Wolfgang A. Markham, Chris Bonell, Adam Fletcher and Paul Aveyard
Substance use prevalence varies considerably between schools, but to date, whole school approaches for reducing substance use have only been moderately effective. The purpose of…
Abstract
Purpose
Substance use prevalence varies considerably between schools, but to date, whole school approaches for reducing substance use have only been moderately effective. The purpose of this paper is to develop a novel multifaceted whole-school approach to reduce substance use primarily among teenagers aged 11-14 years.
Design/methodology/approach
The outlined approach is premised on the proposal that schools can reduce the harms associated with substance use by promoting school connectedness and improving the school-related experiences of weakly connected and disconnected students. The aim of this approach is to develop students’ autonomy so that they may act in their real and long-term interests. This may be attained by promoting the realisation of essential human capacities for: practical reasoning – through valued opportunities for cognitive development and affiliation – through valued opportunities for affective development that advance students sense of acceptance within school. Schools may achieve this, it is proposed, by providing outlined forms of appropriate formal support and formal control that are augmented by particular features of school organisation, curriculum and pedagogic practice, which are also described.
Findings
A theoretically driven understanding of a whole school approach for reducing teenage substance use is outlined.
Originality/value
The outlined approach may usefully inform the development of future whole school interventions aiming to reduce problematic substance use among school students. Additional potential benefits include more successful student life trajectories.
Ben Light, Gordon Fletcher and Alison Adam
The purpose of this paper is to investigate information communications technologies (ICT)‐mediated inclusion and exclusion in terms of sexuality through a study of a commercial…
Abstract
Purpose
The purpose of this paper is to investigate information communications technologies (ICT)‐mediated inclusion and exclusion in terms of sexuality through a study of a commercial social networking web site for gay men.
Design/methodology/approach
The paper uses an approach based on technological inscription and the commodification of difference to study Gaydar, a commercial social networking site.
Findings
Through the activities, events and interactions offered by Gaydar, the study identifies a series of contrasting identity constructions and market segmentations that are constructed through the cyclic commodification of difference. These are fuelled by a particular series of meanings attached to gay male sexualities which serve to keep gay men positioned as a niche market.
Research limitations/implications
The research centres on the study of one, albeit widely used, web site with a very specific set of purposes. The study offers a model for future research on sexuality and ICTs.
Originality/value
This study places sexuality centre stage in an ICT‐mediated environment and provides insights into the contemporary phenomenon of social networking. As a sexualised object, Gaydar presents a semiosis of politicised messages that question heteronormativity while simultaneously contributing to the definition of an increasingly globalised, commercialised and monolithic form of gay male sexuality defined against ICT.
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Adam Fletcher, Natasha Fitzgerald-Yau, Meg Wiggins, Russell M. Viner and Chris Bonell
The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and…
Abstract
Purpose
The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and initiating school-level changes, to address bullying and other aggression.
Design/methodology/approach
The authors draw on qualitative, process data collected at four purposively sampled pilot intervention schools in England via semi-structured interviews with school managers, action group members and facilitators (n=33), focus groups with students (n=16) and staff (n=4), and observations.
Findings
School staff used multiple methods to recruit a diverse range of students onto school action groups. Locally tailored data reports were an important catalyst for action groups to identify priorities and plan whole school change – both through the process of “validation” (whereby existing concerns were confirmed) and “discovery” (whereby new problems were identified). An unexpected benefit of providing schools with these data was that it triggered analyses of other data sources, including routine monitoring data. External facilitators were important in promoting student voice and ensuring the intervention retained integrity as a whole-school restorative approach.
Practical implications
It was feasible to involve young people using action groups, and there was evidence of school-level actions led by students, including in disadvantaged school contexts. Future Health Promoting Schools interventions could incorporate this approach to support locally appropriate, school-level change.
Originality/value
The micro-level processes that were observed, whereby action groups interrogated feedback reports and collected additional data, suggest the responsiveness of such youth-involvement interventions to local needs. Contrary to many public health interventions, implementation appeared to be facilitated rather than hindered by features of the secondary-school “market” whereby parents have some choice between schools.
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Chris Bonell, Annik Sorhaindo, Vicki Strange, Meg Wiggins, Elizabeth Allen, Adam Fletcher, Ann Oakley, Lyndal Bond, Brian Flay, George Patton and Tim Rhodes
Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation…
Abstract
Purpose
Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.
Design/methodology/approach
This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.
Findings
The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.
Originality/value
Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.
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Annik Sorhaindo, Kirstin Mitchell, Adam Fletcher, Patricia Jessiman, Peter Keogh and Chris Bonell
Evaluation of the Teens & Toddlers (T & T) positive youth development (PYD) and teenage pregnancy prevention programme suggested that the intervention had minimal…
Abstract
Purpose
Evaluation of the Teens & Toddlers (T & T) positive youth development (PYD) and teenage pregnancy prevention programme suggested that the intervention had minimal effectiveness partly due to its unclear theory of change. The purpose of this paper is to examine the lived experiences of young women participating in the programme to contribute to a clearer understanding of intervention process and potential mechanisms.
Design/methodology/approach
The authors conducted four focus groups (n=20), eight paired or triad interviews (n=12) and 15 interviews with young women participating in an randomized controlled trial of the T & T programme in England, analysing these data using a phenomenological approach.
Findings
T & T provided some opportunities to experience the “five Cs” that underpin PYD programme theory: competence, confidence, connection, character and caring. However, the young women did not experience the programme in a way that would consistently develop these characteristics. The lack of opportunities for skill-building and challenge in the activities constrained their ability to build competence and confidence. Some programme facilitators and counsellors were able to achieve connections and caring relationships with the young women, though other adults involved in the programme were sometimes perceived by the participants as overly critical. The character development activities undertaken in the programme addressed attitudes towards sexual risk-taking.
Originality/value
Few studies of the PYD approach examine young people’s perspectives. This research suggests that the young women were not consistently provided with opportunities to achieve youth development within the T & T programmes. In refining the programme, more thought is needed regarding how delivery of particular components may facilitate or impede a PYD experience.
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Adam Fletcher, Angela Harden, Ginny Brunton, Ann Oakley and Chris Bonell
The limited evidence of effectiveness of existing teenage pregnancy strategies which focus on sex education, together with growing evidence that factors such as poor school ethos…
Abstract
Purpose
The limited evidence of effectiveness of existing teenage pregnancy strategies which focus on sex education, together with growing evidence that factors such as poor school ethos, disaffection, truancy, poor employment prospects and low expectations are associated with teenage pregnancy, has increased interest in interventions which target these “wider” social determinants. This paper aims to identify promising interventions and priorities for future research and to make recommendations for policy and practice in the UK.
Design/methodology/approach
This paper discusses the evidence regarding the potential of interventions which target determinants of teenage pregnancy relating to school disaffection and low expectations, drawing on recent systematic reviews and trials to consider future directions for research, policy and practice.
Findings
High‐quality research evidence illustrates the potential of two approaches to address determinants of teenage pregnancy relating to disaffection and low expectations. These are school‐ethos interventions, which aim to facilitate a positive and inclusive school‐ethos, strengthen school relationships and reduce disaffection; and targeted, intensive youth work interventions, which aim to promote positive expectations, vocational readiness and self‐esteem through vocational and life‐skills education, volunteering and work experience.
Practical implications
Two forms of intervention which address key social determinants of teenage pregnancy – school‐ethos interventions and targeted youth work interventions – require more attention from researchers and policy‐makers.
Originality/value
This paper calls for a shift in the research and policy agenda. In addition to interventions that aim to address proximal, individual factors, such as sexual health‐related knowledge, there should be a more complementary focus on socio‐environmental as well as targeted individual‐focused interventions aiming to address the wider social determinants of teenage pregnancy.
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Mike Cushman and Rachel McLean
The purpose of this paper is to reflect on the issues of social and digital exclusion and inclusion arising from the development of a digitalised society. It aims to highlight the…
Abstract
Purpose
The purpose of this paper is to reflect on the issues of social and digital exclusion and inclusion arising from the development of a digitalised society. It aims to highlight the significance of this for the study of information systems by describing the context for this special issue, outlining a number of previously under‐researched areas, giving an overview of the papers chosen for this special issue and describing future directions for research that recognise non‐users and marginal users as important actors in designing and evaluating systems in use.
Design/methodology/approach
The paper sets the scene by discussing the impact of mass involvement in digital culture on the field of information systems and analyses each paper, suggesting ways in which they relate to the chosen themes and drawing conclusions from this discussion.
Findings
The papers chosen address thematic issues, theoretical foundations, methodological issues, empirical studies and reflections on inclusion and exclusion from the digital society.
Originality/value
The paper highlights the growing interest in engagement with the digital culture in the information systems discipline and enables reflection on barriers and opportunities for developing research across boundaries of disciplines, cultures, organizations and accepted topics. It indicates that information systems researchers have an ethical responsibility to consider the impacts of innovations on the least powerful in society as well as the more privileged.
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Ana Marta M. Flores, Sofia P. Caldeira and Elena Pilipets
Notions of gender and sexuality are much more complex than the traditional heteronormative system suggests in most Western societies. From a perspective that approaches gender as…
Abstract
Notions of gender and sexuality are much more complex than the traditional heteronormative system suggests in most Western societies. From a perspective that approaches gender as a social construction, the chapter focuses on how gender is constituted in the offer of Android apps in the Portuguese Google PlayStore. The authors propose two research questions: (RQ1) How do app icons and descriptions visually and textually express the gender spectra based on the search results for the terms mulher (woman), homem (man), agénero (agender), transgénero (transgender) and não-binário (non-binary)? (RQ2): Which apps are recommended across genders? Adopting an exploratory digital methods approach, the authors address these questions by combining different data points, ranging from the app publication date, rating, number of downloads, price, gender-based options, etc. The query design attends to different app typologies for everyday practices such as games, self-tracking, dating, fitness and social media. The analysis focuses on the app market in Portugal, allowing us to explore how collective narrative processes on app-based platforms enhance power relations by perpetuating hegemonic masculinities and femininities anchored upon heteronormativity. Employing a multi-modal approach, the authors’ goal is to assess whether the app market challenges or replicates the standard heteronormative social behaviour. The results show a significant difference between the predominant genres, especially regarding the application's colour palettes, description and proposed uses.