Developing principles of best practice for art therapists working with children and families

In 2010 the British Association of Art therapists asked art therapists working with specific client groups to produce clear guidelines about current views on best practice in the field. Using the Nominal Group Technique and a modified Delphi process, the special interest group Art Therapists working with Children Adolescents and Families (ATCAF) produced 18 Principles of Best Practice with a range of associated indicators. This paper presents the methods and the results of that process followed by a brief discussio

Developmental contexts and features of elite academy football players: Coach and player perspectives

Player profiling can reap many benefits; through reflective coach-athlete dialogue that produces a profile the athlete has a raised awareness of their own development, while the coach has an opportunity to understand the athlete's viewpoint. In this study, we explored how coaches and players perceived the development features of an elite academy footballer and the contexts in which these features are revealed, in order to develop a player profile to be used for mentoring players. Using a Delphi polling technique, coaches and players experienced a number of 'rounds' of expressing their opinions regarding player development contexts and features, ultimately reduced into a consensus. Players and coaches had differing priorities on the key contexts of player development. These contexts, when they reflect the consensus between players and coaches were heavily dominated by ability within the game and training. Personal, social, school, and lifestyle contexts featured less prominently. Although 'discipline' was frequently mentioned as an important player development feature, coaches and players disagreed on the importance of 'training'

Integration of occupational risk prevention courses in engineering degrees: Delphi study

Engineering syllabi often lack courses covering occupational risk prevention. In Spain, professional competences are awarded along with the completion of a university degree. This means that new graduates are certified in areas in which they have received little or no training, such as occupational risk prevention. However, the academic reforms established by the Bologna Process, which strives to homogenize university degrees throughout Europe, compels European universities to design new syllabi. The main goal of this paper is to define a framework for including occupational risk-prevention education in the new engineering syllabi. This exploratory research applied the Delphi methodology to a panel of 59 experts, using questionnaires assessed with a four-point Likert scale through two rounds. A website supported the information flow. According to the experts who participated in this study, education and training in occupational risk-prevention is essential for improving the safety culture within a company or workplace. The experts concurred that this subject should be a separate mandatory course in all engineering degree programs. The participants recommended that an optional course should be considered only if a mandatory course is not approved. It was also deemed desirable to integrate occupational risk prevention as a cross-field subject in other technological courses, even if the curriculum already includes some related courses. © 2012 American Society of Civil Engineers.Cortés Díaz, JM.; Pellicer Armiñana, E.; Catalá Alís, J. (2012). Integration of occupational risk prevention courses in engineering degrees: Delphi study. Journal of Professional Issues in Engineering Education and Practice. 138(1):31-36. doi:10.1061/(ASCE)EI.1943-5541.0000076S3136138

Long-Term Functionality of Rural Water Services in Developing Countries: A System Dynamics Approach to Understanding the Dynamic Interaction of Causal Factors

Research has shown that sustainability of rural water infrastructure in developing countries is largely affected by the dynamic and systemic interactions of technical, social, financial, institutional, and environmental factors that can lead to premature water system failure. This research employs systems dynamic modeling, which uses feedback mechanisms to understand how these factors interact dynamically to influence long-term rural water system functionality. To do this, the research first identified and aggregated key factors from literature, then asked water sector experts to indicate the polarity and strength between factors through Delphi and cross impact survey questionnaires, and finally used system dynamics modeling to identify and prioritize feedback mechanisms. The resulting model identified 101 feedback mechanisms that were dominated primarily by three and four-factor loops that contained some combination of the factors: Water System Functionality, Community, Financial, Government, Management, and Technology. These feedback mechanisms were then scored and prioritized, with the most dominant feedback mechanism identified as Water System Functionality – Community – Finance – Management. This research offers insight into the dynamic interaction of factors impacting sustainability of rural water infrastructure through the identification of these feedback mechanisms and makes a compelling case for future research to longitudinally investigate the interaction of these factors in various contexts

Behavioral challenges in policy analysis with conflicting objectives

Public policy problems are rife with conflicting objectives: efficiency versus fairness, technical criteria versus political goals, costs versus multiple benefits. Multi-Criteria Decision Analysis provides robust methodologies to support policy makers in making tough choices and in designing better policy options when considering these conflicting objectives. However, important behavioral challenges exist in developing these models: the use of expert judgments, whenever evidence is not available; the elicitation of preferences and priorities from policy makers and communities; and the effective management of group decision processes. The extensive developments in behavioral decision research, social psychology, facilitated decision modeling, and incomplete preference models shed light on how decision analysts should address these issues, so we can provide better decision support and develop high quality decision models. In this tutorial I discuss the main findings of these extensive, but rather fragmented, literatures providing a coherent and practical framework for managing behavioral issues, minimizing behavioral biases, and optimizing the quality of human judgments in policy analysis models with conflicting objectives. I illustrate these guidelines with policy analysis interventions that we have conducted over the last decade for several organizations, such as the World Health Organization (WHO), the Food and Agriculture Organization of the United Nations (FAO), the UK Department of Environment Food and Rural Affairs (DEFRA), the Malaria Consortium/USAID, the UK National Audit Office, among others

Key components of learning ecologies: a Delphi assessment

This is the accepted version of the following article: González‐Sanmamed, M. , Muñoz‐Carril, P. and Santos‐Caamaño, F. (2019), Key components of learning ecologies: A Delphi assessment. Br J Educ Technol, 50: 1639-1655, which has been published in final form at https://doi.org/10.1111/bjet.12805. This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy (http://www.wileyauthors.com/self-archiving)The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmesWe thank the Spanish Ministry of Economy and Competitiveness for their support of our study under a research project entitled “How the best University Teachers Learn: Impact on Learning Ecologies on Quality of Teaching” (ECO4LEARN‐HE) (Reference: EDU2015‐67907‐R)S

Managing Knowledge in Policymaking and Decision Making

The combined effect of increasing problem complexity and growing demand for participation in decisions has forced policymaking and decision making in organizations to become less an analytic endeavor and more a process of "knowledge management ' This requires an intermediarv to mediate among conflicting perspectives and integrate the different forms and levels of knowledge This article describes one such approach to knowledge management that utilizes a third party to create and facilitate a temporary task organization Following a brief case example, some research resultsfrom an evaluation of six past applications of the approach are presented These results provide insight into the effective structuring and conduct of knowledge management proceduresPeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68626/2/10.1177_107554708600800106.pd

The respiratory research agenda in primary care in Portugal: a Delphi study

Background: A research agenda can help to stimulate and guide research. The International Primary Care Respiratory Group (IPCRG) published a Research Needs Statement (RNS) in 2010 in which 145 research questions were identified. In 2012, priorities for respiratory research were established, based on these questions. To date, there has been no statement on primary care respiratory research needs in Portugal. The aim of the study was to develop a national consensus on research priorities in respiratory diseases in primary care in Portugal and to assess the applicability of the priorities for respiratory research set by the IPCRG. Method: We conducted a Delphi study by electronic mail with a panel of experts on respiratory disease from primary and secondary care in Portugal. In the first round, the research needs in respiratory disease in Portugal were identified. In the second round, 196 research questions in six disease areas, derived from the first round and from the IPCRG Respiratory needs statement, were prioritised on a five-point Likert-type scale. In the third round, the questions were prioritized again with feed-back provided on the median scores for each item in the second round. Consensus was considered to have been reached when 80 % of the participants gave a score of 4 or 5 out of five on a given item. Results: The 40 experts identified 121 respiratory research questions in Round 1 and expressed their views on 196 questions in Rounds 2 and 3. Twelve research questions (6 %) reached consensus. There were five questions in the asthma domain on early diagnosis, pulmonary function tests, the use of inhalers, and adherence to treatment. There were four questions in the chronic obstructive pulmonary disease domain on vaccinations, on routine monitoring and evaluation of treatment, on diagnosis, and on adherence to treatments. There was one question in the smoking domain on the effects of brief counselling. There were two questions on respiratory tract infections on the treatment of children and on the prescription of antibiotics. An additional 23 research questions (12 %) achieved consensus between 75 and 79 %. Conclusion: The results reflect the Portuguese reality in response the international agenda for research on respiratory diseases published by the IPCRG. They can support the development of future respiratory disease research in Portugal.Financial support for this work was provided by FEDER funds through the Operational Programme Competitiveness Factors - COMPETE and National Funds through FCT - Foundation for Science and Technology under the project POCI-01-0145-FEDER-007038; and by the project NORTE-01-0145-FEDER-000013, supported by Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF). PMT is partially supported by a grant from the International Primary Care Respiratory Group