Academic literature on the topic 'Collaborative intervention research'
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Journal articles on the topic "Collaborative intervention research"
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Wake, Anthony, Jill Davies, Celia Drake, Michael Rowbotham, Nicola Smith, and Rowena Rossiter. "Keep Safe: collaborative practice development and research with people with learning disabilities." Tizard Learning Disability Review 25, no. 4 (2020): 173–80. http://dx.doi.org/10.1108/tldr-12-2019-0040.
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Purpose This collaborative paper (working together) describes collaborative practice development and research by and with people from the learning disabilities community. This paper aims to show some of the activities which supported the collaborative practice development and research to show and encourage others to do more collaboration. The paper format is based on a previous collaborative paper published in the Tizard Learning Disability Review (Chapman et al., 2013). Design/methodology/approach The collaborative practice development and feasibility study [1] focuses on an intervention called Keep Safe. This is an intervention for young people with learning disabilities who are 12 years and older and have shown “out-of-control” or harmful sexual behaviour. Findings The paper gives examples of activities of the Keep Safe Advisory Group in planning, doing and thinking about Keep Safe development and feasibility. The authors list some good things and some difficulties in collaborating. They look at which parts of Frankena et al.’s (2019a) Consensus Statement on how to do inclusive research were done, which ones were not, and why. Social implications The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers. Originality/value The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.
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Grinstead, Olga A., Barry Zack, and Bonnie Faigeles. "Collaborative Research to Prevent HIV among Male Prison Inmates and Their Female Partners." Health Education & Behavior 26, no. 2 (1999): 225–38. http://dx.doi.org/10.1177/109019819902600206.
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Despite the need for targeted HIV prevention interventions for prison inmates, institutional and access barriers have impeded development and evaluation of such programs. Over the past 6 years, the authors have developed a unique collaborative relationship to develop and evaluate HIV prevention interventions for prison inmates. The collaboration includes an academic research institution (the Center for AIDS Prevention Studies at the University of California, San Francisco), a community-based organization (Centerforce), and the staff and inmate peer educators inside a state prison. In this ongoing collaboration, the authors have developed and evaluated a series of HIV prevention interventions for prison inmates and for women who visit prison inmates. Results of these studies support the feasibility and effectiveness of HIV prevention programs for inmates and their partners both in prison and in the community. Access and institutional barriers to HIV intervention research in prisons can be overcome through the development of collaborative research partnerships.
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Or-Bach, Rachel, and Marije van Amelsvoort. "Supporting Asynchronous Collaborative Learning." International Journal of Online Pedagogy and Course Design 3, no. 4 (2013): 1–15. http://dx.doi.org/10.4018/ijopcd.2013100101.
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The presented study was conducted during a graduate course on Digital Collaboration involving theory and practice. The findings presented here deal with one aspect of students’ collaboration; the asynchronous threaded forum with instructional design to support collaborative learning within three communities. Students' inputs consisted of several steps towards a final paper, and of feedback to other students' inputs. The instructional intervention scheme varied for the three communities in adaptation and presentation. The authors report on students' perceptions regarding our design of the threaded forums to support learning. Data from a post-course questionnaire is backed by additional data sources within the course to support interpretations. Findings revealed tradeoffs in design decisions for collaborative learning, and give directions for further research. The authors discuss the implications of the findings for using peer feedback for collaborative learning, for designing different schemes of instructional interventions and for other design decisions and tradeoffs.
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Brown, Mary Ellen, Tracey Rizzuto, and Pallavi Singh. "Strategic compatibility, collaboration and collective impact for community change." Leadership & Organization Development Journal 40, no. 4 (2019): 421–34. http://dx.doi.org/10.1108/lodj-05-2018-0180.
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Purpose Communities are best able to tackle complex social problems when solutions are achieved collaboratively. Inter-organizational partnerships are strongest and provide the greatest benefit to communities when the relationships are mutually compatible. The purpose of this paper is to introduce an evidence-informed approach to identifying and forming mutually compatible collaborations among organizations responsible for promoting community well-being and carrying out community-level interventions. Design/methodology/approach A three-stage case study examines the utility of a novel measurement tool for identifying opportunities for strategic collaboration. The strategic compatibility assessment (SCA) was designed to identify inter-organizational collaborative capacities within and across sectors as a means to motivate collaborative behaviors that are essential to community change initiatives that advance the collective impact. Findings The findings of this paper indicate the SCA is an effective tool for fostering mutually beneficial collaborative partnerships. A high degree of content, face and practical validity was evidenced in two independent studies of SCA, and organizations using the SCA tool reported a moderate-to-high degree of collaborative behavior in a post-intervention assessment of SCA outcomes. These findings provide field-based support for the SCA to promote cross-sector collaboration for community-level interventions. Originality/value The SCA tool describes the degree of collaboration among organizations that operate within a neighborhood; identifies potential points of mutual compatibility within the network; and creates pathways for leveraging collaborative behavior to promote community capitals. The aim of this research is to examine the potential of the SCA tool to shift the non-profit sector climate away from one characterized by competition toward one rich with collaboration.
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Macaro, Ernesto, Mustafa Akincioglu, and Julie Dearden. "English Medium Instruction in Universities: A Collaborative Experiment in Turkey." Studies in English Language Teaching 4, no. 1 (2016): 51. http://dx.doi.org/10.22158/selt.v4n1p51.
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<p><em>We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interviews with nine “collaborating pairs” of teachers using a “collaborative planning tool” we additionally explored content teachers’ beliefs about their students’ language competence, their conceptualization of language as a medium for understanding content, and their knowledge and beliefs about the preparatory English programme. Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.</em><strong><em></em></strong></p>
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Kurtz, Christine P., and Theresa A. Kessler. "An undergraduate collaborative team model to engage nursing students in research." Journal of Nursing Education and Practice 7, no. 7 (2017): 112. http://dx.doi.org/10.5430/jnep.v7n7p112.
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Purpose: Student-faculty collaboration on research is an effective model to engage undergraduate students in the research process outside the traditional curriculum. Using this model, a student-faculty team developed a longitudinal study about college students’ alcohol use behaviors and implemented an intervention to influence the culture of drinking on campus.Methods: A longitudinal design was used to assess drinking behaviors and evaluate the effect of a mass media campaign with social norm messages and alcohol education. Undergraduate students on a faith-based, Midwestern campus completed baseline (N = 1,095) and post-intervention (N = 1,011) electronic surveys.Results: In addition to helping students learn about and develop enthusiasm for research, this project had an impact on the drinking culture on campus. Findings showed 88% of students observed media campaign messages with 82% viewing the printed posters, 47% viewing the outdoor displays, and 25% viewing messages on social media. There was a significant change in binge drinking from the pre- (72%) to post-intervention (40%) surveys.Conclusions: Collaborative undergraduate research teams are an effective model to help students learn how to carry out research and develop interest and enthusiasm for the process. The outcomes of the project demonstrated interventions were effective at influencing the drinking culture on campus. The development of a research program outside the required curriculum can be a successful strategy to engage students in all phases of the research process, increase enthusiasm for research, and enhance health care outcomes in various settings.
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Richards, Geena, Jennifer Lynne Steel, David A. Geller, et al. "Efficacy of a stepped collaborative care intervention for comorbid cancer and depression: Health care utilization and costs." Journal of Clinical Oncology 37, no. 15_suppl (2019): e18348-e18348. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e18348.
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e18348 Background: The aims of this study were to test the efficacy of a stepped collaborative care intervention for comorbid cancer and depression on outcomes including complication rates, health care utilization and costs. Methods: Patients diagnosed with cancer were enrolled in a randomized controlled trial testing the efficacy of a stepped collaborative care intervention. Patients were administered a battery of questionnaires prior to randomization. Rates and severity of surgical complications, health care utilization and costs were collected for a one-year period after randomization. Descriptive statistics, Chi-square analyses, and Ordered Restricted Inference analyses were performed. Results: Of the 100 patients, the mean age was 64.0 (SD = 10.3), the majority of the patients were male (51%), Caucasian (89%), diagnosed with hepatocellular or cholangiocarcinoma (47%) and stage III and IV (60%). For patients less than 75 years, patients randomized to the collaborative care intervention had lower rates of complications after surgery [Χ2= 5.45, P = 0.02]. We observed that 16% of patients randomized to the collaborative care intervention had complications versus 66.7% of the patients in the screening and referral arm. For patients who survived 6 months or less, those who were randomized to the collaborative care intervention had lower rates of 90-day readmissions than patients randomized to the screening and referral arm [Χ2= 4.0, P = 0.046]. The patients randomized to the collaborative care intervention did not have any readmissions while 2 patients in the screening and referral arm were readmitted. Patients randomized to the collaborative care intervention arm had lower median costs associated with the loss of workforce productivity ($2340 versus $3001; P = 0.07), hospital costs ($13,008 versus $21,109, P = 0.09), and cost per hospital registration ($1158 versus $2219, P = 0.07) when compared to the screening and referral arm. Conclusions: The stepped collaborative care intervention not only reduced depressive symptoms, but patients randomized to this intervention had lower complication rates, health care utilization, loss of work productivity, and hospital related costs. Clinical trial information: NCT02939755.
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Adolph, M. D., R. M. Taylor, P. M. Ross, A. M. Vaida, and S. D. Moffatt-Bruce. "Evaluating cancer patient satisfaction before and after daily multidisciplinary care for thoracic surgery inpatients." Journal of Clinical Oncology 27, no. 15_suppl (2009): 9605. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.9605.
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9605 Background: Significant subpopulations of cancer inpatients in the SUPPORT trial were dissatisfied with their pain control. (Desbiens, Wu et al. 1996) The hospitalized thoracic surgical patient is a person at risk for uncontrolled symptoms and burdens due to advanced cancer at time of presentation. Methods: This is a retrospective, observational, study of 1188 thoracic surgery patients undergoing elective surgical procedures for lung cancer at an NCI-approved cancer hospital over a 3-year period. Patients with primary and secondary lung cancer, undergoing elective thoracic surgery procedures were evaluated before (n=660, “Period 1”) and after (n=528, “Period 2”) an 8-month, daily, collaborative multidisciplinary Intervention Period to improve pain control and to facilitate transition for discharge. The collaborative process also identified thoracic surgical patients who needed more complex symptom management and additional support for advanced disease. Patient satisfaction with pain therapy and referrals to hospice were analyzed before and after the intervention period. Results: Pain satisfaction scores improved from baseline in each sequential period (Period 1 = 9.0 SD 1.71, Intervention Period = 9.4 SD 1.37, and Period 2 = 9.5 SD 1.03, p<0.0001). The percentage of patients referred to hospice increased from 0.15% to 1.7% (p<0.0001). Conclusions: Innovative collaboration between thoracic surgery specialists and a palliative medicine service improved patients’ satisfaction with pain control. The collaborative relationship resulted in an increase in referrals to hospice for patients with advanced cancer. These improvements were sustained by the thoracic surgery service after a daily collaborative intervention period ceased. No significant financial relationships to disclose.
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Schensul, Jean J. "Organizing Community Research Partnerships in the Struggle against AIDS." Health Education & Behavior 26, no. 2 (1999): 266–83. http://dx.doi.org/10.1177/109019819902600209.
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Despite pharmaceutical advances, AIDS remains a health problem difficult to treat, leaving preventive interventions as the primary means of promoting risk avoidance. Increasing the capacity of university-based researchers to develop culturally, developmentally, and contextually appropriate AIDS prevention strategies requires the collaboration of community service and advocacy partners. To date, neither university researchers nor community providers have a great deal of partnership experience. Thus, a common language and set of experiences are yet to be developed. This article reviews the history of university-community and researchercommunity collaboration for AIDS research and intervention, placing the innovative work of the University of California, San Francisco (UCSF) Center for AIDS Prevention Studies and its community and foundation partnerships among those efforts at the forefront of the community-university dialogue. It concludes with suggestions derived from the collaborative work of UCSF researchers and community service partners to strengthen efforts to develop theory, research methods, and results that are immediately useful and productive of long-term prevention research efforts.
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Steel, Jennifer Lynne, Jessica Miceli, Carol Lynn Hecht, et al. "Interim analyses of the efficacy of a collaborative care intervention for patients diagnosed with comorbid cancer and depression." Journal of Clinical Oncology 37, no. 15_suppl (2019): 11599. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.11599.
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11599 Background: There is an urgent need for evidence-based and scalable interventions to reduce depression, pain, and fatigue and improve quality of life in patients diagnosed with cancer. The aims of this study were to share the interim analyses of testing the efficacy of a stepped collaborative care intervention for patients diagnosed with cancers affecting the hepatobiliary and pancreatic system. Methods: Patients were screened for clinical levels of depression, pain, or fatigue and were enrolled in the study if they screened positive for depression, pain, and/or fatigue. After completing a baseline battery of instruments, patients were randomized to the stepped collaborative care intervention or the screening and referral arm. Post-treatment data was collected at 6 months and 12 months to assess efficacy and maintenance of change in depressive symptoms. Results: A total of 100 patients have completed the post-treatment assessment. Interim data analyses revealed that the mean age of patients was 64.0 years (SD = 10.3) and the majority of patient were male (51%), Caucasian (89%), diagnosed with liver cancer (47%) and stage III and IV (60%). Patients randomized to the stepped collaborative care intervention reported significant reductions in depressive symptoms (F(1,92) = 6.22, p = 0.014) and improvements in quality of life (F(1,92) = 7.36, p = 0.008) with moderate effect sizes (Cohen’s d = 0.547 and 0.652, respectively) at 6-months. The mean change in depressive symptoms from randomization to 6-month post- treatment was -4.3 (SD = 9.7) for the patients randomized to the collaborative care intervention and +0.71 (SD = 9.4) for the patients randomized to the screening and referral arm of the study. The mean change in quality of life from randomization to 6-month post-treatment was +4.5 (SD = 16.2) for the patients randomized to the collaborative care intervention and -4.4 (SD = 15.2) for the patients randomized to the screening and referral arm of the study. Conclusions: This promising evidence-based, scalable intervention to treat comorbid cancer and depression was shown to be effective in reducing depressive symptoms and improving quality of life in patients with cancer. Clinical trial information: NCT02939755.
Dissertations / Theses on the topic "Collaborative intervention research"
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Schwartz, Abegail Faraja. "A social justice approach for counselling psychology in South Africa: lessons from a collaborative action research intervention." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5233.
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In the past decade, increased attention has been paid to the changing role of counselling psychology in South Africa. The aim of this study is to contribute to the debates about the social responsiveness, scope and focus of the field. The following research question was formulated: What lessons about a social justice approach can a counselling psychologist learn from a youth unemployment community engagement activity? Through engagement with a group of unemployed young people about their status and exploring the role that a counselling psychologist might take, a collaborative action research approach was employed. Data were generated through collaborative action research cycles, semi-structured interviews, social media communications and the researcher’s reflective journal. Template analysis was used to make sense of the data and generate preliminary themes. Process findings illustrated the supportive and constraining role of the academic research process, the time frame and the characteristics of the target group. The content-related findings illustrated the impact of contextual and demographic factors on the participants’ unemployed status. The findings confirmed the negative effect of unemployment on psychological well-being despite support from family, friends and community members. Factors such as education and socioeconomic status influenced the job seeking behaviour of participants and although participants were aware that societal change is needed, there was evidence of internalised self-blame. Recommendations emphasise the inclusion of relevant social justice models for the context of South Africa in the training of counselling psychologists; and a pressing need to engage in micro-, meso- and macro-level advocacy to collaboratively debate the identity and scope of practice of the profession and the review of professional and ethical guidelines.
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Unrath, Katie C. "Collaborative Creativity in the Physical Work Environment: A Pre-Test, Intervention, Post-Test Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408949815.
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Ronnås, Birgitta. "Samforskning : En möjlighet i pågående terapi." Thesis, Ersta Sköndal högskola, S:t Lukas utbildningsinstitut, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-2710.
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Tom Andersen (1995) utvecklade samtal där terapeut och klient tillsammans utvärderar samarbetet i terapin, samtal med reflekterande förhållningssätt som senare kom att kallas för samforskningssamtal. Samtal med ombytta roller, där terapeuten får lära av klienten. Studier har visat att samforskningssamtalen ger terapeutiska effekter med ökad känslan av samhörighet, fördjupad samskapande process och hjälper terapin framåt samt ger terapeuterna ökade kunskaper om sig själva som terapeut. Syftet med denna studie är att belysa om samforskningssamtal kan ge möjligheter och betydelse i pågående terapi och i så fall vilka. -Hur upplevdes samforskningssamtalet? -Vad fick terapeut respektive patient syn på i samforskningssamtalet? -Vilken betydelse kan samforskningssamtalet ha framöver i terapin? Två samforskningssamtal har hållits och därefter har en intervju hållits med var och en av deltagarna. Materialet har spelats in, analyserats och bearbetats samt sedan redovisats utifrån frågeställningarna. Undersökningsdeltagare har varit en terapeut, två patienter samt en gästande kollega. Jag själv har deltagit som observatör under samforskningssamtalen. Resultaten visar på att samforskningssamtalen gav möjligheter och betydelser i dessa pågående terapier, delande av tankar och känslor, benämning av relationer, klargöranden samt att synliggöra terapeutens sätt att vara. Både terapeut och patient upplevde samforskningssamtalet som positivt och givande. Det mest betydelsefulla som framkom var att terapeut och patient fick möjlighet att dela med sig av sina tankar och känslor. Detta ökade samhörigheten. Klargöranden gjordes om bland annat terapins innehåll och ramar. Särskilt betydelsefullt visade sig samforskningssamtalet vara för terapeuten, som en möjlighet till att få feedback. Terapeuten fick syn på sitt sätt att vara tillsammans med sin patient. Samforskningssamtal har också visat sig i tidigare studier ha en viktig betydelse att fylla för både terapeut och patient, bl a som en hjälpsam intervention i terapiarbetet samt att ge terapeuten feedback. Samtalsledarens, den gästande kollegans, känslighet i att ställa frågor har en viktig betydelse. En av frågorna som väcktes är hur terapeuten skulle kunna använda sig av samforskningssamtalets idé i det dagliga behandlingsarbetet, kanske i en modifierad form och som ett komplement till andra utvärderingsformer. Få kritiska åsikter har framkommit i denna uppsats liksom i tidigare studier, om samforskningssamtalet som form och metod. Dess positiva betydelse är klart överrepresenterat dokumenterat.<br>Tom Andersen (1995) developed the conversations in which therapist and client together evaluate collaboration in therapy, conversation with reflective position that later became known as co-research conversation, in Swedish called “samforskningsamtal”. Conversation with the roles reversed, where the therapist may teach the client. Studies have shown that co-research conversation provide therapeutic effects with an increased feeling of connectedness, in-depth co-creative process, helps the therapy forward and give therapists a better understanding of themselves as a therapist . The purpose of this study is to shed light on if co-research conversation can provide opportunities and importance of ongoing therapy, and if so, which. - How experienced co-research conversation? - What of importance did the therapist and patient get from the samforskningssamtalet? - What significance can co-research conversation have into the therapy? Two co-research conversations have been held and then have an interview held with each of the participants. The material has been recorded, analyzed and processed, and then recognized based issues. The participants have been a therapist, two patients and a visiting colleague. I have participated as an observer during co-research conversations. The results show that co-research conversation gave possibilities and meanings in these ongoing therapies, namely the sharing of thoughts and feelings, designation of relationships, clarifications and visibility in the therapist's way of being. Both therapist and patient experiences co-research conversation as positive. The most significant to emerge was that the therapist and the patient had the opportunity to share their thoughts and feelings. This increased affinity. Clarifications were made about including therapy's content and context. Particularly significant was found to co-research conversation be for the therapist, as an opportunity to get feedback. The therapist saw her way to be with his patient. Co-research conversation has also been shown in previous studies to have an important role to play for both therapist and patient, as a helpful intervention in therapy work, and to give the therapist feedback. The interviewer's, the visiting colleague, sensitivity in asking questions has an important significance. One of the questions raised is how the therapist could use co-research conversations idea of daily treatment work, perhaps in a modified form and as a complement to other forms of evaluation. Nearly none critical views have emerged in this essay, as in previous studies, about co-research conversation as form and method. Its positive significance is clearly overrepresented documented.
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Alcântara, Cristiano Rogério. "Redes de leitura: uma abordagem sociocultural do ato de ler." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-26102010-164704/.
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Esta dissertação trata da criação e do desenvolvimento de uma rede de leitura, com crianças da quarta série, de uma escola estadual, na cidade de São Paulo. O autor do trabalho, professor da turma em questão, desenvolveu sua proposta durante um ano letivo e reflete sobre os resultados obtidos. Descreve as etapas percorridas, bem como as situações envolvendo atos de leitura e a relação das crianças com diferentes tipos de textos e produtos culturais. Ao longo da dissertação são discutidas concepções de leitura, além de conceitos chaves do trabalho, como protagonismo cultural e apropriação cultural. A utilização de metodologia colaborativa permitiu a coleta de dados qualitativos relevantes, expostos sob forma narrativa. Diálogos são reconstituídos, assim como descritas minuciosamente diferentes situações cotidianas vividas por professor e alunos nos quadros da rede de leitura. Os resultados indicam a importância de se conceber o ato de ler como atividade sociocultural, inscrita em tramas complexas que envolvem diálogos diversos: entre as crianças, destas com os textos e os contextos familiares, o meio circundante, as instituições culturais, como bibliotecas, livrarias, centros culturais, museus, dentre outras. Como conclusão, também, aponta-se para a importância fundamental do diálogo como método e atitude da construção colaborativa, objetivado na rede de leitura. Aponta, ainda, o papel positivo desta como instância de superação do isolamento cultural a que estão expostas muitas crianças. A rede de leitura tal como desenvolvida e exposta neste trabalho, afigura-se, assim, como dispositivo educativo e cultural com forte capacidade de atuação positiva na formação de leitores, tomados como protagonistas culturais dos processos de apropriação que se acham investidos.<br>This dissertation discusses the creation and development of a reading network, with class 4 children of a state school in the city of São Paulo. The author of this work, also a teacher of this class, developed his proposal during a school year and reflects on the results obtained. He describes the steps followed as well as situations involving reading and the relationship of the children with different types of texts and cultural products. Throughout the dissertation, reading conceptions and the main concepts of this work, such as cultural protagonism and cultural appropriation are discussed. The employment of a collaborative methodology permitted the collection of relevant qualitative information, displayed in a narrative form. Dialogs are reconstructed and daily situations encountered by the teacher and students are meticulously described on the reading network notice boards. The results indicate the importance of recognizing reading as a sociocultural activity, inscribed into complex actions that involve a diversity of dialogs: between the children, with the texts and family contexts, the surrounding environment, the cultural institutions like libraries, book stores, cultural centers, museums, among others. In conclusion, the fundamental importance of dialog as a method and attitude towards constructive collaboration, an objective of the reading network, is discussed. Its positive role as a resort to the cultural isolation to which many children are exposed is also pointed out. The reading network, as developed and disclosed in this work, appears as an educative and cultural device with a strong capacity for a positive performance in the formation of readers, considered to be cultural protagonists of the appropriation processes that are invested.
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Brasil, Angela Medeiros de Assis. "VITIMIZAÇÃO VERSUS EMPODERAMENTO: AS IDENTIDADES CONSTITUÍDAS NO DISCURSO DE PROFESSORES DE ENSINO MÉDIO PÚBLICO EM FORMAÇÃO CONTINUADA." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/4019.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>To build a transformative school, capable of promoting the insertion of its students within social literacy practices, according to Liberali et. al. (2006, p. 170), a joint action between university, school and community is required. In this context of action, the teacher is a central subject, despite the historical disempowerment that challenges them and turns them into a victim of their profession. Assuming that the profession is an important part in the definition of any individual identity, the objective of this study is to examine, through the lens of Critical Discourse Analysis (CDA) of Norman Fairclough (1989, 1992, 2003), the discourses that teachers participating in a collaborative intervention (MAGALHÃES, 1996; LIBERALI, 1999, for example) produce about themselves in order to identify how their identity practices are constituted. From a perspective of discourse as a social construct, through which participants build their social reality and themselves by discourse, the construction of identity is seen as a constant process and, thus, dependent on discursive realizations in particular circumstances: the meanings participants give themselves and others engaged in discourse. In this sense, identity is never complete, full, but it is always in process through discourse (MOITA LOPES, 2002, p. 34). To achieve the aim of this study, we provided a collaborative space for reflection between the The Lab for Research and Teaching of Reading and Writing (Labler/Federal University of Santa Maria) and a state high school, located in the state of Rio Grande do Sul. The investigated universe of analysis is the faculty segment of this public school. In this universe, the corpus for this study was generated through reflective sessions, provided by the practice of collaborative intervention and composed of discourses of eight teachers of different disciplines. For the analysis, the linguistic data of the participants was segmented into analyzable units associated with the Appraisal Theory (MARTIN; WHITE, 2005) and interpreted discursively using a theoretical framework centered on ACD. The analysis of the discourses of these participants provided textual evidence that their career path, the current work in the school, the teaching profession in their view and in the society s view construct their identities. However, the practice of collaborative intervention proposed caused significant positive effects, generating shifts in the professional identity of these teachers, such as a discourse of resistance to victimization within the teaching profession.<br>Para a construção de uma escola transformadora, capaz de favorecer a inserção de seu aluno em práticas sociais letradas, segundo Liberali et. al. (2006, p. 170), é necessário uma ação conjunta entre universidade, escola e comunidade. Nesse contexto de ação, o professor é um sujeito central, apesar do desempoderamento histórico que o interpela e o torna vítima de sua profissão. Partindo do pressuposto de que a profissão é parte importante na definição da identidade de qualquer indivíduo, o objetivo geral deste estudo é analisar, à luz da Análise Crítica do Discurso (ACD) de Norman Fairclough (1989, 1992, 2003), os discursos que docentes participantes de uma prática de intervenção colaborativa (MAGALHÃES, 1996; LIBERALI, 1999, por exemplo) produzem sobre si mesmos, a fim de identificar como suas práticas identitárias são constituídas. Sob a perspectiva de discurso como construção social, por meio da qual os participantes constroem a realidade social e a si mesmos pelo discurso, a construção de identidade é vista como estando sempre em processo, pois é dependente da realização discursiva em circunstâncias particulares: os significados que os participantes dão a si mesmos e aos outros engajados no discurso. Nesse sentido, a identidade nunca está concluída, completa, mas sempre em processo por meio do discurso (MOITA LOPES, 2002, p.34). Para atingir o objetivo, proporcionamos um espaço de reflexão colaborativa entre o Laboratório de Pesquisa e Ensino de Leitura e Redação (Labler/Universidade Federal de Santa Maria) e uma escola pública estadual de Ensino Médio, situada no interior do Rio Grande do Sul. Assim, o universo de análise investigado é o segmento de professores dessa escola pública. Nesse universo, foi delimitado o corpus para este estudo, gerado por meio de sessões reflexivas, proporcionadas pela prática de intervenção colaborativa e composto pelos discursos de oito professores, responsáveis por diferentes disciplinas. Para a análise, foi realizada uma interpretação discursiva, considerando o referencial teórico da ACD, a partir do parcelamento dos dados linguísticos usados pelos participantes em unidades analisáveis, associadas ao Sistema de Avaliatividade (MARTIN; WHITE, 2005). A análise dos discursos desses participantes apontou evidências textuais que nos mostram que a sua trajetória profissional, o trabalho atual na escola, a profissão docente na sua perspectiva e na da sociedade constroem suas identidades, entretanto os deslocamentos gerados nessa comunidade, como efeito da prática de intervenção colaborativa proposta, causaram efeitos positivos importantes na identidade profissional desses professores, tais como um discurso de resistência àquele de vitimização da profissão docente.
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Dyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
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Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.
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Brown, Gemma Kimberley. "Implementing school-based interventions for mental health : a research portfolio." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33162.
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Background: Difficulties with anxiety among children and young people are common and can impact upon their developmental trajectory leading to adverse outcomes in later life. There is, therefore, a need to increase access to early intervention services. Existing research has indicated that school-based cognitive behavioural interventions are effective for children and young people experiencing difficulties with anxiety, yet there remains a proportion of the population for whom they are not effective. In addition, there is a lack of research on how these may be implemented in real world settings as opposed to a research trial. The present research focuses on the provision of cognitive behavioural school-based interventions in two parts: a systematic review of psychological, interpersonal and social variables as predictors, mediators and moderators of mental health outcomes following a school-based intervention and an empirical mixed methods evaluation of the facilitators and barriers to the implementation of a school-based intervention. Method: A systematic search of electronic databases for studies examining interpersonal, psychological and social predictors, moderators and mediators of mental health outcome following school-based cognitive behavioural interventions was conducted. Effect sizes for these analyses were calculated and the quality of eligible studies was assessed using a standardised rating tool. Within the empirical project, the implementation of a school-based cognitive behavioural intervention was evaluated through a mixed methods approach. Semi-structured interviews with stakeholders in the intervention were analysed using grounded theory integrated with framework analysis. Quantitative data on the reach of the intervention, practitioner evaluation of training and coaching as well as routine outcome measures from children and young people receiving the intervention was collected. Results: Within the systematic review, twenty-two studies (N=22) met the predefined eligibility criteria. There was heterogeneity in the variables explored, effect size of these on treatment outcome and the quality of the literature within the included studies. Cognitive style was found to mediate treatment outcome, but there was limited evidence for other predictors, mediators and moderators of treatment outcome within the review. Quantitative results of the empirical project indicated that the model of the intervention was acceptable to both practitioners and children and young people, and preliminary data indicated a significant improvement in mental health outcomes. Facilitators that emerged from qualitative data included an enabling context, therapeutic engagement, motivation and congruence, self-efficacy and containment and encouragement. The exclusivity of the intervention, a lack of systemic understanding and transparency as well as demands and pressure on resources were barriers to implementation. Conclusions: Although preliminary evidence for potential predictors, mediators and moderators is presented, further research with improvements in the design and reporting of explanatory variables on treatment outcome is required prior to informing clinical decision-making. The successful implementation of school-based interventions requires multi-agency integration and collaboration as well as on-going support in managing systemic pressures and skill development.
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Ticks, Luciane Kirchhof. "(RE)CONSTRUÇÃO DE CONCEPÇÕES, PRÁTICAS PEDAGÓGICAS E IDENTIDADES POR PROFESSORAS DE INGLÊS PRÉ E EM SERVIÇO." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/3955.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Research in the area of pre and inservice teacher education have focused on the
development of a meta-awareness on English teachers learning process and how
this knowledge affects their social and discursive practices and their social relations
in the teaching contexts in which they work (see MAGALHÃES & FIDALGO, 2008;
BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a;
MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; for instance).
As a result of these investigations, this knowledge can be appropriated by language
teacher programs (JOHNSON, 1996, p. 47) in the configuration of a critical and
empowered second language teacher education (FREIRE, 2003b). Following this
perspective, this work tries to evaluate how a collaborative practice of intervention
can contribute to qualify pre and inservice language teacher education linguistically
and pedagogically. To do that, we initially investigate the profile of preservice
teachers and the concepts of language, teaching and learning built along their
language teacher program. Then a focus group (two pre and one inservice teacher)
was established in order to develop a collaborative practice of intervention which
could ultimately generate reflection on concepts of learning, teaching practice and
identities built along the preservice training practice in a State school. The reflective
actions and the analysis of the discourses produced during these actions are
theoretically supported by collaborative research of intervention (MAGALHÃES &
FIDALGO, 2008; MAGALHÃES, 2004), Critical Discourse Analysis (FAIRCLOUGH,
2003, 1989) and socio-cultural theory of learning (VYGOTSKY, 2001, 1995). The
discourse analysis shows that, through the practice of intervention, participants could
develop a meta-awareness on behaviorist concepts of learning which underly their
discourse and teaching practices at the beginning of the reflective process. The
practice of intervention also helped them give their first steps on building a sociocultural
learning perspective (concepts and teaching practice). This reconfiguration
had an impact not only on the way they act in the classroom, but also in the
constitution of their identities as teachers of English, as they gradually personify
social roles which demand a critical and socially-situated attitude from themselves
and from their students. By the end of the intervention practice, they point out the
importance of teacher s engagement in reflective ongoing processes, taking
responsibility for their role in the configuration of these processes.<br>Pesquisas na área de formação pré e em serviço têm priorizado o
desenvolvimento de uma metaconsciência acerca do processo de aprendizagem de
professores de inglês e de que maneira esse conhecimento afeta suas práticas sociais e
discursivas e suas relações sociais nos contextos de ensino em que atuam (ver
MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005;
CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH,
2006b; por exemplo). Como resultado dessas investigações, esse conhecimento pode
ser apropriado pelos currículos de licenciatura (JOHNSON, 1996, p. 47) na configuração
de uma formação crítica e democrática (FREIRE, 2003b). Dentro dessa perspectiva,
este trabalho procura avaliar em que medida uma prática de interferência colaborativa
pode contribuir para qualificar o processo formativo lingüístico-pedagógico do professor
de inglês pré e em serviço. Para tanto, procuramos inicialmente investigar o perfil do
aluno de Letras e as concepções de linguagem, ensino e aprendizagem que constrói em
diferentes pontos de sua trajetória universitária. Em seguida, um grupo focal (duas
professoras em pré e uma em serviço) foi estabelecido no sentido de desenvolvermos
uma prática de interferência colaborativa que, em última instância, pudesse gerar a
reflexão acerca das concepções de aprendizagem, da prática pedagógica e das
identidades construídas ao longo do programa de estágio curricular supervisionado,
vivenciado pelo grupo, em uma escola pública. As ações reflexivas e a análise dos
discursos produzidos no decorrer delas são ancoradas teoricamente pela pesquisa de
interferência colaborativa (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), pela
Análise Crítica do Discurso (FAIRCLOUGH, 2003, 1989) e pela perspectiva sociocultural
de aprendizagem (VYGOTSKY, 2001, 1995). A análise do discurso das participantes
mostrou que, por meio da prática de interferência colaborativa, puderam desenvolver
uma metaconsciência acerca da concepção behaviorista que subsidiou seu discurso e
sua prática pedagógica no início do processo reflexivo, bem como dar os primeiros
passos na configuração de uma perspectiva de aprendizagem sociocultural (conceitos e
prática pedagógica). Essa reconfiguração teve impacto não somente no modo como
vivenciaram suas ações em sala de aula, mas igualmente na constituição de suas
identidades como professoras de inglês, uma vez que gradualmente personificam, em
sala de aula, papéis sociais que demandam uma postura crítica e socialmente situada
em relação a si mesmas e a seus alunos. Ao final do processo de investigação, apontam
a importância de o professor estar inserido em um processo reflexivo crítico e
continuado, assumindo sua parcela de responsabilidade na configuração desse
processo.
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Guay, Diane. "Recherche-action pour la construction, l’implantation et l’évaluation d’une intervention visant à intégrer l’approche palliative aux soins intensifs." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10657.
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Introduction : En dépit des nombreuses recommandations visant la promotion des soins palliatifs dans tous les milieux de soins, de nombreux obstacles conceptuels, culturels et organisationnels limitent encore aujourd’hui l’intégration de cette approche dans les unités de soins intensifs (USI). Or, notre équipe a récemment démontré que trois conditions facilitent l’intégration des soins palliatifs à l’USI, soit le partage d'une vision commune, un processus de décision concertée et un environnement propice (Guay, Michaud, & Mathieu, 2013). But : La présente étude cherchait à construire, implanter et évaluer, en collaboration avec une équipe de soins intensifs, une intervention visant à intégrer ces conditions. Méthode : Un devis qualitatif de recherche-action a été choisi (Stringer, 2007). Ce devis collaboratif offre un cadre organisationnel structuré valorisant la prise de décision consensuelle. Résultats : La première phase a conduit à la coconstruction d’une intervention à deux composantes comprenant une pratique harmonisée par l’entremise d’un atelier de formation interactif et une communication rehaussée par la mise en place d’une structure régulière de rencontres interdisciplinaires. Suivant un processus itératif et éclairé par des données probantes, la phase d’implantation et de validation continue a favorisé l’appropriation du changement par l’équipe et conduit à l’émergence d’une nouvelle pratique, laquelle a été évaluée positivement par l’équipe et appréciée par la famille. Conclusion : Cette étude illustre concrètement comment la recherche-action favorise le processus d’apprentissage et d’innovation en transformant le milieu clinique en un lieu de croissance et de production de savoirs. Les conditions facilitantes préalablement identifiées ont su éclairer cette étude et bien que nos résultats soient indissociables du milieu à l’étude dans lequel ils ont été générés, le processus de recherche proposé par cette étude pourrait inspirer d’autres milieux cliniques.<br>Abstract: Introduction: Despite numerous recommendations promoting the integration of palliative approach to all clinical settings, many conceptual, cultural and organizational barriers still limit the integration of this approach in the intensive care unit (ICU). However, our team has recently demonstrated that three conditions promote the integration of palliative care in the ICU. Namely, a common vision, a collaborative decision-making process and a proper environment (Guay et al., 2013). Aim: In the light of these results, we have developed, implemented and evaluated in collaboration with an ICU team, an intervention aiming to integrate these previously identified conditions. Method: A qualitative action research design was chosen for this study. This collaborative method, values consensual decision-making process and provides an organizational structure allowing success and sustainability (Stringer, 2007). Results: The development phase led to the co-construction of a two components intervention, the first one is an educational component through an interactive training workshop and a communication component by implementing a regular structure of interdisciplinary enhancing by establishing a regular structure of interdisciplinary meeting. Following an iterative process and informed by evidence, the implementation and continuous validation phase has promoted ownership of the change by the team and led to a new practice, which was positively evaluated by the team and appreciated by the family. Conclusion: This study illustrates how action research promotes the process of learning and innovation in transforming the clinical environment in a place of growth and knowledge production. The previously identified facilitating conditions were able to enlighten this study. Although our results are inextricably linked to the environment in which they were generated, the research method proposed by this study could inspire other clinical settings.
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Svensson, Lotten. "A Resource-based View on Collaboration between Firms and Local Partners in a Non-urban Swedish Context." Doctoral thesis, University of Twente, The Netherlands, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13278.
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Is it feasible to stimulate informal collaboration among non-urban firms and local public- and other private-sector actors, whereby they jointly strengthen the competitiveness of these firms? To answer this question, firms’ collaboration with local partner’s actors were examined. Most of the studied firms in this thesis are embedded in a regional “ecosystem” of a country (Sweden), with the usual set of public- and third-sector (not-for-profit) actors. Firms that “exploit” all their local external actors do create additional resources for themselves. This thesis argues that such fuller use is feasible and perhaps necessary in a non-urban Swedish context. The Resource-Based Theory (RBT) considers mainly internal firm resources to achieve superior performance. In order to extend this theory in the context of a non-urban area, collaborative excellence is advocated through informal public-private collaboration that can help firms to flourish economically. The collaboration between the public and the private sectors can also enhance a common spirit or identity of a place. Action Design Research (ADR) Methodology is invoked in this thesis, together with other supporting methods, such as interviews and observations as well as archival data analysis. The intervention was held as a set of workshops and has been used as a key research method at the same time. The results capture, amongst others, views from municipal management, private companies, and community (not-for-profit) associations. The essential aim of this research was to enhance the quality of the interactions among the key individuals from these organizations in their efforts to strengthen productive cooperation between the public and the private sectors. Informal public-private collaboration is important. Thus, more understanding of how such collaboration can be used effectively is paramount. This thesis shows that it is feasible to develop collaboration in a specific Swedish non-urban context when successful private firms and a municipality work well together with relevant, not-for-profit organizations that are also located in, and concerned with, the same region. Therefore, when addressing the competitive potential of a location, the quality of the informal public-private collaboration, should be considered. The abductive research approach of this study aims to offer an understanding of how informal collaboration between firms and local, non-commercial partners may take place, aiming for firms to flourish<br><p>Nederländernas examen är endast doctor</p>
Books on the topic "Collaborative intervention research"
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Blumen, Helena M. Collaborative Memory Interventions for Age-Related and Alzheimer’s Disease-Related Memory Decline. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0024.
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This chapter discusses the potential for using collaboration as a tool to compensate for age-related and Alzheimer’s disease (AD) related memory decline. Recent research suggest that collaborating with others during recall improves later individual memory, but such post-collaborative recall benefits must be confirmed in AD, and transitional stages of AD such as amnestic mild cognitive impairment (aMCI). Identifying the neural systems that operate during collaboration is also essential for determining the therapeutic value of collaborative recall in these populations. Examining post-collaborative recall benefits, and identifying the neural systems associated with collaborative recall, in healthy aging, AD, and aMCI will be methodologically challenging and necessitate interdisciplinary expertise—but is vital for determining the therapeutic potential of collaborative recall in these populations.
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Omorogbe, Yinka, and Ada Okoye Ordor. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819837.003.0001.
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The research collaboration that led to the production of this book was supported by the TY Danjuma Fund for Law and Policy Development at the University of Cape Town. The primary collaboration between the Centre for Comparative Law in Africa (CCLA) at the University of Cape Town (UCT) and the Nigerian Institute of Advanced Legal Studies (NIALS) was established in 2014 as the CCLA–NIALS partnership—a fundamental term of the TY Danjuma endowment at UCT. The editors therefore express their gratitude to General TY Danjuma GCON for the generous and far-sighted support of this collaborative model of Africa-focused research. Indeed, African investment in collaborative and multi-disciplinary research such as this exemplifies the multi-stakeholder input that needs to foreground any meaningful intervention in Africa’s developmental issues, including the pervasive issue of energy access....
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Kolko, David J., and Eric M. Vernberg. Assessment and Intervention with Children and Adolescents Who Misuse Fire. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190261191.001.0001.
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Children and adolescents in the general population and in clinical populations reveal surprisingly high rates of playing with fire or actual firesetting behavior. A single fire has the potential to cause a cascade of serious consequences to the child, family, and the community, some of which may continue forever. Yet, there is limited practical information and advice based on available empirical evidence to help programs or practitioners work effectively with children or adolescents who misuse fire, and their families. This book provides practical guidelines designed to facilitate the clinical assessment and treatment of youthful firesetting behavior based on nearly four decades of research and intervention experience with this population. The topics covered in this book address several important content areas. Initial chapters provide an overview of the significance of the problem, and some lessons learned based on case control, clinical trial, and real-world implementation projects. Recommendations for using screening and assessment measures that evaluate firesetting and general psychosocial issues are included. Several intervention methods are outlined for use with children, caregivers, and families. These methods encompass fire safety education materials and several cognitive-behavioral treatment skills-training procedures that focus on understanding of the fire, affect regulation and self-control, parenting practices, and home-based management programs. The book also includes suggestions to promote professional and program development which reflect on various educational, ethical, legal, collaborative, and community safety considerations. The book’s content is intended to help a diverse array of practitioners understand and target the context in which the misuse of fire occurs.
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Croft, John. Intervention. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0017.
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The virtues of collaboration have been much trumpeted, but on what basis is it seen to have advantages for composition, and is the enthusiasm for it warranted? In this Intervention, composer John Croft exposes some of the underlying reasons for the focus on collaboration, among them spurious business models, misconceived notions of research, a culture of accountability and the confusion of innovation with originality. He concludes by highlighting the virtues of solitariness, the resistance to influence and single-mindedness in composition.
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McHugh, R. Kathryn, and David H. Barlow. Dissemination and Implementation of Evidence-Based Psychological Interventions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195389050.003.0013.
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Chapter 13 explores the current status of research and future directions for the dissemination and implementation of evidence-based psychological interventions, including further emphasis on dissemination and implementation science, standardization of procedures for outcomes assessment, better collaboration between research and practice, transdiagnostic treatments, stepped-care models, integration of mental health care in primary care, and use of information technology.
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Hayes, Gillian R. Design, Action, and Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198733249.003.0010.
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Action research (AR) is an approach to research that involves engaging with a community to address some problem or challenge, and through this problem-solving, to develop scholarly knowledge. AR is not a method, nor even a suite of methods, but a perspective that makes use of a wide variety of methods. AR is explicitly democratic, collaborative, and interdisciplinary. It focuses on highly contextualized, localized solutions with a greater emphasis on transferability than generalizability. In other words, scholars and community partners work together to develop and learn from solutions that work in a single context; in addition, they collect data that will enable these solutions to be adapted or transferred to other contexts. Most importantly, AR claims that the intervention, the learning, and the doing and knowing cannot be disentangled.
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Hauser-Cram, Penny, Marji Erickson Warfield, Jack P. Shonkoff, and Marty Wyngaarden Krauss. Children with Disabilities: A Longitudinal Study of Child Development and Parent Well-Being (Monographs of the Society for Research in Child Development). Blackwell Publishing Limited, 2001.
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Taylor, Joseph J., and Robert Ostroff. National Institute of Mental Health (NIMH) Treatment of Depression Collaborative Research Program. Edited by Ish P. Bhalla, Rajesh R. Tampi, Vinod H. Srihari, and Michael E. Hochman. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190625085.003.0024.
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This chapter will summarize what is considered to be the first randomized controlled trial to directly compare psychotherapeutic and psychopharmacological interventions for unipolar nonpsychotic depression. More specifically, the authors were interested in the degree to which cognitive behavioral therapy, interpersonal therapy, imipramine and a placebo condition ameliorated symptoms of depression in patients from outpatient psychiatric clinics at three academic medical centers in the United States. The chapter will discuss the design and implementation of the study before focusing on the results and their implications. The last section of the chapter will list similar studies and present a hypothetical clinical case that requires the reader to apply basic concepts learned from the study.
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Abrahams, Frank, Anthony Rafaniello, Jason Vodicka, David Westawski, and John Wilson. Going Green. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.4.
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This chapter describes a collaborative project that studied the applications of Lucy Green’s informal music learning curriculum within the context of high school choral ensembles. For a 12-week period, the conductors of four high school choirs charged students in small groups to copy a Christmas carol of their choice from a recording or to create a new arrangement inspired by the recording without intervention from their conductor. They would perform those carols at a public concert during the December holiday season. The overarching research question addressed the efficacy of informal learning as choral pedagogy to nurture the students’ musicianship in choir. Data consisted of interviews, video recordings, and reflective journals. Results showed a positive impact on group cooperation, peer-directed learning, choral rehearsal strategy, leadership, and personal musical identity. It also served as a catalyst to change perceptions of students and teachers relative to musical skill and ability.
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Brownson, Ross C., Graham A. Colditz, and Enola K. Proctor, eds. Dissemination and Implementation Research in Health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.001.0001.
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Fifteen to twenty years is how long it takes for the billions of dollars of health-related research to translate into evidence-based policies and programs suitable for public use. Over the past 15 years, an exciting science has emerged that seeks to narrow the gap between the discovery of new knowledge and its application in public health, mental health, and health care settings. Dissemination and implementation (D&I) research seeks to understand how to best apply scientific advances in the real world, by focusing on pushing the evidence-based knowledge base out into routine use. To help propel this crucial field forward, leading D&I scholars and researchers have collaborated to put together this volume to address a number of key issues, including: how to evaluate the evidence base on effective interventions; which strategies will produce the greatest impact; how to design an appropriate study; and how to track a set of essential outcomes. D&I studies must also take into account the barriers to uptake of evidence-based interventions in the communities where people live their lives and the social service agencies, hospitals, and clinics where they receive care. The challenges of moving research to practice and policy are universal, and future progress calls for collaborative partnerships and cross-country research. The fundamental tenet of D&I research—taking what we know about improving health and putting it into practice—must be the highest priority. This book is nothing less than a roadmap that will have broad appeal to researchers and practitioners across many disciplines.
Book chapters on the topic "Collaborative intervention research"
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di Cortemiglia, Vittoria Luda, Juha Hintsa, Elise Vermeersch, and Sangeeta Mohanty. "Coordinating Research Efforts on Environmental Crime." In Environmental Crime and Collaborative State Intervention. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56257-9_10.
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Marshall, Matthew, and Grant Pink. "Collaborative Research as a Tool for Building Environmental Regulatory Capability." In Environmental Crime and Collaborative State Intervention. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56257-9_11.
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Yamazumi, Katsuhiro. "Activity theory as a new framework for educational research." In Activity Theory and Collaborative Intervention in Education. Routledge, 2021. http://dx.doi.org/10.4324/9780367823542-4.
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Fung, Dennis Chun-Lok, and Tim Weijun Liang. "Research Design: A Mixed Methods Approach with a Three-Theme Investigation and Pedagogical Intervention." In Fostering Critical Thinking Through Collaborative Group Work. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2411-6_3.
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Shao-Dong, Peng. "Intervention Design Model and Its Application of Blended Collaborative Learning Design Research." In Educational Communications and Technology Yearbook. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6681-9_5.
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Percy-Smith, Barry, and Susan Weil. "Practice-based Research as Development: Innovation and Empowerment in Youth Intervention Initiatives using Collaborative Action Inquiry." In Researching Youth. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230522466_5.
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McGinley, Vicki A., and Ieva Margevica. "Assessment to Research-Based Intervention: Providing Families Support." In Parents and Families of Students With Special Needs: Collaborating Across the Age Span. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n10.
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Silva-Macaia, Amanda Aparecida, Marco Antonio Pereira Querol, Frida Marina Fischer, and Rodolfo Andrade de Gouveia Vilela. "Conflict in a Formative Intervention at a Public School: Lessons for Researcher-Interventionists." In Collaborative Development for the Prevention of Occupational Accidents and Diseases. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24420-0_6.
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McCarty, Dennis. "Alcohol and drug abuse treatment demonstrations: Developing and testing community interventions." In Drug abuse treatment through collaboration: Practice and research partnerships that work. American Psychological Association, 2003. http://dx.doi.org/10.1037/10491-012.
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Rieth, Sarah R., Aubyn C. Stahmer, and Lauren Brookman-Frazee. "A Community Collaborative Approach to Scaling-Up Evidence-Based Practices: Moving Parent-Implemented Interventions from Research to Practice." In Handbook of Parent-Implemented Interventions for Very Young Children with Autism. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90994-3_27.
Full textConference papers on the topic "Collaborative intervention research"
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Benítez-Andrades, José Alberto, Isaías García, Carmen Benavides, Javier Pérez-Paniagua, Pilar Marqués-Sánchez, and Mercedes Reguera. "Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9282.
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Currently there is a trend towards facilitating multidisciplinary research and collaborations between different faculties and/or multi-university collaboration. In order to achieve standardization, we believe that this culture should begin with the teaching-learning processes. This research has investigated collaborative work between nursing students and computer engineering students. To analyze the group response, an analysis of the contacts was carried out through Social Network Analisys, pre- and post-intervention. The student networks analyzed were friendship, collaboration and negative networks. The results show that the intervention had a positive impact on networks among students, creating greater cohesiveness due to the resources they shared. The research adds useful evidence for proposing innovative and multidisciplinary strategies in terms of networks.
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Gan, Baiqiang, and Qiuping Dong. "Research on information interaction intervention and collaborative classification model construction in artificial intelligence environment." In 2020 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2020. http://dx.doi.org/10.1109/icaie50891.2020.00040.
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Jeong, Jin Su, David González-Gómez, Florentina Cañada-Cañada, Álvaro Ramírez Gómez, Lorenzo García Moruno, and Julio Hernández Blanco. "SCAFFOLDING AND INTERVENTION OF WEB EDUCATION MODEL TO ASSIST SUSTAINABLE SPATIAL PLANNING FOR DESIGN STUDENTS AS INTERACTIVE AND COLLABORATIVE METHOD." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0801.
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Davis, Stephanie D. "Session 2: Curriculum, Research and Development | National Center and State Collaborative Curriculum Resource Schema Intervention: Effect on Self-Determination." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0013.
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Michaličková, Viera. "Using Online Forums to Promote Collaborative Learning in Introductory Programming Courses." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13097.
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The asynchronous online discussion can enrich learning experience in many ways, even in classroom or blended learning scenarios. It is quite challenging to design an effective online discussion. The presented study draws on the action research strategy. After observing and analyzing students’ learning problems in introductory programming courses, we came up with intervention of the online collaborative activity to guide students during their individual studying at home in a more regulative manner. The main goal was to involve students in active learning and strengthen the feel of being a friendly community member. Students were producing sample test questions/tasks for others, and then using products of their classmates for their own learning. The intervention was evaluated deeply using both, qualitative and quantitative methods. This reflection implied that the activity’s design was appropriate and the impact on students’ learning process was positive. We found the constructivist features of the activity essential as for its effectiveness. The learning scenario described in this paper provides a verified framework for designing similar collaborative activities suitable mainly for problem-oriented areas of study, e. g. in science or engineering education.
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Builes, Ana Elena, Leonardo Correa, and Diana Carolina Gutierrez. "Visual Analysis as a tool for Urban Intervention Comparative Studies." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5866.
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In the past few years’ urban design development has been a topic that in some of Latin America cities such as Medellin, Mexico City and Córdoba, has been evolving under the shadow no longer far from concepts as social innovation and social urbanism, a situation that generates new perspectives and concerns about the impacts that this transformations bring to the cities and its communities. The aim of the collaborative research project was to acknowledge the impacts of urban transformations on five different cities and comparing them to find similarities and differences. A comparative analysis of multiple cases was proposed, along with a methodological triangulation that contained observation, photography analysis and the production of graphics accompanied by interviews in order to arouse an approach to the perceptions of the community residing the space and their affective bonds with it. Inquiring about this process and impacts, and the inhabitants’ relation with their newly transformed space, researchers used graphic research methods that allowed collecting, evaluating and establishing comparative criteria and identifying reiterating impacts caused by urban interventions. Different graphic and visual tools such as drawings, photography and graphic reconstruction were used as a tools to identify the urban and architectural strategies through which a connection between urban space and its inhabitants in each city in order to compare with the other four cities. These tools where used in order to define a recurrent method creating an effect of distance, which increases the effect of designation and shows urban dynamics to articulate submerged realities in opposition with the images created through the visual tools, so a closer relationship between research and representation is made.
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Hale, Mark A., James I. Craig, and Dimitri N. Mavris. "A Lean-Server Approach to Enabling Collaboration Using Advanced Design Methods." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dac-8597.
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Abstract The design framework research community utilizes the internet as a facilitator for collaborative activities. The internet provides a platform independent interface and geographic distribution. Information can be easily represented to the end-user using the HyperText Markup Language and can be coded in a reasonable timeframe. A shortcoming of exploiting this technology further is the reliance on existing Web servers to interface with analysis tools and design services. In this case, interactive components require auxiliary processes (called CGI scripts) to be started by the server that are used in an inefficient manner. This model does not provide the user-oriented capability required by standalone applications. Java offers improvements in client-side processing but a server bottleneck still exists. A novel approach using lean-servers is introduced as an alternative method for providing an efficient server-side computing model. In this case, internet requests are brokered directly by the design application by providing a gateway to the application’s programming interface using a HyperText Transfer Protocol compliant layer. This allows requests to be managed directly by the application rather than requiring auxiliary services. Step-by-step directions for implementing this approach using a case study of an existing design framework are given in this paper. A prototype system, called the Systems Programming Architecture for Collaborative Engineering, is described as one scenario for implementing the lean-server technology. Usability of the approach is demonstrated through a Design of Experiments example that is representative of modern design methods. This example also demonstrates collaboration because it executes asynchronously with multi-user intervention at any time during the process. In hindsight, the lean-server approach is an enabling technology for collaborative design and focuses future research direction on the establishment of collaborative design practices.
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Kumar, Poonam, Anil Kumar, and Karl Smart. "Assessing the Impact of Instructional Methods and Information Technology on Student Learning Styles." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2803.
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In an era of increased accountability in assessing student learning outcomes, greater emphasis has been focused on factors that influence student learning. In this paper we examine the impact of instructional methods and information technology on student learning styles, all critical factors affecting student learning. A research framework that suggests the relationship of instructional processes and information technology to learning styles is proposed. Using the framework, pre-and post-tests based on the Grasha-Riechmann Student Learning Styles Scales were used to assess changes in student learning styles over the course of a semester in three college-level courses. Through specific instructional intervention coupled with collaborative projects and the use of course-management software, the results of the assessments showed a significant increase in students’ Collaborative, Participant, and Independent learning styles over the course of the semester. Implications for practice and additional research are suggested.
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Andritsos, Fivos, and Hans Cozijn. "An Innovative Oil Pollution Containment Method for Ship Wrecks Proposed for Offshore Well Blow-Outs." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49110.
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In the aftermath of the PRESTIGE disaster, an innovative system for the prompt intervention on oil pollution sources (primarily ship wrecks) at great depths was conceived at the Joint Research Center of the European Commission. This system, with some re-engineering, could also serve for collecting oil and gas leaking after an offshore well blow-out and could constitute a reference method for prompt intervention on deep water oil pollution sources like ship wrecks and blown-out offshore wells. A large fabric dome, solidly anchored at the sea bed, covers entirely the pollution source and channels the leaking oil to a large open bell-shaped reservoir just under the sea surface so as not to be affected by the waves. Oil occupies the upper part of the bell and is periodically recuperated by a shuttle tanker while water escapes from the open bottom. The buoyancy of the reservoir keeps the whole system in tension. The concept was validated and optimized through detailed engineering, laboratory experiments and numerical simulations performed by a consortium of European institutes and industries in a dedicated collaborative research project called DIFIS (Double Inverted Funnel for the Intervention on Shipwrecks). The project resulted in a light, modular and easy to deploy system design. Such a system, suitably dimensioned and re-engineered to take account the gas flow, could also be used to cover the wellhead area so as to collect all leaking oil and gas until the implementation of the relief drilling. The present paper outlines the DIFIS system and elaborates on its advantages and risks in containing oil well blow-outs.
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Wilder, Bryan. "Algorithmic Social Intervention." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/840.
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Social and behavioral interventions are a critical tool for governments and communities to tackle deep-rooted societal challenges such as homelessness, disease, and poverty. However, real-world interventions are almost always plagued by limited resources and limited data, which creates a computational challenge: how can we use algorithmic techniques to enhance the targeting and delivery of social and behavioral interventions? The goal of my thesis is to provide a unified study of such questions, collectively considered under the name "algorithmic social intervention". This proposal introduces algorithmic social intervention as a distinct area with characteristic technical challenges, presents my published research in the context of these challenges, and outlines open problems for future work. A common technical theme is decision making under uncertainty: how can we find actions which will impact a social system in desirable ways under limitations of knowledge and resources? The primary application area for my work thus far is public health, e.g. HIV or tuberculosis prevention. For instance, I have developed a series of algorithms which optimize social network interventions for HIV prevention. Two of these algorithms have been pilot-tested in collaboration with LA-area service providers for homeless youth, with preliminary results showing substantial improvement over status-quo approaches. My work also spans other topics in infectious disease prevention and underlying algorithmic questions in robust and risk-aware submodular optimization.
Reports on the topic "Collaborative intervention research"
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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.
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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.
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Tipton, Kelley, Brian F. Leas, Nikhil K. Mull, et al. Interventions To Decrease Hospital Length of Stay. Agency for Healthcare Research and Quality (AHRQ), 2021. http://dx.doi.org/10.23970/ahrqepctb40.
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Background. Timely discharge of hospitalized patients can prevent patient harm, improve patient satisfaction and quality of life, and reduce costs. Numerous strategies have been tested to improve the efficiency and safety of patient recovery and discharge, but hospitals continue to face challenges. Purpose. This Technical Brief aimed to identify and synthesize current knowledge and emerging concepts regarding systematic strategies that hospitals and health systems can implement to reduce length of stay (LOS), with emphasis on medically complex or vulnerable patients at high risk for prolonged LOS due to clinical, social, or economic barriers to timely discharge. Methods. We conducted a structured search for published and unpublished studies and conducted interviews with Key Informants representing vulnerable patients, hospitals, health systems, and clinicians. The interviews provided guidance on our research protocol, search strategy, and analysis. Due to the large and diverse evidence base, we limited our evaluation to systematic reviews of interventions to decrease hospital LOS for patients at potentially higher risk for delayed discharge; primary research studies were not included, and searches were restricted to reviews published since 2010. We cataloged the characteristics of relevant interventions and assessed evidence of their effectiveness. Findings. Our searches yielded 4,364 potential studies. After screening, we included 19 systematic reviews reported in 20 articles. The reviews described eight strategies for reducing LOS: discharge planning; geriatric assessment or consultation; medication management; clinical pathways; inter- or multidisciplinary care; case management; hospitalist services; and telehealth. All reviews included adult patients, and two reviews also included children. Interventions were frequently designed for older (often frail) patients or patients with chronic illness. One review included pregnant women at high risk for premature delivery. No reviews focused on factors linking patient vulnerability with social determinants of health. The reviews reported few details about hospital setting, context, or resources associated with the interventions studied. Evidence for effectiveness of interventions was generally not robust and often inconsistent—for example, we identified six reviews of discharge planning; three found no effect on LOS, two found LOS decreased, and one reported an increase. Many reviews also reported patient readmission rates and mortality but with similarly inconsistent results. Conclusions. A broad range of strategies have been employed to reduce LOS, but rigorous systematic reviews have not consistently demonstrated effectiveness within medically complex, high-risk, and vulnerable populations. Health system leaders, researchers, and policymakers must collaborate to address these needs.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.
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The main recommendations of the panel report can be summarised under five key headings: HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world. MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world. PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies. COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems. REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Frazer, Sarah, Anna Wetterberg, and Eric Johnson. The Value of Integrating Governance and Sector Programs: Evidence from Senegal. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0028.2109.
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As the global community works toward the Sustainable Development Goals, closer integration between governance and sectoral interventions offers a promising, yet unproven avenue for improving health service delivery. We interrogate what value an integrated governance approach, intentionally combining governance and sectoral investments in strategic collaboration, adds to health service readiness and delivery using data from a study in Senegal. Our quasi-experimental research design compared treatment and control communes to determine the value added of an integrated governance approach in Senegal compared to health interventions alone. Our analysis shows that integrated governance is associated with improvements in some health service delivery dimensions, specifically, in aspects of health facility access and quality. These findings—that health facilities are more open, with higher quality infrastructure and staff more frequently following correct procedures after integrated governance treatment—suggests a higher level of service readiness. We suggest that capacity building of governance structures and an emphasis on social accountability could explain the added value of integrating governance and health programming. These elements may help overcome a critical bottleneck between citizens and local government often seen with narrower sector or governance-only approaches. We discuss implications for health services in Senegal, international development program design, and further research.
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Forced sexual relations among married young women in developing countries. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1007.
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Recent research in developing countries suggests that a considerable number of young women may experience forced sex within marriage, but most women may be inhibited from reporting these experiences due to shame, fear of reprisal, or deep-rooted unequal gender norms. In September 2003, a global consultative meeting on nonconsensual sex among young people in developing countries was held in New Delhi, India. The meeting was organized by the Population Council in collaboration with World Health Organization/Department of Reproductive Health and Research, and Family Health International/YouthNet. Participants included researchers, legal analysts, representatives from community-based NGOs, policy-makers, and young people themselves. Papers highlighting the nature and prevalence of coercion among married young women were presented. Sessions examined the following issues in relation to nonconsensual sex: experiences of young females and males: prevalence, forms, and contexts; youth perspectives; patterns of transactional sex; roles of the legal system; outcomes of coercion at the individual and community level; interventions to prevent nonconsensual sex and to support and treat victims; and research design and methods. Several recommendations for action to address factors that heighten young women’s vulnerability to coercive sexual relationships within marriage were presented.