Search

BACKGROUND: Post-coercion review has been increasingly regarded as a useful intervention in psychiatric inpatient setting. However, little is known about its effect on perceived coercion. METHODS: A multicenter, two-armed, randomized controlled trial was conducted, aiming at analyzing the effect of post-coercion review on perceived coercion. People with severe mental disorders, who experienced at least one coercive measure during inpatient treatment, were randomized using Zelen's design to an intervention group receiving standardized post-coercion review, or a control group treated as usual. The MacArthur admission experience scale (AES) and the coercion ladder (CL) were used to assess perceived coercion during inpatient treatment. The coercion experience scale (CES) measured experienced coercion during the coercive intervention. Analyses of covariance were performed to determine group differences. RESULTS: Of 422 randomized participants, n = 109 consented to participate in the trial. A restricted intention-to-treat analysis of all individuals who consented revealed no significant effect of the intervention on perceived coercion. A significant interaction effect between the factors gender and intervention on the AES scores was found. Sensitivity analysis revealed significant effects of the intervention on both AES and CL scores and an interaction effect between intervention and gender, indicating a higher efficacy in women. No effect of the intervention on CES scores was found. CONCLUSIONS: Standardized post-coercion review sessions did not alleviate the subjective perception of coercion in the total sample. However, post hoc analysis revealed a significant effect of the intervention in women. Results indicate the need to further address gender-specific issues related to coercion.

Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations. This re

Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations. This report aims to support Wales in this effort, gauging the extent to which schools have put into practice the characteristics of learning organisations and identifying areas for further development. It also examines the system-level conditions that can enable or hinder schools in Wales in developing as learning organisations. It offers a number of concrete recommendations for consideration by the Welsh Government and other stakeholders at various levels of the system. The report will be valuable not only for Wales, but also to the many countries that are looking to establish collaborative learning cultures across their school systems.

This report identified and evaluated several potentially hazardous waste disposal sites at Plattsburg AFB. Records of past waste handling and disposal practices were reviewed. Interviews with past and present installation employees were conducted to develop a history of waste disposal practices. The environmental setting for effectively receiving the wastes was evaluated including soils geology, groundwater and surface water. Nine fuel and/or solvent spills, a fire training area, a landfill, and two storage areas were found to have potential to create environmental contamination and follow-on investigations (Phase II) were recommended and outlined. Originator-supplied keywords: Installation Restoration Program, Hazardous Waste Management, Past Solid Waste Disposal Sites, Groundwater Contamination.

Trans. of Schiff & Hafen/Kommandobruecke (Germany, F.R.) v35 n7 p39-45 1983.