The present study investigates professionals' perceptions of interprofessional collaboration (IPC) in the field of mental health care for children and adolescents. In this study, a 48-item questionnaire was developed to measure perceptions of interprofessional collaboration. A theoretical model (PINCOM) is presented and suggests that interprofessional collaboration is perceived at the individual-, group- and organizational level. The questionnaire was distributed to a sample consisting of 157 professionals in Western Norway. The results of this exploratory study show that the most prominent constructs of collaboration perceived by the professionals were: motivation, group leadership, social support and organizational culture. Furthermore, results indicate that women are more oriented than men toward IPC aspects of communication, coping and organizational domain. It is suggested that the questionnaire may be used to help improve interprofessional collaboration in clinical practice by indicating new ways to enhance dialogue between professionals and to investigate changes in perception of interprofessional collaboration over time. Limitations of the present study were identified and suggestions for future studies within the field are provided.

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This research paper aims to add to current knowledge on reflection, body-worn video and police education. It examines the potential effects of an intervention which employed subcams (a type of body-worn video) and replay interviews of video footage to enhance experiential learning during an operative training course for Norwegian police students in their final year of study. Our investigation examines evaluation surveys for differences between an intervention and comparison group on reflection and experiential learning outcomes. Findings indicate that students in the intervention group self-reported more general learning outcomes from the course concerning decision-making and communication and that they could identify their own mistakes to a greater degree. They also reported more learning outcomes as measured by the number of statements written about what they learned and would change to improve their performance on 3 different simulations. Moreover, the content of these statements reflected the intervention as they involved communication and decisionmaking to a greater degree than students in the comparison group. Implications for the further use of body-worn video to encourage reflection and enhance experiential learning in professional police training and development are discussed.

The issue of whether police officers possess certain personality characteristics that make them unique has been the subject of an extensive line of research. Several researchers have found evidence of a "police personality", while other researchers have failed to detect personality differences between the police and the public. Making the picture even more complex, some researchers have found that officers differ from each other in terms of job performance, and that actual personality differences predict such variations. This study therefore examines personality differences between the police and the public by using the Big Five taxonomy of personality. It also explores differences in officers" job performance, using preferences for ways of resolving conflict situations as the job performance criterion. The study found support for the existence of a police personality. It also found differences in terms of preferences for conflict resolution tactics. Personality was only weakly related to such differences.