The relation between normative rituals/routines and obsessive-compulsive symptoms at a young age:A systematic review

Objective One of the most challenging issues in the pediatric obsessive–compulsive (OC) disorder field is to differentiate pathological OC symptoms from the phenotypically similar normative rituals/routines that characterize normal childhood development. Given their similarities, it can be questioned whether both constructs reflect two qualitatively distinct behavioral expressions of different etiological factors or rather reflect two diverse manifestations of one single continuum (cfr. the continuity hypothesis). Method This paper aims to improve our understanding of the relation between normative childhood rituals/routines and OC symptoms in two ways. First, the continuity hypothesis was investigated by systematically reviewing current evidence on this association, using various databases (Web of Science Core Collection, MEDLINE/PubMed, and SciELO Citation Index) from 1950 until February 1, 2019 (registration number: CRD42019121293). Second, based on this systematic review, an integrative conceptual model was developed describing this relation from different perspectives on sources of influence. Results The literature search initially revealed 2122 hits, with 114 full-texts being assessed for eligibility. After applying several selection criteria, 18 studies were included in the review. The results generally support the continuity hypothesis and reveal important etiological factors at different levels of behavioral analysis, including the phenotypic (anxiety), neurobiological and genetic level. Also age and the presence of other disorders appeared to be important factors in evaluating the level of normality. Conclusion We provide a conceptual framework to inform future research aimed at improving the understanding of the relationship between normative rituals/routines and pathological OC symptoms. Conceptual implications are discussed and clinical recommendations are given to improve early identification and differentiation

Modelling and Facilitating Team Learning

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Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning.status: publishe

Learning climate, talent development and retention in organisations: Towards a war for talent ?

status: publishe

Grasping the dynamic complexity of team learning: an integrative model for effective team learning in organisations

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning

An exploratory study of group development and team learning

© 2015 Wiley Periodicals, Inc. Teams need to pass through a series of development stages before they can operate effectively, and, in a changing context, it has also been demonstrated that teams need to continue learning in order to remain effective. This article aims to explore the relationship between team development and team learning. In particular, it focuses on when and why basic team learning processes such as sharing information, co-construction, and constructive conflict occur during different phases of development. It can be hypothesized that although each stage of team development is characterized by specific learning tasks, team learning processes occur more in certain stages than in others. The results from a model-based cluster analysis and ANOVA analyses on a sample of 44 professional teams show that team learning occurs more in the later phases of group development due to higher levels of team psychological safety and group potency.status: publishe

Facilitating team learning through transformational leadership

This article investigates when and how teams engage in team learning behaviours. More specifically, it looks into how different leadership styles facilitate team learning behaviour by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, team learning behaviour, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts team learning behaviour better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the team.status: publishe