Five-step Model Research Articles

A Psychoeducational Intervention to Promote Forgiveness in Christians in the Philippines

Psychoeducational group interventions to promote forgiveness have been studied mainly with college students who are struggling to forgive. Mental health counselors must tailor interventions to different populations. It is important to investigate whether forgiveness interventions generalize to different contexts. In the present study, we provide a rigorous test for adaptation of one evidence-based psychoeducational group intervention. Five pre-test/post-test interventions were conducted in the Philippines adapting a five-step forgiveness model for both religion and culture. Groups were conducted at three Christian churches (n = 5 for individuals; and n = 8 and n = 7 for couples participating individually); one Christian retreat center (n = 8); and one college dormitory (n = 4). Participants reported a decrease in unforgiving motivations toward their offenders and an increase in forgiveness of the offenders. Adapting the Christian-oriented forgiveness model to both Filipino culture and religious terminology was generally effective, suggesting robust application in practice.

Proposing a common sense approach to assessing the risks posed by physical intervention techniques

Irrespective of whether they are universally accepted or approved, physical intervention techniques are being applied, in a variety of health and care settings, on a daily basis. Every time a technique is applied there is a risk of injury. Therefore, there is an imperative to develop an effective way in which such techniques can be effectively risk assessed. The development of a process that is robust enough to evaluate all types of techniques, and is simple and concise enough to engender widespread and regular use could eliminate the use of unnecessary and inappropriate techniques. This paper discusses how the five-step model proposed in the UK by the Health & Safety Executive as well as a common sense approach to completing assessments could be used to simplify the process.

Five-Step Model of Professional Excellence

The bone marrow transplantation program at Banner Good Samaritan Medical Center in Phoenix, AZ, has successfully developed and implemented a process model using the theory of Novice to Expert for the education of its nurses. The five-step model of excellence provides a fluid and individualized framework for the professional development of the healthcare providers working in the oncology program and a method to measure progress. In addition, the requirements for education and a method to measure progress are clear for nurses who would be considered experts in the unit. As a result of the implemented process model, 65 of 96 RNs (68%) met the criteria for expert compared to 18% prior to the implementation, 58 of 79 RNs (73%) are oncology certified (OCN) compared to 24% prior to implementation, and 42 of 96 RNs (44%) are mentors compared to 19% prior to implementation. The five-step model has helped foster a culture of staff and leadership development with engaging, motivating, and high-performing work groups that promote career progression within the workforce.

Constructing Emotions and Accommodating Schemas: A model of self-exploration, symbolization, and development / Emotionen konstruieren und Schemas akkommodieren: Ein Modell der Selbst-Exploration, Symbolisierung und Entwicklung / Construyendo emociones y esquemas de acomodación/adaptación: Un modelo de exploración del self, simbolización y desarrollo / La construction de schèmes d'émotions et d'ajustements: Un modèle de l'exploration de soi, de la symbolisation et du

Based on the schema concept and on basic findings of neuroscience, a five-step model of self-exploration is proposed. A cue is followed by Assimilation, Affect, Processing, Emotion, and Action Motivation. This process can be understood as an ongoing activation of schemas. A person's congruent, incongruent, or not-congruent experiences correspond to the alternative ways that schema and sub-schema networks fit or fail to fit with one another. The process of symbolization occurs as new schema networks emerge and neuronal pathways extend, so that the higher order schemas accommodate new experiences. The process is fostered when the person takes an observer position, maintaining some distance from the immediate experiences and when the therapist offers direct and challenging interactional experiences. Examples from everyday life and from play therapy are given.

The Phenomenology of Falling Ill: An Explication, Critique and Improvement of Sartre’s Theory of Embodiment and Alienation

In this paper I develop a phenomenology of falling ill by presenting, interpreting and developing the basic model we find in Jean-Paul Sartre’s Being and Nothingness (1956). The three steps identified by Sartre in this process are analysed, developed further and brought to a five-step model: (1) pre-reflective experience of discomfort, (2) lived, bodily discomfort, (3) suffered illness, (4) disease pondering, and (5) disease state. To fall ill is to fall victim to a gradual process of alienation, and with each step this alienating process is taken to a new qualitative level. Consequently, the five steps of falling ill have not only a contingent chronological order but also a kind of logical order, in that they typically presuppose each other. I adopt Sartre’s focus on embodiment as the core ground of the alienation process, but point out that the alienation of the body in illness is not only the experience of a psychic object, but an experience of the independent life of one’s own body. This facticity of the body is the result neither of the gaze of the other person, nor of a reflection adopting the outer perspective of the other in an indirect way, but is a result of the very otherness of one’s own body, which addresses and plagues us when we fall ill. I use examples of falling ill and being a patient to show how a phenomenology of falling ill can be helpful in educating health-care personnel (and perhaps also patients) about the ways of the lived body.

Globalisation and crisis communication

: Globalisation has increased our awareness of crises and their impact on our lives. It is, therefore, more important than ever for governments to respond to crises and to communicate with target groups and the public at large. This article examines the theoretical bases of decision-making in organisations to consider the requirements of an effective crisis communication decision-making process in an evolving public sector organisation such as the Government of Canada. It begins with an overview of the scope of crises, followed by an examination of the management issues that crises raise, specifically in relation to organisational decision-making. The new public organisation as defined by Kernaghan, Marson and Borins (2000) represents the organisational outcome of the trends that are forcing public sector organisations to change from a hierarchical to a more horizontal form of management. An analysis of their model is undertaken to assess whether the leadership/decision-maker competencies that are required for decision-making in this environment meet the management and governance challenges of the evolving Westminster bureaucratic organisation. It also analyses Rosenthal and Kouzmin's (1997) five-step heuristic model to determine whether it reflects the governance challenges and the leadership competencies required for effective decision-making in the Canadian public sector. Building on the analyses of these two models, it is proposed here that, as a result of the Government of Canada's ongoing evolution towards the new public organisation, three core interrelated competencies (the abilities to manage information, to think horizontally in a changing management environment, and to deal with authoritative ambiguity) are required by managers to facilitate effective crisis communication decision-making. It is against these three core interrelated competencies that the Government of Canada document Government of Canada Framework for Public Communications Management of National Security Threats, which outlines a public sector crisis communication decision-making process, is assessed to determine their applicability.

Case studies in pharmacy ethics

The third edition of <italic>Case Studies in Pharmacy Ethics</italic> presents a comprehensive series of cases faced by pharmacists that raise ethical issues, with chapters arranged in a manner that simultaneously presents the topics that would be covered in a course on ethical theory. After an introduction, the book is divided into three parts. The introduction takes up four basic issues in ethical theory: the source, meaning, and justification of ethical claims; the two major ways of determining if acts are morally right; how moral rules apply to specific situations; and what ought to be done in specific cases. Part I deals with conceptual issues. Chapter 1 presents a five-step model the pharmacist can use for ethical problem solving. Chapter 2 addresses identification of value judgments in pharmacy and separation of ethical from nonethical value judgments. Chapter 3 looks at where the pharmacist should turn to find the source of ethical judgments. Part II presents cases organized around the major principles of ethics: beneficence and nonmaleficence, justice and the allocation of resources, autonomy, veracity (dealing honestly with patients), fidelity (including confidentiality), and avoidance of killing. Part III presents cases organized around topics that present ethical controversy: abortion, sterilization, and contraception; genetics and birth technologies; and mental health and behavior control. The remaining chapters cover drug formularies and drug distribution systems; health insurance, health system planning, and rationing; pharmaceutical research; consent to drug therapies; and terminally ill patients. The book includes links to professional codes of ethics and a glossary.

Psykiatrisk behandling av selvskading på legevakt

Patients who harm themselves are often considered difficult to treat. There are no evidence-based approaches available for the emergency setting. General practitioners should nevertheless be able to offer interventions directed towards emotional needs in self-harm patients. In this article we suggest how to intervene in such situations. Based on experience from Oslo psychiatric out-of-hours service and with elements from Dialectic Behavioural Therapy, we present a five-step model for treatment of these patients in an out-of-hours service within the primary health care services. The aim of this model is to bring the patient out of the acute crisis and to arrange for further treatment. Assessment, validation or confirmation, problem-solving, avoiding unnecessary hospitalisation, and focus on continuing established treatment, are important elements in the proposed intervention. This can all be carried out in 60 - 90 min. The model may be suitable for training general practitioners to meet and care for patients with self-harm behaviour in the out-hours-services. We have positive experience with the intervention, but systematic research is necessary to assess the effect of the model.

Improving the Development of Managers’ Personal and Professional Skills

The present article analyzes the development of personal and professional skills of managers who perform managing function in contemporary organizations. Research shows that it is necessary to develop managers‘ skills using a set of different methods and tools. In the course of time, a number of models for manager skills development that recommend the potential ways for the implementation of these processes have been created. One of these models is the training cycle proposed by Kolb (1992) encompassing four stages: actions, thinking, understanding, and checking. Another model – the one made by Byham, Smith, and Pease (2002) - is based on application of group training method. It is carried out in five stages: 1) formation of a group of employees, 2) defining training abilities of the employees, 3) making recommendations for the development, 4) implementing the program, 5) defining directions for new improvements. Probably, the most widely applied and used model is Statt‘s(2000) sequence of development processes: defining demand for development, formulating the goals, compiling the content, choosing the methods, evaluating the results. The most modern model is Whetten and Cameron‘s (2002) five-step model applying social science theory. It is based on the following steps: assessment of a skill, development of the skill, analysis of the skill, testing the skill in practice, using the skill in practical performance. The above listed models have their strengths and weaknesses. The most typical weakness is underestimated complexity and sophisticated character of the development process. Having made the analysis of the described models of managers‘ personal and professional skills development and having generalized the results of particular research carried out in Lithuanian organizations, it could be stated that the process of skills development needs to be improved. This process holistically combining possible 17 activities. On a basis of research results, the article offers a holistic development process that is comprised of the following fields: defining personal and professional priority skills of managers; selecting of employees and assessing of their possessed skills; choosing the best tool for the assessment; systematization of the skills to be developed; search for the possible development ways and methods; choosing the development method that corresponds the goals; providing managing activity to the trained employees; correcting the development process depending on specific situations; responding to the needs of the development; combining several development tools; applying of short-term development tools; choosing the most suitable development program; defining the role of direct supervisor in the development process; appointing mentors for the employees involved in self-development; career planning. Implementation of the holistic model of managers‘ skills development process showed that this attitude has positive impact on the results of this process. In order to survive in constantly changing society, people must learn a lot on their own; most often it is related to competence training seminars, re-qualification training, maintenance of professional competence level, development of personal and professional skills.

Developing effective warning systems: Ongoing research at Ruapehu volcano, New Zealand

Purpose This paper examines the unique challenges to volcanic risk management associated with having a ski area on an active volcano. Using a series of simulated eruption/lahar events at Ruapehu volcano, New Zealand, as a context, a model of risk management that integrates warning system design and technology, risk perceptions and the human response is explored. Principal results Despite increases in the observed audibility and comprehension of the warning message, recall of public education content, and people's awareness of volcanic risk, a persistent minority of the public continued to demonstrate only moderate awareness of the correct actions to take during a warning and failed to respond effectively. A relationship between level of staff competence and correct public response allowed the level of public response to be used to identify residual risk and additional staff training needs. The quality of staff awareness, action and decision-making has emerged as a critical factor, from detailed staff and public interviews and from exercise observations. Staff actions are especially important for mobilising correct public response at Ruapehu ski areas due to the transient nature of the visitor population. Introduction of education material and staff training strategies that included the development of emergency decision-making competencies improved knowledge of correct actions, and increased the proportion of people moving out of harm's way during blind tests. Major conclusions Warning effectiveness is a function of more than good hazard knowledge and the generation and notification of an early warning message. For warning systems to be effective, these factors must be complemented by accurate knowledge of risk and risk management actions. By combining the Ruapehu findings with those of other warning system studies in New Zealand, and internationally, a practical five-step model for effective early warning systems is discussed. These steps must be based upon sound and regularly updated underpinning science and be tied to formal effectiveness evaluation, which is fed back into system improvements. The model presented emphasises human considerations, the development of which arguably require even more effort than the hardware components of early warning systems.

Supplementary prescribing: a new way of working for psychiatrists and nurses

Aims and MethodTo describe the implementation of supplementary prescribing and nurse-led care in an acute in-patient unit. The issues of delegation and distribution of responsibility were explicitly addressed. Structures were developed for training and supervision, to ensure improved medicines management in the acute setting.ResultsWe present our five-step model of nurse-led in-patient care and our experience of using a clinical management plan for 33 patients.Clinical ImplicationsImplementation of supplementary prescribing provides a model for new ways of working, requiring engagement of both doctors and nurses, clear delegation and distribution of responsibilities, and well-developed governance structures.

Braided learning: an emerging process observed in e-communities of practice

This discussion paper explores the emergent theory of Braided Learning observed in the online communication within a mature professional 'Communities of Practice' (CoPs) (Wenger, 1992; 2002; 2004). The focus of the study is the online practice of the international MirandaNet Fellowship, which was established in 1992. Evidence of the Wenger approach to learning in the history of MirandaNet is contrasted and compared with the linear five-step model that Salmon (2000; 2002) developed in tutoring online business courses. In the paper, an example of a multi-authored text from the Mirandalink, the internal listserv, is investigated to provide evidence of new kinds of collaborative learning. One key skill that is found amongst members is the e-facilitation of collaborative learning. The conclusions indicate that over time online engagement can provide professionals with a thriving community. A sixth step in professional learning is discovered, which is when the CoP members reinterpreted jointly owned online texts to use in the process of influencing local, national and international agendas.

Simple Statistics in Diagnostic Tests

Simple Statistics in Diagnostic Tests Diagnostic performance of a laboratory test is one of the key elements in decision making on diagnosis, screening, monitoring, risk assessment and prognosis of diseases. Sensitivity, specificity, likelihood ratios, diagnostic odds ratios and receiver operating characteristic curves are the measures of diagnostic accuracy of a test. The pretest probability of a disease or a target condition can be enhanced by the use of these measures, and hence the decision is made with the posttest probability. These measures are also used for analysis and critical appraisal of literature for finding the best evidence in the five-step model of evidence-based medicine approach, as well as for integrating the research results into clinical usage. In this context, the specialists in laboratory medicine should assess the diagnostic performance of a laboratory test as well as its analytical performance in order to take part in the management of health care services and health care resources. The aim of this review is to summarize the simple Statistics in diagnostic tests.

Adsorption and ion-pairing interactions of phospholipids in the system of two immiscible electrolyte solutions: Part III: The behaviour of a lecithin layer at the water/1,2-dichloroethane interface at interfacial potential differences lower than the zero-charge potential difference

The behaviour of l-α-lecithin (DPPC) was studied at the water/1,2-dichloroethane interface within a range of interfacial potential differences below the zero-charge potential difference, using surface tension and voltammetric measurements. The general five-step model, established in Parts I and II of this series, has been confirmed. The surface pressure of DPPC adsorbed at the interface exhibits a maximum in acidic media close to the zero-charge potential difference, E pzc, of the base electrolytes. It is demonstrated that, in contrast to the potentials higher than E pzc, where the change in the surface pressure is due to desorption of the protonated form of DPPC, the observed change in the surface pressure at interfacial potential differences below E pzc can be explained by alterations in the concentrations of the adsorbed zwitter-ionic and protonated forms of DPPC governed by the general acid/base equilibrium.

Using Individual Assessments in the Workplace: A Practical Guide for HR Professionals, Trainers, and Managers

Foreword by W. Warner Burke. Foreword by Adrian Furnham. 1. Introduction. For Whom Did We Write This Book? What Are Our Recommendations? How Is This Book Organized? 2. The Practice of Individual Assessment. What Is Individual Assessment? What Does an Assessor Need to Know? The Three Levels of Assessor Competencies. The Individual Assessment Model. Information Technology and Individual Assessment. Summary. 3. Psychological Measurement. The Normal Distribution Curve. Reliability. Validity. Norms. The Role of the Assessor. Classification of Psychological Tests. Interviewing. Summary. 4. Collecting and Analyzing Assessment Data. Using the Five-Step Model of Individual Assessment. Hard and Soft Data. Assessment Procedures and Choices. Reporting and Follow-Up Choices. Summary. 5. Developing and Integrating Individual Assessment Data. Choosing Measures. The Database. Processing the Database. Summary. 6. Reporting Individual Assessment Results. The Focus of a Final Report. Content and Style. Drawing Conclusions and Making Recommendations. A Decision-Making Model. A Forty-Question Checklist. Computer-Generated Reports. Individual Assessment for Development. Future-Oriented Job Analysis. Summary. Appendix A: Recommended Readings. Appendix B: Sample Position Description. Appendix C: Introduction to Job Analysis. Appendix D: First-Line Management/Supervisory Level Competency Model. Appendix E: Senior Management/Executive Level Competency Model. Appendix F: Sample Individual Assessment Report on Applicant for Administrative Assistant Position. Appendix G: Sample Assessment Report-Supervisor/First-Line Manager. Appendix H: Sample Individual Assessment Report-Management and Executive Level. Appendix I: Selected Tests and Publishers. References. About the Authors. Index.

An ARIS-based model for implementing information systems from a strategic perspective

In the Internet age, the information system implemented by a business affects various departments. If managers consider only some of the needs of a business in implementing an information system, overall corporate objectives will not be achieved. On the basis of a thorough literature review, the present study therefore proposes a five-step implementation model that includes key performance indicators (KPIs) developed from a strategic perspective of overall corporate objectives. Architecture of an integrated information system (ARIS) tool is integrated into most of the steps. The proposed model is validated by a case study of an implemented project. It is concluded that the proposed model can assist businesses to determine whether implemented projects meet the needs of business strategies. Businesses can also use the proposed model to customise unique business processes in designing and implementing information systems. Finally, the paper argues that ARIS should be regarded not only as an important tool for process analysis but also as a powerful tool for analysing the planning of projects in information-system implementation.

Screening for College Student Problem Drinkers: The Role of the Student Affairs Professional

Heavy drinking continues to be a nationally recognized problem on college campuses. This article describes how student affairs professionals play a pivotal role in identifying and referring these students for relevant services. A five-step model for alcohol screening, advising, and referral is described using motivational enhancement strategies.

My Terrible Muse: Cohesion and Fragmentation in the Creative Self

This article takes a new look at the self-experience of creative artists. A five-step model of the creative process is put forth: preparation, inspiration, realization, completion, and objectification. The vicissitudes the creative self undergoes in each step are described, as well as the selfobject experiences needed to sustain the self through each phase. Of particular interest in this regard are the roles of the “muse” and of the artistic community. The article then describes three pathologies that the creative self is particularly prone to: addictions, vertical splits, and depression/isolation. The article concludes with a case example of a female patient who brought her paintings and stories into therapy.

Screening for College Student Problem Drinkers: The Role of the Student Affairs Professional

Heavy drinking continues to be a nationally recognized problem on college campuses. This article describes how student affairs professionals play a pivotal role in identifying and referring these students for relevant services. A five-step model for alcohol screening, advising, and referral is described using motivational enhancement strategies.

No Pain, No Game: Use of an Online Game to Explore Issues of Online Identity and the Implications for Collaborative E-Learning

As computer-mediated communication (CMC) is becoming more mainstream in higher education (HE), the issue of social interaction online and its impact on learning has been raised. CMC theorists have argued that shared group identity produces the online social presence necessary for successful interaction but that other identities may be inhibiting. Meanwhile, advocates of the liberating potential of online communication have drawn on postmodern interpretations of identity to argue that the online world offers freedom from the constraints of social identities such as gender and class, but critics argue that social behaviours and stereotypes are not transcended but are reproduced through language and style. Salmon's five-step model promotes social interaction as a basis for collaborative e-learning, but it does not encourage such a critical exploration of online identity. To address these issues, this article explores the development and use of an online identity creation game to examine how participants respond to making online identity more visible, and to review the implications for e-learning. Discourse analysis was used to study the game from a researcher-participant perspective. Nearly all players pursued a low-risk strategy of concentrating on their own identity rather than on those of peers and were anxious about applying social conventions online. While many understood how online identity is constructed though descriptive text, only a minority was aware that style and language can also create identity, thus exhibiting what we term online ‘listening’ skills. The game made transparent some of the difficulties in developing the online presence required for collaborative e-learning and suggests a more general need for learners to acquire familiarity with the processes of online identity construction.