Gavin Foster, John Robertson, Sophia Pallis and Jose Segal
To improve outcomes for people with co-occurring mental health and substance use disorders, the Eastern Health Mental Health Service implemented an integrated treatment model…
Abstract
Purpose
To improve outcomes for people with co-occurring mental health and substance use disorders, the Eastern Health Mental Health Service implemented an integrated treatment model known as the dual diagnosis clinician shared care model. This study aims to provide evidence for a relatively unexplored model in clinical mental health services within the state of Victoria, Australia.
Design/methodology/approach
Dual diagnosis clinicians were placed into community mental health clinics in a shared-care, modified case management role, to provide primary and secondary consultations to select consumers and/or their carers, as well as to provide capacity-building training to the mental health staff facing real world clinical challenges in dual diagnosis service delivery.
Findings
Since the commencement of this service, more than 800 consumers of the adult mental health service have been supported to concurrently address their harmful substance use, while receiving recovery-focused community mental health care. Preliminary findings include previously unknown figures on the prevalence for co-occurring substance use at the point of referral and a demonstrated preference by consumers for treatment of both disorders at the same time by the same service (in-house treatment).
Originality/value
The establishment of a dedicated, integrated dual diagnosis team has significantly increased the capacity of a community-based clinical mental health service to engage with and treat consumers with dual diagnosis disorders. This model is beginning to produce evidence challenging traditional siloed approaches to mental health and alcohol and drug treatment.
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Gavin Foster, David Taylor and Stephanie Gough
This study aims to use the database of consumers referred to the dual diagnosis shared care service to examine those connections. The Eastern Dual Diagnosis Service, based in…
Abstract
Purpose
This study aims to use the database of consumers referred to the dual diagnosis shared care service to examine those connections. The Eastern Dual Diagnosis Service, based in Melbourne, Australia, has established a database of consumers with co-occurring mental health disorders and problematic substance use. An examination of mental health and substance-use information obtained over a two-year period in the delivery of dual diagnosis shared care to consumers of mental health services is supporting an improved understanding of substance use and the connections to specific mental health diagnoses of schizophrenia, bipolar disorder and schizoaffective disorder.
Design/methodology/approach
This research uses a quantitative approach to review the prevalence of primary substance use and mental health diagnoses for consumers referred to as dual diagnosis shared care. Reviewed are referrals from adult mental health community and rehabilitation teams operating within a mental health and well-being program between January 2019 and December 2020 inclusive.
Findings
Of the 387 clients referred to the specialist dual diagnosis shared care, methamphetamine, alcohol and cannabis are associated with 89.4% of the primary mental health diagnosis (PMHD). The most common PMHDs are schizophrenia, schizoaffective disorder and bipolar disorder. The most common PMHD and substance-use connection was schizophrenia and methamphetamine. Nicotine was reported to be used by 84% of consumers and often occurred in addition to another problematic primary substance.
Originality/value
Improved dual diagnosis data collection from a community-based clinical mental health service is increasing understanding of the mental health and substance-use relationship. This is now providing clarity on routes of investigation into co-occurring mental health and problematic substance-use trends and guiding improved integrated treatments within a contemporary mental health setting.
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Anecdotal feedback obtained from alcohol and drug and mental health staff across the eastern metropolitan region of Melbourne, Australia suggests that attitudes towards working…
Abstract
Purpose
Anecdotal feedback obtained from alcohol and drug and mental health staff across the eastern metropolitan region of Melbourne, Australia suggests that attitudes towards working with people experiencing a dual diagnosis are becoming more positive. The purpose of this paper is to understand if dual diagnosis-specific training delivered to staff within mental health and alcohol and other drug services was a factor positively influencing attitudes.
Design/methodology/approach
No formal evaluation assessing the impact of dual diagnosis-specific training on staff attitudes had previously occurred within this region of Australia. Access to staff on two occasions from three distinct sectors provided an opportunity to examine if and, to what degree, attitudes can be influenced by dual diagnosis-specific training. Using a co-designed attitudes survey, information was gathered from mental health and alcohol and drug staff on their attitudes to working with people with co-occurring mental health and substance use problems.
Findings
Two surveys were conducted involving 186 staff in 2012 and 110 staff in 2016. The dual diagnosis attitudes survey showed that positive attitudes to working with people experiencing a dual diagnosis were associated with recency of training. While attitudes may be improved by dual diagnosis training, these findings cannot exclude the impact of other dual diagnosis capacity building activities.
Originality/value
This study highlights the benefits of a regional partnership between mental health and alcohol and drug services and people with lived experience of dual diagnosis and the benefit of recent co-designed dual diagnosis training on longitudinally assessed worker attitudes.
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This paper aims to analyze stock market reactions to announcements of regulatory and law enforcement penalties imposed on banks operating in the USA.
Abstract
Purpose
This paper aims to analyze stock market reactions to announcements of regulatory and law enforcement penalties imposed on banks operating in the USA.
Design/methodology/approach
This paper examines abnormal stock market returns around penalty announcements for banks operating in the USA from 2000 to 2022. The authors use a comprehensive data set of nearly 600 penalties to conduct their event study.
Findings
This paper finds evidence of positive and statistically significant abnormal returns on the day of the penalty announcement. However, the authors also observe negative and statistically significant abnormal returns days later, violating the semi-strong efficient market hypothesis.
Originality/value
By accounting for confounding events and analyzing subsamples, the authors reconcile conflicting results from prior literature that have variously shown negative, null or positive stock market reactions to penalty announcements.
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James Melitski, David J. Gavin and Joanne H. Gavin
Organizations implement information technology for a variety of reasons. Most often organizations look to information technology to automate existing processes in search of…
Abstract
Organizations implement information technology for a variety of reasons. Most often organizations look to information technology to automate existing processes in search of efficiency. We suggest that strategic management of technology allows for efficiency gains, but also holds the potential to create a healthier work environment. Organizational efficiency and effectiveness need not be mutually exclusive in the strategic management of information technology. Organizations can create a competitive advantage by using information technology to create a positive work environment while also automating existing processes. Our analysis begins with a discussion of positive psychology and strategic management. We discuss strategic uses of technology and present a framework for creating a positive work environment through the strategic use of technology. We conclude by developing areas for future research and present applicable strategies managers can use to increase organizational efficiency as well as empower and enhance the well-being of workers
Ian Hardy and Petri Salo
The purpose of this paper is to explore the governance of educational reform, as an interpretive process – “interpretive governance” – through a case study of five superintendents…
Abstract
Purpose
The purpose of this paper is to explore the governance of educational reform, as an interpretive process – “interpretive governance” – through a case study of five superintendents living in a predominantly Swedish-speaking region in Finland.
Design/methodology/approach
To foreground superintendents’ perspectives on reforms as simultaneously reflective and constitutive of governance processes, the research applies and extends Rhodes’ (2012) notions of “network governance,” “meta-governance” and “interpretive governance.” Interpretive governance, an underresearched area, is construed as particularly important for developing better insights into how school reform is understood by key actors involved in its enactment.
Findings
The research identifies what are described as three “deliberative” dimensions of interpretive governance; these modes of governance are elaborated as “dialogic,” “directive” and “defensive” in nature.
Originality/value
The study reveals senior educators’ interpretations of governance as multifaceted, and argues that these complex modes of deliberation need to be taken into account to better understand how school development is understood and enacted in municipal and school settings.
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The purpose of this paper is to explore and characterise students’ historical thinking as they attempt to work simultaneously with two second‐order concepts – change and…
Abstract
Purpose
The purpose of this paper is to explore and characterise students’ historical thinking as they attempt to work simultaneously with two second‐order concepts – change and diversity, to examine student difficulties in so doing and to reflect on the value of certain teaching approaches.
Design/methodology/approach
The paper is a case study using data gathered from teaching and learning experiences across five history lessons taught to two Year 9 classes.
Findings
“Diachronic diversity” may be a useful characterisation of the distinctive student accomplishment of linking change and diversity in discursive historical analysis. An elaboration of shortfall in the form of “proto‐diachronic diversity” helps to establish the boundaries of that achievement and the possible properties that future curricular goals and assessment might privilege.
Practical implications
History teachers may need to find ways of integrating teaching of change and diversity rather than expecting the two to merge naturally after separate analyses. Possible impediments may include difficulties with language and limitations in students’ existing concept of “change”.
Originality/value
“Diachronic diversity” points to a new curricular category for characterising a particular disciplinary property of student thinking and learning in history lessons.
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Gavin Baxter and Thomas Hainey
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about…
Abstract
Purpose
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.
Design/methodology/approach
The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.
Findings
The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.
Originality/value
The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.
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Lindsey Conner and Yetunde Kolajo
This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same…
Abstract
This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.
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Brenda Jones Harden, Brandee Feola, Colleen Morrison, Shelby Brown, Laura Jimenez Parra and Andrea Buhler Wassman
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their…
Abstract
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.