There is increasing interest in the use of experiential knowledge and the development of experiential expertise in mental health. Yet, little is known about how best to use this expertise in the role of a psychiatrist. This study aims to gain insight into the concerns of psychiatrists using their lived experiences with mental health distress as a source of knowledge for patients, colleagues and themselves. Eighteen psychiatrists with lived experience as patients in mental health care were interviewed with a semi-structured questionnaire. The interviews were analyzed using qualitative narrative thematic analysis. The majority of the respondents use their lived experience implicitly in the contact with patients, which makes the contact more equal and strengthens the treatment relationship. When explicitly using experiential knowledge in the contact with patients, thought should be given at forehand to its purpose, timing and dosage. Recommendations are that the psychiatrist should be able to reflect on his/her lived experience from a sufficient distance and should take patient factors into account. When working in a team, it is advisable to discuss the use of experiential knowledge in advance with the team. An open organizational culture facilitates the use of experiential knowledge and safety and stability in the team are vital. Current professional codes do not always offer the space to be open. Organizational interests play a role, in the degree of self-disclosure as it can lead to conflict situations and job loss. Respondents unanimously indicated that the use of experiential knowledge in the role of a psychiatrist is a personal decision. Self-reflection and peer supervision with colleagues can be helpful to reflect on different considerations with regard to the use of experiential knowledge. Having personal lived experiences with a mental disorder affects the way psychiatrists think about and performs the profession. The perception of psychopathology becomes more nuanced and there seems to be an increased understanding of the suffering. Even though harnessing experiential knowledge makes the doctor-patient relationship more horizontal it remains unequal because of the difference in roles. However, if adequately used, experiential knowledge can enhance the treatment relationship.
MULTIFILE
We designed and held a romantic speed-dating experience at three locations, one in the Netherlands, one in the US, and one in China. We manipulated self-disclosure and tried to predict matches from participants' physiological body reactions.
Land subsidence in areas with weak soils affects a large part of the Netherlands and causes manyproblems. To solve them diverse and specialized knowledge of possible measures to prevent, mitigate or reverse land subsidence is needed. This knowledge is fragmented over many agencies, companies and individuals. Here we show how data and knowledge are related and we stress the importance of implicit knowledge for knowledge transfer on land subsidence. It is demonstrated that land subsidence in the Netherlands is a “wicked problem”.This makes its solution cumbersome. However, we show that self-learning digital environments can help considerably in knowledge acquisition, storage and retrieval. We give an inventory of research questions that have still to be answered to make an digital environment really effective for a wicked problem like land subsidence.
MULTIFILE
-Chatbots are being used at an increasing rate, for instance, for simple Q&A conversations, flight reservations, online shopping and news aggregation. However, users expect to be served as effective and reliable as they were with human-based systems and are unforgiving once the system fails to understand them, engage them or show them human empathy. This problem is more prominent when the technology is used in domains such as health care, where empathy and the ability to give emotional support are most essential during interaction with the person. Empathy, however, is a unique human skill, and conversational agents such as chatbots cannot yet express empathy in nuanced ways to account for its complex nature and quality. This project focuses on designing emotionally supportive conversational agents within the mental health domain. We take a user-centered co-creation approach to focus on the mental health problems of sexual assault victims. This group is chosen specifically, because of the high rate of the sexual assault incidents and its lifetime destructive effects on the victim and the fact that although early intervention and treatment is necessary to prevent future mental health problems, these incidents largely go unreported due to the stigma attached to sexual assault. On the other hand, research shows that people feel more comfortable talking to chatbots about intimate topics since they feel no fear of judgment. We think an emotionally supportive and empathic chatbot specifically designed to encourage self-disclosure among sexual assault victims could help those who remain silent in fear of negative evaluation and empower them to process their experience better and take the necessary steps towards treatment early on.
DOK4CT (in Dutch: Digitale Onderwijsmiddelen en Kennisontsluiting for Control Towers)In this project the practical applied knowledge, derived from innovative projects within the “Topsector logistiek”, is made accessible by Breda University and Deltago. This online Control Tower Course is specifically meant for logistic professionals and students in logistic orientated education. The project was made accesible and supported by the NWO, Netherlands Organisation for Scientific Research. The scope of this project is limited to the area of Cross Chain Control Centers (4C) / Control Towers. The educational valorisation will be executed by the development of digital materials. These are used for student education as well as dissemination towards professionals in the logistics sector. Hereby, the interaction between students and professionals is an important additional benefit under the name of “social learning”. For example the interviews that Marcel Wouterse (Deltago and lecturer at Breda University of Applied Sciences) has created with key partners in the logistics sector were recorded and edited by students. By the use of digital educational tools and serious games, the benefits of Control Towers are now visible for students and professionals. The next phase is to introduce the gained knowledge in future organisations in order to support the Netherlands in the top of the logistics sector.Project goalThe goal of this project is to improve the exploitation of fundamental- and applied knowledge in the expertise area of Cross Chain Control Centers (4C) and Control Towers (CT).The tasks are divided in five subprojects:1. Preparations to transfer existing materials in digital learning tools;2. Shape digital education material (Webinars, online platform, knowledge clips and e-learnings)3. Develop and/or use several serious games (Convoy game / Synchromania)4. Promotion of the course to specified target groups (professionals / international students)5. Project managementExcising knowledge regarding Cross Chain Control Centers and Control Towers is used in this project. New knowledge will not be generated. The project focus lies on the disclosure of acquired knowledge by digital learning tools.
Kindermishandeling is een veelkoppig monster. Een van die koppen is de eenzaamheid die slachtoffers ervaren. Onderdeel daarvan is dat kinderen meestal zwijgen over wat ze meemaken. Maar deze stilte dient deze kinderen niet. Een ontwikkeld lespakket en vier uitzendingen van Het Klokhuis kunnen kinderen helpen het zwijgen te doorbreken.Doel Het doel van de vier uitzendingen en het lespakket is onder meer kindermishandeling te herkennen en kinderen te stimuleren om met anderen te praten over kindermishandeling. Dit praten over kindersmishandeling is niet alleen bedoeld voor kinderen die een vorm van kindermishandeling meemaken, maar voor alle andere kinderen, zodat ze gaan ervaren dat kindermishandeling een onderwerp van gesprek mag zijn. De leerkracht werd aangemoedigd om zich voor te bereiden en werd daarin ondersteund met achtergrond- en lesmateriaal. In de vier lessen wordt gebruik gemaakt van allerlei werkvormen, waaronder video’s en groepsgesprekken. Resultaten De aanpak met dit lespakket blijkt een succesvolle methode. In dit onderzoek hebben we niet alleen de effecten vastgesteld, maar geven we ook antwoorden op de vraag waarom dit lespakket effectief is. Belangrijke resultaten zijn dat kinderen in de experimentele conditie (zij die met het lespakket hadden gewerkt) situaties van kindermishandeling vaker zijn gaan herkennen, maar ook na schooltijd vaker over kindermishandeling gingen praten, dan kinderen in de controle conditie (die niet met het lespakket hadden gewerkt). Bovendien vonden we krachtige ondersteuning dat sociale of omgevingsfactoren van invloed zijn op het praten over kindermishandeling. Dat is belangrijk voor de ontwikkeling van onze kennis over het disclosure klimaat. Looptijd 01 juni 2017 - 01 oktober 2021 Aanpak Het effect van dit lespakket hebben we onderzocht met een quasi-experiment. Dit betekent dat we klassen (kinderen plus leerkrachten) die dit lespakket gebruikten vergeleken met klassen die dat niet deden en zij een voor- en nameting kregen. We hebben daarbij een steekproef getrokken uit scholen waarop vooral kinderen zitten van laag opgeleide ouders en met verschillende etnische achtergronden. In totaal namen 757 kinderen uit 53 klassen aan beide metingen deel. Naast deze studie hebben we een bijeenkomst georganiseerd met experts uit beleid, onderzoek, onderwijs, training en ervaringsdeskundige experts. Samen met hen zijn we nagegaan hoe we dit lespakket samen met de andere onderwijsmiddelen voor dit doel kunnen inzetten om kindermishandeling tegen te gaan. Ook is de verworven kennis gedeeld met het landelijke Actieprogramma van de Rijksoverheid Geweld Hoort Nergens Thuis.
