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The purpose of this paper is to evaluate the effectiveness of the dialectical behavior therapy (DBT) training which was provided to community agency staff (N=18…
The purpose of this paper is to evaluate the effectiveness of the dialectical behavior therapy (DBT) training which was provided to community agency staff (N=18) implementing DBT in the community with street-involved youth.
Staff participated in a multi-component approach to training which consisted of webinars, online training, self-study manuals, and ongoing peer consultation. To evaluate assess the effectiveness of the training, questionnaires assessing evaluating DBT skills knowledge, behavioral anticipation and confidence, and DBT skills use, were completed at baseline, immediately post-training, four to six months post-training, and 12-16 months post-training. Additionally, the mental health outcomes for youth receiving the DBT intervention are reported to support the effectiveness of the training outcomes.
Results demonstrate that the DBT skills, knowledge, and confidence of community agency staff improved significantly from pre to post-training and that knowledge and confidence were sustained over time. Additionally, the training was clinically effective as demonstrated by the significant improvement in mental health outcomes for street-involved youth participating in the intervention.
Findings suggest that this evidence-based intervention can be taught to a range of staff working in community service agencies providing care to street-involved youth and that the intervention can be delivered effectively.
These findings help to close the knowledge-practice gap between evidence-based treatment (EBT) research and practice while promoting the implementation of EBT in the community to enhance positive youth outcomes.
In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in…
In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in workplace learning (WPL). WPL is a concept that denotes students’ learning that occurs in workplaces as part of their university curriculum. The workplace provides an environment for university students where learning and working and theory and practice are entwined. As such, WPL is an in-between or hybrid space where traditional roles, identities, and cultures are fluid and in transition. In the 21st century, where PMDs are more and more intricately interwoven into everyday personal, educational, and professional practices, learning with mobile technology offers new opportunities and possibilities to enhance WPL. The MTCB Framework for WPL focuses on cultivating agency and thoughtful consideration for practice contexts. Its development is underpinned by three sets of theoretical ideas: agentic learning, activity-centered learning design, and the entanglement of technology, learning, and work. Its design also draws on empirical data derived from surveys and interviews from 214 participants, including students, academics, and workplace educators that highlight the importance of considering workplace cultures. We conclude that the MTCB Framework addresses an urgent need for all stakeholders in WPL to build their capacity to use mobile technology effectively to contribute to enhancing WPL. Without a shared understanding of the role of mobile technology in WPL, it will remain difficult for students to make the most of the learning opportunities afforded by the use of PMDs in WPL.
This ESRC‐based research article aims to investigate the effects of performativity on primary schools and the teachers therein. It also aims to show how performativity to…
This ESRC‐based research article aims to investigate the effects of performativity on primary schools and the teachers therein. It also aims to show how performativity to maintain and improve the school's position in an educational market affects the teacher relations with their institution and how the school works to embrace its teachers in developing the school's market position.
Four researchers carried out this ESRC (RES‐000‐23‐1281) research, to a greater or lesser extent. The researchers in all of the schools, except City, carried out interview/conversations in the main, with observational field notes accounting for just over 50 per cent of their total data. They then began progressive focusing on City school where the rest of the observational field notes were carried out and in particular the bulk of conversations with young learners. This focus also included the largest group of teacher interview/conversations. This progressive focusing bears the weight of the ethnographic data and the analysis for this article, in line with a grounded theory approach. The whole database included 52 days’ observational field notes, 54 recorded conversations with teachers and other significant adults, and 32 recorded conversations with learners. All recorded conversations with management, teachers, pupils and parents that were seen as being of theoretical significance were transcribed.
The paper outlines some of the similarities with these institutions, but also shows how this new model differs and how it could be applied to a much wider constituency than the earlier three models – that of the public and private sector. It shows how the embracing performative institution in a marketised environment influences the practices of its teachers and changes to their professional commitment, which focuses more on the institutional development than broader professional values. At the same time it can be seen how supportive professional cultures encourage teachers to embrace the school's performative development and how this influences teacher identity. The findings suggest that institutional members both constitute, and are constituted by, the influence of the embracing institution and performative regulation and that their professional identities are constantly readjusted to ensure their interests coincide with the institutions interests.
This article provides useful formation on how performativity to maintain and improve the school's position in an educational market affects the teacher relations with their institution and how the school works to embrace its teachers in developing the school's market position.