Search results

Health and social care agencies located in rural areas face particular challenges if they are to be able to effectively support people with dementia within their communities. Ann McDonald and Becky Heath describe a piece of work carried out in three rural counties in East Anglia that mapped services across the statutory, voluntary and private sectors and explored how national policy was being interpreted to meet local need. The findings confirm that services for older people with dementia are under‐developed compared to those for older people generally, but reveal that there is the potential to develop community‐based and inclusive services for people who have dementia.

Services for people with dementia in the UK have developed piecemeal in the context of wider agency agendas. Health and social care agencies located in rural areas face particular challenges if they are to be able to support people with dementia within their communities. This article describes a piece of work carried out in three rural counties in East Anglia designed to map services across the statutory, voluntary and private sectors, and to describe the ways in which national policy is being interpreted to meet local need. Examples of innovative practice, as well as gaps in service design and delivery, were identified through an examination of local policy documents and qualitative interviews with strategic managers, frontline managers and practitioners, and local carers of people with dementia. The findings confirm that services for older people with dementia are under‐developed in comparison with services for older people generally, and in comparison with mental health services for working age adults. There are particular gaps with respect to rarer types of dementia, services for people with learning difficulties, and services for people from minority ethnic groups. Historically, a lack of strategic planning has meant that service development has been patchy and unco‐ordinated. Carers have been affected by a shortage of joined‐up information, high eligibility criteria and a change to short‐term working by practitioners. Nevertheless, the potential for developing community‐based and inclusive services for people with dementia is apparent, and the adaptability required of rural areas may, subject to further evaluation, provide a template for service development elsewhere.

Using techniques developed mainly in subjective well-being and “happiness” studies, the purpose of this paper is to discuss the applicability of these and related methods for understanding and evaluating the emotional responses experienced within the live music event environment.

The concept of “experience” is debated and set within the context of music events designed to create a specific type of emotional experience for the attendees. The main tools for researching experiences over a time period are considered focusing on the “experience sampling method” (ESM) (Csikszentmihalyi, 1997) and the “day reconstruction method” (Kahneman et al., 2004). These methods are critiqued in terms of their usefulness and practicality as research tools in the study of audience emotions.

A revised method was then developed and a small-scale trial undertaken at a live music event, the results of which are presented and discussed. A conceptual model illustrating the interconnectedness of experience is introduced as an example of the application of the data gathered through this method to theory development. The paper concludes by reflecting on both the methodological appropriateness and practicality of ESMs as a way of gathering valuable data on the emotions engendered by events.

An obstacle yet to be overcome is using this data to predict attitudinal and behavioural change related to arts marketing goals. However, studies in other areas have clearly shown that emotional response is a significant indicator of future behaviour suggesting that the potential is there.

The trialled method provides a useful starting point for better understanding the complexity of emotional effects triggered at live music events.

The paper concludes that an adaptation of these methods has the potential to provide much needed rich and credible data on the feelings and emotional reactions triggered by different elements of a live event.

This paper aims to investigate parents' beliefs about the causes of their child's Type 1 diabetes to understand if this affects the way diagnosis is processed and if this impacts on sibling parenting.

Online, semi-structured qualitative interviews with nine parents of children with Type 1 diabetes who have at least one non-diabetic child. The results were analysed using interpretative phenomenological analysis (IPA).

Two interlinked themes were identified: “What ifs”: parents postulated underlying genetic reasons for their child's diabetes and had working theories about the triggers of diabetes that included stress, infection, vaccination or a virus. Developing a personal aetiology of their child's condition allowed some a feeling of control, while others focused on practical ways to manage diabetes. “Having something to blame”: narratives dwelt on the relationship between beliefs about causes and self-blame. Some believed that acting on an identified trigger reduced personal guilt.

Although internet access is widespread in the UK, a limitation of this research is that it excluded those without internet access.

The findings of this research may provide greater depth and a more holistic perspective to the health promoter to better support parents of Type 1 diabetics.

The analysis of illness narratives that this research provides may offer a greater understanding of the social context in which health and illness develop. This research found some examples of parental confidence about the causes and triggers of their child's diabetes being positively associated with a sense of control. This might indicate the value of a more comprehensive larger-scale study to establish whether parents who are supported to develop a personalised conception of the aetiology of their child's diabetes develop a greater sense of coherence and well-being regarding their child's condition.

There is very limited literature focusing on the beliefs of sufferers and their families about Type 1 diabetes causality. Of that which does exist, some research is heterogenous in its sampling of Types 1 and 2 diabetes sufferers. This study offers a rare, focused insight into the beliefs of parents about the background causes and more proximal triggers of their child's Type 1 diabetes.

Almost every author is to some extent autobiographical in his writings, and if he be also a librarian, they are necessarily somewhat undramatic; indeed, were it not for books and the love of them, he would be better for being silent. When, however, one is a booklover, every day has its possible discovery or at least adventure.

The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration.

A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices’ first and final year.

The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections.

Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made.

While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors’ knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.

National policy in Ireland states that all teachers are teachers of Social Personal and Health Education (SPHE). However national evaluations identify that all teachers do not subscribe to this view. This research aimed to examine the experiences and attitudes of undergraduate students towards teaching SPHE.

An on‐line questionnaire including closed and open questions was distributed to all undergraduate post primary teacher education students (N=1105) in the University of Limerick which is the largest provider of teacher education in Ireland. None of the respondents had exposure to third level education in SPHE or more generally in health education.

A response rate of 44.7 per cent was achieved (N=494). Only 24.5 per cent indicated that they plan to teach SPHE on graduation. There were significant gender differences in relation to students' intention to teach SPHE on graduation. Incentives to teach were less altruistic for males (money and job security) than females (personal interest in the subject).

The convenience sampling approach was useful in illuminating the attitudes of the undergraduate students sampled, however replication across teacher education programmes nationally is warranted. Inclusion of teacher educators' perspectives would also be valuable.

There is a clear need for health promotion to be placed on the pre‐service teacher education curriculum. In addition, it is necessary to take into account pre‐service teacher attitude towards SPHE and gender differences in the design of the post primary teacher education curriculum.

This paper offers insight into how pre‐service teachers perceive their role in SPHE. It illuminates some challenges facing teacher educators in this field.

With this number the Library Review enters on its ninth year, and we send greetings to readers at home and abroad. Though the magazine was started just about the time when the depression struck the world, its success was immediate, and we are glad to say that its circulation has increased steadily every year. This is an eminently satisfactory claim to be able to make considering the times through which we have passed.