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Evidence-based practice was originally defined by Sackett et al. (1996) as the use of current research evidence, clinical expertise and client wishes in making clinical decisions. To date, several studies have outlined facilitators and barriers to evidence-based practice implementation in mental health treatment settings. Few have studied evidence-based practice implementation in interdisciplinary mental health treatment settings. This research explored how clinicians working in interdisciplinary mental health treatment settings 1) define evidence-based practice, 2) report on factors influencing evidence-based practice implementation, and 3) perceive the promoters and barriers to evidence-based practice implementation. This research analyzed data from three studies. In the quantitative portion 233 clinicians participated in an online survey. Descriptive results indicated that clinician scores for knowledge (understanding of and confidence in evidence based-practice) and attitude (positive opinion about evidence-based practice) were high. However, descriptive results also indicated that scores for outcome (perceived impact of evidence-based practice) were moderate and scores for behaviour (frequency clinicians access research evidence) were low. Further analysis showed that nearly 50% of evidence-based practice outcome was explained by education, profession, knowledge and attitude, and approximately 15% of clinician behaviour was explained by knowledge. In the qualitative portion 8 clinicians were interviewed. The results showed that half of the clinicians defined evidence-based practice as research evidence and the other half defined it as research evidence with clinical expertise and client preferences. The interviews identified four components essential to evidence-based practice implementation: creating conditions; accessing evidence; motivating practice; reflecting critically. The interviews also uncovered four tensions clinicians experienced central to evidence-based practice: valuing research evidence vs. clinical expertise; fidelity vs. customization; defining roles vs. role sharing; implementing evidence-based practice vs. managing clinical workload pressures. The findings across the studies highlighted the importance of knowledge, evidence, access and time to optimize evidence-based practice implementation. The results showed that evidence-based practice implementation could be facilitated by a more unified definition, clearer expectations on the part of clinicians and organizations, and a shift in focus from education to behaviour change and monitoring implementation. / Thesis / Doctor of Philosophy (PhD) / Evidence-based practice involves using research evidence to make decisions about client treatment. The purpose of this project was to examine how different mental health professionals in the same setting define and implement evidence-based practice. This research was conducted using two online surveys of over two hundred clinicians and face-to-face interviews with eight clinicians. The surveys found that clinicians had an understanding of evidence-based practice and positive opinions about evidence-based practices but saw moderate impact of evidence-based practice and infrequency in searching for research evidence. The research found that reasons for impact included: education, profession, knowledge and attitude. One cause for search infrequency was knowledge. The interviews found that about half defined evidence-based practice as only research evidence and the other half as research evidence, clinician experience and client wishes. The interviews also illuminated the process of putting evidence-based practice into place and some areas of tension. Similarities across all of the research were the importance of knowledge, access to evidence and time to engage in evidence-based practice.

Yes / There is conflicting experimental evidence about whether the “stakes” or importance of being wrong affect judgments about whether a subject knows a proposition. To date, judgments about stakes effects on knowledge have been investigated using binary paradigms: responses to “low” stakes cases are compared with responses to “high stakes” cases. However, stakes or importance are not binary properties—they are scalar: whether a situation is “high” or “low” stakes is a matter of degree. So far, no experimental work has investigated the scalar nature of stakes effects on knowledge: do stakes effects increase as the stakes get higher? Do stakes effects only appear once a certain threshold of stakes has been crossed? Does the effect plateau at a certain point? To address these questions, we conducted experiments that probe for the scalarity of stakes effects using several experimental approaches. We found evidence of scalar stakes effects using an “evidenceseeking” experimental design, but no evidence of scalar effects using a traditional “evidence-fixed” experimental design. In addition, using the evidence-seeking design, we uncovered a large, but previously unnoticed framing effect on whether participants are skeptical about whether someone can know something, no matter how much evidence they have. The rate of skeptical responses and the rate at which participants were willing to attribute “lazy knowledge”—that someone can know something without having to check— were themselves subject to a stakes effect: participants were more skeptical when the stakes were higher, and more prone to attribute lazy knowledge when the stakes were lower. We argue that the novel skeptical stakes effect provides resources to respond to criticisms of the evidence-seeking approach that argue that it does not target knowledge / Leverhulme Trust Research Project Grant (RPG-2016-193)

This study was designed to explore the impact of interdisciplinary research on the likelihood of a doctoral student obtaining a faculty job upon degree completion. Additionally, this study examined the important individual and institutional components of socialization that contribute to differences in career outcomes. A socialization framework likely substantiates the extent to which doctoral training environments are consequential to careers. Results were obtained from a sample of 28,928 doctoral students who participated in the 2021 Survey of Earned Doctorates. Hierarchical Generalized Linear Modeling was used because it measures the effects of both student characteristics and institutional factors. The findings from this analysis suggest student demographics are an important predictor, but the significance of those characteristics' changes when doctoral field of study is considered. Additionally, there are institutional characteristics that impact the likelihood of obtaining a faculty job related to the proportion of various student backgrounds, faculty backgrounds, and broad field of study, and the prestige of the institution. The independent variable of interest, interdisciplinary dissertation, was not statistically significant at the student level, but the proportion of doctoral students completing an interdisciplinary dissertation at the institution level was statistically significant and negatively associated with obtaining a faculty position adjusting for other institutional factors. These findings show the importance of applying hierarchical models to research questions related to career outcomes for doctoral students. Without a hierarchical model, this important differential finding across levels would have been hidden. / Doctor of Philosophy / There is currently a surplus in doctoral degree production compared to a shrinking number of faculty jobs in academia. Interdisciplinary research experiences in doctoral education are becoming more popular and it is important to determine how participation in these programs influences a student's career prospects upon receiving their degree. This study was designed to explore the impact of completing an interdisciplinary dissertation on the likelihood of obtaining a faculty job upon degree completion. A model was used which considers characteristics of individual students as well as characteristics of the institutions they attend. Findings of the study show that for a student, completing an interdisciplinary dissertation does not have a statistically significant influence on their likelihood of obtaining a faculty job. However, the proportion of students completing an interdisciplinary dissertation at a particular institution has a statistically significant negative association on the likelihood of obtaining a faculty job. Additionally, student demographics were only significant until the broad field of study was considered in the model. Beyond student characteristics, there are institutional characteristics that impact the likelihood of obtaining a faculty job and these are related to the representation of various student backgrounds, faculty backgrounds, institution prestige, and the proportion of doctoral students in each broad field. These findings show the importance of considering both student and institutional characteristics.

To find a Ferrari but get a salary range for a Fiat: A qualitative study on salary-setting managers' experiences regarding salary setting upon new employment in a trust-based municipality. This study’s aim is to investigate managers' experiences regarding communication and room for action when setting salaries upon new employment. The municipality uses a trust-based management philosophy that aims to increase the room for action and reduce detail management. The management philosophy is relatively new and there is an ongoing debate in Swedish society about its advantages and disadvantages. Thestudy was carried out through focus group interviews with managers within the municipality using a thematic analysis. A communication and trust model were used as well as a theoretical concept of powerfor the analysis. The main result show that the communication between the managers and the personnel department is sometimes deficient. Where factors such as the importance of feedback, in salary setting upon new employment, hinder or enable the managers room for action. Furthermore, the result shows that managers in this process need to take the role as active actors to influence their room for action.Since this study is conducted as a critical case study focusing on managers rom for action in a small and concrete process the results are applicable in contributing to knowledge about implementation of trustbased management philosophy in this municipality and in public management in general.Keywords; trust, trust-based management, room for action, salary setting, communication.

This research paper provides a comprehensive analysis of the systematic failure of Venezuelan institutions to guarantee the fundamental rights of its citizens, the insufficient support and protection of Venezuelan migrants by the international community, and the devastating humanitarian implications of its consequent “institutional orphanhood”.  In order to carry out this investigation, we have resorted to a combined approach that integrates the description, analysis and critique of our theoretical and empirical findings. The theoretical research encompasses review of specialized literature on migration theories, humanitarian crises, and human rights, while empirical research utilizes qualitative data to obtain a general picture of the economic, political and social situation in Venezuela, the functioning of the current migrant protection system, States’ and international institutions’ responses and their implications for the human rights of Venezuelan migrants.  Following a comprehensive analysis whose objective is to cover all the aspects and elements necessary to understand the situation in Venezuela, the results reflect that the Venezuelan migratory exodus composes a new migratory pattern described by Alexander Betts as “survival migration”, in which individuals rather than fleeing for economic reasons, flee from the generalized violation of human rights, the collapse of the rule of law, the increased prominence of “new wars” in the country and public disorder. However, the traditional approach of the existing protection framework that limits persecution as the sole criterion for the guarantee of protection, leaves Venezuelan migrants in a situation of “institutional orphanhood". As a result, States and international institutions have taken advantage of this legal vacuum to tailor their responses to their political interests rather than humanitarian principles, generating thus unequal and inadequate, which have ultimately hindered Venezuelan survival migrants’ subsistence and even generated humanitarian crises.  In this context, we have concluded that it is imperative to review the existing protection system, and instead prioritize measures and policies based on a human rights-based approach that addresses the specific needs of Venezuelans displaced abroad and advocates for a more coordinated and effective response to the human rights crisis in Venezuela.

This paper summarizes the process by which I created a podcast that examines institutional siloing in universities and nonprofit cultural organizations and suggests methods for how collaborative work could happen in these settings. The podcast draws on three case studies from three different institutions to examine how collaboration does and does not happen. I also examine how universities, as a place of higher learning and training, can function in a way that restricts interdisciplinary work from occurring. This is focused on exhibition creation but can be applied to other projects as well. One of the greatest challenges to collaborative work is the flow of money through cultural organizations, which I explore through a consideration of granting organizations and institutional budgets. Included with this is a poster that serves as a checklist for project teams. This project is an advocation for collaborative practices and a reflection on the organizations in which we operate and how and why we must do more to maintain interdisciplinary work in the field of public humanities. / History / Accompanied by one .WAV audio file: 1) Mattx27s Thesis Podcast Final