Israel’s Long-Term Care Social Insurance Scheme After a Quarter of a Century

Long-term care social insurance schemes exist in a number of countries, while the introduction of such schemes enjoys some support in others. Israel’s long-term care social insurance scheme has been operating since 1988. This article examines the emergence, goals, design, and impacts of this scheme and draws out some of the lessons that can be learned from Israel’s quarter century experience of long-term care social insurance.     

Living a Calling,Life Satisfaction,and Workplace Climate Among a Lesbian,Gay, and Bisexual Population

Previous research on calling has resulted in a model that relates living a calling to life satisfaction through job satisfaction and life meaning. However, no research has examined this model in a lesbian, gay, bisexual (LGB) population. With a sample of 171 sexual minority adults, the current study aimed to (a) test the fit of an established model of living a calling and life satisfaction and (b) examine how having a supportive LGB workplace climate functioned within this model. Results revealed an excellent fit of the model and that a supportive LGB workplace climate predicted both living a calling and job satisfaction. In addition, the relation of living a calling to life satisfaction was fully mediated by life meaning and job satisfaction, and the relation of climate to life satisfaction was mediated by job satisfaction. These results suggest an expansion of the potential utility of the calling construct to an LGB population.     

Power of the adjusted Q statistic to evaluate heterogeneity in meta-analyses of cluster randomized trials

Because of its simplicity, the Q statistic is frequently used to test the heterogeneity of the estimated intervention effect in meta-analyses of individually randomized trials. However, it is inappropriate to apply it directly to the meta-analyses of cluster randomized trials without taking clustering effects into account. We consider the properties of the adjusted Q statistic for testing heterogeneity in the meta-analyses of cluster randomized trials with binary outcomes. We also derive an analytic expression for the power of this statistic to detect heterogeneity in meta-analyses, which can be useful when planning a meta-analysis. A simulation study is used to assess the performance of the adjusted Q statistic, in terms of its Type I error rate and power. The simulation results are compared to that obtained from the proposed formula. It is found that the adjusted Q statistic has a Type I error rate close to the nominal level of 5%, as compared to the unadjusted Q statistic commonly used to test for heterogeneity in the meta-analyses of individually randomized trials with an inflated Type I error rate. Data from a meta-analysis of four cluster randomized trials are used to illustrate the procedures.     

‘So I Feel Like I'm Getting It and Then Sometimes I Think OK,No I'm Not’: Couple and Family Therapists Learning an Evidence‐Based Practice

This research concerns itself with the experiences of couple and family therapists (CFTs) learning about and using an evidence‐based practice (EBP). The engagement with EBP is growing across many aspects of the mental health and health care systems. The EBP model is now being applied in a broad range of health and human service systems, including mental and behavioural health care, social work, education, and criminal justice (Hunsley, 2007). The dialogue about the role of evidence‐based approaches in the practice of CFT and research literature is also evolving (Sexton et al., 2011; Sprenkle 2012 ). Interestingly, while the research delves into what are the best approaches with different populations and presenting issues, little research has explored the experience of CFTs themselves, particularly while learning an EBP. Using a phenomenological approach called interpretive phenomenological analysis (Smith, Flowers & Larkin, 2009), this research explores the experiences of CFTs learning and using an EBP. The paper reports on key issues, challenges, and areas for CFTs, educators, and supervisors. As researchers, educators, administrators, policy makers, and CFTs struggle with what works best with which populations and how best to allocate resources, this research contributes to dialogues about how best to educate and support CFTs, and the complexity of doing research in real‐life settings.