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The purpose of this paper is to provide a description of a small, early-stage feasibility project that used a motivational interviewing (MI) informed intervention on a psychiatric intensive care unit (PICU).

The paper describes a MI informed intervention implemented on a PICU for service users who use cannabis. The intervention was evaluated using a feedback questionnaire post intervention. Due to the small number of service users (n=5) in the first cohort there is limited narrative and quantitative data available.

The project raised awareness for staff of the potential usefulness of applying MI informed interventions in a PICU setting. All participants stated the intervention should continue to be offered after the project. The intervention needs to be further developed with the possibility of it being used on an acute open ward environment with a larger cohort and consider the use of a randomised-controlled trial approach to validate the results.

The small cohort (n=5) used for this feasibility project and the evaluation limited the opportunity to make general conclusions and recommendations. However, the learning gained can be applied to future applications.

Practitioners can consistently apply the MI informed intervention using templates as a guide when providing drug urine screening results.

The intervention is a novel approach. The authors found no literature on incorporating MI principles and skills with providing drug urine screening results on a PICU; the paper helps to address this dearth of clinical examples.

In social marketing practice, there is no all-encompassing approach that guides researchers and practitioners to build theory-driven social marketing interventions. While the Co-create–Build–Engage (CBE) process offers a roadmap for marketing application, including outlining when and where social marketing’s eight benchmark principles have been applied, limited practical guidance on how and when theory should be applied is offered. This paper reports one case study demonstrating how theory was applied to deliver a theory-informed well-being behavior change intervention.

This paper proposes and applies a new five-step theory-driven social marketing intervention build process (BUILD) drawn from an extensive base of social marketing research and application. Using a case study method, we showcase how the five-step process was applied to inform the design, build and implementation of a well-being behavior change intervention.

This study proposes a five-step process to build theory-driven social marketing interventions called BUILD: Begin with the objective, Use theory, Initiate program design, Let’s produce and Develop the engagement plan. This study provides a step-by-step and easy-to-follow BUILD process which outlines how social marketers can apply a selected theory to inform program design and implementation.

The BUILD process offers a roadmap to build theory-driven social marketing interventions that include all elements of intervention development, namely, objective-setting, theory evaluation, selection and application, producing the program and planning for program engagement.

This study provides a novel five-step process to help social marketing researchers and practitioners build theory-driven social marketing interventions.

Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.

The purpose of this paper is to report on a Forum for HRD initiative to proactively engage with HRD practitioners to develop “new commons” in the research‐practice nexus. Researchers joined a community of UK university HRD practitioners, negotiated a research project mapping the terrain of HRD practice, explored how research informed these are and identified future practice relevant HRD research.

The research process is described as grounded in relationship building and collaboration. Researchers utilized qualitative research methods to develop small‐scale empirical research and explore HRD practice in four case study universities and the UK Leadership Foundation for Higher Education.

Findings are presented in the following themes: organizational approaches to HRD; underpinning philosophies and interventions as research informed and contracting and evaluating external providers and identifies opportunities to develop new commons between theory and practice via collaborative partnerships between the Forum for HRD and UK university HRD practitioners.

Future empirical research which is practice relevant is necessary in the area of evaluation of non‐accredited HRD interventions, the challenges of developing leadership and management in UK HE and the HRD research‐practice nexus.

The paper has valuable implications for bridging the space between HRD research and practice; it surfaces the practitioners' “lack of voice” within the profession and field of HRD and the lack of opportunities for the development of individual HRD practitioners.

The link between practice and theory within universities should be more developed, as HRD academics, a theoretical resource, are also “clients” of a University's HRD approach in practice. The research highlights how the reverse is the case, with the link between theory and practice under developed.

The purpose of this paper is to examine two types of departmental interventions focused on creating healthier and more equitable academic departments as well as enhancing faculty members’ capacity for collective dialogue, goals and work. Both interventions were informed by the “dual-agenda” approach and focused on targeted academic units over a prolonged period.

This paper uses a variety of qualitative and quantitative data (including National Science Foundation (NSF) ADVANCE indicator data) to assess the potential of dual-agenda informed interventions in reducing gendered structures and gendered dynamics.

The authors outline essential components of a dual-agenda model for maximizing success in creating more gender equitable work organizations and discuss why the authors are more optimistic about the dual-agenda approaches than many past researchers have been in terms of the potential of the dual-agenda model for promoting more equal opportunities in work organizations.

Most previous dual-agenda projects referenced in the literature have been carried out in non-academic contexts. The projects examined here, however, were administered in the context of multiple academic departments at two medium-sized, public US universities. Although other NSF ADVANCE institutional transformation institutions have included extensive department-focused transformation efforts (e.g. Brown University, Purdue University and Syracuse University), the long-term benefits of these efforts are not yet fully understood; nor have systematic comparisons been made across institutions.

Here, this study aims to report a case study of the initial design and programme theory of an interdisciplinary work-focused relational group cognitive behaviour therapy (CBT) treatment programme for moderate-severe depression using realist methods.

This case study shows how the authors designed the intervention using component analysis of existing literature and focus groups of frontline practitioners and former service users and mind-mapping analysis to establish its operational logic and evaluated the theory underpinning the intervention using realist synthesis and evaluation to establish its conceptual logic.

An iterative hybrid approach of literature review, component analysis, focus group discussion and realist methods established the initial design and programme theory for the new intervention. The intervention focused on three areas of therapy, three inter-dependent outcomes, in a group format, with opportunities created for peer interaction. The main theoretical principles most likely to promote efficacy were to accelerate and optimise activation of one or more of six hypothesised mechanisms: realise, reflect, regulate, resolve, relate and retain/resume in the context of skilfully facilitated group psychotherapy.

This study outlines a methodological approach based on the layered ontology of critical realist philosophy, applied to a successful example, which will be useful during the early stages of the design and development of new group-based psychotherapeutic interventions.

By adopting the critical realist approach, the authors identified underlying mechanisms of change in relational group CBT. The theoretically integrated approach involving service users and practitioners from different professional backgrounds was unique and meant that the treatment programme was multi-modal rather than informed by a single therapeutic or theoretical approach.

This study aims to describe the development and approach of a theory-informed social marketing intervention that aimed to promote respite for carers of people with dementia. Despite a high need for respite, carers of people with dementia are often low users of available respite services. The reasons for this are complex, including knowledge, attitudinal, behavioural and systemic barriers. In the context of an aging population, effective strategies to support respite use by carers of people with dementia are needed.

Via formative research, the authors gained an in-depth understanding of a hard-to-reach and vulnerable group (carers of people with dementia). The resulting intervention informed, persuaded and supported carers to rethink the use of respite addressing specific barriers to service use. The intervention was evaluated using a naturalistic effects model.

Carers of people with dementia who were exposed to community-level campaign activities and also self-selected to take part in tailored coaching showed improvements to their respite knowledge, attitudes and self-efficacy. Intention to use respite and levels of personal gain from caring also increased. In contrast, carers only exposed to informational activities experienced negative changes to their respite beliefs and their sense of role captivity.

Social marketing can be used to support carer respite knowledge, attitudes and service-use behaviours in carers of people with dementia. The case study highlights an untapped role for social marketers to work in partnership with health professionals to support improvements in aged care services.

To the best of the authors’ knowledge, this is the first known social marketing intervention promoting the use of respite to carers of people with dementia. Findings demonstrate that tailored support services are most effective in helping carers navigate and use respite services.

The purpose of this paper is to use a descriptive case study to establish how collaboration, innovation and knowledge‐management strategies have scaled‐up learning and development in rural, remote and other resource‐constrained Canadian delivery settings.

Intervention design was realized through a one‐time, collaborative, national capacity‐building project. A project portfolio of 72 sub‐projects, initiatives and strategic activities was used to improve access, enhance quality and create capacity for palliative and end‐of‐life care services. Evaluation was multifaceted, including participatory action research, variance analysis and impact analysis. This has been supplemented by post‐intervention critical reflection and integration of relevant literature.

The purposeful use of collaboration, innovation and knowledge‐management strategies have been successfully used to support a rapid scaling‐up of learning and development interventions. This has enabled enhanced and new pan‐Canadian health delivery capacity implemented at the local service delivery catchment‐level.

The intervention is bounded by a Canada‐specific socio‐cultural/political context. Design variables and antecedent conditions may not be present and/or readily replicated in other nation‐state contexts. The findings suggest opportunities for future integrative and applied health services and policy research, including collaborative inquiry that weaves together concepts from adult learning, social science and industrial engineering.

Scaling‐up for new capacity is ideally approached as a holistic, multi‐faceted process which considers the total assets within delivery systems, service catchments and communities as potentially being engaged and deployed.

The Pallium Integrated Capacity‐building Initiative offers model elements useful to others seeking theory‐informed practices to rapidly and effectively scale‐up learning and development efforts.

The purpose of this paper is to investigate the effects of choice on the development and maintenance of a fruit consumption behaviour and if behaviour change was underpinned by habit strength.

A 2×2×3 mixed model experimental design was used. The independent variables were pictorial cue and fruit consumption manipulated on two levels: choice and no choice, across three-time points: baseline, post-intervention (after two weeks) and follow-up (one week later). Participants (n=166) completed demographics, the self-report habit index and fruit intake at all three-time points.

All participants showed significant increases in fruit consumption and habit strength at post-intervention and follow-up. However, participants provided neither choice of cue nor fruit showed a significant decrease in consumption at follow-up.

Fruit consumption can be significantly increased with a relatively simple intervention; choice seems to have an effect on behaviour maintenance, providing no choice negatively effects behaviour maintenance post-intervention. This may inform future interventions designed to increase fruit and vegetable consumption.

The intervention that the authors designed and implemented in the current study is the first of its kind, where choice was manipulated in two different ways and behaviour was changed with a simple environmental cue intervention.

This paper aims to discuss the development of a unique, grassroots, community‐based organization, Nah We Yone (NWY), designed specifically to provide support to African refugees and asylum seekers, with a history of refugee trauma, war, and human rights abuses, who have fled to the New York City area.

The paper reviews the background to, the challenges faced and the services available at NWY.

Described in this paper are the rationale for developing this type of organization; specific programs designed to promote well‐being; and various challenges faced and lessons learned, while offering an alternate type of therapeutic intervention.

NWY demonstrates the importance of drawing on cultural and community strengths and resilience when using limited resources to serve traumatized and displaced peoples who are struggling to adjust to a new cultural setting.

This paper seeks to contribute to the literature on culturally informed therapeutic interventions developed by community‐based organizations to enhance well being in forced migrants.