Previous research has shown ongoing difficulties between Police, Fire and Rescue, and Ambulance Service responders during multi-agency emergencies. Recently, researchers have used the Social Identity Approach to gain insight into these challenges, offering a psychological framework for understanding relations within and between response organisations. This study builds upon previous work by engaging responders from the emergency services in six discussion-based exercises. By analysing participants' identity levels and their perceptions of joint working performance, we found a positive association between shared identity and interoperability. Analysis of the discussion transcripts highlighted areas where joint working faced obstacles, such as the use of organisation-specific terminology. Furthermore focus group discussions after the exercise revealed key factors linking shared identity to effective multi-agency response, including increased motivation to collaborate and increased trust and respect. This research deepens our understanding of multi-agency working from a social identity perspective, highlighting the importance of shared identity in enhancing joint efforts. Practical implications are addressed.
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http://dx.doi.org/10.1080/10439463.2024.2374834 | DOI Listing |
J Pain
December 2024
United States Department of Veteran Affairs Center of Excellence for Stress and Mental Health, 3350 La Jolla Village Dr, San Diego, CA, USA; San Diego Veteran Affairs Healthcare System, 3350 La Jolla Village Dr, San Diego, CA, USA; Department of Psychiatry, University of California San Diego, 9500 Gilman Dr, La Jolla, CA, USA. Electronic address:
Persistent pain in multiple distinct body sites is associated with poorer functional outcomes above and beyond pain intensity and interference. Veterans, and especially those with post-traumatic stress disorder (PTSD), may be at risk for multisite pain. However, the research to date characterizing this presentation is limited.
View Article and Find Full Text PDFArch Sex Behav
December 2024
Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, ON, K1S 5B6, Canada.
Among young adults, engaging in sexting (i.e., sharing sexually explicit materials of oneself with others) can be a healthy and normative sexual experience.
View Article and Find Full Text PDFPrimates
December 2024
Université de Strasbourg, IPHC UMR7178, CNRS, Strasbourg, France.
Huddling behaviour is present in many animal species. This behaviour involves maintaining close physical contact with conspecifics to minimise heat loss and, in general, reduce energy expenditure. Additionally, this behaviour also facilitates complex social interactions within a population.
View Article and Find Full Text PDFAging (Albany NY)
December 2024
Nestlé Research, Lausanne, Switzerland.
Aging leads to nephron senescence and chronic kidney disease (CKD). In cats, indoxyl sulfate (IxS) has been previously quantified and associated with CKD, and little is known about tubular transporters. Two cohorts of cats aged 6 to 21 years were enrolled.
View Article and Find Full Text PDFJ Contin Educ Health Prof
December 2024
Dr. Branzetti: Associate Professor and Founder, Academic Educator Coaching, Department of Emergency Medicine, Yale University School of Medicine, New Haven, CT.
Despite intensive attempts to create scholarship equity at academic medical centers, clinician educators continue to face a challenging professional promotion environment that puts them at risk for burnout, stalled career advancement, and abandonment of academic medicine altogether. Coaching, which has a wealth of supportive evidence from outside of medicine, is distinguished by (1) being driven by the agentic coachee that is inherently capable, creative, and resourceful, (2) not requiring the coach and coachee to have shared content expertise, and (3) not being centered around transfer of expertise from the more knowledgeable or experienced party to the recipient. Initial evidence from within medicine indicates that coaching reduces burnout and improves learner self-reflection, teaching effectiveness, goal setting, reflective capacity, professional identity formation, career planning, and development of adaptive expertise.
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