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Article
Publication date: 1 April 2008

Debbie Evans

This two part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty…

Abstract

This two part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. The research employed four major data collection tools, these being student diaries, interview schedules, the Personal Orientation Inventory. All of these tools were designed to either allow the student to explore their subjective experience of the theory practice gap in more depth, or to make a statement regarding the individuals level of intrapersonal functioning.Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice.In phase two of the research, nine students involved themselves in a peer support group, the purpose of which was to allow the students to explore their intrapersonal choices and work through their dissonant clinical experiences. All of them reported that this forum was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article to be published in issue 3,3 will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for educationalists.

Details

The Journal of Mental Health Training, Education and Practice, vol. 3 no. 1
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 1 September 2008

Debbie Evans

This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they…

Abstract

This second part of a two‐part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. Part one focused upon the result of a two phase research study. Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice. Phase two of the research supported these findings and also that a peer support group was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for work and education of nurse educationalists.

Details

The Journal of Mental Health Training, Education and Practice, vol. 3 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 1 April 2008

Peter Ryan

Abstract

Details

The Journal of Mental Health Training, Education and Practice, vol. 3 no. 1
Type: Research Article
ISSN: 1755-6228

Article
Publication date: 1 September 2008

Ian Baguley

Abstract

Details

The Journal of Mental Health Training, Education and Practice, vol. 3 no. 3
Type: Research Article
ISSN: 1755-6228

Book part
Publication date: 5 October 2017

Louise Gillies and Helen M. Burrows

Families conduct their affairs through processes that are built upon those of previous generations and also social capacities such as culture, class, oppression and…

Abstract

Families conduct their affairs through processes that are built upon those of previous generations and also social capacities such as culture, class, oppression and poverty. The media has played a part in stereotyping the lower classes through their portrayal on the television programmes such as Benefits Street and Jeremy Kyle and tabloid newspaper stories. This chapter is a case study of two families who are at the opposing ends of the social scale, the Horrobin/Carter and Aldridge families. The two families were chosen due to them being linked by marriage in the younger generation. Through the use of genograms, we explore how the families differ in their attitudes towards relationships within their individual families, and also how they relate to each other as separate family groups. Despite the many differences, there are also a number of key similarities, particularly regarding the key females in the families, in terms of family background and snobbery. We also show that there is little family loyalty in the more privileged family and a power differential between the two families (oppressors vs. oppressed) in terms of the crimes committed.

Details

Custard, Culverts and Cake
Type: Book
ISBN: 978-1-78743-285-7

Keywords

Article
Publication date: 3 January 2017

Debbie Spain, Jacqueline Sin, Laura Harwood, Maria Andreina Mendez and Francesca Happé

Individuals who have autism spectrum disorders (ASD) commonly experience anxiety about social interaction and social situations. Cognitive behaviour therapy (CBT) is a…

2677

Abstract

Purpose

Individuals who have autism spectrum disorders (ASD) commonly experience anxiety about social interaction and social situations. Cognitive behaviour therapy (CBT) is a recommended treatment for social anxiety (SA) in the non-ASD population. Therapy typically comprises cognitive interventions, imagery-based work and for some individuals, behavioural interventions. Whether these are useful for the ASD population is unclear. Therefore, the purpose of this paper is to undertake a systematic review to summarise research about CBT for SA in ASD.

Design/methodology/approach

Using a priori criteria, the authors searched for English-language peer-reviewed empirical studies in five databases. The search yielded 1,364 results. Titles, abstracts, and relevant publications were independently screened by two reviewers.

Findings

Four single case studies met the review inclusion criteria; data were synthesised narratively. Participants (three adults and one child) were diagnosed with ASD and SA. There were commonalities in interventions and techniques used: participants were encouraged to identify and challenge negative thoughts, enter anxiety-provoking social situations, and develop new ways of coping. Unlike CBT for SA in non-ASD individuals, treatment also included social skills interventions. Outcomes were assessed using self- or informant-reports. Improvements in SA, depressive symptoms, social skills, and activity levels were noted. Generalisability of results is hampered, however, by the small number of studies and participants and lack of randomised controlled trial conditions employed.

Research limitations/implications

Future studies should investigate how beliefs and behaviours indicative of SA can be ameliorated in individuals with ASD.

Originality/value

This is the first review to synthesise empirical data about CBT for SA in ASD.

Details

Advances in Autism, vol. 3 no. 1
Type: Research Article
ISSN: 2056-3868

Keywords

Content available
Article
Publication date: 19 September 2020

Anne Hendry, Debbie Tolson, Áine Carroll and Anne Mills

105

Abstract

Details

Journal of Integrated Care, vol. 28 no. 4
Type: Research Article
ISSN: 1476-9018

Article
Publication date: 1 January 2001

Ratnam Alagiah, Debbie Delaney and Lisa McManus

This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance…

Abstract

This study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.

Details

Asian Review of Accounting, vol. 9 no. 1
Type: Research Article
ISSN: 1321-7348

Open Access
Article
Publication date: 13 May 2022

Tim Hilken, Mathew Chylinski, Ko de Ruyter, Jonas Heller and Debbie Isobel Keeling

The authors explore neuro-enhanced reality (NeR) as a novel approach for enhancing service communication between customers, frontline employees, and service organizations…

1100

Abstract

Purpose

The authors explore neuro-enhanced reality (NeR) as a novel approach for enhancing service communication between customers, frontline employees, and service organizations that extends beyond current state-of-the-art approaches based on augmented reality (AR) and virtual reality (VR) technologies.

Design/methodology/approach

The authors first take stock of research on reality-enhanced service communication with AR and VR, then complement these insights with emerging neuroscientific research to conceptualize how NeR enables innovative forms of service communication. On this basis, the authors develop a research agenda to guide the future study and managerial exploitation of NeR.

Findings

AR and VR already offer unique affordances for digital-to-physical communication, but these can be extended with NeR. Specifically, NeR supports neuro-to-digital and digital-to-neuro communication based on neuroimaging (e.g. controlling digital content through thought) and neurostimulation (e.g. eliciting brain responses based on digital content). This provides a basis for outlining possible applications of NeR across service settings.

Originality/value

The authors advance knowledge on reality-enhanced service communication with AR and VR, whilst also demonstrating how neuroscientific research can be extended from understanding brain activity to generating novel service interactions.

Details

Journal of Service Management, vol. 33 no. 4/5
Type: Research Article
ISSN: 1757-5818

Keywords

Article
Publication date: 1 November 2006

Debbie Allnock, Sophie Akhurst and Jane Tunstill

This article outlines the experience of the first 260 Sure Start Local Programmes of developing interagency partnerships in their areas. It draws on quantitative and…

270

Abstract

This article outlines the experience of the first 260 Sure Start Local Programmes of developing interagency partnerships in their areas. It draws on quantitative and qualitative data collected between 2000‐2005 by the implementation module of the government‐commissioned National Evaluation of Sure Start. Following a résumé of the aims and design of the Sure Start Local Programme initiative, a description of the implementation module methodology and an overview of existing knowledge around inter‐agency collaboration, five factors are identified which impacted on the partnership‐building task. These comprise: the nature of partnership history; clarity of purpose; the extent of strategic commitment at the highest levels; trust among partners; and the characteristics of the national workforce. The article concludes by highlighting the continuing relevance of these issues to the new collaborations required by the UK government's Every Child Matters agenda, including the work of children's centres.

Details

Journal of Children's Services, vol. 1 no. 3
Type: Research Article
ISSN: 1746-6660

Keywords

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