Healthy young adult relationships (HYAR): professionals' perspectives on HYAR education and training

Youth and Community work is a contested profession which, over several decades, has been reduced, challenged and required to adapt to address social and political priorities and emerging concerns around young people. Open Access Youth work, widely valued as ‘traditional’ youth work by many practitioners has faced most criticism and change in favour of target driven, results-based methods. Left thus in professional crisis, questions arise as to whether open access youth work can be meaningfully applied in a contemporary context. This thesis aims to investigate the practice of open access youth work and identify what the contribution of youth and community work is to the improvement of young people’s lives in contemporary urban settings. To determine how youth and community work practices aim to explore the difficulties and challenges experienced by young people, how young people potentially benefit from youth and community work, and how can these benefits be characterised and conceptualised. It explores and assesses how youth and community work contributes to improving the lived experiences of young people in those settings, and how these contributions can be identified. The study is a single case study; Hub67 in Hackney Wick, East London, focussed on the development and delivery of a unique youth and community space, generated as a result of the 2012 Olympic legacy to respond to community needs and concerns for young people during this period. It records, assesses, and critically evaluates the development of Hub67 in three phases; the period leading up to the Games in 2012, immediately following the event and the period in which neighbourhood structures and opportunities were reformed. Thus, it takes a chronological approach to understand the developments and challenges for youth workers, local and national supporting organisations, decision makers and young people. The author has a key role in developing the provision of Hub67, and therefore is both practitioner and researcher. The insider positioning is reflected in the methods, which applies an ethnographic approach bounded within a case study protocol. Multiple data sources were used; ethnographic fieldnotes, interviews, focus groups and minutes of meeting (in and about Hub67). The data was analysed using thematic analysis. The study identified two key themes; Civic engagement and Self-awareness, over the three time periods; and applies Bourdieu’s Concept of habitus, field, capital and doxa to inform how young people perceive and experience social geography, agency and interaction throughout the case study. Social capital, as perceived by Bourdieu, is central to this study which aims to identify the multi-faceted characteristics and qualities of open access youth work and how young people’s lived experiences are impacted by its interventions. The study contributes to the current and historical debates about open access youth work and its place and purpose in urban environments and beyond. The data provides enriching and frustrating questions about youth and community work and raises challenges to new and established youth and community workers in locating themselves and their work in a professional and relevant context as well as to funders, communities and decision makers as to the potential role which open access youth work can play in social and environmental dynamics and tensions. The study identifies the significance of ‘community’ in the foundations of youth work and demonstrates the therapeutic and developmental benefits offered to young people through this.

IntroductionRelationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on relationship education (RE) in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP).ObjectivesThis Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education.MethodsWe conducted focus groups with YP (n=4) and interviews with relationship professionals (n=10). The data was then thematically analysed.ResultsThemes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of RE in schools’.ConclusionsYP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved RE support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of RE programmes with a range of stakeholders.Disclosure of InterestNone Declared

Stigma and self-stigma reduce self-esteem and increase hopelessness and suicidality. While psychotic disorders are widely recognized as the most stigmatizing of all mental health disorders, there is a dearth of research investigating how stigma and self-stigma are experienced by young people at ultra-high risk (UHR) for psychosis. These experiences warrant investigation given the unique position of this population, as while they do not have a psychotic disorder, they may be exposed to stigma by virtue of the UHR label and/or symptoms. Twelve young people at UHR aged 14-25 years were recruited to participate in either an individual interview or focus group. Transcripts were analyzed using reflexive thematic analysis. Five themes were developed including: (1) being at UHR is an inherently difficult, uncertain experience; (2) stigma is pervasive; (3) stigma becomes internalized; (4) stigma and self-stigma are painful; and (5) defending against stigma (containing three subthemes of (a) hiding one's UHR status; (b) rebutting stigma; and (c) educating self and others). Results indicated that young people at UHR for psychosis experience pervasive stigma that leads them to seek ways to protect themselves and their loved ones from stigma. Our findings affirm exposure to stigma and self-stigma in particular compound the distress experienced by young people at UHR for psychosis. The themes found in this research give further impetus to the need to develop effective interventions to reduce stigma within, and toward, young people at UHR for psychosis. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

<p><strong>Comprehensive sexuality education is shown to have a range of benefits in preventing dating and intimate partner violence as well as encouraging the development of healthy relationships amongst youth. Classroom-based relationship and sexuality education forms part of the educational landscape of sexuality education, however, education within the classroom hosts potential barriers to comprehensive sexuality education and therefore, is often critiqued as being dependent on the availability of trained and confident teachers. Social stigma around the delivery of reproductive and sexual health education can make classroom-based education fraught for both teachers and learners. To address this, Yes Yes Yes, an original Aotearoa New Zealand theatre production, has been developed as an alternative piece of sexuality education focused on increasing nuanced understandings of consent and therefore, promoting positive sexual experiences among young people. Through a critical realist lens, this research employed a mixed-methods design that examined Yes Yes Yes and highlighted the role of theatre as a potential educational tool for comprehensive relationship and sexuality education. This was examined by analysing (i) how Yes Yes Yes functions as a piece of sexuality education, and (ii) capturing the audience response to viewing Yes Yes Yes. I used performance analysis to examine the function of Yes Yes Yes and explored the theatrical conventions used to achieve its educational intentions. The response to viewing Yes Yes Yes was captured in both a quantitative and qualitative sense. Firstly, I examined whether the viewing of Yes Yes Yes elicited any statistically significant immediate attitude changes towards understanding consent and the perceived benefit of relationship and sexuality education. This was captured through a survey design that used a 5-point likert scale, with 132 pre-test participants, and 66 post-test participants. Following this, two later focus groups consisting of three participants each were analysed to capture audience members response to viewing Yes Yes Yes in a qualitative sense. These were analysed through a process inspired by reflexive thematic analysis. While the survey measure did not yield any significant attitude changes, participants of the focus groups felt encouraged to refer to their negative interpretation of prior educational experiences and used a referential lens to articulate their positive response. Significant findings from this research were that Yes Yes Yes operated as a piece of comprehensive relationship and sexuality education through its disruption of audience members' expectations of educational norms, particularly due to its use of theatrical conventions. This allowed Yes Yes Yes to bypass the potential barriers to comprehensive relationship and sexuality education, and allowed participants to critically reflect on their positionality, and the positionality of their peers regarding sexual harm. These findings highlight the value and potential of theatre, through its use of specific theatrical conventions, to deliver comprehensive relationship and sexuality education to young people.</strong></p>

BackgroundMulti-family Therapy (MFT) is being increasingly used in specialist eating disorder services internationally. Despite evidence of its efficacy, little is understood about the treatment mechanisms and what specifically promotes change. This study aimed to understand clinician perspectives on how change occurs during MFT.MethodsClinicians with (a) 5 or more years’ experience facilitating MFT and (b) who had facilitated a minimum of two MFT groups were eligible for this study. Two individual interviews and four semi-structured focus groups were conducted online. Recordings were transcribed verbatim and analysed using reflexive thematic analysis.ResultsTwelve clinicians (five systemic/family psychotherapists, five clinical psychologists, and two consultant child and adolescent psychiatrists) from six different specialist services in the UK participated. Four main inter-connected themes describing how change is perceived to occur were generated; (1) Intensity and immediacy, (2) Flexibility, (3) New ideas and channels of learning and (4) Containment.ConclusionsCurrent data matches closely with young person and parent experiences of MFT and intensive day treatment and how they perceive change to occur. Quantitative data are now needed to evaluate the impact of these factors on outcome.Plain English SummaryMulti-family Therapy (MFT) is being increasingly used in specialist eating disorder services internationally. While there is evidence that it is helpful, little is understood about how the treatment works and what specifically promotes change. This study aimed to understand how clinician believe change to occur during MFT for young people and their family members. Clinicians with (a) five or more years’ experience facilitating MFT and (b) who had facilitated a minimum of two MFT groups were eligible for this study. Two individual interviews and four semi-structured focus groups were conducted online. Recordings were written out word-for-word and analysed using reflexive thematic analysis, a commonly used method for analysing this type of data. Twelve clinicians (five systemic/family psychotherapists, five clinical psychologists, and two consultant child and adolescent psychiatrists) from six different specialist services in the UK participated. Four related themes describing how change is perceived to occur were generated; (1) Intensity and immediacy, (2) Flexibility, (3) New ideas and channels of learning and (4) Containment. Current data matches closely with young person and parent experiences of MFT and intensive day treatment and how they perceive change to occur. These factors now need to be tested in future research.

BackgroundRelationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education.MethodsWe conducted focus groups with YP (n = 4) and interviews with relationship professionals (n = 10). The data was then thematically analysed.ResultsThemes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’.ConclusionsYP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders.

Learning to negotiate relationships is a key feature of adolescence, yet insight into young people’s perspectives on what constitutes healthy relationships is lacking. In this study, therefore, insights were sought on healthy relationship qualities, common issues encountered, and relevant educational experiences. Semi-structured interviews were undertaken with 18 young people (11 self-identified as female, 5 male, and 2 trans/gender-diverse) aged 14–20 years, residing in Adelaide, South Australia. Relationships with parents, siblings, peers and intimate partners were topics for discussion. Reflexive thematic analysis was utilised to generate codes and themes. The Five Cs of Positive Youth Development were used to aid understanding of findings. Young people’s accounts suggested a disjuncture between desired relationship qualities, realities and education on relationships and sexual health. Young people articulated tensions navigating peer norms and societal expectations in relation to dating and sex, including unrealistic representations, gender stereotyping and strong ‘sexpectations’. Participants in this study relied more heavily on personal experience and observation than formal education to develop an understanding of healthy relationships. Achieving healthy relationships was generally perceived to be complex and requiring skills or understanding informants were unsure about. Positive Youth Development could provide a framework for meeting the needs expressed by young people, notably by building communication skills, confidence and agency.

Do relationship education programs reduce relationship aggression? A meta-analytic study

Empirical support for relationship education (RE) programs is primarily based in quantitative research methods, leaving gaps in understanding the experience of couples and individuals who participate in RE programs. Further, a more focused understanding on how to attract and maintain program participants is necessary, in order to better address participant engagement barriers and to ultimately strengthen a program’s potential impact. This study presents findings from three focus groups with participants (N = 20) who enrolled in RE workshops. We conducted consensual qualitative research (CQR; Hill et al., Journal of Counseling Psychology, 52(2), 196–205, 2005; Hill et al., The Counseling Psychologist, 25(4), 517–572, 1997), reaching consensus on six domains and 16 categories through the systematic process of examining the representativeness across cases. The resulting model offers implications for future RE programs to focus their efforts on recruitment and retention, ultimately increasing their impact with individuals and couples.

BackgroundThe identification of suitable outcome measures will improve the evaluation of integrated NHS care for the large number of children affected by neurodisability, and has the potential to encourage the provision of more appropriate and effective health care. This research sought to appraise the potential of patient-reported outcome measures (PROMs) for children and young people with neurodisability.AimThis research aimed (i) to identify key outcomes of health care for children with neurodisability, beyond morbidity and mortality, from the perspectives of children, parents and professionals; (ii) to critically appraise existing generic multidimensional PROMs; and (iii) to examine whether or not the key outcomes might be measured by existing PROMs. We also sought agreement on a definition of neurodisability.MethodsData were gathered in three main ways, (i) a systematic review identified eligible generic multidimensional PROMs and peer-reviewed studies evaluating psychometric performance using English-language questionnaires. Studies were appraised for methodological quality and psychometric performance was appraised using standard criteria. (ii) Focus groups and interviews with children and young people with neurodisability, and separately with parents, sought to identify important outcomes of NHS care, and their feedback on example PROM questionnaires. (iii) An online Delphi survey was conducted with a multidisciplinary sample of health professionals to seek agreement on appropriate NHS outcomes. In addition, we convened a consensus meeting with a small nominal group of young people, parents and professionals; the group sought agreement on a core set of important health outcomes.ResultsFrom the systematic review, we identified 126 papers that reported eligible evidence regarding the psychometric performance of 25 PROMs. Evidence of psychometric robustness was more favourable for a small number of PROMs: KIDSCREEN (generic), DISABKIDS (chronic-generic) and Child Health Utility 9D (preference-based measure). The Pediatric Quality of Life Inventory and KINDL offer both self-report and a proxy report version for a range of age bands, but evidence of their psychometric performance was weaker. Evidence was lacking in one or more respects for all candidate PROMs, in both general populations and those with neurodisability. Proxy reporting was found generally to be poorly correlated with self-report. Focus groups and interviews included 54 children and young people, and 53 parents. The more important health outcomes were felt to be communication, emotional well-being, pain, mobility, independence/self-care, worry/mental health, social activities and sleep. In addition, parents of children with intellectual impairment identified behaviour, toileting and safety as important outcomes. Participants suggested problems with the face validity of example PROM questionnaires for measuring NHS care. In the Delphi survey, 276 clinicians from a wide range of professions contributed to at least one of four rounds. Professionals rated pain, hearing, seeing, sleep, toileting, mobility and communication as key goals for the NHS but also identified treating neurological symptoms as important. Professionals in the Delphi survey and parents working with the research team agreed a proposed definition for neurodisability. The consensus meeting confirmed overlap between the outcomes identified as important by young people, parents and professionals, but not complete agreement.ConclusionsThere was agreement between young people, parents and professionals regarding a core suite of more important health outcomes: communication, emotional well-being, pain, mobility, independence/self-care, worry/mental health, social activities and sleep. In addition, behaviour, toileting and safety were identified as important by parents. This research suggests that it would be appropriate to measure these constructs using PROMs to assess health care. None of the candidate PROMs in the review adequately captures all of the identified constructs, and there is inadequate evidence that candidate PROMs are psychometrically robust for use across children with neurodisability. Further consultation with young people, families and professionals is warranted to support the use of PROMs to measure NHS outcomes. Research to test potential PROMs with different age groups and conditions would be valuable.FundingThe National Institute for Health Research Health Services and Delivery Research programme.

This article presents the findings of a service evaluation on the role of the youth worker offered to young people in the hospital setting across the United Kingdom and what differentiates the role of the youth worker from other health-care professionals, as described by young people, parents, and members of the existing multidisciplinary team. Young people, parents, and members of multidisciplinary teams were approached by a youth worker in the hospital regarding the purpose of the evaluation and the online survey relating to their views and experiences of working with a youth worker in the hospital setting. Data were analyzed descriptively. The n value represents the total number of responses: Young people 11–25 years (n = 47), mothers/fathers (n = 16), and members of the multidisciplinary team (n = 76). The findings suggested that the youth worker was highly valued by all, with a consensus that they had a positive impact on the experiences of young people, their parents, and members of the multidisciplinary teams. Youth workers were reported as offering a more relatable style of engagement that connected with young people on a different and more informal level than other members of the multidisciplinary team. Their approach to the support provided was also different as their focus was guided by what young people valued. Youth workers acted as the bridge between young people, their parents, and the multidisciplinary team and were considered by the multidisciplinary teams to be a fundamental ingredient when working with young people in the hospital setting. The findings from this evaluation provide unique insights into the role the youth worker offers to young people in hospital settings that is different from what other health-care professionals provide, as reported by young people, parents, and the multidisciplinary team. However, further evaluation of the service should include objective outcome measures of the role and in-depth qualitative research to gain a greater and more detailed understanding of young peoples’, parents’, and members of the multidisciplinary team’s views and experiences of what makes this role different.

IntroductionWith concerns about school attendance problems (SAPs) increasing across the globe, this study sought to explore the varied experiences of young people, parents and practitioners, to uncover barriers to attendance and explore the responses and interventions that support successful pathways for students with school attendance challenges. The study, conducted in Limerick, Ireland, was concerned with participants’ lived experiences, including their experiences of themselves, of their interactions and relationships, and of the complex patterns that co-arise between themselves and the larger systemic context. It was informed by a trauma-informed conceptual framework, known as EMBRACE.MethodsFour cohorts of participants were purposively sampled: (1) educators (n = 15; school leaders, teachers, alternative education staff), (2) allied professionals (n = 12; psychologists, social workers, community workers etc.), (3) parents (n = 2, both mothers), and (4) young people (n = 11, aged 14–18 years). Online focus groups were conducted with the professional groups. In-person interviews were carried out with parents. The young people participated in either individual interviews or focus group interviews and arts-based methods (self-portraiture and body mapping) were used to facilitate thoughtful, embodied communication in a safe and supportive space. Data was analysed using reflective thematic analysis, with professionals’ data analysed separately to that of parents and young people.ResultsThe findings indicated that successful resolution of SAPs depends on the creation of an inclusive, responsive, and flexible mainstream education system, that can meet the needs of diverse learners within a fully resourced continuum of support model. In addition, alternative education pathways (including home tuition and online provision) were considered vital. This study reaffirms the importance of creating space for interagency collaboration and for forging strong relationships characterised by compassion, trust and mutuality, at all levels - between children and young people, parents/carers, colleagues, educators and professionals in other organisations. A special focus is required to help address inordinate structural barriers faced by disenfranchised groups (including the Traveller community in the Irish context).DiscussionBy ensuring that students are listened to, believed, and empowered to actively participate in shaping their educational experiences, it is possible to create successful educational pathways for all students, regardless of their background or circumstances.

Globally, we face a significant treatment gap in mental health care, with extensive wait times, exorbitant prices, and concerns about appropriateness for non-Western clients. Digital single-session interventions (SSIs) may offer a promising alternative. SSIs target particular mechanisms that underlie broad-ranging psychopathology, including deficits in problem-solving skills. Developed in the United States, Project SOLVE is a digital SSI that teaches problem-solving skills to adolescents. This study evaluated the acceptability, appropriateness, and utility of an adapted version, Project SOLVE-NZ, among rangatahi (young people) in Aotearoa New Zealand. Additionally, we evaluated a comparable online activity, Project Success-NZ, as a potential active control condition in a future randomized controlled trial of Project SOLVE-NZ. A sample of school students and teachers completed Project SOLVE-NZ and Project Success-NZ. Feedback on the interventions was collected through focus groups and semistructured interviews. Interviews were recorded, transcribed, and analyzed using reflexive thematic analysis. In total, 12 students (aged between 13 and 14 years; female students: n=6, 50%) participated in a focus group, and 8 teachers (teaching experience: mean 8.75, SD 7.96 years; female teachers: n=5, 62.5%) participated in individual interviews. Participants endorsed the sociocultural relevance of Project SOLVE-NZ and Project Success-NZ to rangatahi in Aotearoa New Zealand and viewed all existing adaptations favorably. Participants felt that the interventions would be valuable to a wide range of rangatahi, helping to fill gaps in students' learning and providing benefits to mental health. Participants also believed that the interventions may be particularly relevant for youths experiencing economic hardship. Interestingly, most participants had no preference for either Project SOLVE-NZ or Project Success-NZ, and they believed that both interventions could provide ongoing support to rangatahi throughout the school year. Teachers provided some suggestions on increasing student engagement with the interventions, namely, through increased cultural and gender representation, visual and literacy aids, whakawhanaungatanga (relationship building), and teacher guidance. Overall, interviews revealed that both interventions were perceived as acceptable, appropriate, and useful for rangatahi in New Zealand and highlighted further adaptations that could be made prior to a randomized controlled trial of Project SOLVE-NZ across schools nationwide. Digital SSIs show promise in addressing the mental health treatment gap for adolescents. Both Project SOLVE-NZ and Project Success-NZ were well-received by students and teachers in Aotearoa New Zealand and may provide benefits to youth mental health. We make the following recommendations for others interested in designing digital SSIs or similar tools for young people: involve rangatahi and relevant stakeholders in the design process, consider how the intervention will be implemented, ensure that the intervention accommodates a range of cognitive abilities, and ensure that the intervention reflects the diversity of rangatahi today.

Background/Aims In 2021, Versus Arthritis launched Young Experts - a project to improve the quality and availability of information for young people aged 11-16 living with rheumatic conditions. The adolescent years are a distinct and formative period in life and a lack of youth accessible information had been identified. Methods Firstly, we completed an audit of current resources, research, and standards. This helped us identify best practice as well as gaps, including a lack of accessible developmentally appropriate resources and resources for families/professionals supporting young people. Secondly, we gathered insight through UK-wide surveys, focus groups and interviews with young people and parents. This helped us prioritise topics (school was selected as the initial priority topic) and identify key messages. Thirdly, we ran an online co-production project with over 30 young people. Creative activities were facilitated by youth workers and content creators over the course of several weeks on school based topics. Each week built on the last - building on themes, checking understanding, and prioritising. As themes emerged the team also engaged with healthcare professionals, health-based youth workers and education staff to explore key areas and professional perspectives. Results A wealth of insight has been gathered on supporting young people living with a rheumatic condition to thrive at school. The initial focus was on support development, but the insight has also had the added benefit of influencing campaigning and awareness raising work. Young people flagged a greater focus on creating films featuring young people and retaining hard copy resources, which fundamentally shaped the new resource development plan. Resources must be in accessible, engaging formats for all young people. Youth feedback led to a greater focus on resources that change their community and society (e.g. actions of school leaders and staff), alongside resources for young people. Prioritisation of messaging to include more content on ‘quality communication’, ‘school engagement’, ‘mental health and wellbeing’ and ‘relationships of trust between school and young people’. Impact on young participants included new friendships, self-management support, and a focus on youth social action to improve things for the next generation of young people. New resources included a series of films co-designed with young people, and school staff resources. Conclusion Engaging young people in shaping information should challenge assumptions on content, key messaging and approaches. To design without the involvement young people could lead to new resources that fail to lever their full potential - in both challenging communities to be more inclusive and/or meeting the needs of young people and their families. With thanks to the young people involved in the project and continuing to support this vital work. Disclosure L. Woolley: None. D. Bovey-Pilkington: None.

Early identification and treatment of young people at high risk of recurrent mood disorders: a feasibility study