Michelle Servais | University of Western Ontario (original) (raw)
Papers by Michelle Servais
Physical & Occupational Therapy in Pediatrics, 2019
Aims: This qualitative descriptive study explored perceived impacts of solution-focused coaching ... more Aims: This qualitative descriptive study explored perceived impacts
of solution-focused coaching in pediatric rehabilitation (SFC-peds)
from the viewpoint of experienced therapists.
Methods: Semi-structured in-depth interviews were conducted with
six participants (four occupational therapists and two physical therapists)
who had incorporated SFC-peds into their practice for three
years or longer. Participants were asked to describe perceived differences
SFC-peds has made to their clinical practice, service provision,
and relationships with clients and families. Interview transcripts were
analyzed using the method of thematic analysis.
Results: Three major themes, each with subthemes, were identified:
- changes in therapists’ perception of their roles; 2) increased service
effectiveness; and 3) enhanced client capacity. Through longterm
engagement with SFC-peds, participants have experienced a
role shift from an expert adviser to a collaborative facilitator who
assists clients and families with capacity building and self-discovery
of solutions for their everyday environments.
Conclusions: The findings suggest that SFC-peds can help participants
reframe professional expertise and integrate principles of family-
centred care into their day-to-day practice. Individual- and
system-level support, along with flexibility in service structures and
processes, may be needed to further the implementation of SFCpeds
in service delivery.
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The focus of this research is to better understand teachers’ information needs, perceived compete... more The focus of this research is to better understand teachers’ information needs, perceived competencies, preferences for information sources, and information seeking behaviours related to special education by level of teaching experience. A mixed methods approach to research was employed using a combination of quantitative and qualitative methods. Eighty-five elementary and intermediate school teachers (J.K. through Grade 8) from Catholic and public school boards in southern Ontario, Canada, completed an online survey questionnaire. Semi-structured, follow-up interviews were then conducted with 11 teachers to further explore the issues. The participants were classified into three experience level groups (i.e., novice, intermediate, and expert teachers) based on 9 indicators of teaching and special education experience and expertise. The participants’ special education information needs were coded to the Council for Exceptional Children’s (CEC) 10 Professional Standards for Special Education (2009) to better understand how teachers with different levels of experience perceive their special education needs and to examine how their needs relate to the CEC’s Professional Standards. The semi-structured interview data was used to provide further illumination on the results of the survey data. Overall, teachers’ most frequently identified needs involved instructional strategies (including differentiated instruction) and how to create inclusive classrooms. More experienced teachers were better able to identify and articulate their special education needs. Distinct patterns of source preferences were found based on teachers' experience levels. Novice teachers most preferred face-to-face consultations with knowledgeable experts and least preferred sources of information that were passive, individual activities such as searching online; reading professional books, magazines, and research resources; or watching videos. They reported being less successful at finding the specific information they needed from these sources. Expert teachers favoured research and professional literature and online sources. Teachers also indicated a preference for one source of online special education information and reported only using a few websites as their main point of access for special education information: school board websites, the Ontario Ministry of Education website, and a variety of disability association websites. The ultimate goal of this research is to provide information on how to better support and meet teachers’ information needs related to special education.
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Exceptionality Education International, Dec 31, 2008
This is a preliminary evaluation of a program aimed at providing training, consultation, and reso... more This is a preliminary evaluation of a program aimed at providing training, consultation, and resource materials to educators in public schools in order to build the capacity of those educators and schools to meet the needs of students with autism spectrum disorders. Educator and school level outcomes were evaluated and information about program processes was gathered. One hundred and ninety-two educators completed study measures in the fall and spring of one school year. Educators receiving no services were compared on outcomes to educators who received services. Significant main effects of program condition in favour of beneficial effects of the program were found for two school level outcomes. On average, educators were satisfied with the program and found the various components of the service useful. Recommendations for future service delivery and research are discussed.
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Developmental Neurorehabilitation, Jan 25, 2017
Objective: To prepare for an RCT by examining the effects of an educational intervention on the l... more Objective: To prepare for an RCT by examining the effects of an educational intervention on the listening skills of pediatric rehabilitation clinicians, piloting study procedures, and investigating participants’ learning experiences.
Methods: Six experienced clinicians received the intervention, consisting of video simulations and solution-focused coaching regarding personal listening goals. Self- and observer-rated measures of listening skill were completed and qualitative information was gathered in interviews and a member checking session.
Results: Significant change on self-reported listening skills was found from pre- to post-test and/or follow-up. The pilot provided useful information to improve the study protocol, including the addition of an initial orientation to listening skills. Participants found the intervention to be a highly valuable and intense learning experience, and reported immediate changes to their clinical and interprofessional practice.
Conclusion: The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.
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Evaluation and Program Planning, 2008
A framework of operating models for interdisciplinary research programs in clinical service organ... more A framework of operating models for interdisciplinary research programs in clinical service organizations is presented, consisting of a ‘‘clinician–researcher’’ skill development model, a program evaluation model, a researcher-led knowledge generation model, and a knowledge conduit model. Together, these models comprise a tailored, collaborative approach to enhancing research-informed practice in community-based clinical service organizations. The models place different degrees of emphasis on the development of research related skills in practitioners, the generation of knowledge tailored to clinical practice, and knowledge sharing. The nature, philosophical basis, roles of research staff members, outputs and impacts, and strengths and limitations of each model are described, in the context of a long-standing, interdisciplinary research program in a children’s rehabilitation service organization. The use of the model framework as a tool for the design of interdisciplinary, community-based research programs is discussed.
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PsycTESTS Dataset, 2000
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Educational Research, 2014
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PsycEXTRA Dataset, 2000
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Developmental Neurorehabilitation, Jan 30, 2014
Purpose: To describe the creation and validation of six simulations concerned with effective list... more Purpose: To describe the creation and validation of six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation. Methods and findings: The simulations involved clinicians from various disciplines, were based on clinical scenarios related to client issues, and reflected core aspects of listening/communication. Each simulation had a key learning objective, thus focusing clinicians on specific listening skills. The article outlines the process used to turn written scenarios into digital video simulations, including steps taken to establish content validity and authenticity, and to establish a series of videos based on the complexity of their learning objectives, given contextual factors and associated macrocognitive processes that influence the ability to listen. A complexity rating scale was developed and used to establish a gradient of easy/simple, intermediate, and hard/complex simulations. Conclusions: The development process exemp...
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Physical & Occupational Therapy in Pediatrics, 2011
There is growing interest in understanding the usefulness of mentorship programs for children’s r... more There is growing interest in understanding the usefulness of mentorship programs for children’s rehabilitation service providers. This evaluation study examined the effects of an occupational therapy mentorship program on the skills and behaviors of 8 new and 17 experienced occupational therapists practicing at a regional children’s rehabilitation center. Self- and peer-report measures of family-centered behavior, critical thinking ability, listening/interactive communication skill, and clinical behavior were collected before and after an 11-month facilitated, collaborative group mentorship intervention. Significant pre–post changes associated with intervention were found on 9 of 12 outcome measures, including information provision, respectful treatment, self-confidence, and listening and clinical skill. Changes were not found on the more trait-like variables of open-mindedness, interpersonal sensitivity, and interpersonal skill. Experienced therapists had higher scores than new therapists on most variables, including family-centered behavior, listening skill, and clinical skill. Implications regarding the utility of mentorship programs in children’s rehabilitation centers are discussed.
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Physical & Occupational Therapy in Pediatrics, 2013
This article describes the conceptual basis and key elements of a transdisciplinary model for sol... more This article describes the conceptual basis and key elements of a transdisciplinary model for solution-focused coaching in pediatric rehabilitation (SFC-peds). The model exemplifies a strengths-based, relational, and goal-oriented approach to clinical practice. It provides a distinct shift from a problem-oriented, therapist-directed approach to a possibilities-oriented approach where client empowerment takes precedence. The model facilitates client change through a method of working with client strengths and resources that involves the use of strategic questions to co-construct therapy intervention. Through client-therapist collaboration, therapy goals and plans are developed that align with client hopes, priorities, and readiness for change. SFC supports client self-determination and capacity for change through customized therapy goals and plans that are meaningful for the child and family. Implications for therapists include the need for relational expertise, practical coaching skills, and expertise in facilitating change. The need for research on the effectiveness of this approach in pediatric rehabilitation is discussed.
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International Journal of Listening, 2014
This article outlines the benefits of engaging health care professionals in interprofessional gro... more This article outlines the benefits of engaging health care professionals in interprofessional groups to discuss complex clinical scenarios with a focus on listening and communication. Three focus groups (n=16) highlighted the utility of carefully crafted clinical scenarios relevant to paediatric health care to elicit and explore the thought processes of interprofessional groups about listening rather than trying to address the problem. The focus groups revealed several themes. Scenario discussion was valuable to clinical learning and assisted professional development by broadening perspectives, providing a safe environment, and offering opportunities to learn and share. Participants reflected on listening and communication in the therapy process, pointed out differences in listening in a group versus with a single individual, and also discussed barriers to listening and communicating. The scenario discussions enhanced participants’ awareness of being family-centred and building relationships with families. Use of carefully constructed clinical scenarios within interprofessional peer discussion groups has benefits for learning, reflection, and enhanced family-centred care. This type of approach can be implemented as a method for professional development within pediatric service organizations.
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Health & Social Care in the Community, 2009
Despite the increasing number of multidisciplinary community-university research partnerships des... more Despite the increasing number of multidisciplinary community-university research partnerships designed to address real-world issues, little is known about their nature. This article describes the features and impacts of five research partnerships addressing health or social service issues, which constituted a convenience sample from the province of Ontario, Canada. The article describes their characteristics, ways of operating, outputs, types of requests received from community members and mid-term impacts. Requests directed to partnerships were tracked over a 10-month period in 2003 to 2004, using a research contact checklist, and 174 community members later completed an impact questionnaire capturing perceptions of the impacts of the partnerships on personal knowledge and research skill development, organisational/group access to and use of information, and community and organisational development. The data indicated that partnerships had similar priorities and magnitudes of mid-term impacts, yet differed in the scope of their partnering, realm of intended influence and the number of mechanisms used to engage and communicate with target audiences. The partnerships produced different types of outputs and received different types of requests from community members. The findings inform researchers about partnership diversity and help to establish more realistic expectations about the magnitude of partnerships' impacts.
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Evaluation and Program Planning, 2008
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Evaluation and Program Planning, 2009
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Disability and Rehabilitation, 2012
Therapists&am... more Therapists' listening and communication skills are fundamental to the delivery of children's rehabilitation services but few measures comprehensively assess these skills. The 24-item Effective Listening and Interactive Communication Scale (ELICS) was developed to reflect a multifaceted conceptualization based on evidence in the literature. Data from 41 pediatric rehabilitation therapists (occupational, physical, speech-language, recreation, and behavioural therapists; psychologists and social workers) were used to determine the factor structure, internal consistency, and construct validity of the subscales. The measure contains four subscales with very good to excellent reliability: Consensus-oriented, Exploratory, Receptive, and Action-oriented Listening. Content validity was ensured by the development process. The ELICS portrays listening as a purposeful, goal-oriented, and relational activity. The measure allows clinicians to assess and reflect on their listening/communication skills, and can be used to evaluate professional development activities and interventions geared to improving these skills.
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Brain Injury, 2006
To examine the utility of a coordinated, family/community-focused programme (PABICOP) vs. a stand... more To examine the utility of a coordinated, family/community-focused programme (PABICOP) vs. a standard approach for improving outcomes for children with ABI and their families. Pre-test-post-test design, with comparison group and follow-up. Ninety-six children (64 children receiving PABICOP services and 32 children receiving standard care) participated in the study. Measures were completed at baseline and 3 and 12 months later. Parents/caregivers with more than 10 contacts with PABICOP scored significantly higher on an ABI knowledge quiz than either parents/caregivers with 10 contacts or less or the comparison group at post-test and follow-up. Parents/caregivers with 10 contacts or less with PABICOP reported significantly greater improvements in children's school and total competence on the CBCL than either parents/caregivers with more than 10 contacts or the comparison group at post-test and follow-up. PABICOP may be more useful for enhancing knowledge of ABI for parents/caregivers and for integrating children into the community over a 1-year period than a standard approach. The amount of service received appears to influence outcomes.
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Journal of Research in Interprofessional Practice and Education, Nov 18, 2010
Background: Interest in professional expertise is growing. Interactional and developmental perspe... more Background: Interest in professional expertise is growing. Interactional and developmental perspectives are being adopted to understand the nature of expertise and the environmental factors that influence its development. This article provides qualitative information about the workplace factors and experiences considered important by individuals providing education or mental health services to children, with one group working within an interprofessional team approach (service providers) and the other working in a discipline-specific manner (teachers).
Methods and Findings: Two focus groups were held: one involving 5 elementary or secondary school teachers and principals, and one involving 9 therapists who provide specialized children’s mental health services. Information arising in these group sessions was used to develop themes reflecting key elements discussed; the themes were then contrasted to infer differences between the two groups. The findings point to the importance of establishing a collaborative, learning-oriented workplace culture, including opportunities for varied work experiences, peer interaction and dialogue, and feedback.
Conclusions: Implications include adopting relationship-oriented and collaborative service delivery models and ensuring that workplace settings encourage natural learning opportunities involving interaction, dialogue, and feedback, as well as meaningful professional development experiences of value to participants.
Bookmarks Related papers MentionsView impact
PsycEXTRA Dataset, 2000
Bookmarks Related papers MentionsView impact
Physical & Occupational Therapy in Pediatrics, 2019
Aims: This qualitative descriptive study explored perceived impacts of solution-focused coaching ... more Aims: This qualitative descriptive study explored perceived impacts
of solution-focused coaching in pediatric rehabilitation (SFC-peds)
from the viewpoint of experienced therapists.
Methods: Semi-structured in-depth interviews were conducted with
six participants (four occupational therapists and two physical therapists)
who had incorporated SFC-peds into their practice for three
years or longer. Participants were asked to describe perceived differences
SFC-peds has made to their clinical practice, service provision,
and relationships with clients and families. Interview transcripts were
analyzed using the method of thematic analysis.
Results: Three major themes, each with subthemes, were identified:
- changes in therapists’ perception of their roles; 2) increased service
effectiveness; and 3) enhanced client capacity. Through longterm
engagement with SFC-peds, participants have experienced a
role shift from an expert adviser to a collaborative facilitator who
assists clients and families with capacity building and self-discovery
of solutions for their everyday environments.
Conclusions: The findings suggest that SFC-peds can help participants
reframe professional expertise and integrate principles of family-
centred care into their day-to-day practice. Individual- and
system-level support, along with flexibility in service structures and
processes, may be needed to further the implementation of SFCpeds
in service delivery.
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The focus of this research is to better understand teachers’ information needs, perceived compete... more The focus of this research is to better understand teachers’ information needs, perceived competencies, preferences for information sources, and information seeking behaviours related to special education by level of teaching experience. A mixed methods approach to research was employed using a combination of quantitative and qualitative methods. Eighty-five elementary and intermediate school teachers (J.K. through Grade 8) from Catholic and public school boards in southern Ontario, Canada, completed an online survey questionnaire. Semi-structured, follow-up interviews were then conducted with 11 teachers to further explore the issues. The participants were classified into three experience level groups (i.e., novice, intermediate, and expert teachers) based on 9 indicators of teaching and special education experience and expertise. The participants’ special education information needs were coded to the Council for Exceptional Children’s (CEC) 10 Professional Standards for Special Education (2009) to better understand how teachers with different levels of experience perceive their special education needs and to examine how their needs relate to the CEC’s Professional Standards. The semi-structured interview data was used to provide further illumination on the results of the survey data. Overall, teachers’ most frequently identified needs involved instructional strategies (including differentiated instruction) and how to create inclusive classrooms. More experienced teachers were better able to identify and articulate their special education needs. Distinct patterns of source preferences were found based on teachers' experience levels. Novice teachers most preferred face-to-face consultations with knowledgeable experts and least preferred sources of information that were passive, individual activities such as searching online; reading professional books, magazines, and research resources; or watching videos. They reported being less successful at finding the specific information they needed from these sources. Expert teachers favoured research and professional literature and online sources. Teachers also indicated a preference for one source of online special education information and reported only using a few websites as their main point of access for special education information: school board websites, the Ontario Ministry of Education website, and a variety of disability association websites. The ultimate goal of this research is to provide information on how to better support and meet teachers’ information needs related to special education.
Bookmarks Related papers MentionsView impact
Exceptionality Education International, Dec 31, 2008
This is a preliminary evaluation of a program aimed at providing training, consultation, and reso... more This is a preliminary evaluation of a program aimed at providing training, consultation, and resource materials to educators in public schools in order to build the capacity of those educators and schools to meet the needs of students with autism spectrum disorders. Educator and school level outcomes were evaluated and information about program processes was gathered. One hundred and ninety-two educators completed study measures in the fall and spring of one school year. Educators receiving no services were compared on outcomes to educators who received services. Significant main effects of program condition in favour of beneficial effects of the program were found for two school level outcomes. On average, educators were satisfied with the program and found the various components of the service useful. Recommendations for future service delivery and research are discussed.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Developmental Neurorehabilitation, Jan 25, 2017
Objective: To prepare for an RCT by examining the effects of an educational intervention on the l... more Objective: To prepare for an RCT by examining the effects of an educational intervention on the listening skills of pediatric rehabilitation clinicians, piloting study procedures, and investigating participants’ learning experiences.
Methods: Six experienced clinicians received the intervention, consisting of video simulations and solution-focused coaching regarding personal listening goals. Self- and observer-rated measures of listening skill were completed and qualitative information was gathered in interviews and a member checking session.
Results: Significant change on self-reported listening skills was found from pre- to post-test and/or follow-up. The pilot provided useful information to improve the study protocol, including the addition of an initial orientation to listening skills. Participants found the intervention to be a highly valuable and intense learning experience, and reported immediate changes to their clinical and interprofessional practice.
Conclusion: The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.
Bookmarks Related papers MentionsView impact
Evaluation and Program Planning, 2008
A framework of operating models for interdisciplinary research programs in clinical service organ... more A framework of operating models for interdisciplinary research programs in clinical service organizations is presented, consisting of a ‘‘clinician–researcher’’ skill development model, a program evaluation model, a researcher-led knowledge generation model, and a knowledge conduit model. Together, these models comprise a tailored, collaborative approach to enhancing research-informed practice in community-based clinical service organizations. The models place different degrees of emphasis on the development of research related skills in practitioners, the generation of knowledge tailored to clinical practice, and knowledge sharing. The nature, philosophical basis, roles of research staff members, outputs and impacts, and strengths and limitations of each model are described, in the context of a long-standing, interdisciplinary research program in a children’s rehabilitation service organization. The use of the model framework as a tool for the design of interdisciplinary, community-based research programs is discussed.
Bookmarks Related papers MentionsView impact
PsycTESTS Dataset, 2000
Bookmarks Related papers MentionsView impact
Educational Research, 2014
Bookmarks Related papers MentionsView impact
PsycEXTRA Dataset, 2000
Bookmarks Related papers MentionsView impact
Developmental Neurorehabilitation, Jan 30, 2014
Purpose: To describe the creation and validation of six simulations concerned with effective list... more Purpose: To describe the creation and validation of six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation. Methods and findings: The simulations involved clinicians from various disciplines, were based on clinical scenarios related to client issues, and reflected core aspects of listening/communication. Each simulation had a key learning objective, thus focusing clinicians on specific listening skills. The article outlines the process used to turn written scenarios into digital video simulations, including steps taken to establish content validity and authenticity, and to establish a series of videos based on the complexity of their learning objectives, given contextual factors and associated macrocognitive processes that influence the ability to listen. A complexity rating scale was developed and used to establish a gradient of easy/simple, intermediate, and hard/complex simulations. Conclusions: The development process exemp...
Bookmarks Related papers MentionsView impact
Physical & Occupational Therapy in Pediatrics, 2011
There is growing interest in understanding the usefulness of mentorship programs for children’s r... more There is growing interest in understanding the usefulness of mentorship programs for children’s rehabilitation service providers. This evaluation study examined the effects of an occupational therapy mentorship program on the skills and behaviors of 8 new and 17 experienced occupational therapists practicing at a regional children’s rehabilitation center. Self- and peer-report measures of family-centered behavior, critical thinking ability, listening/interactive communication skill, and clinical behavior were collected before and after an 11-month facilitated, collaborative group mentorship intervention. Significant pre–post changes associated with intervention were found on 9 of 12 outcome measures, including information provision, respectful treatment, self-confidence, and listening and clinical skill. Changes were not found on the more trait-like variables of open-mindedness, interpersonal sensitivity, and interpersonal skill. Experienced therapists had higher scores than new therapists on most variables, including family-centered behavior, listening skill, and clinical skill. Implications regarding the utility of mentorship programs in children’s rehabilitation centers are discussed.
Bookmarks Related papers MentionsView impact
Physical & Occupational Therapy in Pediatrics, 2013
This article describes the conceptual basis and key elements of a transdisciplinary model for sol... more This article describes the conceptual basis and key elements of a transdisciplinary model for solution-focused coaching in pediatric rehabilitation (SFC-peds). The model exemplifies a strengths-based, relational, and goal-oriented approach to clinical practice. It provides a distinct shift from a problem-oriented, therapist-directed approach to a possibilities-oriented approach where client empowerment takes precedence. The model facilitates client change through a method of working with client strengths and resources that involves the use of strategic questions to co-construct therapy intervention. Through client-therapist collaboration, therapy goals and plans are developed that align with client hopes, priorities, and readiness for change. SFC supports client self-determination and capacity for change through customized therapy goals and plans that are meaningful for the child and family. Implications for therapists include the need for relational expertise, practical coaching skills, and expertise in facilitating change. The need for research on the effectiveness of this approach in pediatric rehabilitation is discussed.
Bookmarks Related papers MentionsView impact
International Journal of Listening, 2014
This article outlines the benefits of engaging health care professionals in interprofessional gro... more This article outlines the benefits of engaging health care professionals in interprofessional groups to discuss complex clinical scenarios with a focus on listening and communication. Three focus groups (n=16) highlighted the utility of carefully crafted clinical scenarios relevant to paediatric health care to elicit and explore the thought processes of interprofessional groups about listening rather than trying to address the problem. The focus groups revealed several themes. Scenario discussion was valuable to clinical learning and assisted professional development by broadening perspectives, providing a safe environment, and offering opportunities to learn and share. Participants reflected on listening and communication in the therapy process, pointed out differences in listening in a group versus with a single individual, and also discussed barriers to listening and communicating. The scenario discussions enhanced participants’ awareness of being family-centred and building relationships with families. Use of carefully constructed clinical scenarios within interprofessional peer discussion groups has benefits for learning, reflection, and enhanced family-centred care. This type of approach can be implemented as a method for professional development within pediatric service organizations.
Bookmarks Related papers MentionsView impact
Health & Social Care in the Community, 2009
Despite the increasing number of multidisciplinary community-university research partnerships des... more Despite the increasing number of multidisciplinary community-university research partnerships designed to address real-world issues, little is known about their nature. This article describes the features and impacts of five research partnerships addressing health or social service issues, which constituted a convenience sample from the province of Ontario, Canada. The article describes their characteristics, ways of operating, outputs, types of requests received from community members and mid-term impacts. Requests directed to partnerships were tracked over a 10-month period in 2003 to 2004, using a research contact checklist, and 174 community members later completed an impact questionnaire capturing perceptions of the impacts of the partnerships on personal knowledge and research skill development, organisational/group access to and use of information, and community and organisational development. The data indicated that partnerships had similar priorities and magnitudes of mid-term impacts, yet differed in the scope of their partnering, realm of intended influence and the number of mechanisms used to engage and communicate with target audiences. The partnerships produced different types of outputs and received different types of requests from community members. The findings inform researchers about partnership diversity and help to establish more realistic expectations about the magnitude of partnerships' impacts.
Bookmarks Related papers MentionsView impact
Evaluation and Program Planning, 2008
Bookmarks Related papers MentionsView impact
Evaluation and Program Planning, 2009
Bookmarks Related papers MentionsView impact
Disability and Rehabilitation, 2012
Therapists&am... more Therapists' listening and communication skills are fundamental to the delivery of children's rehabilitation services but few measures comprehensively assess these skills. The 24-item Effective Listening and Interactive Communication Scale (ELICS) was developed to reflect a multifaceted conceptualization based on evidence in the literature. Data from 41 pediatric rehabilitation therapists (occupational, physical, speech-language, recreation, and behavioural therapists; psychologists and social workers) were used to determine the factor structure, internal consistency, and construct validity of the subscales. The measure contains four subscales with very good to excellent reliability: Consensus-oriented, Exploratory, Receptive, and Action-oriented Listening. Content validity was ensured by the development process. The ELICS portrays listening as a purposeful, goal-oriented, and relational activity. The measure allows clinicians to assess and reflect on their listening/communication skills, and can be used to evaluate professional development activities and interventions geared to improving these skills.
Bookmarks Related papers MentionsView impact
Brain Injury, 2006
To examine the utility of a coordinated, family/community-focused programme (PABICOP) vs. a stand... more To examine the utility of a coordinated, family/community-focused programme (PABICOP) vs. a standard approach for improving outcomes for children with ABI and their families. Pre-test-post-test design, with comparison group and follow-up. Ninety-six children (64 children receiving PABICOP services and 32 children receiving standard care) participated in the study. Measures were completed at baseline and 3 and 12 months later. Parents/caregivers with more than 10 contacts with PABICOP scored significantly higher on an ABI knowledge quiz than either parents/caregivers with 10 contacts or less or the comparison group at post-test and follow-up. Parents/caregivers with 10 contacts or less with PABICOP reported significantly greater improvements in children's school and total competence on the CBCL than either parents/caregivers with more than 10 contacts or the comparison group at post-test and follow-up. PABICOP may be more useful for enhancing knowledge of ABI for parents/caregivers and for integrating children into the community over a 1-year period than a standard approach. The amount of service received appears to influence outcomes.
Bookmarks Related papers MentionsView impact
Journal of Research in Interprofessional Practice and Education, Nov 18, 2010
Background: Interest in professional expertise is growing. Interactional and developmental perspe... more Background: Interest in professional expertise is growing. Interactional and developmental perspectives are being adopted to understand the nature of expertise and the environmental factors that influence its development. This article provides qualitative information about the workplace factors and experiences considered important by individuals providing education or mental health services to children, with one group working within an interprofessional team approach (service providers) and the other working in a discipline-specific manner (teachers).
Methods and Findings: Two focus groups were held: one involving 5 elementary or secondary school teachers and principals, and one involving 9 therapists who provide specialized children’s mental health services. Information arising in these group sessions was used to develop themes reflecting key elements discussed; the themes were then contrasted to infer differences between the two groups. The findings point to the importance of establishing a collaborative, learning-oriented workplace culture, including opportunities for varied work experiences, peer interaction and dialogue, and feedback.
Conclusions: Implications include adopting relationship-oriented and collaborative service delivery models and ensuring that workplace settings encourage natural learning opportunities involving interaction, dialogue, and feedback, as well as meaningful professional development experiences of value to participants.
Bookmarks Related papers MentionsView impact
PsycEXTRA Dataset, 2000
Bookmarks Related papers MentionsView impact