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IntroductionAmong youth, the prevalence of mental health and addiction (MHA) disorders is roughly 20%, yet youth are challenged to access evidence-based services in a timely fashion. To address MHA system gaps, this study tests the benefits of an Integrated Collaborative Care Team (ICCT) model for youth with MHA challenges. A rapid, stepped-care approach geared to need in a youth-friendly environment is expected to result in better youth MHA outcomes. Moreover, the ICCT approach is expected to decrease service wait-times, be more youth-friendly and family-friendly, and be more cost-effective, providing substantial public health benefits.Methods and analysisIn partnership with four community agencies, four adolescent psychiatry hospital departments, youth and family members with lived experience of MHA service use, and other stakeholders, we have developed an innovative model of collaborative, community-based service provision involving rapid access to needs-based MHA services. A total of 500 youth presenting for hospital-based, outpatient psychiatric service will be randomised to ICCT services or hospital-based treatment as usual, following a pragmatic randomised controlled trial design. The primary outcome variable will be the youth's functioning, assessed at intake, 6 months and 12 months. Secondary outcomes will include clinical change, youth/family satisfaction and perception of care, empowerment, engagement and the incremental cost-effectiveness ratio (ICER). Intent-to-treat analyses will be used on repeated-measures data, along with cost-effectiveness and cost-utility analyses, to determine intervention effectiveness.Ethics and disseminationResearch Ethics Board approval has been received from the Centre for Addiction and Mental Health, as well as institutional ethical approval from participating community sites. This study will be conducted according to Good Clinical Practice guidelines. Participants will provide informed consent prior to study participation and data confidentiality will be ensured. A data safety monitoring panel will monitor the study. Results will be disseminated through community and peer-reviewed academic channels.Trial registration numberClinicaltrials.gov NCT02836080.

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Although content reading courses are mandated in a majority of states for preservice secondary teachers in a variety of teaching endorsement areas, these prospective teachers often resist such courses, viewing them as irrelevant to their future success as teachers. In order to better understand this resistance, dimensions of preservice teachers' resistance to content reading instruction were examined through a discussion of a qualitative analysis of five data sources. The overall analysis indicated that preservice teachers hold misconceptions about content reading common among their practicing peers; such surface misconceptions are easy to counter. However, in addition, we found a dimension of the resistance deeply rooted in beliefs and traditions of school life relating to teachers' roles and allegiance to content disciplines; these complex misconceptions are more resilient. Suggestions are offered for modifying preservice content reading courses so that preservice teachers can confront the deeply rooted beliefs and traditions that run counter to the tenets and pedagogy associated with content reading courses.Comparing content reading with my other required content courses is like comparing burnt toast with water. Water, like my other required courses, can be used in a number of different ways. Content reading, like burnt toast, can't be used for anything. It just gets thrown out.

Good design skills are the main focus of assessment practices in design education and are evaluated primarily by drawings and models. In some settings, design studio pedagogy tends to reflect only these content-oriented assessment priorities, with minimal attention paid to the development of oral communication skills. Yet, in many professional contexts, architects need both sets of skills: design competence and the ability to articulate designs for an audience. This paper explores two approaches to oral communication pedagogy in design education-a public speaking approach and a genre-based linguistic approachand then applies one particular linguistic approach to novice design studio presentations. Based on the findings of this study, we argue that the linguistic, genre-based approach can best offer language-based, discipline-specific description of performance strategies, rhetorical structures, and the linguistic realizations of such structures. Such information can contribute to improved pedagogical practice in the design studio.