Ruth Howard, Emma Phipps, Jane Clarbour and Kelly Rayner
People with learning disabilities (LD) often lack necessary support in navigating and coping within the Criminal Justice System (CJS). The purpose of this paper is to explore…
Abstract
Purpose
People with learning disabilities (LD) often lack necessary support in navigating and coping within the Criminal Justice System (CJS). The purpose of this paper is to explore their experiences, from their own perspective, and identify the supports which need to be implemented.
Design/methodology/approach
Focus groups were held with nine patients in a forensic LD service, discussing their experiences and support needs within the CJS. Template analysis was undertaken on the transcripts.
Findings
Four themes were identified: negative feelings, professional attitudes, suitability of the CJS, and supports needed.
Practical implications
This research demonstrates the valuable opinions to be obtained from offenders with LD on their experiences and needs. Implications for the CJS include a need for further awareness, training, and expertise to work effectively with people with LD. Participant perspectives also highlight the importance of consistent liaison and diversion schemes, and indicate that CJS services may have something to learn from healthcare settings.
Originality/value
Previous knowledge of offenders with LD overlooked the perspective of the service user. This research has given this group a voice, and has benefited from their insight. This is a timely piece of research in the current landscape of the CJS, and so these findings may be of practical value to the implementation of supports, particularly the liaison and diversion schemes.
Details
Keywords
Lucy J. McCann, Jo Peden, Emily Phipps, Emma Plugge and Eamonn J. O’Moore
There are significant health inequalities experienced by women in prison. They face distinct challenges and have particular and complex needs, specifically with regard to their…
Abstract
Purpose
There are significant health inequalities experienced by women in prison. They face distinct challenges and have particular and complex needs, specifically with regard to their physical and mental health. The purpose of this paper is to describe the approach taken to develop a set of health and wellbeing standards for the women’s prison estate in England, which can be applied elsewhere.
Design/methodology/approach
A structured literature review of standard healthcare databases and grey literature was used to inform development of suggested standards. A multidisciplinary expert panel provided consensus on the standards through an online survey and women with a history of contact with the criminal justice system were consulted through consensus groups.
Findings
A total of 549 papers were included in the final review. From this, 127 standards were identified for inclusion in the Delphi process. Consensus was achieved on all standards; this, combined with the analysis of qualitative feedback provided by both the survey and the consensus groups, resulted in the development of 6 overarching principles and 122 standards, across ten topic areas.
Originality/value
These standards are the most extensive that are known to exist for health and wellbeing of women in prison and the first to be developed in England. The process used ensures the standards have high validity, acceptability and feasibility and can be used to support those developing similar methodologies. There are few papers which document the development of standards to improve health and to the authors knowledge, only one other paper has been published detailing the development of health standards in prison settings specifically.
Details
Keywords
Sarah-Jayne Camp, Anna C. Sherlock-Smith and Emma L. Davies
Sexual assault is prevalent on UK University campuses, and prevention efforts are being increased. However, at present there is limited evidence about UK students’ attitudes…
Abstract
Purpose
Sexual assault is prevalent on UK University campuses, and prevention efforts are being increased. However, at present there is limited evidence about UK students’ attitudes towards sexual assault prevention and what they think should be done to effectively address the issue. The purpose of this paper is to explore these views to provide a foundation for the development of a new intervention.
Design/methodology/approach
A cross-sectional anonymous online survey was completed by 515 students (73 per cent women; M age: 21.56; 79 per cent heterosexual; and 82.9 per cent white). There were quantitative questions about experiences of sexual assault, attitudes towards sexual consent and victim blaming. Qualitative data were collected regarding participants’ views on what universities should do to target sexual assault.
Findings
In line with previous studies, the authors found evidence of commonplace and normalised sexual assault behaviours. Women had more positive attitudes towards explicit consent than men, and were less likely to blame victims of sexual assault who had been drinking. Consent behaviour was predicted by positive views towards consent and lower levels of blaming. Themes relating to “awareness”, “attitudes”, “environment” and “opposition” were identified in the qualitative data.
Practical implications
Findings highlight the importance of engaging with students to develop effective prevention measures. Students are likely to find university-led prevention strategies acceptable, but this topic needs to be addressed in the context of the prevailing culture, which may provide an environment where certain behaviours are tolerated. New prevention programmes need to treat the issue as one that is relevant to all students and not just target men as perpetrators and women as victims. Such strategies need to do more than treat this as an isolated issue, to which the solution is re-education about the meaning of consent.
Originality/value
There is at present a lack of research evidence about UK students’ views on sexual assault prevention. This exploratory survey highlights areas for consideration when developing new interventions.
Details
Keywords
Sarah E. Hennelly, Sofia Hussain, Tristan Hale, Martha Cadle, Joanne Brooke and Emma Davies
Half of British university students experience assault and harassment behaviours; few report them. Bystander intervention training has been recommended as a means of reducing…
Abstract
Purpose
Half of British university students experience assault and harassment behaviours; few report them. Bystander intervention training has been recommended as a means of reducing these behaviours, but there is little evidence about their potential effectiveness in UK contexts. The purpose of this paper is to understand UK students’ attitudes towards reporting and intervening in sexual assault, harassment and hate crimes.
Design/methodology/approach
A mixed methods cross-sectional survey (n=201; 75.6 per cent women) was conducted in one British university. Open text data were analysed using thematic analysis.
Findings
Students considered harassment and assault unacceptable, and were confident to intervene in and likely to report incidents. However, fear of backlash was a barrier to intervening and reporting, and they felt that victims should decide whether to report incidents. Students perceived perpetrators as being ignorant about what constitutes consent, harassment and assault. They identified a need for university community education about this and how to report incidents and support peers.
Research limitations/implications
This cross-sectional survey was conducted at one UK University. The data might not reflect other students’ attitudes, and may be subject to response bias. University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting.
Practical implications
University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting.
Originality/value
This is the first study to investigate UK student attitudes to prosocial bystander behaviours.
Details
Keywords
Niall Sreenan, Saba Hinrichs-Krapels, Alexandra Pollitt, Sarah Rawlings, Jonathan Grant, Benedict Wilkinson, Ross Pow and Emma Kinloch
Although supporting and assessing the non-academic “impact” of research are not entirely new developments in higher education, academics and research institutions are under…
Abstract
Although supporting and assessing the non-academic “impact” of research are not entirely new developments in higher education, academics and research institutions are under increasing pressure to produce work that has a measurable influence outside the academy. With a view to supporting the solution of complex societal issues with evidence and expertise, and against the background of increased emphasis on impact in the United Kingdom's 2021 Research Excellence Framework (REF2021) and a proliferation of impact guides and tools, this article offers a simple, easy to remember framework for designing impactful research. We call this framework “The 7Cs of Impact” – Context, Communities, Constituencies, Challenge, Channels, Communication and Capture.
Drawing on core elements of the Policy Institute at King's College London's Impact by Design training course and the authors' practical experience in supporting and delivering impact, this paper outlines how this framework can help address key aspects across the lifecycle of a research project and plan, from identifying the intended impact of research and writing it into grants and proposals, to engaging project stakeholders and assessing whether the project has had the desired impact.
While preparations for current and future REF submissions may benefit from using this framework, this paper sets out the “7Cs” with a more holistic view of impact in mind, seeking to aid researchers in identifying, capturing, and communicating how research projects can and do contribute to the improvement in society.
Details
Keywords
The purpose of this paper is to consider evidence for the effectiveness of the psychologically informed environments (PIEs) approach to working with homeless people in the five…
Abstract
Purpose
The purpose of this paper is to consider evidence for the effectiveness of the psychologically informed environments (PIEs) approach to working with homeless people in the five years since the national guidance was published.
Design/methodology/approach
The author reviewed the intended outcomes of the original guidance and then looked at a range of data from evaluations of current PIE services in UK and Ireland.
Findings
The findings were that the PIE approach is effective in meeting the outcomes suggested by the original guidance; in reducing social exclusion and improving the mental health of homeless people; and in improving staff morale and interactions.
Research limitations/implications
This is a practice-based evidence. There needs to be more practice-based evidence gathered, and it would be useful if there were some standardised measures, as long as these did not limit the richness of the data which suggests that PIEs have a wide, not narrow, impact.
Practical implications
The implications are that homelessness services should use the PIE approach, and that they should be supported by clinically trained psychotherapists or psychologists; and that wider mental health services should look at the PIE approach in terms of working effectively with socially excluded people with complex needs/mental health problems.
Social implications
PIEs are an effective way of working with socially excluded people with mental health problems/complex needs, enabling the reduction of social exclusion among this very excluded client group.
Originality/value
This is the first review of evidence, much of it so far unpublished, for the effectiveness of PIEs, despite the fact that this approach has been increasingly adopted by both providers and commissioners in the homelessness sector.