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Writing is central to PhD work, though often a source of challenge, given the dissertation is the basis for the award of the degree. Universities may offer writing workshops, but these frequently take a remedial, skills-based approach: writing as something to fix rather than a developmental life-learning process of gaining confidence and fluency as a writer. In this study, we report the design of an eight-month writing program premised on a developmental approach and the longitudinal assessment of participants' journeys. Participants incorporated many elements of the developmental approach, including goal setting and review, metacognitive talk about their writing, valuing others' perspectives, and viewing writing challenges as shared. Most, but not all, developed a broader understanding of learning to write as an exploratory learning process. Finally, the data collection and analysis structure proved productive, not just for the inquiry, but also formatively during the program – both for the participants and facilitators. [ABSTRACT FROM AUTHOR]

Psychedelics, combined with talk therapy, indicate promise with challenging clients, such as those struggling with PTSD. Furthermore, groupwork, with the emphasis on social connections, can be an effective modality. There appears, however, little movement with integrating psychedelics with professional counseling and even less in groupwork. Societal perceptions of psychedelics and the concern of practicing outside one's scope may cause practitioners to hesitate. This article provides a brief overview for the lack of progression in implementing psychedelics in group counseling. I explain what potentially inhibits the utilization of psychedelics, then offer a resolution to these issues by advocating for a psychedelic-assisted groupwork (PAG) model. The argument is that psychedelic approaches can be an innovative and transformative method for group facilitators. I conclude with an overview depicting what a PAG with an interdisciplinary team could entail, including recruitment, screening, selection, therapeutic processes, and termination. [ABSTRACT FROM AUTHOR]

Background: In addition to providing patient care, interprofessional health care teams work collaboratively on a variety of projects. These projects often benefit from using facilitated small group project discussion sessions, such as the Harvard Macy Institute's (HMI) Step Back Process (SBP). Although having a trained facilitator is an important component of the SBP, only a limited number of health care professionals can attend HMI courses in person or virtually, limiting its impact. Approach: We developed three video‐based education (VBE) modules to deliver facilitator training on the SBP, informed by principles of Mayer's cognitive theory of multimedia learning. For module development, we used a five‐step approach. We evaluated effectiveness of the modules as a self‐directed method to enhance SBP facilitator training. An initial survey collected demographic data and module feedback, a follow‐up survey collected feedback on the modules' impact on facilitation and interviews focused on the participants' overall experience. Evaluation: Survey results indicated that the modules were positively received and helped to improve participant confidence in facilitating. We identified four themes from the interviews: challenges of facilitating, value of group feedback, value of modules for experienced facilitators and the modules as part of a multi‐modal approach to train new facilitators. Implications: This innovation provides insight on delivering facilitator training on the SBP using VBE. Health professions educators developing online facilitator training could adapt our development process and modify implementation guided by our results. Future work should evaluate the best methods to integrate VBE modules into a longitudinal virtual community and assess facilitation techniques. [ABSTRACT FROM AUTHOR]

To address complex issues, facilitated modelling aims to represent and accommodate plural worldviews from many stakeholders and experts. In these contexts, group homogeneity can become problematic when participants' plurality of perspectives and information is missing and people attending facilitated sessions have similar problem perceptions and interests. This is a challenge because it can lead to narrow discussion, groupthink and undermine output quality. Despite not being uncommon, effective approaches to deal with homogeneity are hardly reported. This paper presents a new role—the New Devil's Advocate—in which some facilitators leave their neutrality-oriented stance and act as the missing stakeholders. The paper illustrates a first application to a group model building process aimed at supporting the development of energy efficiency policies in the UK. To evaluate the results, workshop transcripts were coded, participants' and facilitators' feedback collected, and the modelling output assessed with respect to the New Devil's Advocate interventions during the workshop. Although the role performance appears to increase facilitators' workload and be influenced by role performers' personality and background, the analysis shows positive results as a promising practice to address homogeneity. Additionally, it offers a practical experience of how facilitation teams may temporarily abandon neutrality and intervene on content. [ABSTRACT FROM AUTHOR]

Background: Despite promising emerging evidence on the protective properties and interrelationships of posttraumatic growth, career adaptability and psychological flexibility, no studies have reported interventions that promote these positive personal resources among higher education students. Nurturing these positive personal resources in future interventions is recommended to holistically address students' developmental, academic and career-related challenges associated with major transitions. This paper describes (a) the rationale for and development of a tailored growth-based career construction psychosocial intervention, 'Sailing through Life and My Career Path' (SLCP) for higher education students; and (b) a mixed-method non-randomised pre-post study to evaluate the effectiveness of the proposed psychosocial intervention in achieving positive participant outcomes. Methods and analysis: Over a 12-week period, higher education students will be recruited to take part in group and independent learning activities that are tailored to nurture positive personal resources to overcome challenges related to developmental, academic and career-related transitions. Quantitative data will be collected before and after the intervention and will be analysed using SPSS v26. Follow-up semi-structured interviews with participants (students), interventionists (group facilitators), and administrators will be conducted to explore perceptions of the intervention, to understand its process of change, and to determine its feasibility and acceptability in the higher education setting. All interviews will be transcribed and analysed using thematic analysis. Discussion: By filling in a gap in existing intervention research and practice, the proposed study serves to generate new knowledge and insights by evaluating the effectiveness of a tailored psychosocial intervention that responds to the complex needs associated with major life transitions of higher education students. [ABSTRACT FROM AUTHOR]

Purpose: This paper studies the impact of certain characteristics of companies to training programs in the Industry 4.0 (I4.0) context. Partial objective is to rank the main human barriers companies have to overcome so that they can digitalize. Design/methodology/approach: To accomplish the objectives, a closed-ended questionnaire was sent to Slovak and Italian companies and analyzed using statistical nonparametric tests. The partial objective was achieved using the so-called Henry-Garrett's ranking method. Findings: Results show the significance impact of companies' characteristics such as foreign participation and company dimension on training practices whereas economic situation (financial health) seems not to influence it. Research limitations/implications: The study may lack generalizability as only 102 answers were collected. Perhaps, the outcome would be different with another sample from other countries. Moreover, using closed-ended questions, certain features may not have been covered. Practical implications: Companies should always guarantee training for the resulted benefits. It is fundamental for organizations to find a time gap, resources and professionals who can teach these programs. Even when companies are incurring financial problems they should do so since human capital development can increase their competitiveness. The most critical barriers should be carefully addressed by companies. Training can help to overcome I4.0 barriers related to Human Resources (HR) and contribute to its growth. Originality/value: This paper gives insights of the impact of certain characteristics of companies to the training programs. Because past research has limited their analysis on the identification of barrier, its novelty lies in the attempt to rank the most significant barriers among those detected by other authors in previous research. [ABSTRACT FROM AUTHOR]

Objective: We offered a workshop at the 2023 annual meeting of the Society for Academic Emergency Medicine to teach the Sort–Assess–Lifesaving Interventions–Treatment/Transport (SALT) triage protocol for responding to mass casualty incidents (MCIs) using an immersive virtual reality (VR) simulator. Here, we report workshop outcomes. Methods: After a 1‐h didactic on the basics of triage protocols, workshop participants rotated through three skill stations at which learners learned how to use the VR headset and controllers, practiced applying SALT triage skills through a tabletop exercise, and then finally used our VR simulator for training responses to MCIs. During their encounter with VR, participants applied their new knowledge to triaging and treating the victims of an explosion in a virtual subway station. After a brief orientation, participants entered the scene to treat and triage virtual patients who had various life‐threatening (e.g., acute arterial bleed, penetrating injury, pneumothorax, amputations) and non–life‐threatening injuries (lacerations, sprains, hysteria, confusion). The simulator generated a performance report for each workshop attendee to be used for debriefing by a skilled facilitator. Results: Participants were mostly trainees (residents), all of whom properly initiated their encounter with global sort commands (walk and wave) to identify the most critically injured. On average, participants correctly treated 92% of 18 injuries, with all bleeding injuries being properly controlled (tourniquets or wound packing). On average, participants correctly tagged 87.7% of 11 patients, but only took the pulse of 67% of the 11 patients. Learners had difficulty with cases involving embedded shrapnel and properly tagging patients who were stable after treatments. Conclusions: Our VR simulator provided a practical, portable, reproducible training and assessment system for preparing future emergency medical systems (EMS) medical directors to teach their EMS professionals the triage and lifesaving intervention treatment skills needed to save lives. [ABSTRACT FROM AUTHOR]

The learning center community for public named Handayani is an Small and Medium Enterprise located in Kemirian Village, Tamanan Subdistrict, Bondowoso Regency. PKBM handayani is a non-formal educational institution and also known as a batik business that produces written batik, stamped batik, and semi batik. This study aims to identified any typical Motif of contemporary batik Bondowoso whose produced by PKBM Handayani. This research was using a qualitative descriptive approach with observation, interviews, and documentation both offline and online as the data collection techniques. The result for this research are the identification of nine Motifs of batik which consist by the classification of ornaments and colors, and also the symbols and meanings contained in the Motifs. This research also shows that the role of Bondowoso Regency government has been held well in the development of PKBM Handayani implemented as a facilitator, motivator, and catalyst. The researcher hopes that through this research, PKBM Handayani can be recognized and being widely known by the wider community and also increase its sales and their business development. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explores the author's experience of engaging in profound and enlightening conversations with Edgar Schein, a preeminent figure in the field of Organization Development (OD), including the author's astonishment at Schein's humility and eagerness to learn.

Objectives: This study was part of a process evaluation for a single‐blind, randomized controlled pilot study comparing Better Conversations with Primary Progressive Aphasia (BCPPA), an approach to communication partner training, with no speech and language therapy treatment. It was necessary to explore fidelity of delivery (delivery of intervention components) and intervention enactment (participants' use of intervention skills in the form of conversation behaviours comprising facilitators, that enhance the conversational flow, and barriers, that impeded the flow of conversation). This study aimed to: (1) Outline an adapted methodological process that uses video observation, to measure both fidelity of delivery and enactment. (2) Measure the extent to which the BCPPA pilot study was delivered as planned, and enacted. Design: Observational methods were used alongside statistical analysis to explore the fidelity of intervention and enactment using video recordings obtained from the BCPPA pilot study. Methods: A 5‐step methodology, was developed to measure fidelity of delivery and enactment for the BCPPA study using video‐recorded data. To identify delivery of intervention components, a random sample of eight video recorded and transcribed BCPPA intervention sessions was coded. To examine the enactment of conversation behaviours, 108 transcribed 10 ‐min‐video recorded conversations were coded from 18 participants across the control and intervention group. Results: Checklists and guidelines for measurement of fidelity of treatment delivery and coding spreadsheets and guidelines for measurement of enactment are presented. Local collaborators demonstrated 87.2% fidelity to the BCPPA protocol. Participants in the BCPPA treatment group increased their use of facilitator behaviours enacted in conversation from a mean of 13.5 pre‐intervention to 14.2 post‐intervention, whilst control group facilitators decreased from a mean of 15.5 to 14.4, over the same timescale. Conclusions: This study proposes a novel and robust methods, using video recorded intervention sessions and conversation samples, to measure both fidelity of intervention delivery and enactment. The learnings from this intervention are transferable to other communication interventions. [ABSTRACT FROM AUTHOR]

This study examines the development of collaborative governance regimes (CGRs) to solve the pressing issues of climate change between municipalities and Indigenous Peoples in present day Ontario, Canada. Drawing on a survey of Ontario municipalities and key informant interviews with municipal public servants, the article applies an anticolonial informed integrative framework of collaborative governance to examine the barriers and facilitators to those engagements. The analysis that follows draws on lessons learned to identify recommended practices for municipal staff moving forward, followed by the conclusion. [ABSTRACT FROM AUTHOR]

This systematic review of qualitative evidence contributes to the understanding of individual factors that influenced Emergency Remote Teaching and the use of educational technology by lecturers during the COVID-19 pandemic. A coding scheme aimed at identifying these key factors was developed using a comprehensive theoretical framework based on the model of triadic reciprocity. A narrative synthesis of 49 studies revealed that lecturers had unique starting points for the transition, which were influenced by factors such as prior experience with educational technology and online teaching, their attitudes and beliefs towards it, and their technological knowledge. Despite varying levels of preparedness and different attitudes, lecturers were able to leverage their pedagogical knowledge, adaptability, and motivation to continue education under extraordinary circumstances. On the other hand, a lack of experience in educational technology integration, negative attitudes and beliefs towards it, and insufficient technological knowledge hindered the transition to Emergency Remote Teaching. Lecturers therefore actively sought out appropriate educational technologies that would cater to their needs and those of their students. The initial autodidactic effort required that lecturers learn new technologies, along with how to effectively use them for teaching. A significant proportion of the use of educational technology was aimed at augmenting conventional teaching practices and providing students with an interactive learning environment, in terms of social embeddedness and personalized learning pathways. However, many lecturers attempted to replicate the pre-pandemic classroom in an online setting by substituting conventional teaching practices in an online classroom. This systematic review suggests the need to implement institutional onboarding measures for lecturers to level the "unique starting points" to ensure technology-enhanced learning in emergencies. This can be achieved by equipping lecturers with digital competence and pedagogical knowledge and by fostering self-efficacy, thus preparing them for future scenarios that require rapid adaptation and for digital transformation in general. [ABSTRACT FROM AUTHOR]

This study focuses on undergraduate student paraprofessionals who facilitated peer study groups for academically challenging college courses. A grounded qualitative research study of these student facilitators at an institution identified their professional identity development in unexpected ways that went against written policies for teacher attitudes and behaviors. Rather than perceiving themselves as peer study group facilitators following a narrow job description, many of them referred to themselves as teachers and acted accordingly, breaking the boundaries of behavior established by the study group program administrator. This article unmasks this professional identity emergence, postulates the mechanism for this choice, presents a model to explain it, and makes recommendations for talking openly about this identity and the subsequent behaviors that occurred as a result by the facilitators and the implications for the PAL program. [ABSTRACT FROM AUTHOR]

Background: Despite the health benefits of physical activity, increasing regular physical activity levels among low-income, ethnic-minority mothers has remained a significant challenge. Yet, few studies have examined the feasibility of implementing interventions to address physical activity barriers often experienced by this population. Methods: The current mixed-methods pilot study assessed the feasibility, impact, and acceptability of a 3-month community-based (CBI) and a home-based intervention (HBI) designed to improve physical activity and fitness levels, as well as psychosocial outcomes (self-efficacy and social support), among low-income, ethnic minority mothers. Mothers were randomized to either a 3-month CBI or HBI and completed pre- and post-intervention assessments of physical activity, fitness, self-efficacy, and social support. Intervention feasibility was assessed by tracking recruitment, retention, and adverse event rates, whereas intervention acceptability was assessed through post-intervention focus groups. Results: Although participant recruitment was lower than expected (30 vs. target of 52 mothers), retention and adverse event feasibility goals were met (> 60% retention rate, 0% adverse events). Mothers in both groups (CBI and HBI) showed significant improvements in their physical activity and fitness levels and short-term improvements in receiving social support for physical activity. However, only mothers in the CBI group showed improvements in their self-efficacy for physical activity. Mothers also reported both types of interventions (CBI and HBI) to be acceptable with minor modifications highlighted, including the potential for graduates of these programs to serve as group facilitators. Conclusions: Overall, the study protocol was feasible, impactful, and acceptable to low-income, ethnic minority mothers with modifications required before large-scale evaluation. (TRN: NCT05540509; 9/12/22; retrospectively registered; ClinicalTrials.org). [ABSTRACT FROM AUTHOR]

Copyright of Drama Therapy Review is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 school shutdown took students out of the school building and into the virtual classroom. With this, students lost opportunities to connect with their peers and school members. With students reentering the schools, there is a great need for structures built within the school day for community building. Restorative circles are safe spaces created to help students connect with their peers and build community with the guidance of a facilitator. The purpose of this qualitative narrative study was to explore the impact that restorative circles have on school connectedness at the high school level. [ABSTRACT FROM AUTHOR]

Historically Black Colleges and Universities (HBCUs) were established to further the education of Black Americans and have a long history of service to minority, first-generation, and low-income students. HBCUs are also struggling financially, due to federal and state underinvestment, small endowments, low alumni giving, and decreasing enrollment. Financial constraints not only have a direct impact on physical facilities and resources, but also on human resources. Faculty at HBCUs are tasked with heavy teaching loads and, in research-focused institutions, high research expectations, especially in science, technology, engineering, and mathematics (STEM) fields. However, HBCUs can provide only limited support for these research endeavors; thus, faculty at these institutions need to pursue external grants and contracts to support their research. In the present study, we surveyed faculty at five research-focused HBCUs to determine the major difficulties they encounter when applying for external funding (barriers) and the things their institution could do to facilitate this process (facilitators). Time constraints and difficulties with internal functioning and policies emerged as the most relevant barriers, whereas providing training and mentoring and improving internal functioning and policies emerged as the most relevant facilitators. The PATHs program is proposed as a model of faculty support anchored around mentoring and institu-tional awareness, and which could be adapted to different institutions to increase their faculty's success in attaining external funding. [ABSTRACT FROM AUTHOR]

This paper reports on a new model for faculty hiring workshops involving three components. The first part (Part 1) of the work is an asynchronous, self-guided course that includes video reflections and commentaries from some of our own colleagues about inclusive excellence, hiring legalities, and departmental culture. The second part (Part 2) is a virtual 90-minute interactive session with breakout room discussions overseen by a facilitator. The last part (Part 3) is a monthly offering of optional one-hour discussion sessions to answer additional questions, support university-wide conversations and allow participants to probe more deeply into diversity hiring opportunities and challenges. To evaluate the workshops, we administered a survey immediately following Part 2 and later conducted interviews with participants at the conclusion of their faculty search. Survey results show that nearly all elements of the workshops were well-received and participants reported feeling confident in their understanding of inclusive excellence, legal issues associated with hiring, and the potential for unintended bias in reviewing candidate files. The paper also provides an analysis of the interview and survey data as well as some conclusions about the impact of these new efforts on inclusive hiring. [ABSTRACT FROM AUTHOR]

This is an introduction to the special issue on facilitating citizen engagement in interactive governance. In this special issue, we focus on facilitators: the professionals that support and organise various forms of collaboration between governments and citizens that elsewhere have been conceptualised as interactive governance. We explore the main pressures that facilitators face and how these are negotiated in deliberative forms of policy-making, the co-production of public services, and in community-induced civic initiatives. With this exploration, we contribute to a burgeoning literature on facilitators as in-between actors, we make a unique comparison across three forms of interactive governance that are often analysed separately, we bring together disparate literatures on democratic innovation and public policy implementation, and we offer nuances and perspectives from various countries with six articles addressing facilitation in Scotland, Canada, France, the United Kingdom, Denmark and the Netherlands. [ABSTRACT FROM AUTHOR]

Practitioners who facilitate public participation in governance operate at the interface of three policy agendas: public service reform, social justice and democratic innovation. Scotland offers a paradigmatic site for studying this interface through the role of officials who work as facilitators of public participation. Reforms in the last two decades have generated new spaces for engaging citizens and communities while challenging official facilitators to reconcile grassroots community action with institutional engagement. This article draws on empirical research from the What Works Scotland dataset (2014–2019), which is the first to examine the nature of this role across Scotland. Our analysis unpacks the tensions of interactive modes of governance and explores facilitators' agency in responding to cultural practices that are resistant to change. The paper argues that official facilitators are more than process designers and discursive stewards; their work involves challenging and changing the cultural practices of the state at the frontlines of democratic upheaval and renewal. [ABSTRACT FROM AUTHOR]

Background: Practice facilitators (PFs) coach practices through quality improvement (QI) initiatives aimed at enhancing patient outcomes and operational efficiencies. Practice facilitation is a dynamic intervention that, by design, is tailored to practices' unique needs and contexts. Little research has explored the amount of time PFs spend with practices on QI activities. This short report expands on previously published work that detailed a 12-month practice facilitation intervention as part of the Southeastern Collaboration to Improve Blood Pressure Control (SEC) trial, which focused on improving hypertension control among people living in rural settings in the southeastern USA. This report analyzes data on the time PFs spent to guide 32 primary care practices in implementing QI activities to support enhanced outcomes in patients with high blood pressure. Methods: The SEC trial employed four certified PFs across all practice sites, who documented time spent: (1) driving to support practices; (2) working on-site with staff and clinicians; and (3) communicating remotely (phone, email, or video conference) with practice members. We analyzed the data using descriptive statistics to help understand time devoted to individual and aggregated tasks. Additionally, we explored correlations between practice characteristics and time spent with PFs. Results: In aggregate, the PFs completed 416 visits to practices and spent an average of 130 (SD 65) min per visit driving to and from practices. The average time spent on-site per visit with practices was 87 (SD 37) min, while an average of 17 (SD 12) min was spent on individual remote communications. During the 12-month intervention, 1131 remote communications were conducted with practices. PFs spent most of their time with clinical staff members (n = 886 instances) or with practice managers alone (n = 670 instances) while relatively few on-site visits were conducted with primary care providers alone (n = 15). In 19 practices, no communications were solely with providers. No significant correlations were found between time spent on PF activities and a practices' percent of Medicaid and uninsured patients, staff-provider ratio, or federally qualified health center (FQHC) status. Conclusions: PFs working with practices serving rural patients with hypertension devote substantial time to driving, highlighting the importance of optimizing a balance between time spent on-site vs. communicating remotely. Most time spent was with clinical staff, not primary care providers. These findings may be useful to researchers and business leaders who design, test, and implement efficient facilitation services. Trial registration: NIH ClinicalTrials.gov NCT02866669. Registered on 15 August 2016. NHLBI AWARD number: PCS-1UH3HL130691. [ABSTRACT FROM AUTHOR]

This article explores the significance of culturally responsive professional development for Black male teachers. It acknowledges the disparity between the racial demographics of students and teachers in U.S. public schools, particularly in urban areas, and the unique challenges faced by Black students. The article emphasizes the positive impact that Black male teachers have on the academic and social-emotional growth of Black students. It discusses a study conducted on a professional learning community for Black male teachers organized by a national teachers union, highlighting the intentional focus on addressing the social and emotional needs of the participants. The findings reveal that the program provided a supportive space for teachers to share their challenges and bond with each other, resulting in changes in their teaching practices. The article recommends further expansion and support for such initiatives to improve educational outcomes for Black students. [Extracted from the article]

Since facilitators are considered to be crucial actors in teacher teams, the aim of this study is therefore to explore, observe and characterise actions of facilitators by means of detailed video-observations of facilitators during teacher-team meetings. Results show that facilitators' actions vary from passive-absent and passive-waiting to active-leading and proactive actions. Facilitators navigate through teacher-team meetings using this large variation of actions. The characterisation of actions can function as an analytical frame for facilitators to analyse their actions and to look for possible alternatives if needed. [ABSTRACT FROM AUTHOR]

Background: Children and young people's (CYP) involvement is an increasing priority in UK healthcare and in heath research, alongside recognition that involving CYP in research requires different considerations to involving adults. Underpinned by children's rights and a co-production ethos this paper, co-authored with young evaluators, explores the learning from a co-produced evaluation of eyeYPAG, a young persons' research advisory group (YPAG) for eye and vision research based at Moorfields Eye Hospital, London, UK. Methods: A team of young evaluators, supported by the eyeYPAG facilitator, conducted focus groups and online surveys with YPAG members, their parents and carers, researchers, group facilitators and funders. Qualitative data was analysed using a collaborative reflexive thematic analysis approach. Quantitative data, limited by the small number of participants, was analysed in Excel and reported as descriptive data. Results: CYP valued the social and creative aspects of the group as well as learning about research and developing skills and confidence. Learning was a two-way process, with both researchers and facilitators reflecting on how much they had learnt from working with the YPAG. All participants talked about the importance of impact, feeling that CYP are making a difference to research, as well as CYP's right to be involved. Effective planning and facilitation were key to the success of the group, in relation to accessibility and the development and delivery of sessions both online and in-person. Resourcing and administration were key challenges to this, as was engaging researchers who were not already converted to the public involvement cause. As the nature of a YPAG is that it primarily focuses on advising researcher-led projects, co-production was identified as something that the group was 'working towards', including through this evaluation. Co-producing with CYP involves building up knowledge, confidence and acknowledging power dynamics. Conclusions: Co-producing an evaluation enabled us to learn about the benefits and challenges of involving CYP in research, as well as how to involve them in the development of that evidence. An ethos of co-production and children's rights helped to shift the balance of power and develop more engaging and inclusive ways of working. Plain English summary: Children and young people (CYP) have a right to be involved in things that affect them, including research. There is growing interest in children and young people's involvement in health research in the United Kingdom (UK), as well as understanding that what works for CYP is often different to what works for adults. This paper presents an evaluation of the Young Person's Advisory Group (YPAG) at Moorfields Eye Hospital in London. Evaluation uses research methods to find out how well a service or project is working and meeting the needs of those who use it, and how to improve things that could be better. A group of young evaluators, supported by adult researchers, designed and ran the evaluation; three of the young evaluators also helped write this paper. In our evaluation we used focus (discussion) groups and online surveys with young group members, their parents and carers, researchers who had worked with the group, the group's facilitators (adults who help manage the group) and funders. We found that group members valued the social and creative aspects of the group as well as learning about research and developing skills and confidence. Learning was a two-way process, with both researchers and facilitators talking about how much they had learnt from working with the YPAG. All participants talked about the importance of feeling that CYP are making a difference to research, as well as of CYP's right to be involved. Planning and support were important to the group working well, but we found that having the money and time to do this well was not always easy. And, while lots of researchers were keen to work with the group, and talked about how this had helped their research, we need to do more to engage researchers who have yet to be convinced. We also found that, while we wanted to 'co-produce' the group and share power for all big decisions, this was something we had to work towards, especially when group members were young and/or new to research and involvement. Co-producing an evaluation helped us to learn about the benefits and challenges of involving CYP in research, as well as how to involve them in evaluating that involvement. [ABSTRACT FROM AUTHOR]

Copyright of International Forestry Review is the property of Commonwealth Forestry Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Brookfield and Hess are not wrong, the journey to an antiracist identity is a difficult one, but they also note that racism harms all people. Recognizing that implementing antiracism workshops or the like is nearly always met with resistance by predominantly white institutions, Brookfield and Hess devote an entire chapter to addressing and combatting institutional resistance. [Extracted from the article]

This paper tries to emphasise the importance of pedagogy in higher education. The impact of teachers and facilitators being trained and aware of the pedagogical methodologies to effectively facilitate the teaching and learning outcomes in students. [ABSTRACT FROM AUTHOR]

Background: Avoidable hospital readmission is a major problem among health systems. Although there are effective peri-discharge interventions for reducing avoidable hospital readmission, successful implementation is challenging. This systematic review of qualitative studies aimed to identify barriers and facilitators to implementing peri-discharge interventions from providers' and service users' perspectives. Methods: We searched four databases for potentially eligible qualitative studies from databases' inception to March 2020, and updated literature search for studies published between January 2020 to October 2021. Barriers and facilitators to implementing peri-discharge interventions were identified and mapped onto the Consolidated Framework for Implementation Research (CFIR) constructs. Inductive analysis of the CFIR constructs was performed to yield thematic areas that illustrated the relationship between various facilitators and barriers, generating practical insights to key implementation issues. Results: Thirteen qualitative studies were included in this systematic review. Key issues were clustered in the CFIR constructs of Design Quality and Complexity of the intervention, strength of Network and Communication, being responsive to Patient Needs with sufficient Resource support, and External Incentives. The three thematic areas were rationality of the interventions, readiness and effort of multidisciplinary implementation teams, and influence of external stakeholders. Common barriers included (i) limited resources, (ii) poor communication among team members, (iii) incompatibility between the new intervention and existing work routine, (iv) complicated implementation process, (v) low practicality of supporting instruments, and (vi) lack of understanding about the content and effectiveness of the new interventions. Common facilitators were (i) information sharing via regular meetings on implementation issues, (ii) organizational culture that values quality and accountability, (iii) financial penalties for hospitals with high avoidable readmissions rates, (iv) external support offered via quality improvement programs and community resources, and (v) senior leadership support. Conclusion: This study synthesized commonly-presenting barriers and facilitators to implementing peri-discharge interventions among different healthcare organizations. Findings may inform development of implementation strategies in different health systems after appropriate tailoring, based on a consensus-based formative research process. [ABSTRACT FROM AUTHOR]

The article examines the relationship between these facilitators and local authorities in the Hauts-de-France region of France. It mentions the facilitators' involvement in the creation of a sub-space of the labor market. The study shows how facilitators regulate and stabilize this peculiar labor market, and how their actions can lead to its partial re-embedding into the social sphere.

Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed. [ABSTRACT FROM AUTHOR]

A skilled facilitator is a key success factor in ensuring that groups function well together. The root of the word "facilitate" is the Latin facilis, which means easy, so a facilitator is supposed to make it easier for the group to achieve their intended outcomes. But too often facilitation is seen as a difficult task, and our meetings and workshops struggle to produce valuable results. This is especially true for risk workshops, where the need to work with uncertainty makes things even harder. This paper starts by explaining the basic theory of facilitation, including the role of the facilitator, and the range of available facilitation styles across the Facilitation Spectrum. Three distinct styles are considered: Directive, Collaborative and Supportive. Guidelines are presented on how and when each style is most useful in the setting of a facilitated risk workshop. Having laid the conceptual groundwork, the remainder of this paper focuses on practical advice for effective facilitation. Seven types of difficult individual are outlined, with strategies for handling them. Influences on group behaviour are also explored, and the use of applied emotional literacy is explained as a tool for managing group dynamics during the risk workshop. Finally, the paper presents critical success factors for effective facilitation of risk workshops, challenging those responsible for this vital role to develop and improve their facilitation skills in order to support more successful outcomes. [ABSTRACT FROM AUTHOR]

Reading, at its core, is a basic yet critical way to undertake learning and growth. This paper shares a professional learning and development initiative for science educators, which was underpinned by the popularity and premise of the reading group. In moving from simply being a vehicle for targeted discussion, the reading group facilitators sought to support the participants in taking a deeper dive into their practice with the impact ultimately being changes to their personal pedagogical content knowledge (PCK) for science. This small-scale qualitative study was informed by the voices of three science educators at different stages and career trajectories, who participated in interviews. The data revealed that their participation in the reading group informed the development of their personal and collective PCK by (a) creating conditions that encouraged meaningful links to be made between theory and practice, (b) encouraging the adoption of an inquiry stance as a means for engaging purposively with professional knowledge, and (c) initiating a transformation in their contemporary understandings of science and science education. By drawing on the participants' narratives, this study brings to the fore both the simplicity and depth of complexity that can be achieved through a reading group focused on professional learning and development. The implications of this research are wide reaching as the reading group as a concept can be applied to a variety of contexts and shaped to reach a variety of educational needs. [ABSTRACT FROM AUTHOR]

Background: Integrated Community Case Management (iCCM) of malaria, pneumonia and diarrhoea is an equity focused strategy, to increase access to care for febrile illness in children under-5 years of age, in rural communities. Lay community members are trained to diagnose and treat malaria, pneumonia and diarrhoea in children, and to identify and refer very ill children. Today, many low-income countries including Uganda, have a policy for iCCM which is being rolled out through public sector community health workers (CHWs). Ten years after the introduction of the iCCM strategy in Uganda, it is important to take stock and understand the barriers and facilitators affecting implementation of the iCCM policy. Methods: We conducted an iCCM policy analysis in order to identify the challenges, enablers and priorities for scale-up of the iCCM strategy in Uganda. This was a qualitative case study research which included a document review (n=52) and key informant interviews (n=15) with Ugandan stakeholders. Interviews were conducted in 2017 and the desk review included literature up to 2019. Results: This paper highlights the iCCM policy trajectory since 2010 in Uganda and includes a policy timeline. The iCCM policy process was mainly led by international agencies from inception, with little ownership of the government. Many implementation challenges including low government funding, weak coordination and contradicting policies were identified, which could contribute to the slow scale up of the iCCM program. Despite the challenges, many enablers and opportunities also exist within the health system, which should be further harnessed to scale up iCCM in Uganda. These enabling factors include strong community commitment, existing policy instruments and the potential of utilizing also the private sector for iCCM implementation. Conclusion: The iCCM program in Uganda needs to be strengthen through increased domestic funding, strong coordination and a focus on monitoring, evaluation and operational research. [ABSTRACT FROM AUTHOR]

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The article presents participatory research with 6 Chilean rural schools and focuses on facilitators and barriers to inclusion. This is in the context of highly segregated education, with an accelerated closure of rural schools and the Inclusion Law, focused on access to school. Through participatory workshops with teachers and meta-analysis of the team, results are organized at the school, intermediate and public policy levels. The participants emphasize the contextualization of the practices, the fundamental role of the holders of the schools and the need for specific public policies for the sector. It is concluded that the teacher can not be positioned as responsible for solving the problems of social segregation in the classroom, and that rural education has specificities not contemplated by the intermediate level or urban-urban public policy. [ABSTRACT FROM AUTHOR]

Most research on the socio-sanitary crisis caused by the COVID-19 pandemic has focused on its negative effects. Thus, this article aims to explore the personal factors that facilitate social entrepreneurship in this context in Argentina. By using a grounded theory approach, this study analyzes the discourses of a sample of advanced students from an Argentinian public university. The findings reveal that those students with certain personal characteristics, like positive beliefs regarding social transformation, a prosocial orientation and entrepreneurial competences, assume an important role in facing the socio-sanitary crisis through social entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose: Critical knowledge and lessons learnt from the delivery of infrastructure projects have often remained untapped mainly due to the transient and fragmented nature of construction delivery. The main aim of this paper is to investigate the mediating role of a project facilitator in attenuating disruptions in knowledge flows during the delivery of an infrastructure project. Design/methodology/approach: An inductive case-study method is employed in examining the mediating role of the facilitator in an infrastructure project. Content analysis was undertaken by coding the data derived from eight focus group interactions, 23 semi-structured interviews and 24 documentary sources from workshops using NVivo 12 plus. Findings: (1) The project facilitator provided a coherent context to re-invent the narratives (i.e. behaviours and events) by creating a forum for understanding critical problems and stimulating constructive dialogue and intervention. (2) The project facilitator leveraged on both explicit and tacit knowledge within the team, leading to improvement in the proactive management of emergent technical, operational and behavioural challenges, and (3) The project facilitator sustained a valuable intervention in attenuating disruptions in knowledge flows for problem-solving, relationship-management, best-practice strategies, coaching and leadership, as well as reflexive practice. Originality/value: The novelty of this research is that a facilitator is used as the "knowledge-broker" in a multi-party infrastructure delivery team assembled using a traditional lump-sum contract framework. Facilitators have only previously been used in collaborative contract environments like alliancing and partnering. [ABSTRACT FROM AUTHOR]

This paper aims to make known the materials on action learning that are held in the uni- versities of Salford and Manchester, with the aim of bringing these unique resources to the attention of researchers and other interested parties. It is a joint effort between the Editorial Board members of the Journal, Action Learning: Research & Practice and staff at the two universities. Subsequently, we hope to publicise further resources available elsewhere. The paper begins with a brief history. Starting with Revans, his career and the early development of the action learning idea, it also records his long association with Manchester and some recent institutional history beginning with him donating his archives to the University of Salford. This is followed by introductions to the Revans Archive at Salford University and the action learning materials held at Alliance Manchester Business School (AMBS). Details of the two collections are in the latter part of the paper. [ABSTRACT FROM AUTHOR]

The many genres of action learning have contributed to solving business and social problems, individual development and organisational learning. Different authors have scrutinised the role of the action-learning facilitator in upholding the precepts of action learning. Whilst the responsibilities of the facilitator to the group are significant, this paper concentrates on the personal transformation of facilitators who have transitioned into the role in an application of business-driven action learning. Hence, this study explores how individuals who took on the role of action-learning facilitator experienced genuine personal development. This exploration, within a South African context, offers a perspective on facilitator growth, a subject which has not gained much traction in the action-learning literature. The findings offer insight into the internalisation of action-learning principles, critical shifts and heightened learnings for facilitators. [ABSTRACT FROM AUTHOR]