Collaboration and Guided Discovery

Collaboration and guided discovery, collectively described as collaborative empiricism, are two primary features of Aaron T. Beck’s Cognitive Therapy (CT) that remained central to his work throughout his long and productive career. This commentary highlights how collaboration and guided discovery were described during the early development of CT. In addition, conversations with Beck are cited that reveal how his own life may have influenced their inclusion and importance in his therapy.     

TheoArtistry: practical perspectives on ‘theologically informed art’

ABSTRACT

This article reviews the TheoArtistry Composers’ Scheme (2016–2018), in light of the developing concept of ‘theologically informed art’. Based at the Institute for Theology, Imagination, and the Arts (ITIA) (University of St Andrews), the scheme partnered emerging theologians and composers to create six new choral settings of Hebrew Bible ‘annunciations’. In addition to producing new music, the project became a practical touchstone for reinvigorating dialogues between theologians and practising artists, as well as Christians and non-Christians. First, the author assesses the scheme’s contributions to the study and practice of theologically informed art in the future. Second, she outlines some methodological issues associated with the scheme’s unique breadth of participants. Finally, she assesses ecclesiological and theological ambiguities within the scheme. The author argues that clarifying these ambiguities expands horizons for future collaborations in theologically informed art.     

The Benefits of Interprofessional Collaboration for a Pharmacist and Family Therapist

Abstract

Medical family therapists (MedFTs) and pharmacists in the context of interdisciplinary collaboration will be discussed. In an effort to build and reflect on their own professional experiences, recognizing the need to address wellbeing from a multitude of perspectives, and with the goals of improving access to care by identifying potential partnership opportunities between the two professions, the authors synthesized findings from pertinent articles using Medline and PsycInfo. This paper will illuminate the precise roles of MedFTs and pharmacists, how they fit into the interdisciplinary healthcare team, and anticipated facilitators and barriers in this undertaking to enhance patient care.     

Synergic inquiry and evolution of consciousness

Challenged by overwhelming social and ecological problems and crises, a new alternative that re‐explains the world is called for to transform human consciousness. The author argues that an alternative should meet the following criteria: (1) corresponding to the total reality, (2) contributing evolution of consciousness, and (3) coming with an adequate action methodology. Based on an understanding of the coherent patterns—the processes of differentiation and integration—through which the universe evolves, the Synergy Principle of the universe is established. Dimensionality of consciousness—the visible, logical, and mythical—is also presented. Further, the Synergic Inquiry methodology designed to guide human action work for consciousness transformation at various levels of human systems is developed. Finally a few levels of synergy are also discussed.     

Therapeutic Relationships Re-Defined

Abstract

The therapeutic relationship has traditionally been central to occupational therapy. This study surveyed 129 practicing occupational therapists in Connecticut, concerning how they define and use the therapeutic relationship with clients in today's cost-conscious health care environment. The following four hypotheses: (1) Therapeutic relationships are related to functional outcome, (2) Definitions of therapeutic relationships include words and phrases expressed in the literature and by experts, (3) There are differences in perceptions of therapeutic relationships among pediatric, adult, and geriatric specialty subgroups, (4) Most occupational therapists learned skills in developing therapeutic relationships “on the job,” rather than during professional education, were all supported. This study reaffirms the importance of the therapeutic relationship in occupational therapy practice and provides an updated definition: A trusting connection and rapport established between therapist and client through collaboration, communication, therapist empathy and mutual understanding and respect.     

Collaborating on Family Safety

Summary

The problems of child maltreatment and violence against women have traditionally been viewed and treated as two distinct issues. In response to these two forms of family violence, two separate service systems with different approaches to prevention, treatment and intervention have developed. This article outlines sources of conflicts between child protection workers and battered women's advocates, and elaborates on these conflicts using child protection workers' and battered women's advocates' own words elicited in a series of focus groups. Models of cross-system collaboration in the United States are then described, and recommendations are made for practice and policy which support collaboration across systems.     

Initial Implementation of the ARC Framework in Juvenile Justice Settings

Virtually all youth in detention have been exposed at least one traumatic event in their family system or in the community, and a vast majority have experienced cumulative traumatic events that led to major dysregulated states. Building on several seminal works on trauma-informed juvenile justice programs and on implementation research, this theoretical research-based paper aims to describe the preparation stage for implementation of the Attachment, Self-Regulation, and Competency framework (ARC) to a population of youth in detention. The ARC framework is well-suited to meet the complex needs of young offenders by focusing on building blocks that promote resiliency, including caregiver affect management and attunement, affect identification and modulation, and executive functions and self-identity. Based on this extensive preparation stage and a case illustration, recommendations and best practice protocols for making a shift towards a trauma-informed youth justice system are highlighted.     

An Aggregate Fieldwork Model: Cooperative Learning,Research, and Clinical Project Publication Components

An occupational therapy psychosocial level-two fieldwork model, which consists of cooperative learning, clinical project or research publication, and interdisciplinary collaboration and intervention, is herein outlined. An example of the model is presented using an acute inpatient psychiatric setting with a multidisciplinary staff and 50 occupational therapy interns. Data on the aggregate fieldwork model collected over a two-and-a-half-year period from: 1) logs; 2) supervision; 3) peer reviewed publications; 4) conference presentations; 5) verbal feedback from the occupational therapy educational institutes; and 6) the supervisor's comparisons with other fieldwork models is presented. The outcome of the aggregate fieldwork model is that students do well, seem to learn more than in 1:1 supervisory models, and manage to publish while on fieldwork. It is hoped that more academic programs will consider working with clinical educators to develop programs based on this model.     

Description and Formative Evaluation of Attendance in a Parent Program Inolving Reintegration of Conduct-Disordered Students into Regular Classes

The purposes of this article is to describe a parent involvement program and to conduct a formative evaluation regarding the impact of attendance at parent group meetings, for parents whose children were enrolled in a day-treatment facility for conduct-disordered students and the degree to which these students were successfully reintegrated into public schools. Preliminary results suggest that a mainstreaming program which offers a therapeutically-oriented parent group may be a worthwhile way of assisting successful reintegration of conduct-disordered adolescents into regular classes in public schools.     

A Developmental Framework for Collaboration in Child-Serving Agencies

Collaboration for the purpose of interdependent problem solving represents a fundamental reform of services for children with serious emotional disturbance and their families, which have typically been categorical, poorly coordinated, costly, overly restrictive, and frequently provided outside of the children's home communities. This article presents a developmental framework for collaboration that is based on the experience of families, service providers, administrators, and community members who have been involved in local collaborative processes in their own communities. The framework provides those interested in building collaboration a clear identification of the stages of collaborative development, defining characteristics of each stage, collaborative activities typical of that stage, and identification of the catalyst for change to the next stage. The results of this project indicate that while well-developed professional collaboration is a necessary component of collaboration, it is not sufficient in and of itself. The sites participating in this project related their experiences in building collaborative processes to both the development of strong interagency collaborations and the development of family participation. Their experience indicates that these two processes must be fully developed and woven together to achieve the goal of true collaboration.