PubMed · 14332212
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C H SWENSEN. 1965. SOME DATA ON CLINICAL TRAINING PROGRAMS.. https://doi.org/10.1002/1097-4679(196507)21%3A3%3C332%3A%3Aaid-jclp2270210343%3E3.0.co%3B2-z
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The development of Rasch models in educational and psychologic measurement in the 1960s coincided with the introduction of other similar models, now described as models of item response theory (IRT). The application of IRT models has now extended to other social sciences, including health. Originally, there was substantial controversy between those who saw Rasch models as simply special cases of IRT models and those who saw them as essentially different. Because these different perspectives continue to manifest themselves in various ways, it seems relevant to understand the source of the original controversy. This paper attempts to do so by invoking Kuhn's studies in the history and philosophy of science at 3 levels. First, it suggests that the 2 perspectives reflect Kuhn's concept of legitimate, incompatible paradigms in which controversy is a typical manifestation. Second, because Kuhn recognizes individual histories in the development of paradigms, Rasch's own shift in perspective is summarized. Third, because proponents of the Rasch models emphasize the models' compatibility with fundamental measurement found in physical science, an analogy is made between how Kuhn explains the role of measurement in the physical sciences and how proponents of Rasch models explain the role of these models in the social sciences. In particular, these roles cannot be gleaned from textbooks in science and statistics, respectively.
Part I of this article presented an examination of the methodology used in previous psychosocial interventions (PSI) research and the rationale for the collaborative, qualitative design used in this study. In this second article the findings from an evaluation of five short PSI training courses are presented. Findings demonstrated that while the training was positively evaluated by participants and seen to be relevant to practice, the actual dissemination of PSI training into practice was a complex and context dependent process. There was difficulty for course participants in using PSI in practice as discrete, formal interventions. Rather the predominant way participants used PSI in practice was via a process of modifying PSI. The course philosophy, content and mode of delivery impacted on how the respondents constructed PSI as an overall approach to care and working relationships. Participants reported other 'hidden' benefits of training, such as reaffirming practice, increasing confidence and perhaps most powerfully, a change in attitude linked to the importance and impact attached to the service user and carer involvement in delivering the courses. Discussion locates the findings within the findings from previous PSI training evaluations and recommendations are made for a reappraisal of approaches to PSI training and research.