Standards for Proficiencies for Instruction Librarians and Coordinators

As the role of instruction and information literacy continues to grow in the academic library, librarians are faced with a need to develop a more focused set of skills to teach effectively in library instruction programs. At the same time, many libraries struggle to offer meaningful training and professional development to improve instruction, especially without a set of established standards for what makes a good instructor. This document is intended to help instruction librarians define and gain the skills needed to be excellent teachers in library instruction programs and to foster collaborations necessary to create and improve information literacy programs. In many academic libraries, instruction librarians also serve as coordinators of instructional services and as instructional leaders in their organization. In addition to proficiencies needed for librarians with teaching responsibilities are the skills required for instruction coordinators to manage programs. They also must operate effectively at all levels of the academic organization in order to implement broad-reaching curriculum-integrated information literacy programs

Standards for Proficiencies for Instruction Librarians and Coordinators: A Practical Guide

As the role of instruction and information literacy continues to grow in the academic library, librarians are faced with a need to develop a more focused set of skills to teach effectively in library instruction programs. At the same time, many libraries struggle to offer meaningful training and professional development to improve instruction, especially without a set of established standards for what makes a good instructor. This document is intended to help instruction librarians define and gain the skills needed to be excellent teachers in library instruction programs and to foster collaboration necessary to create and improve information literacy programs. In many academic libraries, instruction librarians also serve as coordinators of instructional services and as instructional leaders in their organization. In addition to proficiencies needed for librarians with teaching responsibilities are the skills required for instruction coordinators to manage programs. They also must operate effectively at all levels of the academic organization in order to implement broad-reaching, curriculum-integrated information literacy programs

Increasing access to CBT for psychosis patients: a feasibility, randomised controlled trial evaluating brief, targeted CBT for distressing voices delivered by assistant psychologists (GiVE2)

Background: The National Institute for Health and Care Excellence (NICE) recommends that Cognitive Behaviour Therapy for psychosis (CBTp) is offered to all patients with a psychosis diagnosis. However, only a minority of psychosis patients in England and Wales are offered CBTp. This is attributable, in part, to the resource-intensive nature of CBTp. One response to this problem has been the development of CBTp in brief formats that are targeted at a single symptom and the mechanisms that maintain distress. We have developed a brief form of CBTp for distressing voices and reported preliminary evidence for its effectiveness when delivered by highly trained therapists (clinical psychologists). This study will investigate the delivery of this intervention by a cost-effective workforce of assistant psychologists following a brief training and evaluate the acceptability and feasibility of conducting a future, definitive, randomised controlled trial (RCT). Methods: This is a feasibility study for a pragmatic, three-arm, parallel-group, superiority 1:1:1 RCT comparing a Guided self-help CBT intervention for voices and treatment as usual (GiVE) to Supportive Counselling and treatment as usual (SC) to treatment as usual alone (TAU), recruiting across two sites, with blinded post-treatment and follow-up assessments. A process evaluation will quantitatively and qualitatively explore stakeholder experience. Discussion: Expected outcomes will include an assessment of the feasibility of conducting a definitive RCT, and data to inform the calculation of its sample size. If evidence from a subsequent, fully powered RCT suggests that GiVE is clinically and cost-effective when delivered by briefly trained assistant psychologists, CBTp offered in these less resource-intensive forms has the potential to generate benefits for individual patients (reduced distress, enhanced recovery and enhanced quality of life), service-level patient benefit (increased access to evidence-based psychological therapies) and economic benefits to the NHS (in terms of the reduced use of mental health inpatient services). Trial registration: Current Controlled Trials, ISRCTN registration number: 16166070. Registered on 5 February 2019

Guided self-help cognitive-behaviour Intervention for VoicEs (GiVE): results from a pilot randomised controlled trial in a transdiagnostic sample

Background: Few patients have access to cognitive behaviour therapy for psychosis (CBTp) even though at least 16 sessions of CBTp is recommended in treatment guidelines. Briefer CBTp could improve access as the same number of therapists could see more patients. In addition, focusing on single psychotic symptoms, such as auditory hallucinations (‘voices’), rather than on psychosis more broadly, may yield greater benefits. Method: This pilot RCT recruited 28 participants (with a range of diagnoses) from NHS mental health services who were distressed by hearing voices. The study compared an 8-session guided self-help CBT intervention for distressing voiceswith a wait-list control. Data were collected at baseline and at 12 weekswith post-therapy assessments conducted blind to allocation. Voice-impact was the pre-determined primary outcome. Secondary outcomes were depression, anxiety, wellbeing and recovery. Mechanism measures were self-esteem, beliefs about self, beliefs about voices and voice-relating. Results: Recruitment and retention was feasible with low study (3.6%) and therapy (14.3%) dropout. There were large, statistically significant between-group effects on the primary outcome of voice-impact (d=1.78; 95% CIs: 0.86–2.70), which exceeded the minimum clinically important difference. Large, statistically significant effects were found on a number of secondary and mechanism measures. Conclusions: Large effects on the pre-determined primary outcome of voice-impact are encouraging, and criteria for progressing to a definitive trial are met. Significant between-group effects on measures of self-esteem, negative beliefs about self and beliefs about voiceomnipotence are consistentwith these beingmechanisms of change and this requires testing in a future trial