Personal and Institutional Vitality

& The Clinician’s Potential for Publishing

http://www.insidebookpublishing.com/?page_id=83

Introduction

• Do your have certain characteristics that are predictive of your future as a publishing clinician?

• Does your workplace have the characteristics that support such a future

Purpose

• This workshop will help you identify the personal and workplace characteristics that are supportive and predictive of future publishing and compare these to research findings.

Objectives

• You will understand the personal and workplace characteristics that support academic and clinical publishing

• You will assess you levels of creativity and vitality that support your participation in publishing

• You will assess your personal and workplace vitality characteristic and compare the results to research

• You will be able to discuss where to go from here

‘Reading maketh a full man, conference

a ready man and writing an exact

man.’ Francis Bacon

What are the Benefits?

• Writing and publishing are both ‘egoistic’ and altruistic. (Schein, Farndon, & Fingerhut, 2003)

‘Authorship of any sort is a fantastic indulgence of the ego’ John Kenneth

Galbraith• Published clinicians are respected by their

peers, and benefit from professional respectability

Cyclic Rewards

‘the universal object of men of letters is reputation’ John Adams

‘the more you write the greater will be your reputation, which in turn makes you attractive to people of reputation across the world. The international professional contacts which develop increase your perspective and ability to publish. . .’ (Schein, Farndon, & Fingerhut, 2003, p. 5)

Why should You Write

• ‘you don’t write because you want to say something; you writ

because you’ve something to say’

Scot Fitzgerald• You write to share your findings, experiences

and thoughts with the clinical community• The main purpose of professional publishing is

to disseminate knowledge

Who Publishes

• ‘A small group of highly productive scholars generate a disproportionately large number of entries to the literature of any given discipline’

(Samson, G. E., M. E. Graue, T. Weinstein, & H. J. Walberg1984 p.311)

• These individuals have characteristics and experiences that they believe contribute to their high level of productivity

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Characteristics shared by Highly Productive Clinical Publishers and the

Environments in which They Work

• Creativity• Do you value creativity?

• Vitality• Individual • Environment

• Vested Interest• Goal directed

Creativity• 1. Creative people have a great deal of physical energy, but they're also often quiet

and at rest.• 2. Creative people tend to be smart yet naive at the same time. • 3. Creative people combine playfulness and discipline, or responsibility and

irresponsibility.• 4.Creative people alternate between imagination and fantasy, and a rooted sense of

reality.• 5. Creative people tend to be both extroverted and introverted.• 6. Creative people are humble and proud at the same time.• 7. Creative people, to an extent, escape rigid gender role stereotyping.• 8. Creative people are both rebellious and conservative.• 9.Most creative people are very passionate about their work, yet they can be

extremely objective about it as well.• 10. Creative people's openness and sensitivity often exposes them to suffering and

pain, yet also to a great deal of enjoyment.• (Csikszentmihalyi, 1996)

Creativity Discovery Break

http://frodelundsten.wordpress.com/2011/02/17/are-creative-people-less-likely-to-become-leaders/

Vitality• A vital person is someone who infectiously energize

those with whom they come in contact; their aliveness and spirit are expressed in personal productivity and activity (Peterson and Seligman, 2004).

• A vital institution infectiously energize it work force because of its aliveness and spirit communicated through a vision, goals, and support and interest in its people as the life-blood of its existence

Personal Vitality Assessment

Vested Interest in Publishing• Interest in contributing to knowledge• Facilitating promotion in clinical or

academic rank• Enhancing personal prestige• Fulfilling a sense of scholarly

obligation

http://www.support-my-decision.org.au/vested-interest

Goal Directed

‘Few scholars write only when “inspired”; goal setting and the “habit of writing” are required for sustained

levels of productivity”(Schein, Farndon, & Fingerhut, 2003)

http://www.addwithease.com/what-the-ef-executive-functions-goal-directed-persistence-strategy/

Integrating the Clinician & the Workplace

• What are the personal and workplace characteristics that enhance publishing?• Do they exist with you and your work

?

Clinical Vitality Assessment

http://www.condenaststore.com/-sp/Welcome-to-the-Technophobia-Shock-Therapy-Clinic-Please-take-a-bar-code-Cartoon-Prints_i8640986_.htm

What Does the Research Show

Personal vitality characteristics that support publishing:• Adequate time to conduct research, teaching,

patient care, and administrative task• Protected time to address research and

teaching activities• Esteem and value among local colleagues for

work in research, teaching, and patient care

Workplace Characteristics that Support Publishing

• Established collegial network• Clearly communicated institutional vision• Clearly communicated administrative

expectations for • Research• Teaching• Administrative task accomplishment

• Therapist working in environments with these characteristics are four times more likely to be highly productive in publishing

Role of the Workplace

• There is a greater relationship between clinicians or faculty demonstrating high levels of productivity and certain workplace characteristics of vitality than personal characteristics of vitality.

Personal Characteristics

• Gender demonstrated a higher level of predictive significance (male faculty were more likely to publish > 3 publications per year as compared to female faculty) when analyzed with individual factors controlling for demographics and vitality

Personal Characteristics

• Faculty with > 3 publications per year were more likely to be older than those with < 3 publications per year (OR = 1.048).

• Age demonstrated a higher level of predictive significance when analyzed with institutional/leadership factors controlling for demographics and vitality (p = 0.0262)

Education

• Education at the doctoral level demonstrated a high level of predictive significance when analyzed with both institutional/leadership and individual factors controlling for demographics and vitality (p = 0.0299/p = 0.0377). The odds ratio estimates indicated that doctoral prepared faculty were 5.3 times more likely to publish > 3 publications per year

STATSType III Analysis of Effects Analysis of Maximum Likelihood Estimate

DF

Wald Chi-Sq

Pr > ChiSq DF Estimate Std.Error

WaldChi-Sq

Pr > ChiSq

Adequate Time Q1

1 3.56 0.06 1 1.18 0.63 3.56 0.06

Protected Time Q10 1 4.10 0.04 1 0.64 0.32 4.10 0.04

Esteem amongColleague Q12

1 4.36 0.04 1 -0.91 0.44 4.63 0.04

Collegial network Q19-20 1 5.45 0.02 1 1.72 0.74 5.45 0.02

Vision Q31-39 1 4.71 0.03 1 1.51 0.69 4.71 0.03

Administrative Expectations Q46

1 8.71 0.00 1 -2.02 0.68 8.71 0.00

Literature

• Studies of the relationship between research productivity and the workplace highlight variables such as:– Type of workplace–Quality of collegial relations–Development of an orientation towards

research and publishing– Team publishing opportunities

Literature Continued

–Influence of peers–Role models–Rewards and opportunities for

research and publishing activities–A network of productive colleagues

Where Do We Go from Here

• Creativity• Vitality• Vested Interest• Goal for publishing• Improving you workplace• Establishing a network

Summary

• Personal and workplace characteristics that support publishing

• Your level of creativity and vitality• workplace vitality characteristic • Where to go from here

References• Dean, B. (2005). The Science of Happiness & "Vitality". Coaching Towards Happiness News Letter -

Volume 2 Number 26• Taylor, E., & Mitchell, M. (1990) Research Attitudes and Activities of Occupational Therapy Clinicians.

AJOT Volume 44 #4 pp. 350-355• Hunter, D.E. & Kuh, G.D. (1987) Writing Wing: Characteristics of Prolific contributors to the higher

education literature. The Journal of Higher Education, Vol. 58. No. 4 (Jul-Aug, 1987) pp. 443-462• Peterson, Christopher & Seligman, M.E.P. (2004).

Character Strengths and Virtues A Handbook and Classification. Washington, D.C.: APA Press and Oxford University Press.

• Penninx, B.W.J.H., Guralnik, J.M., Simonsick, E.M., Kasper, J.D., Ferrucci, L., & Fried, L.P. (1998). Emotional vitality among disabled older women: The women's health and aging study. Journal of the American Gerontological Society, 46, 807-815.

• Peterson, C. and Seligman, M. E. P. (Eds.). Character strengths and virtues: A handbook and classification. New York: Oxford University Press.

• Ryan, R. M. and Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529-565.

• Samson, G. E., M. E. Graue, T. Weinstein, and H. J. Walberg. "Academic and Occupational Performance: A Quantitative Synthesis." American Educational Re- search Journal, 21 (1984), 311-21.