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This article critiques the "protocol-for-syndrome" model in mental health research, highlighting two primary concerns: the complexity of protocols that include change processes irrelevant to many individuals, and the inadequacy of Diagnostic and Statistical Manual of Mental Disorders syndromes to capture the nuances of individual well-being and suffering. Advocating a shift to a process-based therapy (PBT) approach, the article proposes a coherent integration of diverse change processes and interventions to enrich therapy practices. It introduces a slightly revised extended evolutionary metamodel (EEMM) as a comprehensive framework that provides a consistent language for discussing change processes, focusing on the key drivers of variation, selection, and retention, and categorizing these into dimensions (such as cognition, emotion, self, motivation) and levels (from biology/physiology to psychology and social relationships/culture). The article details the application of EEMM in classifying therapeutic processes, validated through both human and artificial intelligence (AI) ratings. Furthermore, we developed an AI tool built on Distilled Bidirectional Encoder Representations from Transformers (distilBERT) models for categorizing therapeutic content, proving effective and accessible for community engagement and ongoing enhancement. The article also explores network theory and new analytics as tools for therapists to customize therapy to individual client needs. In summary, PBT supports therapeutic diversity while establishing common ground among different methods and approaches. This enhances communication, cooperation, and comparison, fostering the development of tailored and effective therapy strategies. It also opens the door to the potential unification of psychotherapy., + ID der Publikation: unilu_85419 + Sprache: Englisch + Letzte Aktualisierung: 2024-12-19 13:26:53

Early Childhood Education is a field experiencing rapid growth in professionalism and research. This growth places pressure upon schools and teachers to meet state standards and to use the criteria of Quality Rating Systems to evaluate teachers. This study offers expanded resources for the art of teaching through an examination of learning dispositions (also known as approaches to learning) to support teachers as they broaden their practice and relationship with students. It offers teaching strategies to influence the development of learning dispositions, tendencies or habits of thinking that influence behaving or speaking in a manner that satisfies or moves a person toward a learning goal (Katz, 1988, 1993b). This study specifically examines curiosity and new dispositions of risk-taking and voice. Strategies for influencing learning dispositions in teacher-child interactions are revealed through discourse analysis of a highly rated teacher of young children. An argument is made for the inclusion of risk-taking and voice. Risk-taking is a foundation for problem-solving. Voice, the right to be heard, contribute and have influence, is the foundation for expressing opinions and identity. The study suggests further research for risk-taking and voice as learning dispositions that empower frequently marginalized cultural, linguistic, and racial groups. Children who are supported in acquiring affective learning dispositions can experience enhanced learning trajectories.

This paper summarises a ten-year conversation within London Journal of Primary Care about the nature of community-oriented integrated care (COIC) and how to develop and evaluate it. COIC means integration of efforts for combined disease-treatment and health-enhancement at local, community level. COIC is similar to the World Health Organisation concept of a Community-Based Coordinating Hub – both require a local geographic area where different organisations align their activities for whole system integration and develop local communities for health. COIC is a necessary part of an integrated system for health and care because it enables multiple insights into ‘wicked problems’, and multiple services to integrate their activities for people with complex conditions, at the same time helping everyone to collaborate for the health of the local population. The conversation concludes seven aspects of COIC that warrant further attention.