Fostering supportive interactions in the neighbourhood:Using visualised narratives

The use of art (e.g. visualized narratives) in social work may stimulate dialogue between community members about family support in their neighbourhood. The Visualized Narratives on Parenting Interactions in the Neighbourhood (VN-PIN) were developed in order to foster this dialogue. The aim of this study was to evaluate the implementation of the VN-PIN in social work practice and to gain insight in mechanisms that stimulate dialogues supported by visualizations. A qualitative process evaluation was conducted to explore the use of the VN-PIN in various urban settings. We observed meetings (N = 14) where the VN-PIN was applied and interviewed professionals and community members (N = 81). The results of this study show that the VN-PIN intervention gives parents a voice and allows them to recognize and reflect on their own parenting behaviour, thereby contributing to mutual exchanges in a supportive community. The conclusion of this study is that the VN-PIN is a useful intervention that social work professionals can use to foster dialogues about parenting within diverse contexts in super-diverse neighbourhoods. The intervention fosters a supportive structure to share experiences of various community members. Future research is needed to further evaluate the experiences and satisfaction of community members with the intervention

Measuring program fidelity in case management for high risk families. Validation of the Functional Family Parole-Global Rating Measure

Abstract Summary: Program fidelity instruments are a key ingredient for clinical supervision and implementation as well as effectiveness studies. This study examines the factor structure of the Functional Family Parole services Global Rating Measure (FFP-GRM); the program fidelity instrument of Functional Family Parole services for case management in youth parole, child protection and child welfare services. Between October 2012 and February 2015, program fidelity was measured with the FFP-GRM by Functional Family Parole supervisors. Confirmatory factor analysis was performed on 380 cases and internal consistency reliability coefficients were calculated. Findings: Confirmatory factor analyses showed that the 33-item and four-factor model of the FFP-GRM achieved a good fit to the data. Internal validity testing results showed that subscale Cronbach’s a ranged between .82 and .90. Applications: Findings affirm a good fit to the data and a good-to-excellent internal consistency of the FFP-GRM, which is considered sufficient to justify its use. The results are discussed with regard to the use of fidelity instruments for both clinical and research purposes

The translation, validity and reliability of the German version of the Fremantle Back Awareness Questionnaire

Background: The Fremantle Back Awareness Questionnaire (FreBAQ) claims to assess disrupted self-perception of the back. The aim of this study was to develop a German version of the Fre-BAQ (FreBAQ-G) and assess its test-retest reliability, its known-groups validity and its convergent validity with another purported measure of back perception. Methods: The FreBaQ-G was translated following international guidelines for the transcultural adaptation of questionnaires. Thirty-five patients with non-specific CLBP and 48 healthy participants were recruited. Assessor one administered the FreBAQ-G to each patient with CLBP on two separate days to quantify intra-observer reliability. Assessor two administered the FreBaQ-G to each patient on day 1. The scores were compared to those obtained by assessor one on day 1 to assess inter-observer reliability. Known-groups validity was quantified by comparing the FreBAQ-G score between patients and healthy controls. To assess convergent validity, patient\u27s FreBAQ-G scores were correlated to their two-point discrimination (TPD) scores. Results: Intra- and Inter-observer reliability were both moderate with ICC3.1 = 0.88 (95%CI: 0.77 to 0.94) and 0.89 (95%CI: 0.79 to 0.94), respectively. Intra- and inter-observer limits of agreement (LoA) were 6.2 (95%CI: 5.0±8.1) and 6.0 (4.8±7.8), respectively. The adjusted mean difference between patients and controls was 5.4 (95%CI: 3.0 to 7.8, p\u3c0.01). Patient\u27s FreBAQ-G scores were not associated with TPD thresholds (Pearson\u27s r = -0.05, p = 0.79). Conclusions: The FreBAQ-G demonstrated a degree of reliability and known-groups validity. Interpretation of patient level data should be performed with caution because the LoA were substantial. It did not demonstrate convergent validity against TPD. Floor effects of some items of the FreBAQ-G may have influenced the validity and reliability results. The clinimetric properties of the FreBAQ-G require further investigation as a simple measure of disrupted self-perception of the back before firm recommendations on its use can be made

Exploring what works in art therapy with children with autism:Tacit knowledge of art therapists

Children with Autism Spectrum Disorders (ASD) are often referred to art therapy. To investigate what works in art therapy with these children 'tacit knowledge' of eight well experienced art therapists was explored. Promising components were arranged into the Context and Outcomes of Art Therapy (COAT) model. According to the respondents art therapy contributes with children with ASD to become more flexible and expressive, more relaxed, and more easy talking about their problems in the therapeutic setting as well as in their home situation. Considering the type of evidence in this study, further empirical research into the process and outcomes of art therapy with ASD children is strongly recommended

The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays

Introduction The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills being a basic condition for this development. Literature describes a variety of methods giving students opportunities and encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection, these findings are based on experienced professionals. We do not know whether participation in peer meetings also makes a positive contribution to the learning experiences of undergraduate students in terms of reflection. Aim The aim of this study is to gain an understanding of the role of peer meetings in students’ learning experiences regarding reflection. Method A phenomenographic qualitative study was undertaken. Students’ learning experiences in peer meetings were analyzed by investigating the learning reports in students’ portfolios. Data were coded using open coding. Results The results indicate that peer meetings created an interactive learning environment in which students learned about themselves, their skills and their abilities as novice professionals. Students also mentioned conditions for a well-functioning group. Conclusion The findings indicate that peer meetings foster the development of reflection skills as part of professional behaviour