Co-Creating an Occupational Health Intervention within the Construction Industry in Sweden. Stakeholder Perceptions of the Process and Output

One way to prevent work-related stress, is to implement primary occupational health interventions aimed at improving the psychosocial work environment. However, such interventions have shown a limited effect, often due to implementation failure and poor contextual fit. Co-creation, where researchers, together with end-users and other relevant stakeholders, develop the intervention is increasingly encouraged. However, few studies have evaluated the effects of co-created interventions, and participants’ experience of the co-creation process. This is one of the first studies evaluating stakeholder perceptions of co-creating an occupational health intervention. We applied a thematic analysis, with data from 12 semi-structured interviews with stakeholders involved in the co-creation. Our results show that the respondents, in general, were satisfied with engaging in the co-creation, and they reported an increased awareness regarding risk factors of stress and how these should be handled. Additionally, the respondents described trust in the intervention activities and a good fit into the context. The study indicates that co-creating occupational health interventions can enhance the implementation and the contextual fit.

Flip the Triangle: using quality improvement methods to embed a positive behaviour support approach on a medium secure forensic ward for men with intellectual disabilities

Incidents of violence and aggression are serious concerns on a secure ward for people with intellectual disabilities and are often met with increases in physical and restrictive interventions. However, these interventions are usually high risk for both patients and staff and are ineffectual in promoting long-term behaviour change. This study aimed to promote positive culture change and embed the evidence-based practice of positive behaviour support by shifting focus and efforts from the use of physical and restrictive interventions to manage crises to intervening positively and proactively to prevent crises from occurring. The key drivers for change involved increasing access to positive engagement opportunities, expanding the staff team’s repertoire of proactive interventions through training and skill development and supporting staff well-being and resilience. Change ideas occurred alongside a shift in culture that promoted the development of a learning culture, psychological safety and consideration of contextual fit. Quality improvement methods helped the project increase the rate of positive and proactive interventions from 70.65% in December 2018 to 97.18% in January 2020. Increases in staff’s knowledge, confidence and safety were also reported. Lessons and limitations of the project are discussed.

Designing a Healthy Food-Store Intervention; A Co-Creative Process Between Interventionists and Supermarket Actors

Background: Without consideration for the food system in which healthy food-store interventions (HFIs) are implemented, their effects are likely to be unsustainable. Co-creation of HFIs by interventionists and food-store actors may improve contextual fit and therefore the effectiveness and sustainability of interventions, but there are few case studies on the topic. This study aims to provide insights into the integration of knowledge from contextual actors into HFI designs, through a co-creative process, to illustrate potential challenges, advantages, and outcomes. Methods: We describe the co-creative design of an HFI in a Dutch supermarket chain, conducted through three increasingly in-depth design phases. Each phase consisted of a cycle of theorizing (gather insights from literature, feedback, and pilot studies), building (develop intervention designs), and evaluating (interviews or workshops with supermarket actors, to explore barriers and facilitators for sustainable implementation), feeding back into the next phase (drafting adapted intervention designs, based on feedback, and research input). Interview transcripts underwent a qualitative content analysis. Results: We co-creatively designed four types of interventions to promote healthier food choices in supermarkets: (1) price strategies, (2) product presentation and positioning, (3) signage, and (4) interactive messaging. Interventions were aligned with the culture, structures and practices of the supermarket chain, while simultaneously challenging these system characteristics. For example, the idea of price promotions on healthy foods was well-received and encountered only practical barriers, which were easily resolved. However, the specification of tax-like price increases on unhealthy foods led to substantial resistance on cultural and commercial grounds, which were resolved through support from a key supermarket actor. Conclusion: Our results illustrate the potential benefits of co-creation approaches in HFI design. We reflect on the value of more easily accepted interventions to develop collaborative momentum and more radical interventions to drive more substantial changes.

Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs

Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with learner and intervention characteristics that may moderate or mediate treatment intensity. In addition, we discuss the influence that contextual fit/treatment acceptability may have on intervention success. We also discuss the challenges created by a number of interacting variables that make determining optimal dosage for groups of individuals difficult. Finally, treatment intensity is briefly discussed in terms of its possible influence on maintenance and generalization.

Developing and implementing contextualised S&OP designs – an enterprise architecture management approach

PurposeThis paper provides a five-step Enterprise Architecture Management (EAM) approach to systematically guide the development and implementation of contextualised Sales and Operations Planning (S&OP) designs.Design/methodology/approachA case study is conducted at a European chemical manufacturer. The research applies the five-step approach, embracing the descriptive and prescriptive EAM functions combined with the lens of contingency theory.FindingsThe research findings demonstrate the suitability of the proposed EAM approach for the contextualisation of S&OP designs from a contingency theory perspective. Its descriptive EAM function serves to assess context-specific S&OP challenges and enables to analyse the contextual fit of S&OP designs. Its prescriptive EAM function guides the development and implementation of context-specific S&OP designs towards increasing the S&OP effectiveness. EAM's integrated view onto people, process and information technology served to analyse current practices on the dynamics of S&OP contextualisation in innovation- and quality-driven contexts. Thereby, the paper contributes to a better S&OP contingency understanding.Practical implicationsThe EAM approach offered in this paper provides a concrete and practically applicable guidance to support managers to face their context-specific challenges and guide the contextualisation of their S&OP designs to increase the S&OP effectiveness. Moreover, practitioners can improve their understanding regarding the need for S&OP design adjustments to reflect changes in their companies' contingencies.Originality/valueThe research introduces a novel EAM approach for S&OP contextualisation, particularly reflecting contingency theory's dynamic view of structural adjustments to regain fit (SARFIT).

Restorative Justice in New Zealand Schools: An Evaluation of Sustainable Practice

<p><b>Over the past two decades, Restorative Practices have emerged internationally within schools as an alternative to the traditional punitive punishment model. Within New Zealand, schools have shown growing interest in Restorative Practices, with some adopting this with enthusiasm across their whole school practices, while others have shown a more cautious or short-term adoption. In spite of the growing interest, little is known about why some schools are successful adopters and others are not and what processes are occurring to promote well integrated and sustainable Restorative Practice in schools. </b></p><p> </p><p> This study investigated the sustainability of Restorative Practices across three New Zealand secondary schools, each of which had been successfully implementing Restorative Practice for a minimum of eight years. The goal of the study was to carefully trace the experiences of these schools, examining the processes that allowed Restorative Practice to become embedded in the school culture and what led to lasting integration. Schein’s model of organisational culture was used as an evaluative framework to explore the extent to which Restorative Practices were embedded within the schools. A comparative case study design was employed, gathering data from focus group sessions, semi-structured interviews, and observations. The data was analysed thematically to identify emergent themes. </p><p> </p><p> The findings indicated that the schools shared many similarities in their adoption and implementation of Restorative Practices. Factors that appeared to support the lasting integration of Restorative Practices were a contextual fit, including school readiness and the existing beliefs of the school and wider community, and leadership and support, including the commitment of Principals, the role of senior management, and the need for ongoing whole-staff professional development. Differences emerged across the three schools that also related to these factors. The study highlights the importance of the consistent and systemic embedding of Restorative Practices within school organisational culture if it is to be effectively implemented. It also underscores the need for better resourcing to equip schools to sustainably integrate practices that hold the potential to reduce the damage caused by punitive systems in schools. </p><p> </p><p> </p>

Restorative Justice in New Zealand Schools: An Evaluation of Sustainable Practice

<p><b>Over the past two decades, Restorative Practices have emerged internationally within schools as an alternative to the traditional punitive punishment model. Within New Zealand, schools have shown growing interest in Restorative Practices, with some adopting this with enthusiasm across their whole school practices, while others have shown a more cautious or short-term adoption. In spite of the growing interest, little is known about why some schools are successful adopters and others are not and what processes are occurring to promote well integrated and sustainable Restorative Practice in schools. </b></p><p> </p><p> This study investigated the sustainability of Restorative Practices across three New Zealand secondary schools, each of which had been successfully implementing Restorative Practice for a minimum of eight years. The goal of the study was to carefully trace the experiences of these schools, examining the processes that allowed Restorative Practice to become embedded in the school culture and what led to lasting integration. Schein’s model of organisational culture was used as an evaluative framework to explore the extent to which Restorative Practices were embedded within the schools. A comparative case study design was employed, gathering data from focus group sessions, semi-structured interviews, and observations. The data was analysed thematically to identify emergent themes. </p><p> </p><p> The findings indicated that the schools shared many similarities in their adoption and implementation of Restorative Practices. Factors that appeared to support the lasting integration of Restorative Practices were a contextual fit, including school readiness and the existing beliefs of the school and wider community, and leadership and support, including the commitment of Principals, the role of senior management, and the need for ongoing whole-staff professional development. Differences emerged across the three schools that also related to these factors. The study highlights the importance of the consistent and systemic embedding of Restorative Practices within school organisational culture if it is to be effectively implemented. It also underscores the need for better resourcing to equip schools to sustainably integrate practices that hold the potential to reduce the damage caused by punitive systems in schools. </p><p> </p><p> </p>

Less is more: Implementing the ‘Minimal Intervention Needed for Change (MINC)’ approach to increase contextual fit of speech-language interventions

Purpose: Speech-Language Pathologists (SLPs) and researchers face difficulties in moving evidence-based practices from clinical research into widespread practice, in part due to a mismatch between the design of typical intervention research studies and the realities of clinical settings. SLPs must adapt interventions from the literature or established programs to fit the needs of specific clients and settings. Researchers must design studies that better reflect clinical practice. Method: Here, we provide an overview of the Minimal Intervention Needed for Change (MINC) approach; a systematic approach to developing and adapting interventions that focuses on achieving meaningful outcomes within specific contexts. We outline the principles of MINC, and illustrate this process through use of a case study.Results: MINC can support systematic development and adaptation of interventions in clinical and research settings, particularly settings with resource limitations. Conclusions: Researchers should work to align research intervention work with typical clinical settings. This involves both targeting outcomes that are functional and clinically significant and acknowledging resource limitations. SLPs should adapt evidence-based interventions systematically and carefully to meet the needs of clients and settings while retaining the core components of intervention that result in meaningful change for clients.

The Impact of the Contextual Fit Enhancement Protocol on Behavior Support Plan Fidelity and Student Behavior

The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit and (a) increase in fidelity of support plan implementation and (b) improve student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.