A real-time emergency response scenario using Web 2.0 (Yammer) technology

Published version used with permission from Higher Education Academy. Miller, S., & France, D., (2013). Planet, 27(2), pp. 21-29Higher Education Academ

A feasibility study of acceptance and commitment therapy for emotional dysfunction following psychosis

The experience of psychosis can lead to depression, anxiety and fear. Acceptance and Commitment Therapy (ACT) facilitates individuals to accept difficult mental experiences and behave in ways that are consistent with personally held values. This study was a single (rater) blind pilot randomised controlled trial of ACT for emotional dysfunction following psychosis. Twenty-seven participants with psychosis were randomised to either: ten sessions of ACT plus treatment as usual (TAU) or TAU alone. The Hospital Anxiety and Depression Scale, Positive and Negative Syndrome Scale, Acceptance and Action Questionnaire, Kentucky Inventory of Mindfulness Skills and Working Alliance Inventory were used. Individuals were assessed at baseline and 3 months post-baseline. The individuals randomised to receive ACT found the intervention acceptable. A significantly greater proportion of the ACT group changed from being depressed at time of entry into the study to not being depressed at follow-up. The ACT group showed a significantly greater increase in mindfulness skills and reduction in negative symptoms. Results indicated that individuals randomised to ACT had significantly fewer crisis contacts over the study. Changes in mindfulness skills correlated positively with changes in depression. ACT appears to offer promise in reducing negative symptoms, depression and crisis contacts in psychosis

Measuring Competence in Systemic Practice: Development of the ‘Systemic Family Practice – Systemic Competency Scale’ (SPS)

Ensuring that practitioners are competent in the therapies they deliver is important for training, therapeutic outcomes and ethical practice. The development of the Systemic Practice Scale (SPS) is reported – a measure to assess the competence of students as trialed by Children and Young Person's Improving Access to Psychological Therapies (CYP-IAPT) training courses. Initial reliability assessment of the SPS with twenty-eight supervisors of systemic practice evaluating students’ competence using an online recording of a family therapy session is detailed. The SPS was found to be a reliable measure of systemic competence across training settings. Rating variability was noted, with training and benchmarking to improve rating consistency recommended. Further research using the SPS to further establish the reliability and validity of the scale is required. Practitioner points: SPS represents an important tool, particularly for the supervision and development of more junior staff or students Initial reliability for use of the SPS as a formative tool has been established. Further benchmarking is required if using the tool in a summative manner.</p

Learning from the early adopters: developing the digital practitioner

This paper explores how Sharpe and Beetham’s Digital Literacies Framework which was derived to model students’ digital literacies, can be applied to lecturers’ digital literacy practices. Data from a small-scale phenomenological study of higher education lecturers who used Web 2.0 in their teaching and learning practices are used to examine if this pyramid model represents their motivations for adopting technology-enhanced learning in their pedagogic practices. The paper argues that whilst Sharpe and Beetham’s model has utility in many regards, these lecturers were mainly motivated by the desire to achieve their pedagogic goals rather than by a desire to become a digital practitioner

How do counsellors and psychotherapists understand diet and nutrition as part of the therapy process?

This is the peer reviewed version of the following article: Terry, N., & Reeves, A. (2015). How do counsellors and psychotherapists understand diet and nutrition as part of the therapy process? Counselling and Psychotherapy Research, 15(4), 309-319. https://doi.org/10.1002/capr.12041, which has been published in final form at https://onlinelibrary.wiley.com/doi/abs/10.1002/capr.12041. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingBackground: Opinion and information in the public domain suggest that an individual's dietary and nutritional intake may be an important factor in both their physical and mental health. However, at this time in the counselling and psychotherapy field, it is not common for therapists to address issues of dietary intake and nutrition with clients. Aims: This qualitative heuristic study explores the perceptions and beliefs of qualified counsellors and psychotherapists, exploring how they understand dietary and nutritional information to be relevant as part of the therapeutic process with clients. Method: six participants were recruited through email, journal advert, poster and leaflet distribution. Data were gathered with semi-structured telephone interviews and analysed using interpretative phenomenological analysis. Findings: Seventeen themes were identified and organised under four master themes: (A) personal aspects of the therapist; (B) therapeutic approach and philosophy; (C) diet and nutrition within the therapy process; and (D) considering ethical practice. Implications: Implications for practice include the consideration of multidisciplinary working and developing appropriate training for practitioners in this area

Quantifying the robustness of first arrival dates as a measure of avian migratory phenology

As the climate changes, many long-term studies have shown that the timing of bird migration is shifting, increasing the need for reliable measures of migratory phenology. Ideally, daily counts of birds at a site are used to calculate the mean arrival date (MAD) but, as this approach is not always possible and is very labour-intensive, simpler metrics such as first arrival date (FAD) have commonly been used. Here, we examine the relationship between FAD and MAD in 28 summer migrant bird species over a 42-year period (1970–2011) at Portland Bird Observatory, UK. Although significant correlations between FAD and MAD were detected, relationships were weak, particularly in long-distance migrants. We suggest that FAD, although a simple and straightforward measure, is not particularly robust as a proxy for overall migratory phenology at a population level

Acupressure for smoking cessation – a pilot study

BACKGROUND: Tobacco smoking is a serious risk to health: several therapies are available to assist those who wish to stop. Smokers who approach publicly funded stop-smoking clinics in the UK are currently offered nicotine replacement therapy (NRT) or bupropion, and group behaviour therapy, for which there is evidence of effectiveness. Acupuncture and acupressure are also used to help smokers, though a systematic review of the evidence of their effectiveness was inconclusive. The aim of this pilot project was to determine the feasibility of a study to test acupressure as an adjunct to one anti-smoking treatment currently offered, and to inform the design of the study. METHODS: An open randomised controlled pilot study was conducted within the six week group programme offered by the Smoking Advice Service in Plymouth, UK. All participants received the usual treatment with NRT and group behavioural therapy, and were randomised into three groups: group A with two auricular acupressure beads, group B with one bead, and group C with no additional therapy. Participants were taught to press the beads when they experienced cravings. Beads were worn in one ear for four weeks, being replaced as necessary. The main outcome measures assessed in the pilot were success at quitting (expired CO ≤ 9 ppm), the dose of NRT used, and the rating of withdrawal symptoms using the Mood and Symptoms Scale. RESULTS: From 49 smokers attending four clinics, 24 volunteered to participate, 19 attended at least once after quitting, and seven remained to the final week. Participants who dropped out reported significantly fewer previous quit attempts, but no other significant differences. Participants reported stimulating the beads as expected during the initial days after quitting, but most soon reduced the frequency of stimulation. The discomfort caused by the beads was minor, and there were no significant side effects. There were technical problems with adhesiveness of the dressing. Reporting of NRT consumption was poor, with much missing data, but reporting of ratings of withdrawal symptom scores was nearly complete. However, these showed no significant changes or differences between groups for any week. CONCLUSION: Any effects of acupressure on smoking withdrawal, as an adjunct to the use of NRT and behavioural intervention, are unlikely to be detectable by the methods used here and further preliminary studies are required before the hypothesis can be tested

Are physiotherapy students adequately prepared to successfully gain employment?

This is the post-print version of the final paper published in Physiotherapy. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2010 Elsevier B.V.Objectives - To explore the preparedness of final-year physiotherapy students for their progression into employment, and identify what universities can do to facilitate a smooth transition. Design - A single-cohort study, utilising a qualitative design incorporating a survey followed by transcribed and coded semi-structured interviews. Setting - Interviews were held in the Placement and Careers Centre at Brunel University, London. Participants - Sixty final-year full- and part-time students participated in the survey, and 12 final-year full- and part-time students participated in the semi-structured interviews. Methods - Sixty students completed a questionnaire which explored their preparedness for employment. Questions related to the current job situation, the application process and the student's ideal first post. Responses from the questionnaire were analysed and discussed further through a digitally recorded interview. Twelve students were interviewed by an experienced interviewer from a non-physiotherapy background. Results - Students felt unprepared for employment. Forty-seven per cent wanted a rotational post, but 26% would only spend 6 months and 39% would only spend 1 year looking for a job. Seventy-one percent would change career and 99% would work abroad if they were unable to secure a post in the UK. Most importantly, students could not identify transferable skills required by potential employers; only 25% cited effective communications, and 10% cited flexible working as a transferable skill. Self-management skills (e.g. prioritisation, time management and documentation) were not perceived as essential for employment. Conclusions - The job market requires physiotherapy graduates to possess transferable skills which can be applied to any situation. Many are integral to the profession and the undergraduate curriculum; however, analysis and assimilation of these skills cannot be assumed. Universities should reflect on their curriculum delivery to produce graduates who meet employers’ expectations and make a smooth transition into the workplace

BASES Position Stand on Artificial Intelligence (AI) and Assessment

The Position Stand (PS) that follows represents the considered and formal position of BASES on AI and assessment. This preface captures the reflection of authors on the thought process they went through in drafting this work. We hope readers will find this preface helpful in orientating themselves and their practices in relation to what follows. Three aspects capture our reflection: 1. Assessment is an integral part of the teaching and learning process and cannot be considered in isolation. We are therefore conscious of the fact that what follows adopts a holistic position which incorporates learning, teaching and assessment. In short, we do not focus exclusively or narrowly on assessment. 2. AI is developing so quickly ensuring the currency of any work in this area is challenging. The only constant is change. 3. We choose to present a rather conservative view of the impact of AI. That is, we deal with AI as it existed in the public domain whilst we were drafting this Position Stand over the summer and early Autumn of 2023. In doing so we view AI as a positive development that in some contexts can be viewed as a ‘Digital Assistant’ that if used correctly can improve student and academic productivity. However, we recognise that it is entirely possible, indeed likely, that AI could result in both i) major societal & economic disruption and ii) a paradigm shift in education. For example, this might include mass unemployment across the economy and AI replacing many roles currently held by academics and professionals. Whilst it is entirely possible to present a dystopian view of the near future, we made the conscious decision not to do so. This is not because we think it is certain that such a future will not come to pass but because we are optimists who want to offer practical, relevant advice for the here and now