Introduction F-ACT is a flexible version of Assertive Community Treatment to deliver care in a changing intensity depending on needs of individuals with severe mental illnesses (Van Veldhuizen, 2007). In 2016 a number of the FACT-teams in the Dutch region of Utrecht moved to locations in neighborhoods and started to work as one network team together with neighborhood based facilities in primary care (GP’s) and in the social domain (supported living, social district teams, etc.). This should create better chances on clinical, social and personal recovery of service users. Objectives This study describes the implementation, obstacles and outcomes for service users. The main question is whether this Collaborative Mental Health Care in the Community produces better outcome than regular FACT. Measures include (met/unmet) needs for care, quality of life, clinical, functional and personal recovery, and hospital admission days. Methods Data on care utilization regarding the innovation are compared to regular FACT. Qualitative interviews are conducted to gain insight in the experiences of service users, their family members and mental health care workers. Changes in outcome measures of service users in pilot areas (N=400) were compared to outcomes of users (matched on gender and level of functioning) in regular FACT teams in the period 2015-2018 (total N=800). Results Data-analyses will take place from January to March 2019. Initial analyses point at a greater feeling of holding and safety for service users in the pilot areas and less hospital admission days. Conclusions Preliminary results support the development from FACT to a community based collaborative care service.
Abstract The main purpose of this intervention was to measure student’s motivation in English Literature before and after an intervention based Zoltán Dörnyei’s Motivational Self System (2009) and Michael Magid’s (2011) application of the same theory in schools in Singapore. The present intervention was adapted to the students of the Dutch secondary school CLV (Christian Lyceum Veenendaal) in Veenendaal using fragments of English Literature (books, films, poems and songs). The intervention was carried out during eight lessons of fifty minutes where students had to participate in a variety of activities, all registered in a workbook assigned to each student at the beginning of the research project. Prior to and after the intervention, students filled in a questionnaire on motivation and English Literature. The results of these questionnaires were analysed with SPSS running descriptive statistical analysis. Along with these analyses, the timelines and life trees made by the students during the lessons and students’ answers given to the exercises on the workbooks were evaluated and compared. One of the most important conclusions of the intervention was that female students were more motivated, could make action plans and set goals easier and more detailed than male students. Another important result was that students in general had no interest in English Literature, although they realised it can be influential in their future life. The affective attitude of students to- wards the teacher and materials increased after the intervention, as well as students’ confidence in their own effort during class. However, the construct validity between the quantitative and qualitative data could not be established due to the fact that gender was not included as variable in the questionnaire. Gender relevancy became visible after the analyses of the workbooks. Therefore, future research will have to focus on including gender as a variable in the questionnaire in order to establish solid relations between quantitative and qualitative data. Another interesting research question for future interventions could be how to adapt English Literature and the materials that are being used in a way that both female and male students can tap into their own intrinsic motivational current.
