (called health visitors) to provide a first-line, supportive approach for postpartum mothers with mild to moderately severe depression symptoms (Holden, Sagovsky, & Cox, 1989). As implied by the name, the central assumption of the Listening Visits intervention is that talking about feelings to an empathic and nonjudgmental professional is therapeutic. Key intervention components include empathic listening with collaborative problem solving. Considerable empirical support from European-based randomized controlled trials (P. J. Cooper, Murray, Wilson, & Romaniuk, 2003; Holden et al., 1989; Wickberg & Hwang, 1996) supported Britain’s National Institute of Clinical Excellence in recommending Listening Visits as an evidence-based intervention for postpartum women with mildly to moderately severe depression symptoms (British Psychological Society, 2007). Yet, success in one healthcare setting does not guarantee success in a different country with a different healthcare system. So, from 2007 to 2012, a U.S.-based research team conducted an open as well as randomized controlled trial of Listening Visits. Its results validated this approach for impoverished mothers of term infants in U.S. community-based settings (Brock, O’Hara, & Segre, 2017; Segre, Brock, & O’Hara, 2015; Segre, Stasik, O’Hara, & Arndt, 2010).
Motivational interview in action
Published in Thom Walsh, Finding What Matters Most to Patients, 2019
Imagine the fourth appointment, when the patient shows up and reports, “Yes, I’ve tried the treatment. No, it is not working. Here’s what I think I need.” With motivational interviewing, the sessions become action-oriented, and a collaborative, problem-solving focus develops that improves self-efficacy and subtly trains the patient to understand that you are expecting their participation.
‘Stakeholders are almost always resistant’: Australian behaviour support practitioners’ perceptions of the barriers and enablers to reducing restrictive practices
Published in International Journal of Developmental Disabilities, 2023
Erin S. Leif, Russell A. Fox, Pearl Subban, Umesh Sharma
Third, we recommend that practitioners engage in person-centred planning with the PWD, the family, and care team. Some research suggests that person-centred planning may be associated with improvements in outcomes for PWD (Claes et al.2010, Ratti et al.2016). Person-centred planning is an individualised, active, and collaborative approach used to identify valued outcomes associated with the provision of behaviour support, and to identify how specific strategies might be used to achieve these outcomes (Mansell and Beadle-Brown 2004). Person-centred planning might be used during or after the functional behaviour assessment to co-design the behaviour support plan with care team members. Person-centred planning meetings might provide a safe and transparent forum for practitioners and team to identify the use of RPs and the reasons why RPs are used. During person-centred planning, practitioners and care team members might write down specific perceived barriers to reducing the use of RPs and then generate a list of potential solutions to each barrier. By engaging in this collaborative problem-solving process, care team members may be better positioned to offer solutions and play an active role in generating new strategies for reducing the use of RPs.
Translating evidence into practice: Lessons for CPD
Published in Medical Teacher, 2018
David A. (Dave) Davis, Graham T. McMahon
Few health systems have thus far grasped the evolution in our understanding of ways by which professional skills can be developed, instead relying on modes of education that are ineffective, inefficient, and even counterproductive (Kalev et al. 2006). Many health systems continue to offer one-and-done lecture formats to share information, an approach that is ineffective and increasingly redundant in an information age (Freeman et al. 2014). More effective methods focus on engaging clinicians in collaborative problem-solving that activates learners, facilitates peer norming, self-awareness, and practice-based change (O’Brien et al. 2017) and generate meaningful inter-professional learning and team training to improve group performance and mutual respect (Reeves et al. 2017). Similarly, organizations infrequently leverage the convening power of education to create interpersonal connections capable of protecting clinicians from burnout (Shah et al. 2017). Finally, there is little attention to communication skills, including peer–peer and doctor–patient communication; and a focus on individual patient management at the expense of systems-based care (Batalden and Leach 2009).
Development and feasibility of a sedentary behavior intervention for stroke: a case series
Published in Topics in Stroke Rehabilitation, 2019
Emily A. Kringle, Grace Campbell, Michael McCue, Bethany Barone Gibbs, Lauren Terhorst, Elizabeth R. Skidmore
The ABLE intervention contains four essential elements: activity scheduling, activity monitoring, collaborative problem solving, and self-assessment. During each session, the therapist guided the participant to schedule personally meaningful activities throughout the day at times when the participant spends time sitting (activity scheduling). The therapist then facilitated problem-solving to establish a clear plan for engaging in the activity. Rather than providing the participant with strategies directly, the therapist used a collaborative approach in which barriers and potential solutions were elicited from the participant (collaborative problem solving). Collaborative problem solving builds the participants’ skills in identifying and overcoming barriers to activities. If the selected activity was a sedentary activity (e.g. reading), the therapist facilitated problem-solving aimed to identify strategies to break up prolonged sitting time (e.g. set a timer to move to a different chair every 30 min). The participant then monitored adherence to the plan and physical activity patterns between intervention sessions (activity monitoring). Activity monitoring was documented in the participant workbook. At the following session, the activity monitoring worksheet was reviewed and the participant was asked to identify positive (e.g. more energy, elevated mood) and negative (e.g. changes in spasticity, fatigue) outcomes during engagement in physical activities (self-assessment). When negative outcomes were identified, solutions were pursued using collaborative problem-solving. Participants could decide to continue with the same activity schedule or schedule new activities for the next sessions. This process was repeated iteratively during each intervention session.