BACKGROUND: Previous reports have shown that there are long waiting times to commence therapy in the community-based mental health programme, IAPT (Improving Access to Psychological Therapies). OBJECTIVE: This study aimed to explore both causes and potential solutions to alleviate the burden of these waits. METHODS: A Systematic Literature Review (SLR) and Semi-Structured Interviews (SSIs) were conducted to identify causes and effects of these waits. Consequently, meaningful recommendations were made and tested with the aim of improving IAPT’s waiting times. RESULTS: SLR and SSIs revealed high ‘Did Not Attend’ (DNA) rates and a lack of support between initial appointments as being both a cause and effect of long waits. The identified issues were tackled with the development of an App design. Expert interviews and a mass survey fuelled the iterative process leading to a final prototype. Notable features included: therapist profile page, smart appointment reminders and patient timeline. Positive feedback was received from university students and ICS Digital, with scope to trial the App within Manchester CCG. CONCLUSIONS: In the long run, the App aims to indirectly shorten waiting times by addressing treatment expectations and serving as an IAPT companion along the patient journey, thus reducing anxiety and consequently DNAs.
Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision.
Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor.
Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to explore the transformative power of cross-cultural supervision.
Contribution: Studies on supervision collaboration between Scandinavia and Southern Africa are scarce; hence, our study adds insight into the value of collaboration across continents and economic divides. Furthermore, we argue for greater research into the impact of cross-cultural supervision on supervisors as well as supervisees.
Findings: We have identified seven factors as central to mutual transformative learning in cross-cultural supervision: shared unhomeliness, shared uncertainty and trust building, otherness, shared second language, cultural differences relating to hierarchy, being in context together, and finally, flourishing. For the mutual transformative processes to unfold, building trust in openness to differences seems to be a crucial foundation. Hence, we believe that the qualities in the cross-cultural supervision relationship that we highlight can serve as a reminder to become aware of differences as a valuable source for mutual learning and expanded horizons.
Recommendations for Practitioners: Our recommendation to practitioners is that they are receptive to and welcoming of differences, find common ground, and explore the value of learning from and with each other in supervisory relationships.
Recommendation for Researchers: Equally, we recommend that researchers inquire into how differences in gender, race, religion, and professional fields in supervisory and collaborative relationships can hold potential for valuable knowledge creation.
Impact on Society: Academic’s awareness of the value of otherness as addressed in this paper might foster new ideas for dealing with challenges in our turbulent time through transculturation.
Future Research: More studies are needed on the potential for growth and the impact of mutual knowledge creation arising from cross-cultural doctoral supervision.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.