Ready, Willing, and Able: Developing a Support System to Promote Implementation of School-Based Prevention Programs

While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school‐based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence‐based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results‐oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school‐based prevention support system. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Creating Trust among the Distrustful: A Phenomenological Examination of Supportive Services for Former Sex Workers

A phenomenological exploration was conducted into the lived experiences of 13 voluntary sex workers receiving supportive services in a major city in the southwestern United States. The study explored how participants viewed the services they received after exiting the sex industry, as well as experiences of coercion throughout their lives. Data analysis revealed, unexpectedly, that constructs of trust emerged. Respondents provided insight into how trust is learned throughout their lives and how coercion is often used by those around them to inspire trust before and during life in the sex industry. Participants also articulated how trust can be relearned, replacing coercion, while receiving supportive services after exiting the industry. Results from this study reveal processes by which sex workers learn to trust others by connecting through common experiences shared with other sex workers, modeling staff demonstrations of trust with other staff and clients, and being held accountable by others to their desires. The author offers implications for future research and practice areas.     

Dialogue in a learning process: problematization of gender and gender equality in higher education

The overall aim with the study was to describe the knowledge building that was developed in a group of students who were trained nurses enrolled in a Swedish higher education programme. With a point of departure in an interactive research approach, the authors applied the dialogue seminar as method and pedagogical model. When the students in close to practice talks, shared their thoughts about how gender and gender equality could be experienced and understood, the dialogue seminar became useable. At the analysis of the stories which the students shared at the dialogue seminars, it became clear that most of the students had an ambivalent approach to gender equality. When they reflected on gender relations, they brought out the hierarchical and separate gender relations which they experienced as existing within healthcare. Furthermore, their professional lives seemed to be embedded in gender-related practices. An important conclusion is that the students’ reflections oscillated between critical reflection on conditions and critical reflection on processes within their own practice in healthcare. Another finding was that the students’ reflections in dialogue form became important in a learning process, not least in the light of that gender relations and gender equality only to a limited degree had been included in their nurse’s education at the basic level.     

Food,faith, social service and institution building: the Annamrita programme of the Hare Krishna movement in India

Based on fieldwork with the Annamrita programme, a food-based social service of ISKCON or the Hare Krishna movement in India, I look at the intricate connection between food, faith, social service and institution building. Formally known as the ISKCON Food Relief Foundation, the Annamrita programme has partnered with the government’s midday meal scheme for school children. From the point of view of sociology of food and sociology of religion, I propose that food is a cultural, moral and emotional investment for ISKCON. I describe how a faith-based social service through the instrument of food becomes a mode of bridging and institution building. The governmentality of this food service and the sacred public–private partnership is a specific kind of cultural and macroeconomic intervention in a resource-limited setting such as India. Camouflaged and embedded in this programme is an element of cultural hegemony and a Krishna consciousness-governed nationalism, with the ideas of the nation as a sacred land. Krishna is considered as the vanguard of sacralisation and the faith messages of ISKCON inevitably accompany the service package.     

Using Participatory System Dynamics Modeling to Examine the Local HIV Test and Treatment Care Continuum in Order to Reduce Community Viral Load

Achieving community‐level goals to eliminate the HIV epidemic requires coordinated efforts through community consortia with a common purpose to examine and critique their own HIV testing and treatment (T&T) care system and build effective tools to guide their efforts to improve it. Participatory system dynamics (SD) modeling offers conceptual, methodological, and analytical tools to engage diverse stakeholders in systems conceptualization and visual mapping of dynamics that undermine community‐level health outcomes and identify those that can be leveraged for systems improvement. We recruited and engaged a 25‐member multi‐stakeholder Task Force, whose members provide or utilize HIV‐related services, to participate in SD modeling to examine and address problems of their local HIV T&T service system. Findings from the iterative model building sessions indicated Task Force members’ increasingly complex understanding of the local HIV care system and demonstrated their improved capacity to visualize and critique multiple models of the HIV T&T service system and identify areas of potential leverage. Findings also showed members’ enhanced communication and consensus in seeking deeper systems understanding and options for solutions. We discuss implications of using these visual SD models for subsequent simulation modeling of the T&T system and for other community applications to improve system effectiveness.     

正确对待差异构建和谐病房

在构建和谐病房的实践中,充分认识到差异对其的影响。总结影响和谐病房构建中差异存在的主要形式有五点：不同医生之间差异的存在;不同患者之间差异的存在;医患间情感体验的差异;疗效追求的差异;社会环境理解的差异。提出了加强人文教育、注重医患交流、开展岗位评议活动三条解决方式,使病区环境实现了和谐统一的喜人局面。     

Les deux faces de la construction sociale du harcèlement moral - Nouveaux regards et nouvelles réalités dans le monde du travail

This paper focuses on the emergence of the concept of bullying at work in western societies since the nineties. The authors investigate two hypothesis : bullying is associated with new conceptions of social relations and bullying is associated with new work realities. The paper demonstrate that the two hypothesis are complentary.     

EFFECTS OF RESPONSE SPACING ON ACQUISITION AND RETENTION OF CONDITIONAL DISCRIMINATIONS

Pigeons were exposed to a repeated acquisition procedure in which no delays were imposed and rate of responding was relatively high. They also were exposed to conditions in which delays were arranged between trials within chains or between completed chains, and rates of responding were lower. Number of trials, rate of reinforcement, difficulty of the discrimination, and motivating operations were held constant. Terminal accuracy was highest under the no‐delay condition, in which rate of responding was highest. Effects of trial spacing on retention were mixed and depended on whether delays were imposed between trials within chains or between completed chains. These findings provide basic‐research support for the rapid presentation of trials in direct instruction and for rate building in precision teaching.